Unit: Orienteering Lesson: How to read a map Grade: 9th

Erin Vander Hoff EDR 321 – 02 April 16, 2014

Benchmarks/Standards: CCSS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CS#2 the physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. CS#4 the physically literate individual exhibits responsible personal and social behavior that respects self and others. M.1.OP.4 Demonstrate ability to safely manipulate or use equipment related to selected outdoor pursuits in dynamic settings B.6.PS.1 Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings. Behavioral Objectives: C1. TSW interpret information found a map to determine how and where to travel to move between two predetermined points C2. TSW explain the steps for reading and following a map in the correct order during the lesson closure C3. TSW demonstrate an understanding for the steps involved in reading a map by physically performing each step for map reading in the correct order during the applied activity Treasure Hunt. A1. TSW demonstrate responsible behavior by treating all equipment with care A2. TSW work collaboratively with peers to successfully complete the assigned task during the applied activity Treasure Hunt Objective/Purpose: What: “today we are going to learn how to read a map, and then apply what we learn by reading and following an actual map.” How: “we are going to watch a short video on map reading, and then work in small groups to plot out a course and then travel to an assigned location on a map. Why: map reading is an important skill, especially as you all become new drivers. If you ever take a wrong turn and are unsure of where you are, you can pull out your map and find your way back to road, or part of town that you are familiar enough with to get back home.” Anticipatory Set: (5 minutes) Before the beginning of the class period, lay out hula-hoops on the baseline, so that there is one hula-hoop per student. Place 4 cards at each hula hoop; the cards represent the 4 cardinal directions depicted by the capital letters N (north), S (south), E (east) and W (west). Students stand inside their hula hoops all facing in the same direction; this is north, and will lay down their N card directly in front of themselves on the floor outside of the hula hoop. From this position students will lay down the other three cards on the floor outside of their hula hoops as if

their hula hoops were compasses. This warm-up is a review of the previous lesson where students learned how to read and use a compass. Students stand inside their hula hoops, facing in the same direction with arms at their sides and feet shoulder width apart. When the instructor calls out a degree, students must move their bodies inside their hoops to face in the direction of that degree (i.e. the instructor call out 90°! students turn their bodies to face their “east” card). Degrees:  0°-90° North to East  90° - 180° East to South  180°-270° South to West  270° - 360° West to North Input: methods and materials needed to present this lesson: A. Task Analysis: a. After the warm up bring students together in front of the white board. As a class quickly review how to read a compass and the vocabulary terms related to that skill. The instructor will then provide a brief explanation of how the skills of reading a compass and reading a map are related and why it is important to know how to use these two pieces of equipment. b. The instructor will then play the following video, which explains the steps involved in reading a map. After the video clip has been shown, the instructor will demonstrate the skills by putting a map on the overhead and then explaining how to read it using the steps just covered in the video. Video clip: http://www.wikihow.com/Read-a-Map How to Read a Map: 1. find the compass rose to determine the directions on the map 2. align the direction of the map with the direction you are facing 3. find a landmark to orientate yourself 4. find the map’s scale – this will tell you how many inches = 1 mile 5. use a ruler to measure the number of miles between points A and B 6. find the map’s legend (key) to determine the meaning of any symbols on the map 7. find the latitude and longitude Latitude = east to west Longitude = north to south *where they cross = your point of reference c. The instructor will give each student a sketch of the layout of the gymnasium that includes the polyspots that have been laid out on the gym floor, a compass, a ruler, and a list of the steps to follow when reading a map. Individually, students will pick a spot within the gym (the instructor has laid out 10 – 20 polyspots all over the gym floor) and then using the steps for reading a map, each student will work out how to

reach that spot, and the follow the course they have laid out. The instructor will walk around the space and provide feedback and help for all students. d. As students are working through their task, the instructor will move around the space, checking both the students’ process of map reading and the use of the compass for any common errors. e. If any common errors are found the instructor will bring the class together to explain and correct the error before resuming the activity. f. Once all students have reached their intended spot within the gym. The instructor will go through all the steps for reading a map, with the students provided choral responses. The instructor will then break the class up into 5 – 6 small groups and give each group a map of the school; each student keeps his/her compass, list of steps and ruler. Each group will have a different destination written on the bottom of their group’s map. As groups students will follow the steps for reading a map, and will then follow the course they have plotted out to travel from their starting position in the gym (point A) to the location written on the bottom of their map. The instructor will remain in the gym, or in another central location to help with any questions or problems that students may face while practicing this skill. g. As students complete their assigned task, they will return to the gym and write a short reflection in response to a prompt provided by the instructor. When there are 5 minutes left in the period, the instructor will make an announcement over the PA system so that students know to return to the gymnasium if they have not done so already. Prompt: What were the steps your group carried out in order to be successful in reaching your assigned destination? Please include not only the steps related to map reading, but any communication skills that were used and/or problem solving skills. B. Thinking Levels: Knowledge: know the vocabulary associated with map reading and compass use Comprehension: explain the steps involved for reading/ using both a compass and a map Application: use the skills of map reading and reading a compass to travel between two points marked on a map Analysis: examine the process used by the group to successfully complete the assigned task C. Methods and Materials: a. ways of presenting: physical and verbal demonstration of the skill, visual aid showing/explaining the skill, short lecture b. materials needed  10 – 20 polyspots  1 list of steps for reading a map per student  computer/projector  white board

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1 ruler per student 1 compass per student 5 – 6 school maps with different locations identified on the bottom loose leaf paper pencils

Modeling: a. While providing a verbal explanation of the steps for reading a map, provide a physical demonstration of the skill b. Keep up a running commentary all aspects that step of map reading is composed of while performing that step on the overhead. c. Each student has a sketch of the gymnasium and a list of the steps involved in reading a map d.Provide a video clip that gives a visual and verbal demonstration of the skills involved in map reading e. Each group is given a map of the school with the designated point B clearly written on the bottom Checking for Understanding: a. Questions: “give me the steps for reading a map in a choral response; with meaning” “why is it important to understand the role of degrees when reading a compass?” “How is reading a compass related to reading a map?” b. Teach – stop and check – resume: walk around the space during the individual activity and check both the students compass use, and performance of the steps involved in reading a map for any common errors. When/if common errors are found, bring the class together to correct the error and then have them perform the skill with the correction in place before resuming the activity – make sure to go back and check that they error has been corrected during later performance during the activity. c. Provide ways for students to respond: students are physically performing the skills, working through two different tasks, verbally answering questions during the lesson activity and closure, and creating a written reflection on their experience with map reading. Guided Practice: a. Students are working in small groups to travel to an assigned location during the applied activity Treasure Hunt. As a group students are performing the steps involved in reading a map and using that tool to find their from point A to point B, as well as practicing the skills for reading a map and using a compass. b. The skills and order of steps for reading a map were modeled during the demonstration of skills at the beginning of the lesson.

c. The instructor will move around the space to students who are having difficulties. Individual Practice: a. The instructor will give each student a sketch of the layout of the gymnasium that includes the polyspots that have been laid out on the gym floor, a compass, a ruler, and a list of the steps to follow when reading a map. Individually, students will pick a spot within the gym (the instructor has laid out 10 – 20 polyspots all over the gym floor) and then using the steps for reading a map, each student will work out how to reach that spot, and the follow the course they have laid out. The instructor will walk around the space and provide feedback and help for all students. b. Students are creating a written reflection during the lesson closure, self-reflecting on their experience of reading a map and using a compass to find the group’s designed location within the school; the map students are using is a map of the school building. Students are using the following prompt as a guide for their self-reflection: Prompt: What were the steps your group carried out in order to be successful in reaching your assigned destination? Please include not only the steps related to map reading, but any communication skills that were used and/or problem solving skills. Closure: Once students return to the gym after they have successfully traveled to their assigned location, they will write a short reflection in response to a prompt provided by the instructor. When there are 5 minutes left in the period, the instructor will make an announcement over the PA system so that students know to return to the gymnasium if they have not done so already. Prompt: What were the steps your group carried out in order to be successful in reaching your assigned destination? Please include not only the steps related to map reading, but any communication skills that were used and/or problem solving skills. Review: “who can tell me the steps for reading a map in the correct order?” “How is using a compass and reading a map related?” “What are some important aspects/areas to pay attention to when reading a map?” Reiterate: Why is it important to know how to use/read a map? (Think about those shiny new driver’s licenses) Dismissal: Once you have finished your journal entry, put your pencil in the pencil tub and place your paper in a neat pile on the table next to the pencil tub. Go change!