Purpose: What are maps? How/Why are they useful? Maps are an integral part of society. They assist people and enable them to get from one location to another. Maps also give us a visual picture of where place are in reference to other places. They provide us with a sense of directin. In this lesson plan, students will listen to a folktale and formulate story line maps.

Focus Question: What is a map? Why is it important? How can we use maps to understand the main events of a story

Secondary Question: Why is it important? How can we use maps to understand the main events of a story?

Geographic Standards: The geographically informed person knows and understands:

Standard 1: How to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.

Hawaii Content and Performance Standards & Benchmarks:
Primary Standard (S. St.) World in Spatial Terms: Students use geographic representations to organize, analyze, and present information on people, places, and environments.
*Read and make geographic representations (i.e., maps, globes, graphs, charts, models) to locate and describe locations, distances, directions, and scale.

Secondary Standard (Lang. Arts) Range: Write using various forms to communicate for a variety of purposes and audiences.
*Write thoughts and ideas using different forms (e.g. stories, journals, letters).
*Write to communicate thoughts and ideas with others.

Student Objectives: Students will be able to:

1. Identification of simple properties on a map.
2. Location/ Identification of the 7 major continents on a globe and completion of a world map.
3. Generalize the usefulness of maps.
4. Read, listen to, and enjoy folktales.
5. Create maps to go with the folktales.
6. Write story lines of folktales to go with the maps.

Geographic Skills/Thinking Skills
Asking/Answering Geographic Questions:
-What is the meaning of the geographical term: map, continent, country?
-When would it be helpful to use a map?
-What is the 7 major continents of the world?

Acquiring Geographic Information:
-Gather information from a variety of sources: atlas, globe, folktales.

Organizing Geographic Information:
-Write appropriate continent on a blank world map.
-Identify the story line - setting, character(s), main events.

Analyzing Geographic Information:
-Create a story line map of the different folktales.

Materials Needed:

• Atlas of the world
• Blank map of the world
• Chart Paper
• Colored pencils
• Globe
• Markers
• Pencils
• White construction paper ( 5 per student)

• Beware the Brindlebeast by Anita Riggio
• The Boy Who Drew Cats by Arthur A. Levine
• The Goose Girl by Eric A. Kimmel
• The Green Gourd by C.W.Hunter /Tony Griego
• The Magic Cooking Pot by Faith M. Towle
• What Is A Map? By Lauren Weidenman
• Can You Read a Map? By Rozanne Lanczak Williams
• Maps and Globes A New True Book. By Ray Broekel
• Maps. By David Stienecker

Vocabulary:

Geographic words important to the lesson: map, continent, country, location, space

Procedure:

Session 1
Introduction:

1. Pose the following question: What is a map? Why are they important?
2. Have students brainstorm all that they know about maps and its importance. Write all ideas on chart paper.
3. Inform the students that you will read non-fiction books to verify their responses.
4. Read What is a Map? By Lauren Weidenman. Also, read pages 5-6 in Maps and Globes by Ray Broekel and page 29 in Maps by David Stienecker.
5. Validate and/or change prior responses on chart paper.
6. Have students brainstorm the main qualities of their bedroom. Have them map and label the contents of their bedroom considering location and space, either spatial or frontal view. Draw or sketch and color. Add details to maps.
7. Discuss: Why is it helpful to map a room? Who would use such information?
8. Allow each child the opportunity to share their maps in groups of 4.

Session II

Introduction:

1. Ask the children to brainstorm all they know about the terminology "country" and "continent" (discussion only)
2. Have the students differentiate the two terms.
3. Ask students to identify the major continents.
4. Provide maps and globes to verify their responses.
5. Have students write the appropriate continent on the exact location on a blank world map. Provide assistance if necessary.
6. Have the students count the 7 major continets on thier world map.

Session III

Introduction:

1. Explain to students that they will be listening to various folktales of various countries/continents.
2. Read: The Boy Who Drew Cats by Arthur A. Levine.
3. While reading the book, discuss the story elements: setting, characters, plot and resolution
4. After reading the book, inform the students that they will be using their prior knowledge of maps to create an original story line map, emphasizing the places the main character traveled.
5. Read Can You Read a Map? By Roxanne Lanczak Williams as an example of mapping a story line.
6. Begin the map on the blackboard beginning with the origin of the story. Then, pass out white construction paper, pencils and markers.
7. Have the students complete their story line map of The Boy Who Drew Cats. Add any necessary details to enhance their maps.
8. Provide any feedback/assistance if necessary.

Session IV, V, VI, VII Read and Map:
Follow the same format as above with the 4 remaining books, excluding #5, unless they need further examples/explanations.

Session VIII - Putting It All Together:

1. Bind the maps and create individual books (of maps).
2. Have students brainstorm possible titles for their book. Have them vote for their favorite title.
3. To culminate this lesson, the students will share their maps with the class.

Assessment

Check student maps and writings. See sample "rubrics".

Extensions:

1. Hide a "mysterious object" in the classroom or outdoors. Create a treasure map that a classmate will useto locate the "mysterious object."
2. Analyze the story elements of the folktales, emphasizing the cultural aspect of each location. Example: setting, characters, clothing, environment, housing
< LI>Read folktales from one continent and discuss similarities and/or differences.
3. Have the students color code each book title to the appropriate continent or country on a world map.
4. Have students sing the geography songs of the continents.
5. Naming directions on a map-north, south, east and west. Have students provide directions using a compass rose to move around a map.
6. Grid maps. Ask students where different places are located or pose direction questions. For example: Where is the village in the story? Which direction did Kenji go from the monastery to the village?

The possibilities are endless!