Reinforcing+Activity+for+There's+a+Map+in+My+Lap!+All+about+Maps

__**Objective:**__ Students will be able to create maps and accompanying directions so that others can follow those directions. __**Materials:**__
 * There’s a Map in My Lap! All about Maps**
 * Book //There's a Map in my Lap! All about Maps//
 * Poster paper for each group
 * Markers

__**Allotted Time:**__ 50 minutes

__**Procedure:**__ First read aloud the book //There’s a Map In My Lap! All about Maps//.

Next review some of the terms stated in the text and other map concepts such as;

//Relative//// Location: // The location of a place relative to other places (e.g., northwest or downstream) // Map Scale: // The relationship between a unit of length on a mpa and the corresponding length on the Earth’s surface // Cardinal Directions: // The four main points of the compass (north, south, east, and west) // Intermediate directions: // The points of the compass that fall between north and east, north and west, south and east, and south and west, i.e., NE, NW, SE, and SW.

Then break the class into four groups and pass out a large piece of poster board to each group. Each group should then be labeled school, county, state, or country. The students will then be instructed they must create a map based on their given group name. Materials such as construction paper and markers should be passed out to students so they can decorate their maps. On the larger scale maps, students should be encouraged to add landforms (such as rivers, mountains, etc.) in addition to important cities or state lines, where as on the smaller scale maps, students could add places they are familiar with.

Supplementary to the map, students will also have to create a set of directions while only using cardinal and intermediate directions which takes them from a point A to point B on their maps. Students should have at least a list of 7 steps on their directions. This will help the students understand the concept of relative location.

After groups have completed their maps, students will rotate the room and try to follow their peer's directions based on the maps and get from point A to point B.

Once students have rotated to each map, students will reveal where individuals were supposed to end up based on their directions and the maps they created.

__**Assessment:**__ The teacher can have students turn in the maps they created so she/he can check for understanding. The teacher will also monitor the maps as they are creating them to see if they are indeed understanding what should go into their map.

__**Extension:**__ Have students look at their home on Google Earth so that they can see the movement of the whole earth into their house. Remind them to watch how much directions can change. @http://www.google.com/earth/index.html

__**Other Ohio standards that can be taught with this book:**__ Grade: 2 Geography, Spatial Thinking and Skills  5. Maps and their symbols can be interpreted to answer questions about location of places.