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GeoDraw USA |
Credits:
Steve Gandy
Mountain View Elementary School
Broomfield, Colorado
VITAL INFORMATION
Subject Matter:
Social Studies, Technology
Grades:
5
Software Application:
AppleWorks, HyperStudio, StarOffice (version 5.2 only), or any program with painting capabilities
LESSON DESCRIPTION
Summary:
GeoDraw USA is a shareware 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 paint 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. This could be reproduced locally. Because maps are detail rich documents, their skills will be tested in this activity.
Links:
1. GeoDraw USA -http://www.stevegandy.com/teachtech/TeachTech_Shareware.html#geodrawUSA
Information on obtaining GeoDraw USA maps and directions.
State & National Standards:
CO- Colorado Academic Standards
« Subject : Geography
« Standard 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments
Seeing the world geographically requires an understanding of various tools to be able to interpret and make maps; recognize relationships in and between places; make generalizations; and understand the concepts of distance, direction, location, connection, and association. These abilities and concepts are basic to what makes geography unique--the spatial perspective. Maps, globes, photographs, satellite images, and geographic information systems (GIS) are examples of geographic tools. They are essential to portraying, analyzing, evaluating, and predicting human and physical patterns and processes on Earthęs surface. They play a critical role in helping people make sense of a complex world, and they improve human capacity to move about and plan activities. Developing locational knowledge--for example, knowing where places are and why they are there--is also a part of being a geographically informed person. Locational knowledge is developed through both academic learning and personal experience. This knowledge, developed through factual learning, serves as a personal framework for objective and personal geographic knowledge. Geographic images and the impressions students have of places are organized by these personal frameworks. Geographic literacy also demands an understanding of how space on Earth is organized. To understand spatial organization requires observation and analysis as well as an awareness that the patterns observed on Earthęs surface reflect geographic processes. The concepts of distance, direction, location, connection, and association help explain how space is arranged on Earth. Other geographic concepts explain the size and locations of settlements, the connections or lack of connections between and among locations, and the interchange of people, ideas, and goods.
« Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective
« Grade/Level : Grades 5-8
Performance Indicator : interpreting and constructing maps, globes, models, charts, and geographic databases
Local Standards:
INSTRUCTIONAL TECHNOLOGY SKILLS CONTINUUM
Standard #2 Productivity Applications (Continued): Students use technology tools to enhance learning, increase productivity, and promote creativity.
2E. DRAWING
Use drawing tools to create an original graphic.
2E.1 Uses drawing tools such as: selection tools, eyedropper, etc.
Lesson Outcomes:
Students will have the experience of creating a state map that uses a key. They will become familiar with the specific features of their state. They will become adept at using the graphic selection tools (rectangle, lasso, eyedropper) to create graphics in "open" parts of the crowded map canvas and move them to the correct locations.
Assessment:
CLASSROOM & TIME MANAGEMENT
Student Prerequisites:
Students are expected to have skills with the graphic tools taught in previous grades and lessons including: eraser, fill, pencil, paintbrush, lines, shapes, text tool, magnifying glass.
Students are expected to understand the use of a map legend or key.
Lesson Preparation:
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 GeoDraw 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 the two.
Time Frame:
8 class periods. 45 Min. per class.
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. The details of this will depend on the program used and the computeręs operating system.
The teacher should review the graphic tools especially if this is the first time the students have used the particular program. (i.e. Our students have a lot of experience with the graphics tools in Kid Pix and StarOffice but not with AppleWorks)
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/oval, lasso, and magic wand.
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 and the names can get confusing for the students.
Day 2-8:
The students follow these steps:
1. Read directions for the feature they are to add. They are specific.
2. Research the feature with the maps provided.
3. Paint and label the features as per the directions.
4. Have the teacher check for completeness.
5. Move on to the next feature.
Print the map for evaluation and sharing.
RESOURCES
Lesson Resources:
Links:
1. GeoDraw USA - http://www.stevegandy.com/teachtech/TeachTech_Shareware.html#geodrawUSA
Information on obtaining GeoDraw USA maps and directions.
STUDENT PRODUCT(S)
Product(s) Description:
The finished product is a full color map with major cities, rivers, mountains, national parks, bordering places, cardinal directions, and latitude/longitude markings.
Links:
REFLECTION
Comments:
We have used this lesson successfully for 8 years at Mountain View Elementary. The product from this lesson is often incorporated into a larger state report.
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Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain View
Elementary School by Steve Gandy, Technology Coordinator - mountain.adams12.org/TISS
© 2003