Social Studies Methods - Activity Lesson Plan

Vancouver Island University

Brennan Conroy, Leigh Fryling, Jennifer Williams (secondary)
Grade
Date

Social Studies 10
September 26th 2014
1.

Topic
Allotted Time

Mapping
About 30 minutes

Rationale: Why is this lesson relevant at this time with these students?

Develop estimation and map reading skills

Exploring expression of spatial narrative; a map is a story about a space, and it
can be approached in many different ways
Engaging pathfinding
Maps are important to help people self-orient in a new space
2.

Provincial Learning Standards

Themes and Skills:
o SS 10 - A3 - demonstrate effective written, oral, and graphic
communication skills, individually and collaboratively
Construct Graphs, tables, and maps to communicate
ideas and information, demonstrating appropriate use of grids, scales,
legends, and contours.

3.

Assessment

Lesson Outcome
What will students learn?

1. SWBAT find and orient

to a landmark
2. SWBAT translate a
physical space into
geographic data.
3. SWBAT calculate and
express scale.
4. SWBAT express an
understanding of mapping
techniques
5. SWBAT communicate
location through a visible
medium
6. SWBAT identify useful
characteristics of maps

Sources of Evidence
What product or action will
show what students have
learned?
1-5. The student created
map.
6. Student participation in
the discussion.
1-6. Student interpretation of
classmates maps

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Criteria
What will you look for in this
evidence?
Map shows at least
two accurate and relevant
landmarks.
The map is drawn to
relative scale and can be
easily followed
Map contains a
legend with clear and
appropriate symbols
Map has a compass
rose and is correctly oriented
Another group
successfully follows the map
to a designated point (x
marks the spot)
Took another group's
map and successfully
navigates to the designated
point.

09/26/2014

Social Studies Methods - Activity Lesson Plan

Vancouver Island University
Brennan Conroy, Leigh Fryling, Jennifer Williams (secondary)
Thoughtful
discussion of maps, their
uses, and self orientation.

4.

Resources, Material and Preparation:

Planning trip in order to break down the area into mappable chunks for
each group, and to prepare the map from the bus drop-off station to the central
meeting point.
Coordination of an appropriate ratio of teacher and parent chaperones per
district policy; see if the resources are available for one
Parent/guardian permission slips
Organization of transportation to and from the site
First aid kit
Pre-organized supply kits for each group: Graphing paper, pencils and
coloured pencils, ruler, magnetic compass, clipboard, Treasure Chest (Tupperware
container with some treat)
Whistle

5.
Lesson Development
Introduction:
1.
Provide a simple map to pre-arranged student groups
while on the bus to lead them to the gathering point from the
drop-off area where they are introduced to the activity.

Pacing
During travel, with
3 minutes allotted
for groups to get to
gathering point from
the bus
7 minutes

Teaching/Learning Sequence:
2.
After all groups have arrived at the gathering point,
discuss the elements of the map that they were provided, why the
map was effective, scale, and landmark identification. Pose
questions about how they used the map to arrive at the gathering
point, and if they felt like any useful information was missing
from the map. Explain the activity: The pre-arranged groups will
each be assigned a different, small area of Neck Point to make a
map of and to hide their treasure chest within. Have chaperones
assist in distributing supply kits during the discussion.
3.
Allotted time for students to explore their allocated 10 minutes
section, create a simple map, and hide their treasure chest. Blow
whistle once after five minutes to indicate that half of the time has
elapsed. Blow whistle three times after time has elapsed to signal
the end of the activity.
4.
Time for groups to return to the gathering point.
2 minutes
5.
Teacher will gather the maps created by the groups and 7 minutes
redistribute them to different groups. Send the groups back out to
the new areas to retrieve the treasure chests. Three blows of the

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09/26/2014

Social Studies Methods - Activity Lesson Plan

Vancouver Island University
Brennan Conroy, Leigh Fryling, Jennifer Williams (secondary)
whistle after time has elapsed to signal the end of the activity.
6.
Time for groups to return to the gathering point and to 2 minutes
collect the completed maps.
Cleanup (if necessary):
5 minutes
7.
In case a groups treasure chest couldnt be found, send the
hiding group back to retrieve it.
Closure:
During return travel
8.
A concluding discussion will take place where students
will have the opportunity to share their thoughts about the
experience of both creating a map and following that of another
group. Guiding questions: Was your group able to find the other
groups treasure? What elements of the map did you find useful?
Did you have difficulty navigating the area using their map?
Why? What did you learn about scale and direction while drawing
your own map? What do you think mapmaking was like for early
explorers?
Follow up in next class:
A follow up activity where students explore navigation as it was practiced by early aboriginals
and explorers.

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09/26/2014