Social Studies: Mapping & Geography

Katie Van DerMeer

Grade 2/3
Park Meadows Elementary
 Social Studies: Unit 1: Mapping & Geography

Rationale:
As the first Social Studies Unit in the school year, the content of this unit serves to ground students
understanding and provide foundational knowledge regarding location, mapping and geographical
thinking. This not only serves students going forward into their next unit, where they will study India and
how the countries geography shapes the quality of life of its citizens. But also encourages students to be
aware of their surroundings, connecting their own experiences of Canada to the curricular content and
understandings.
As a responsible citizen it is important that students understand how geographical location
influences quality of life and access to resources. This unit will provide students the opportunity to
recognize how the globe is divided (equator, hemispheres etc.) in order to give students a more
comprehensive understanding of why countries have different climates and access to natural resources. In
order to be a caring, responsible and understanding citizen, it is important students gain an appreciation
for the diversity that exists across the globe and how it can influence quality of life.

Special Considerations:
As the first Social Studies unit of the year, students will explore skills and knowledge that will allow them
to fully engage with the preceding content. Due to the circumstances related to the students return to
school it is important that content and key terms are reviewed from the grade 2 curriculum to ensure
students are successful moving into the grade 3 Social Studies curriculum. Due to the long period students
have had in between being in class, students may need extra support when completing assigned tasks. The
scaffolding of this unit ensures that each task is done as a class and then individually, with support if
necessary. Due to the situation regarding COVID, learning activities that may not be plausible due to the
protocols put in place will be changed and

Subject: Social Studies

Grade: 2/3 (Using grade 3 GLOs)
Unit/Topic: Mapping & Geography
Unit Duration: September 1st  October 29th, 2020

Unit Overview
Students in this unit will learn the geographical skills that will serve as foundational knowledge for
their proceeding units. This unit will allow students to develop the skills and knowledge they need in
order to compare, contrast and appreciate the characteristics of different countries.
This unit provides students the opportunity to develop a range of skills including geographical
thinking, communication (oral, written, and visual literacy), media, critical and creative thinking. Over
the course of the unit, students will learn skills that will allow them to understand navigate their
environment more efficiently and accurately. Students will develop an appreciate for how physical
geography influences ones identity. To begin the unit, students will learn more about maps, including
their importance, and how to read and develop their own, looking at a location. They will then move
into learning about the globe and how it is divided, exploring associated topics such as climate and
physical geography. The unit is structured in a way that allows the scaffolding of skills and knowledge
to ensure students are capable of completing the summative task to their best ability. Formative
assessments are built into daily activities throughout the unit to ensure appropriate feedback is given
and teaching adjusted to provide clarity in the curricular content. For their summative assessment,
students will be asked to create their own island, including landmarks, a map key, compass and
physical geography features. The learning that takes place throughout this unit will allow students to
gain the knowledge they will need when transitioning into their second unit about India.
General Learning Outcomes for Unit
3.1 Students will demonstrate an understanding and appreciation of how geographic, social, cultural
and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru

Key Concepts for Unit

 Equator
 Hemisphere
 Poles
 Relative Location
 Resources
 Services

Specific Learning Outcomes for Unit

Knowledge and Understanding

3.1.3 examine the geographic characteristics that shape communities in other parts of the world
by exploring and reflecting upon the following questions for inquiry:
• Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
• In what ways do the people in the communities depend on, adapt to and change the environment in
which they live and work? (ER, LPP)
• In what ways do the communities show concern for their natural environment? (GC, LPP)
• How does the physical geography influence the human activities in the communities (e.g.,
availability of water, climate)? (CC, LPP)

Dimensions of Thinking
3.S.1 develop skills of critical thinking and creative thinking:
 choose and justify a course of action
 generate original ideas and strategies in individual and group activities

3.S.3 develop skills of geographic thinking:

 create and use a simple map to locate communities studied in the world
 use cardinal and intermediate directions to locate places on maps and globes
 apply the concept of relative location to determine locations of people and places
 apply the terms hemisphere, poles, equator

Communication
3.S.8 demonstrate skills of oral, written and visual literacy:
 organize and present information, such as written and oral reports, taking particular audiences
and purposes into consideration
 listen to others in order to understand their points of view
 interact with others in a socially appropriate manner

Differentiation
 Pre-written definitions will be given to students to that struggle with their writing
 Groups will be created in order to provide additional support to students that need extra help
when formulating ideas and recording their work
  Responses to formative work will be developed as a class and written on the board to ensure all
students are able to write down content and material

Resources

Multimedia Resources
https://www.youtube.com/watch?v=5tC8OOxOFEk
https://www.youtube.com/watch?v=mjaVm0vs2HY&ab_channel=MooMooMathandScience
https://www.youtube.com/watch?v=FN6QX43QB4g&ab_channel=CrashCourseKids
https://www.youtube.com/watch?v=1WZsxVDTqcU&ab_channel=ClarendonLearning
https://www.youtube.com/watch?v=bNWuQD7QHBc&ab_channel=PeekabooKidz
https://www.youtube.com/watch?v=wYYakyS_HOg&ab_channel=learningjunction

Learning Activities
https://www.superteacherworksheets.com/pinterest/pz-landform-cards.html
http://terrificthird.blogspot.com/2015/08/the-world-interactive-notebook-activity.html

Sponge Activities
https://www.teacherspayteachers.com/Product/Pirates-Treasure-Map-Skills-Game-153396
https://www.teacherspayteachers.com/Product/Geography-Lapbook-Passages-Maps-and-
Globes-Map-Skills-Geography-Activity-828960
https://www.playdoughtoplato.com/me-on-the-map-craft/

Unit Assessment Plan

Learning Assessment
Objectives Title Symbols & Create a Create a Map Geography Create a Create your
Direction Map of the of their House Lapbook map of own
Assignment Class Activity Lethbridge Island/Prese
continuous ntation
work
Formative/ Formative Formative Summative Formative Formative Summative
Summative
3.1.3 x x x
3.S.1 x x x x
3.S.3 x x x
3.S.8 x x x
 Lesson 1-6 Mapping & Directions
September 1st  September 16th
Outcomes:
3.S.3 - develop skills of geographic thinking:
 create and use a simple map to locate communities studied in the world 
 use cardinal and intermediate directions to locate places on maps and globes 
 apply the concept of relative location to determine locations of people and places 

3.S.1 develop skills of critical thinking and creative thinking:

• evaluate ideas and information from different points of view
• choose and justify a course of action
• generate original ideas and strategies in individual and group activities

3.S.8 demonstrate skills of oral, written and visual literacy:

 organize and present information, such as written and oral reports, taking particular audiences
and purposes into consideration
 listen to others in order to understand their points of view
 interact with others in a socially appropriate manner

Goals/Objective:

Learning Activities:
 Cardinal Directions/Compass Activity
 Symbols & Landmarks Activity
 Bigger Picture Activity
 Create a Map of the Class
 Create a Map of their House/Street

Summary: Students will begin the unit learning what maps are and how they can be used. Students
will learn the features of a map including the key, scaling, symbols, and compass (cardinal directions).
Students will demonstrate their knowledge through the completion of a “Create a Map” activity in
which students will create a map, including each of the features they have learned about.

Lesson 7-18: Geography

September 16th  October 8th

Outcomes:
3.S.3 - develop skills of geographic thinking:
 create and use a simple map to locate communities studied in the world 
 use cardinal and intermediate directions to locate places on maps and globes 
 apply the concept of relative location to determine locations of people and places 

3.1.3 - examine the geographic characteristics that shape communities in other parts of the world
by exploring and reflecting upon the following questions for inquiry:
  Where, on a globe and/or map, are the communities in relation to Canada?
 In what ways do the people in the communities depend on, adapt to and change the
environment in which they live and work?
 In what ways do the communities show concern for their natural environment?
 How does the physical geography influence the human activities in the communities (e.g.,
availability of water, climate)?

3.S.8 demonstrate skills of oral, written and visual literacy:

 organize and present information, such as written and oral reports, taking particular audiences
and purposes into consideration
 listen to others in order to understand their points of view
 interact with others in a socially appropriate manner

Learning Activities:
 Geography Lapbook- continuous work in lapbook- various activities relating to physical
geography and the globe
 Landscape diagram
 Map of the World Activity

Summary: During lessons 7-18 students will develop an understanding of physical geography,
covering topics such as landforms, bodies of water, and climate. These lessons will provide students
the foundational understanding they need when looking at India’s physical geography and how it
shapes quality of life, access to resources and human activities. Students will create a lapbook which
will contain examples and definitions of each physical geography feature study. This will serve as a
reference when they continue into the next Social Studies Unit.

Lesson 18-25 Summative Assessment Activities

October 19th  29th
Outcomes:
3.S.3 - develop skills of geographic thinking:
 create and use a simple map to locate communities studied in the world 
 use cardinal and intermediate directions to locate places on maps and globes 
 apply the concept of relative location to determine locations of people and places 

3.1.3 - examine the geographic characteristics that shape communities in other parts of the world
by exploring and reflecting upon the following questions for inquiry:
 Where, on a globe and/or map, are the communities in relation to Canada?
 In what ways do the people in the communities depend on, adapt to and change the
environment in which they live and work?
 In what ways do the communities show concern for their natural environment?
 How does the physical geography influence the human activities in the communities (e.g.,
availability of water, climate)?

3.S.8 demonstrate skills of oral, written and visual literacy:

 organize and present information, such as written and oral reports, taking particular audiences
and purposes into consideration
  listen to others in order to understand their points of view
 interact with others in a socially appropriate manner

Summary:
During this time students will work together as a class to create a map of Lethbridge, using a photo.
Students will understand where physical geographic features should be included, in addition to roads,
landmarks, a key and a compass. This will be the final activity completed as a class before students are
expected to complete the summative assessment. Students will be provided a week and a half of
lessons to create their island, and present to the rest of the class.

Summative Assessment

The following assignment sheet outlines the instruction for the summative assessment that
students will be expected to complete at the end of their mapping and geography unit. The rubric,
designed as a checklist, will be given to students to ensure they are aware of the expectations of
the assignment and what should be included when handing in their final assignment. Once
students have completed their assignment, they will be asked to present what they have created.
This presentation will provide an opportunity to gain insight into student’s understanding of the
content and material covered throughout the unit. The activities and assignments that will be
given to students throughout the unit will ensure they have all the skills and knowledge to
succeed when completing the summative assessment individually at the end of the unit.
Summative Assessment Handout

Imagine they have found a new island and you have been asked
to design it, so it is ready for visitors! You are designing the
island completely, so begin thinking about what your island will
look like (think landforms and bodies of water) and what the
climate will be! Think about the important landmarks you want
your island to have. Finally, you will then need to create a map
of your island, so people know where to find things when they
come visit!

Your island should have:

 A Name
 Map Key (list of the symbols you included on your map
and the landmark name)
 6 Landmarks w/ Symbols
 A Compass Rose
 2 Bodies of Water
 2 Landforms

Your map should be coloured in and labelled so they people

visiting are able to find their way around!
 Rubric

When creating your island, you need to make sure you

include all the characteristics listed in the table below.
When you have included the feature, make sure you circle
the happy face!

Features

Island name
(1 mark)

Map Key (list of the symbols you included on your

map and the landmark name)
(2 marks)

6 Landmarks
(6 marks)

A Compass Rose (with cardinal directions written)

(1 mark)

2 Bodies of Water
(2 marks)

2 Landforms
(2 marks)
Coloured and Labelled
(1 mark)