Day 4

Goals:

1. Students practice mapping skills from previous lesson using placement and location.

2. Students work with partner to practice these skills.

3. Students understand how maps are important and relate to the Caribbean.

Time:

90 - 120 minutes

Resources/Materials:

tape, gymnasium, three dimensional models from previous lesson, markers

Procedure:

1. Begin this lesson by taking the students down to the gymnasium. They need to bring their three dimensional models with them.

2. Explain to the students that they will need to build a regional map of the world using the skills learned in the previous lesson. Using direction, compass rose, grids, latitude, longitude, and coordinates the students will use tape and markers to make a map of the world on the gymnasium floor. Give them books to use as references when making the map on the gym floor using the numbers in the books to place the tape. Use the tape as the cross-sections, equator, tropic lines, international date line, and further gridding if necessary. Numbers need to be relatively accurately placed for the mapping of the Caribbean to work. Allow the students 20-30 minutes to construct the world map on the gym floor.

3. Using their mapping skills, students will place the models of their islands in the Caribbean on the map they have made on the floor of the gymnasium.

4. Allow students to perform a trial run in placing the island nation they have chosen in the Caribbean. Call off the various island nations they have chosen to represent and do research on. Each pair of students will place their model appropriately on the map. It might be necessary for the instructor to facilitate this activity to make sure students place their island in the right place according to the lines of latitude and longitude.

5. Collect all the islands and ask the students to repeat the process in addition to doing it individually. The student needs to explain why the island belongs at that location.

Assessment:

Rubric

4 The student uses the information gathered for the task appropriately and correctly places the island in the correct place with no difficulty.

3 The student accurately interprets the information and places the island in the correct location with little difficulty.

2 The student makes errors in interpreting the mapping information and imprecisely places the island.

1 The student grossly misinterprets the information, does not complete the task, and may even fail to try to synthesize the information.

(Adopted from Green Bay Area Public Schools)

Curricular Strands:

Cooperative Learning - working with partner for placement

Geography - place and location, maps Self-discovery - individual opportunity

Math - assessing space and placement to make a world map

This page submitted by St. Norbert College Ocean Voyagers Program