City State Country Continent Worksheet

Many Ways to Name a Place

Many Means to Proper noun a Place

Students clarify maps of places from neighborhood to world so create maps for the locations of their own homes at multiple scales.

Contents

5 Images, i Link, i PDF

Overview

Students clarify maps of places from neighborhood to world and then create maps for the locations of their own homes at multiple scales.

Directions

1. Innovate the concept of living in one place that can be identified by many different names.

Tell students that we all live in many places at this moment. Clarify that you are not talking nearly people who motility from ane place to another at unlike times. Enquire students for ideas of what these places are. List their ideas on the board. Guide students to the understanding that they alive in a habitation, in a neighborhood, and also a boondocks or urban center, and a state, a land, a continent, and on Earth.

2. Compare several maps showing a "domicile" at different scales.

Use the provided gallery Ali's Location to take students on a bout of one girl'south location. Explain that as the area seen on these maps changes, we are seeing the place where Ali lives at different scales.

Projection the map with Ali Fong'due south address and neighborhood . Have students describe what they run across on this map of her neighborhood (streets, park, railroad, location of library, school, Ali'southward house).
Next, motility to the map of Ali's state, Missouri. Take students observe Ali's city, St. Louis, and depict what else they run across in the state. Ask: What river runs along the eastern border of the country? (Mississippi River) In what part of the state is St. Louis? (the east) What is the majuscule of Missouri? (Jefferson Urban center)
Motion to the The states map, showing Ali's country. Have students find Missouri on the map, and describe what else they encounter (the 50 states, Pacific and Atlantic Oceans, Gulf of Mexico, big rivers, Dandy Lakes, Canada and United mexican states to the north and due south). Have students signal to their own state on the map.
Move to the map of North America and explicate that this is Ali'due south continent. Ask: What else is role of this continent? (Canada, Mexico, Greenland, the countries of Central America and the West Indies)
Movement to the earth map and take students find Ali'south place in the world. Inquire: Is her home closer to Due south America or Africa?

Prove students that each place they run across on the map is larger in the real world than the one before it. We phone call this a change in the scale of the map.

iii. View students' many places on an interactive map.

Project the National Geographic MapMaker Interactive. Using the vertical bar at right to zoom in and out, observe the location of your school. Add together a "schoolhouse" marker from the tab at left in the correct location. As with the maps in Step 2, have students depict the map of the neighborhood effectually your school.

Enquire students to imagine you are all in a rocket flight straight upwardly into infinite. Gradually zoom out on the interactive map so you can see your city. Use the drawing tools to outline the location of your urban center or town. Demonstrate—gradually—the movement further out in scale to state, land, continent, and world.

iv. Have students map their abode at multiple scales.

Separate students into pairs. Distribute one re-create of the Many Ways to Proper noun a Place worksheet to each pair. Accept pairs work at computers to analyze the map of their neighborhood, city/town, state, country, continent, and world. Direct students to use the search feature on the map for help finding their home address, urban center, or state. On the worksheet, accept them describe the features they encounter on the map for each. Discuss as a whole class the similarities and differences amidst the maps. Ask: How does the map change when there is a change in the calibration of the map, for example, from town to land?

5. Have students create their own atlases of their domicile at multiple scales.

Have students create their own atlases of their neighborhood, city/town, state, state, continent, and world. Have them create, mark, and save maps using the MapMaker Interactive. Allow them to be creative with choosing the base of operations maps or satellite imagery and calculation labels and color to the map.

Tip

Accept students read Me On The Map, by Joan Sweeney, or Mapping Penny'southward World, past Loreen Leedy, to introduce or reinforce the concept of mapping where you live at different scales.

Informal Assessment

Evaluate the completed worksheet Many Ways to Name a Place to cheque students' agreement.

Extending the Learning

Have students work in pairs or modest groups to create their own "Many Means to Name a Place" atlases for a series of global landmarks, such as Mountain Rushmore, the Eiffel Belfry, the Taj Mahal, and other places. Assign each group a landmark. Have them create, mark, and save maps using the MapMaker Interactive. Allow them to be creative with choosing the base maps or satellite imagery and adding labels and color to the map.

As a class, read "Creating a Geotour with MapMaker Interactive" equally you model how to create a geotour using the map. Then take students create geotours of their personal or global landmark versions of the "Many Means to Proper noun a Place" atlases, or of a new task y'all assign.

In small groups, accept students create a series of 3-D maps of their school'due south many locations. Assign each group a dissimilar scale. Provide students with clay, construction paper, tissue paper, glue, paints, a cardboard base, and other art supplies.

Objectives

Subjects & Disciplines

Geography

Learning Objectives

Students volition:

identify a location in a neighborhood, metropolis, state, state, continent, and the world
describe the map features at different scales
identify their own location in the world

Teaching Approach

Learning-for-apply

Teaching Methods

Discussions
Information organization
Visual teaching

Skills Summary

This action targets the post-obit skills:

21st Century Pupil Outcomes
- Information, Media, and Technology Skills
  - Information, Communications, and Technology Literacy
- Learning and Innovation Skills
  - Communication and Collaboration
  - Critical Thinking and Problem Solving
Critical Thinking Skills
- Applying
- Understanding
Geographic Skills
- Acquiring Geographic Data
- Analyzing Geographic Information

National Standards, Principles, and Practices

National Quango for Social Studies Curriculum Standards

• Theme iii:: People, Places, and Environments

National Geography Standards

• Standard i:: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
• Standard 5:: That people create regions to interpret World's complication

Common Core State Standards for English Linguistic communication Arts & Literacy

• Reading Standards for Informational Text G-v:: Integration of Knowledge and Ideas, RI.iii.vii
• Reading Standards for Informational Text M-v:: Integration of Knowledge and Ideas, RI.4.7
• Reading Standards for Informational Text K-5:: Integration of Knowledge and Ideas, RI.5.7

The College, Career & Civic Life (C3) Framework for Social Studies State Standards

• Geographic Representations: Spatial Views of the World: D2.Geo.1.3-5:: Construct maps and other graphic representations of both familiar and unfamiliar places.

Grooming

What You lot'll Demand

Materials You Provide

Clay
Construction newspaper
Glue
A cardboard base of operations
Other fine art supplies (optional)
Paints
Tissue paper

Required Engineering science

Internet Admission: Required
Tech Setup: 1 computer per classroom, 1 reckoner per pair, Projector

Concrete Infinite

Classroom

Grouping

Large-group education

In Practice

Discover resources that show best didactics practices and example student outcomes for this activity.

Model Educatee Work

Groundwork & Vocabulary

Groundwork Information

Geographic distinctions have been created to interpret the complexity of our globe. Nosotros all alive in many places. Depending on the identify where we live, nosotros may be located in a home, a neighborhood, a city, a state or province, a land, a continent, and the world. Our lives are rooted in each of the places nosotros inhabit. Each place has its own physical and human being characteristics. By learning to distinguish these places from one some other, students will develop a better sense of location, both absolute and relative, besides every bit a better understanding of their own place in the world.

Geo-technologies such as interactive maps and geographic information systems (GIS) enable u.s.a. to look at the places where we live in innumerable ways. Giving students opportunities to piece of work with these tools will inspire them to explore and acquire almost places virtually and through direct experience.

Prior Knowledge

["maps as models or representations of areas on the Earth"]

Recommended Prior Activities

None

Vocabulary

Term	Part of Spoken communication	Definition
urban center	substantive	big settlement with a high population density.
continent	noun	one of the 7 main state masses on Globe.
land	noun	geographic territory with a singled-out name, flag, population, boundaries, and government.
map skills	noun	skills for reading and interpreting maps, from learning basic map conventions to analyzing and comprehending maps to accost college-club goals.
neighborhood	noun	an area within a larger metropolis or boondocks where people alive and interact with i another.
scale	noun	relationship between distances shown on a map and bodily distances.
state	substantive	political unit in a nation, such equally the United States, Mexico, or Australia.
town	noun	human settlement larger than a village and smaller than a city.

For Further Exploration

Books

Leedy, Loreen. Mapping Penny'south World. New York: Square Fish, 2000.
Sweeney, Joan. Me on the Map. Dragonfly Books: New York, 1998.

Interactives

Calibration of the Universe 2