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Students will be making maps of Mexico in this lesson

Subject:

Social Studies  

Grades:

4, 5  




Title – Maps Of Mexico

By – Nicole Ladusch

Primary Subject – Social Studies

Grade Level – 4-5

Teaching Strategy: Whole Group/Small Group

Time Required: 40 minutes

Concept or Skill: Maps of Mexico.

Alabama Course of Study Correlation:

  • # 1 Extend the development of map and globe skills.
  • # 2 Read, interpret, and organize information using a variety of sources and tools.
  • # 8 Assess the impact of the Age of Discovery upon European society.

Behavioral Objectives: Students will be able to:

    1.  Geographically locate Mexico and the physical attributes. Examples: define and explore landforms, complete a physical map of Mexico, placing landforms.

    2.  Locate major geographic features associated with the study of Mexico’s
    history. Examples: Rio Grande, Pacific Ocean, Bay of Compeche, Gulf of
    California (ALCOS #1)

    3.  Relative Location: use cardinal and intermediate directions to describe the relative location of selected places in Mexico. Example: Mexico to the south of the United States. (ALCOS #1)

    4.  Absolute Location: describe the absolute location of selected places
    encountered during the study of Mexico. (ALCOS #1)

    5.  Recognize stated purposes and gain information from various text structures. Read and interpret graphs, maps, globes, charts, tables, and diagrams. (ALCOS #2)

    6.  Describe the natural environment of Mexico. Examples: land forms
    (ALCOS #4)

Materials: Punch balloon, large paper, markers, crayons, pencils, Map of Mexico, construction paper, scissors, cardboard, CD player, Mexican CD.

Teaching/Learning Procedures:

    a.  Motivation:

      1.  Tap into prior knowledge by asking “What do we know about Mexico?” “What language so they speak?” “What are some things you have recently learned from the study so far?” “How many of you have ever eaten at a Mexican Restaurant?”

      2.  Read pages 17-21 of

      Mexico Facts and Figures

      by Ellyn Sanna.

      3.  Ask “Where is Mexico located?” (They are our neighbors to the South, connected to the U.S. -Reason for so many Mexicans immigrants-lots of Mexicans in Texas, how does this affect our culture?)

      4.  Ask “What is the capital of Mexico?”

      5.  Ask “What type of landforms do you think you may find in Mexico?”

    b.  Instructional Procedures:

      1.  Distribute Maps of Mexico to each student.

      2.  Have them notice the various landforms, cities, bodies of water, etc…

      3.  Explain that the class will be divided into small groups. I will call the names of the students who are to work in groups together.

      4.  Explain that each group will be given the directions to one of the following types of maps.

      5.  Explain each map example; Balloon Map, Construction paper map, Large map.

      6.  Explain that the students in the groups with the balloons, will be making a Map of Mexico, and must include all landforms and major cities.

      7.  Explain that the students in the groups with the large paper will be drawing a Map of Mexico and must include the major landforms. They may use various objects to represent these landforms (cotton balls, paper, etc…)

      8.  Next, explain that the students with the construction paper and markers, will be drawing a Map of Mexico as well, and must include the same landforms.

      9.  Explain that after each group has completed their maps of Mexico, they will share with the class the finished product.

      10.  Distribute materials, and explain that they will have 15-20 minutes to complete the assignment.

      11.  While the class is working on their assignments, I will play Mexican music in the background.

    c.  Closure:

      1. Have each group share their completed Map of Mexico.

Evaluation: Teacher observation for use of vocabulary and student participation in the completion of the maps.

E-Mail

Nicole Ladusch

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