Grades K-2 Lesson Plan - Showing "How Many" on a Map

Map 7 Main Page

Core Map: William H. Brewer, "Map Showing in Five Degrees of Density the Distribution of Woodland within the Territory of the United States," (Washington, 1873). In Francis A. Walker, Statistical Atlas of the United States Based on the Results of the Ninth Census, 1870 (Washington, 1874). Newberry Library call number: Govt I 10.2 At 6(1) (Printable PDF version of the Core Map)

Overview
In this lesson students investigate a map of 1873 that shows forest cover in the United States. to learn the concept of density and to illustrate landscapes in the United States.

Objectives
By the end of this lesson students are expected to:

1. represent the density of objects.
   
2. represent information learned from a map.

Key Terms
key, map, density, woodland, landscape

Materials
Computer image or overhead of the core map, copies of the core map for students, objects used to show density, pictures illustrating a variety of landscapes across the United States, paper and colored pencils or crayons, styrofoam blocks, pipe cleaners

Time
One hour

Getting Started

1. Set up a space that can be used to demonstrate density. You could do this by arranging blocks close to each other, having students stand or sit in certain size groups throughout the room, or arranging groups of pencils or pip cleaners in a block of styrofoam.

2. Use the overhead or a computer to show different numbers of objects within a certain area. Draw an outline of the space to be mapped. Brainstorm with students how numbers of objects might be represented. (Using colors is one way to show density. Colors should be lightest for the lowest numbers and darkest for the highest numbers.)

3. You could repeat this activity a second time, after you have changed the density of the objects.

Developing the Lesson

1. Present the core map on the computer, in printed form, or on an overhead transparency.

2. Direct students in a search of the map for background information that helps them understand what is on the map (key, title, etc.). Work with them so that they understand what the colors show and relate this to the maps you created earlier. If you are viewing the core map directly on the computer, you can select Forest Densities from the menu to highlight areas with differing degrees of forest density in the United States in 1870. See the curator's notes for specific explanations of the map symbols.

3. Discuss this information as a class so students understand that this map tells how much of the land surface was covered by forest in the United States in 1873. To aid student comprehension of the map, select "natural landscapes" from the menu on the core map to access links to pictures that illustrate kinds of natural landscapes having different density of trees (desert, Everglades, coastal marshland, oak savanna, hardwood forest, coniferous forest). You can either lead this as a class activity or allow students to work in pairs or on their own. Alternatively, you can show photographs of American landscapes and vegetation from magazines, travel publications, and photography books. Discuss with them the density of woodland in or near your own community.

4. Students are to draw, either on paper or on a computer, their idea about what it would be like to be standing in two of the areas shown on the map. They also are to explain to you why they drew their representations as they did.

Evaluation

For 4 points, the student illustrates both landscapes accurately and is able to explain fully how the illustrations work to show the concept of differences in landscapes.

For 3 points, the student illustrates both landscapes accurately and is able to tell in a basic manner how the illustrations work to show the concept of differences in landscapes.

For 2 points, the student either illustrates one of the landscapes accurately and is able to tell in a basic manner how the illustrations work to show the concept of landscape, or shows both landscapes accurately.

For 1 point, the student illustrates one of the landscapes accurately.

For 0 points, the student does not illustrate either of the landscapes correctly.

Extensions

1. Have students create a map of the flowers in a garden at various times of the year. By noting types and numbers of flowers they can see environmental change.
2. Show students a map of current woodlands in the United States (some examples are listed in Resources). Have students compare the current map and the 1873 map and identify changes that they see. Discuss this information as a class.
3. Take students on a walk in your neighborhood and make maps of density of different objects: trees, cars in a parking lot, students on the playground, or others.