Unit Plan: Relief Maps

Lesson Plan for Wednesday Grade: 3rd Social Studies Strand: Geography

Submitted By: Tracy Sides

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Wednesday

B. Summary of the Lesson Plan:

Strand: Geography

submitted by: Tracy Sides

In this social studies lesson, third grade students will demonstrate their ability to identify key features of relief maps. This lesson is based on a Core Knowledge lesson on World Geography written by Esther Thomson and Jackie Adams with the Paramount School of Excellence in Indianapolis, IN. C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: 50 minutes Groupings: whole group and pairs

D. Materials: Modeling dough Art paper String Rulers Example of a Relief Map Physical Maps (Map It) by Ian F. Mahaney E. Objectives: o NV State Social Studies Standards

G5.3.4 Identify and explain simple spatial patterns on a map, i.e., population centers, farmland, mountains. G5.3.5 Construct a simple map including a title, symbols, and directions from a bird's eye view.

Student-Friendly Standards I can identify and explain spatial patterns such as mountains on a map. I can create a simple map using title, symbols, and directions.

F. Vocabulary Elevation (noun) Height of land in relation to sea level Depressions (noun) Sunken area within elevations Relief map (noun) A tool used to find direction

G. Procedure:
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan for Wednesday

Strand: Geography

submitted by: Tracy Sides

1. Begin the lesson with a think-pair-share reviewing knowledge from Monday and Tuesdays lessons. Students will share their knowledge of the difference between largescale and small-scale maps. Encourage students to elaborate on how and when both types of maps are used. (5 minutes) 2. Preview the lesson of learning about relief maps which are similar to scale maps as both illustrate specific features. Students will share their thoughts on the possible purpose and features of physical maps. 3. Read the passage from Physical Maps aloud that will explain relief maps. While reading, pause to ask students questions about the text content and think aloud for meaning when vocabulary is encountered. After reading, students will share summaries of what they learned about relief maps. (10 min) 4. Show students a relief map. Ask students questions about the map, guiding them to identify elevation, depression, and the color key. As students answer, encourage elaboration on the representation of features and explain that students will have the opportunity to apply their newly gained knowledge of relief maps and mountain ranges by creating their own three-dimensional relief map. (5 min) 5. Give instructions and model for the relief map project: Create several mountains of varying heights using Play Dough. Use a ruler to measure and mark each inch of height. Tie a short colored string around each mountain at each inch mark. The 1 inch mark is tied with blue string, 2 inches is tied with green, 3 inches with yellow. Arrange the modeled mountains on a table as a class mountain range Using the heights marked on the mountain ranges; create a relief map of the mountain range created (coloring mountains according to string color to show elevation. Complete the elevation key using the string and mountain colors 6. Students are individually numbered 1-2 and are paired. Student 1 of the pair gathers the Play Dough and string. Student 2 of the pair gathers paper, pencil, and a ruler. A time frame of 5 minutes with Play Dough and 25 minutes measuring, recording and mapping is suggested. 7. While students complete the project, move from group to group in order to clarify lingering questions and encourage engagement where needed. (30 min) H. Assessment: What will you use to measure student understanding? Students understanding is evaluated through their responses/questions during discussions and extension activities. During discussions, students are asked questions to demonstrate what they learned as well as how they can apply the new vocabulary and content knowledge. Such questions include: Analyze the difference between a relief map and a globe. Describe some of the features of a relief map. Why would you use relief maps? Explain the difference between depression and elevation. Student responses will indicate their understanding of relief maps.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan for Wednesday

Strand: Geography

submitted by: Tracy Sides

Student understanding will be measured via a project rubric: Category Accuracy Requirements
The map is an accurate representation of the scaled mountain range. No features are on the map that are not on the scaled model. Each mountain and the joining valleys is indicated. Each measurement indicated on the model is indicated on the map. The project is presented legibly. The map key shows which colors represent higher and lower areas.

Points Possible

Points Earned

20

Items Labeling

10

10 5 5

Neatness Map Key

Explain how you will know students understand the concepts from the lesson. The accuracy of students translation of three-dimensional mountain ranges and their measurements to a paper illustration will indicate student understanding of relief maps. I. Closure: Students will complete a 3-2-1 ticket with three things they learned, 2 things they have questions about, and one thing they want the teacher to know.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Encouraging students and answering student questions as they model, measure, and translate will be the easiest for me to teach. Working with individual pairs on specific questions and ideas they have is exciting to me. 2. Which part will be most challenging for you to teach? Time management may be the most difficult part of this lesson. The of scale model mountain ranges, measurement of these ranges, and translation of this data to a relief map will require students to be aware that the initial is not as important as the measurement and translation. This may be a difficult reality to create. 3. How will you follow up or extend this lesson? Students use scale to offer a realistic view of their mountain range. 0-.5 inches would be equivalent to 0-500 feet above sea level. .5-1 inch would be equivalent to 500-1,000
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan for Wednesday

Strand: Geography

submitted by: Tracy Sides

feet, and so on. Students then research potential activities at various elevations and create a travel brochure for their mountain range. 4. What can you do for students who dont grasp the concepts? Students who struggle with the concept will be gathered as a small group and we will complete a few ranges and translations together before they are slowly released to work in pairs in order to build toward understanding. 5. Which part of the lesson, if any, do you think might need to change? The translation may need to take part on a different day for maximum use of time and student understanding. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was finding a concrete way for students to experience the idea of relief maps while also insuring the details of requirements for a relief map were very present.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5