Play-Dough Maps Northwest Territories Middle School

PLAY-DOUGH MAPS NORTHWEST TERRITORIES – MIDDLE SCHOOL

Play-dough Maps

Lesson Overview:

Students will work in groups to create a World map out of play-dough. The map will be complete with a title, legend, compass rose and labels for showing continents, rivers, lakes, oceans as well as lines of longitude and latitude. In addition, each group’s individual map will show details specific to their assigned area of focus.

Grade Level:

Grade 6-8 (This lesson can be easily adapted to any level.)

Time Required:

Two 45-minute classes

This activity would be a great ‘kick off’ to Social Studies class early in the year. It could provide a basis from which information can be drawn upon and added to during future classes.

Curriculum Connection (Province and course):

Western Canadian Protocol for Social Studies: NWT Grade 6

Link to Canadian National Geography Standards:

Essential Element #1: The World in Spatial Terms

§  Map Types

Oceans Scope & Sequence Standard #1: The World in Spatial Terms

§  Latitude/Longitude/Depth

§  Location of major ocean resources

Geographic Skill #2: Acquiring Geographic Information

§  Use maps to collect and/or compile geographic information.

Geographic Skill #3: Organizing Geographic Information

§  Prepare various forms of maps as a means of organizing geographic information.

§  Integrate various types of materials to organize geographic information.

Additional Resources, Materials and Equipment Required:

§  Cardboard pop ‘flats’ for each group (the cardboard base used to carry cases of canned drinks)

§  Various colours of play-dough

§  Variety of maps, atlases, various sources of world geographic information

§  NGS “Oceans for Life” Brochure

§  Tooth picks and paper to make labels

§  11 x 17 world map outline which shows latitude and longitude (one for each student and one for each group)

§  Student Checklist

Main Objective:

Students will create a World map made out of Play-dough. They will identify major ocean and land resources and label the map with important features.

Learning Outcomes:

By the end of the lesson, students will be able to:

§  Label a world map with essential map elements.

§  Identify the difference between lines of latitude, longitude, parallels and meridians.

§  Choose a map feature and describe its location and specific details.

§  Work cooperatively in groups to plan and organize work assignments.

§  Demonstrate ability to take on responsibility and contribute to the group effort.

The Lesson:

Teacher Activity / Student Activity
Introduction / First Class Preparation:
§  Arrange to have Elders or knowledgeable guests join the class to discuss traditional names of locations with students as they work.
§  Locate and photocopy World Map outline (11”x17”, complete with latitude and longitude).
§  Photocopy Student Checklist.
§  Plan the number of groups and work assignments.
Introductory Activity:
§  Provide each student with a World Map and Student Checklist.
§  Review lesson expectations as per Student Checklist.
§  Assign groups and specific work assignments, or allow for student choice. / First Class Preparation:
§  Collect a variety of World Maps from various sources (teacher handouts, tourism maps, internet, atlases, information books, etc.).
Introductory Activity:
§  Discuss assignment as per Student Checklist.
§  In groups, plan and organize today’s individual workload and contribution to the group effort.
Lesson Development / §  Remind students that the information gathered on the world map will be collected at the end of class.
§  Together with invited guests, circulate and discuss various aspects of student findings.
§  Monitor accuracy throughout class to ensure information is ready for tomorrow's activity.
§  Conduct mini lessons as required.
§  Collect maps at the end of class to review for accuracy in preparation for play-dough map making.
Second Class Preparation:
§  Arrange to have various colours of play-dough available for each group.
§  Extend invitation to Parent Volunteers to assist during class.
§  Prepare group copies of the World Map to mount on an inverted 'pop flat'.
§  Ensure students will be working from accurate findings - check information from last class.
Introductory Activity:
§  Hand back completed maps and draw attention to areas for discussion or clarification.
§  Hand out group materials (play-dough, pop flats,
11x 17 World Map outline, toothpicks, paper for
labeling, Student Checklist).
§  Review lesson expectations and group assignments as per Student Checklist.
§  Together with invited guests, circulate and discuss various aspects of student work.
§  Monitor accuracy and understanding.
§  Conduct mini lessons as required. / §  Use resource materials to gather information as follows:
1. Review the use of title, legend and compass rose & identify key components of each
2. Identify major bodies of water (lakes, rivers, oceans); discuss with elder whether or not these have traditional names
3. Identify continents
4. Differentiate between lines of longitude, latitude, parallels and meridians
5. Based on group assignment, locate and identify features of one of the following:
a) major economic land based activities
b) major economic water based activities *refer to NGS Oceans for Life” brochure
c) oceanic features *refer to NGS “Oceans for Life” brochure
d) land forms
Record findings on world map handout so they are accessible for map-making tomorrow.
Introductory Activity:
In groups, plan and organize today’s individual workload in order to complete the assignment as per Student Checklist.
Use the results of yesterday's findings to:
1. Create a 11 x 17 play-dough map
2. Label map with a title, legend, compass rose, continents, bodies of water (lakes, rivers, oceans) (include traditional names of lakes, rivers & oceans, if available), latitude and longitude
3. Add identify and label the following on the map:
a) major economic land based activities
b) major economic water based activities *refer to NGS “Oceans for Life” brochure
c) oceanic features *refer to NGS “Oceans for Life” brochure
d) land forms
Conclusion / §  Ask groups to compare features as students complete work.
§  Gather play-dough maps and Checklists to assess group accuracy and quantity of work completed.
§  Assign homework for incomplete maps.
§  Plan for map display and possible lesson extension to allow for maps presentations. / §  Review Checklist of requirements to ensure map is complete.
§  Compare identified features with other groups.
§  Hand in group play-dough map and completed Checklist.
§  Incomplete work will be homework.

Lesson Extension:

Students could plan for and make a group presentations to the class based on their maps and findings. During these presentations, audience members could plot the new information on blank World Map outlines.

Assessment of Student Learning:

Since this will be used as an introductory activity early in the year, assessment will focus on diagnostic and/or formative evaluation. This will determine the need for additional mini lessons, concepts to review, geographic skills for further development and the present level of cooperative group skills.

If the lesson extension is used, presentation and audience listening skills can be assessed using teacher created rubrics or checklists for both teacher and peer evaluations.

Student Checklist

Name: ______Date: ______

Group Members: ______

Check off each area as it is completed.

First Class Lesson Focus: Information Gathering

__ 1. Use resource materials to learn about:

__ How titles, legends and compass roses are used on a map

__ Location of major bodies of water (lakes, rivers, oceans)

__ *Find out whether or not these have traditional names

__ Location of continents

__ The difference between lines of longitude, latitude, parallels and

meridians

__ 2. Locate and identify features of your group’s assigned area:

__ a) major land based economic activities

__ b) major water based economic activities *refer to NGS “Oceans for Life” brochure

__ c) oceanic features *refer to NGS “Oceans for Life” brochure

__ d) land forms

__ 3. Record this information on your World Map handout.

__ 4. Attach this page to your World Map and hand it in at the end of class.

Second Class Lesson Focus: Map Making Date:______

__ 1. In your group, use the information gathered yesterday to create a World Map

__ Use various colours of play-dough to cover the World Map outline

__ Choose colours to represent the various features your group will be adding

__2. Label the World Map as follows:

__ title __legend __ compass rose

__ continents __ latitude __ longitude

__ oceans, lakes & rivers __ traditional names (if available)

__ 3. Identify and specific features on the map:

__a) major economic land based activities

__b) major economic water based activities *refer to NGS “Oceans for

Life” brochure

__c) oceanic features *refer to NGS “Oceans for Life” brochure

__d) land forms

__ 4. Hand in the group’s Checklist with the completed World Map.

Canadian Council for Geographic Education 1

Canadian Meteorological and Oceanographic Society