Lesson Description:
GeoDraw USA is a resource that will help the students learn about
a U.S. state. They will learn where the major rivers, cities, mountains,
borders and other features are located. The student works as a cartographer.
They will use atlases and/or Internet resources to research the
features of "their" state. They will use the graphic tools
to add these features to a blank base map.
The resource consists of a set of blank maps and directions for
adding the features. Because maps are detail rich documents, their
graphic skills will be tested in this activity. Get the entire resource
here.
This activity can take from one to eight sessions at the computer.
If the research on features is done in advance the actual time time
creating the maps can be shortened. The instructor's expectations
for completeness and accuracy can also affect the time spent. Directions
can be shortened (i.e. Change the number of particular features,
as in requiring 1 river to be added instead of 3).
Implementation Steps:
Day 1:
Explain the task to the students: They will be using atlases and
reference books to learn about specific geographical features present
in their assigned state. They will then transfer those features
to the best of their ability to their own blank maps. Perfection
is not expected but doing the best they can is. The point is to
learn where those features are, learn to create an accurate map,
and to improve skills with graphic tools.
The teacher can hand out copies of the directions included with
GeoDraw USA or instruct the students on how to manage keeping the
map document and the directions on screen using the Browser palette.
The teacher should fully review the graphic tools especially if
this is the first time the students have used Canvastic. A full
introduction to Canvastic can take two 45 minute sessions.
The teacher should also show how to use the selection tools in
detail. In this project, the canvas becomes very crowded with details.
Most maps do. So, creating your graphics in an open area and then
carefully selecting and moving them is key to producing a good product.
Be sure to teach the use of the selection rectangle, lasso and pointer.
Have the students open the appropriate blank map and do a "Save
as..." to create their own copy. Have them include the word
"map" in the document title as many classes have multiple
documents associated with their particular state if this is part
of a larger project and the names can get confusing for the students.
Day 2-8:
The students follow these steps:
- Read directions for the feature they are to add.They are specific.
- Research the feature with the maps and references provided.
- Paint and label the features as per the directions.
- Have the teacher check for completeness.
- Move on to the next feature.
There will be numerous opportunities for discussion and teachable
moments in the process of research and cartography. Finally, print
or post the map for evaluation and sharing.
Preparation Notes:
The teacher should have reference books and/or atlases available
for use with the project. The students will have to find the cities,
rivers, etc. on the reference maps and transfer that information
to their own maps. The actual resources selected depending on what
is available but the large format atlases from the National Geographic
Society work very well.
The teacher should assign each student a different state.
The teacher may want to duplicate the specific map directions
from the GeoDraw folder or keep them posted on the computer lab
display. Alternately, the students can be taught to open the directions
and the map and switch between them using the Browser palette.
Student Prerequisites:
Experience or instruction on the Canvastic paint tools and the
text tool.
Comprehension of a map key.
File saving/opening skills.
Assessment:
Rubric
Resources:
Standards Addressed:
ISTE NETS Technology Standards: Grades 3-5 Performance indicator(s):
1. Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively.
5. Use technology tools (e.g., multimedia authoring, presentation,
Web tools, digital cameras, scanners) for individual and collaborative
writing, communication, and publishing activities to create knowledge
products for audiences inside and outside the classroom.
NCSS Curriculum Strands: People, Places and Environments:
Social studies programs should include experiences that provide
for the study of people, places, and environments.
Technological advances connect students at all levels to the world
beyond their personal locations. The study of people, places, and
human-environment interactions assists learners as they create their
spatial views and geographic perspectives of the world. Today's
social, cultural, economic, and civic demands on individuals mean
that students will need the knowledge, skills, and understanding
to ask and answer questions such as: Where are things located? Why
are they located where they are? What patterns are reflected in
the groupings of things? What do we mean by region? How do landforms
change? What implications do these changes have for people? This
area of study helps learners make informed and critical decisions
about the relationship between human beings and their environment.
In schools, this theme typically appears in units and courses dealing
with area studies and geography.
In the early grades, young learners draw upon immediate personal
experiences as a basis for exploring geographic concepts and skills.
They also express interest in things distant and unfamiliar and
have concern for the use and abuse of the physical environment.
During the middle school years, students relate their personal experiences
to happenings in other environmental contexts. Appropriate experiences
will encourage increasingly abstract thought as students use data
and apply skills in analyzing human behavior in relation to its
physical and cultural environment. Students in high school are able
to apply geographic understanding across a broad range of fields,
including the fine arts, sciences, and humanities. Geographic concepts
become central to learners' comprehension of global connections
as they expand their knowledge of diverse cultures, both historical
and contemporary. The importance of core geographic themes to public
policy is recognized and should be explored as students address
issues of domestic and international significance.
NCTE - Standards for the English Language Arts:
4. Students adjust their use of spoken, written, and
visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they
write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
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