Lesson Objective: Students will be able to identify, utilize and understand the purpose of scales in maps.
Lesson Opening (15)The lesson opens with a discussion of the standards and where this particular skill fits into the yearly plan. The lesson progresses to an overhead of a giant map on the board. The question posed is the following: how is it that two places on the map are only inches apart, when in real life they are separated by hundreds of miles? When students understand that a map must necessarily be smaller than the area it displays, we will move on to understanding exactly how much smaller it must be. I will note the scale on the map and explain how you can tell exactly how far away two places are by counting up the inches. I will explain how you can either multiply or skip count, depending on which is easier. We will observe the relationship between a few other places on the map and note how to calculate the distance.
Guided Practice (20)Having looked on a real map, we will then set out to make a map of our classroom. I will first make it clear to the students that this map will not include every detail on the map. I will make everything in steps, and the students will take their rulers and use them to make their maps to scale. Each step will equal one centimeter and they will thus make a map on their pieces of paper. I will model the process on the board, using one inch to represent one of my steps. I will only model the beginning processes and allow the children to work together for the others. Make sure and remind the children to use pencils and that neatness is very, very, very important.
Independent Practice (20)Having worked backwards in guided practice, the students will return to actual maps of the United States. They will have questions they have to answer about the maps they have before them. Most of the questions will be about scale, although a couple will help review other map skills such as legends and directions. They will be reminded that their rulers are very important when determining scales. Make sure that the students are reminded about the proper way to use their rulers and the difference between inches and centimeters. Remind them how failure to read their rulers correctly and disturb the whole process.
Closing (5)The closing question will involve mathematical problem solving. If you were a map maker, how do you know what scale to choose? For instance, do you want one mile to equal one yard, one foot or one inch? We will look at the size of the map you are trying to create. Class will end (as it always does when looking at map skills) with a brief reminder and discussion on the importance of reading and understanding maps in everyday life.