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Overview: Students complete an activity that requires them to use relative and absolute location Objectives: To
have students use relative and absolute location to create a map
to travel from school to home.
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Grade Level: 4-8 Subjects: World Geography Required Materials NONE Students should have knowledge of the elements of a good map.
Title, Orientation, Date, Author, Legend, Scale, Neat border,
and Source. Optional Technologies:
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Suggested Procedure (Pedagogy): Opening: Ask students if they know what a location is?
Then have a few volunteers describe their current location,
school, then the location of their classroom, and then the location
of their homes. Process with the students
what clues were given to assist other students in understanding
where the school, classroom, and homes were located. Write the clues on the
board or overhead. Development:
Day One: Write the word
location on the board and have the class come up with a definition
for the term. Then work with the students
to differentiate between absolute and relative location. Students have a hard time grasping the differences
between these two ideas because they tend to work in the realm of
relative location more than absolute. Have each student turn
to another student and discuss what he or she thinks the words absolute
and relative mean. Place
the words on the board and have the students come up with a working
definition for the terms. Then
place the actual definitions on the board.
Discuss the similarities and differences among the definitions. Now turn the discussion
to how we use this knowledge in constructing maps. How is absolute location used in creating a
map of the world? How is
relative location used in creating a map of the world?
Who needs absolute location?
Who can get by with relative location? Narrow the topic down
to Minnesota (state), then Minneapolis (major city), then Spring
Lake Park (local area), until students clarify the differences between
absolute and relative location at each level.
The focus should be that absolute location would get a person
to an exact spot on the face of the earth, while relative location
will get a person to the general area.
Level of precision is important here.
Now ask students if
they have ever given a person directions to their homes. If they have given directions, were they successful
or unsuccessful with their directions and why. Discuss why they were successful and what they
would do different if they had to do it again. Make a list of the things
that need to be included on a map that would help a friend get from
the school to the student’s home.
Write this list on the board. Announce the assignment.
The assignment is to create a map that will get a student
from the school to another student’s home. You have to assume that the student who will
be using your map does not know the area, and therefore will have
to rely solely on your map to get to your home.
Next, you will need to indicate if the student will be traveling
by road, bike path, or foot paths. Start the students out
by clarifying where North, South, East, and West are in relation
to the school. It is helpful
if you have a major road or highway near the school to help the
students understand where their home is in relation to that road. Then draw the school
on the board with the school’s address underneath the picture of
the building. Next indicate
the main door that most of the students use to enter and leave the
building. Next draw in the major cross street(s) near
the school. Try to get the
students to generate the names of this (these) streets.
Start working your way away from the school adding details
until you and the class have successfully drawn a map to a neighboring
landmark, such as a mall, store, building, or park.
By modeling the process creating a local map, the students
should be able to apply this technique to create their own. It is important to have
the students start their maps in the classroom. Wonder around and deal with any issues that might arise. For example, a new student who doesn’t know
the area can be partnered with an experienced student who is very
familiar with local streets. Students,
who do not travel on roads, but paths, are encouraged to draw a
map showing that route with appropriate landmarks to guide other
students. Assign the map as homework.
This will allow the students to pay attention to landmarks
and roads on their way home and back to school the next day. Day Two: Now is the time to trouble
shoot any problems that arose as the students tried to complete
the assignment. Allow the
students about 10-15 minutes to complete the assignment and make
any necessary corrections. After the work time,
have students exchange their maps.
Students should then trace the route on the map with their
finger. They need to make a note of any areas that
appear to be confusing, any directions that do not make sense, and
any deficiencies in information.
Students then determine if the map is useable. Closing: 1. Discuss the pros and cons of relative and absolute location. 2. Create written directions from another student’s map. This would require a higher level of analysis
of the usability of the map. Suggested Assessment: 1. Usability of the map 2. Participation in the discussion of the qualities of a good
map. 3. Clear and coherent written directions for another student’s
map. Definitions: Absolute Location: Position
on a grid system. Lines
of latitude and longitude usually create the grid system. In simplistic terms, an exact spot on the face
of the earth Relative Location: A
position defined in terms of other locations around it. Standards: Time Continuity and Change Extensions:
2. Have a students use EPPLviewer or a GPS to
identify absolute location for the school and their home. |
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Credits Mary Mohr-Scinocca,
Spring Lake Park School District, World Geography |
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