Overview: This series of lessons is intended to offer ESOL students the opportunity to develop an in-depth understanding of the community in which they live.  Students will be challenged in the four skill areas of ESL (listening, speaking, reading and writing) through a study of geographic themes.  Questions such as:  “Where is Rochester located?” “What physical and human features can be used to describe this Minnesota city?” and,  “What kinds of people live in the community?” will be analyzed.

Objectives: Students will be able to:

1. Students will engage in a variety of activities designed to deepen their understanding of location and place.

2. Students will apply geographic concepts of location and place to the community in which they live.

3. Students will develop a greater understanding and appreciation for the community in which they live.

4. Students will construct a map of their community.
5. Students will understand the uses and purposes of a map.
   

Grade Level(s): ESOL students, Grades 7-12

Subjects: ESOL, Social Studies, Geography

Time: 9 class periods

Prerequisites:

Minimum Reading Grade Level:  3.5

ESL Proficiency Level:  Intermediate

Required Materials:

Rochester City Maps (1 map per 2 students)

Land Use Map of Rochester and surrounding area

Topographical Map of Rochester and surrounding area

Aerial Photo of Rochester and surrounding area  

Blank paper for each student

Optional Technologies:

Opening – Begin the lesson with a discussion of students’ perceptions.

  For example:  “Some of you have lived in Rochester for a long time.

  Others of you have only been here for a short time.  What did you know

  about Rochester before you arrived?  Did you know where it was

  located?  Did you know what it looked like?

  Did you have friends who lived here?  What did others tell you about the

  city?  What did you expect to see?

  How did you imagine the streets, the houses, the stores, and the people

  would be?”

Over the next week we are going to take a closer look at the city of Rochester.  I will be showing you a variety of maps that provide different kinds of information about our city. 

Development -Before we look at any formal maps however, each of you is going to make your own map.  Introduce the concept of ‘mental map’.  Have the students close their eyes and try to create a map of Rochester in their minds.  “What are the major streets and highways?”  “Where are they located?”  “What buildings appear on your mental map?”

   Give each student an 8x11 piece of paper.  Have them draw a map of

   Rochester as they see it in their minds.  For this activity, students should

   work independently.  Note:  This map will serve as a point of comparison for a map

    that will be created at the end of the unit.

When students have completed their maps, have them share what they drew with the class.  No doubt, some maps will be quite humorous.

Collect student maps so that students will not be tempted to add information to their original work as the lesson continues.

Lesson #1B:  ”Where in the World is Rochester?”  (Day 2)

                      Taking a Closer Look at Maps

Suggested Procedure (Pedagogy)

Opening –“Now that you have had the chance to create your own maps, it is time to take a look at some ‘real’ maps made by real mapmakers.  Another word for mapmaker is cartographer.”

Development - Pass out copies of Rochester city maps.  Give students a few minutes to locate familiar landmarks.  “How does this map compare to the maps you drew?”    “What are the similarities between this map and the map you drew?” “What are the differences?”  “What specific features are marked on this map?”  “How are parks and recreation areas shown?”  “Are schools drawn on the map?”  At this point, you might take a few additional minutes to have students locate specific landmarks, i.e. Mayo Clinic, Rochester International Airport, Mayo High School, etc.

Have students make note of the map legend and discuss why it is helpful.  “Does every map have a legend?”  A legend is used to explain what the different symbols on the map mean.

 Explain that the Rochester City Map is one kind of map.  It is very useful to people who live here.  It provides a clear picture of where streets and buildings are located.  But, this is not the only kind of map of our city.

Cartographers make many other types of maps.  Using transparencies, show students:  1) A Land Use Map of Rochester and the surrounding                                           area

                            2) A Topographical Map of Rochester

                            3) An Aerial photo Map of Rochester

Discuss the value of each type of map.  When looking at the aerial photo, have students make guesses about what they see.                      

Closing – Maps provide us with valuable information.  There are many different kinds of maps used for many different purposes such as land use and location of features.  Have students make a list of 3-5 reasons why maps are used such as wayfinding, determining distances between places, and understanding the placement of features within a community. 

Suggested Assessment: 

1.      Active Participation

2.      List of 3-5 reasons why people use maps

                                    RESOURCE BAR

Definitions:

Map legend

Aerial photo

Cartographer