Grades K-2 Lesson Plan - Natural or Cultural?: The Features of Yosemite Park

Map 9 Main Page

Core Map: [Tourist Map of the Yosemite District, 1936] in Plumb, Stanley, ed. The Four Seasons in Yosemite National Park. Yosemite Park and Curry Co., 1936. Newberry Library call number: Case folio F868 .Y6A33 1940 (Printable PDF version of the Core Map)

Resources related to Map 9.
Curator's Notes for Map 9.

Overview
Students will analyze a 1936 national park map of Yosemite to distinguish the natural features from the cultural features.

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

1. decode map symbols.
2. categorize the national park features as natural or cultural on a chart.
3. distinguish between areas for recreation and those which are to be preserved.

Key Terms
national park, natural features, cultural features, canyon, valley, fork, camp, road, pass, flat, lake, lodge, meadow, reservoir, grove, falls, preservation, recreation, conservation

Materials
Computer image or overhead of the core map; copies of the core map; United States map; Pictures of Yosemite (see Resources); yarn; drawing paper - one sheet per student; colored pencils; transparency markers; large chart paper; markers.

Time
Four half-hour classes

Getting Started

1. Show pictures of parks (optional). Ask students to identify a park near their homes or school. Discuss how the park is used and why they enjoy going there. Ask students to identify things that are in the park. List or draw pictures of things that are in the park (keep for later use).

2. Ask whether students have visited other parks or preserves in their area or in other states. Allow the students to describe the parks and what they saw there. Discuss the similarities and differences between various types of parks (for example, neighborhood parks, beaches, forest preserves, amusement parks, state or national parks, rest areas or picnic groves).

3. Introduce the core map by projecting the online map or using a transparency. Explain that this is an old visitor's map to Yosemite Park in California. Locate Yosemite Park on a United States map, noting its proximity to San Francisco.

4. Point out the legend and have individual students point to corresponding symbols on the map.

5. Identify other symbols on the map and what they represent (for example, waterfalls, groves, rivers, roads, buildings). Discuss or define other key terms used on the map to identify features. Select "Show Sites" from the menu on the core map and click on the highlighted areas to see pictures of these areas.

Developing the Lesson

1. Define natural features and cultural features. Point out several features on the core map as examples. From the menu on the core map, select "Show Sites" and click on the highlighted areas to see pictures of both kinds of features. Point out the difference between recreational use (cultural features) and sites of preservation (natural features).

2. Pair students and distribute copies of the core map and two colored pencils. Explain to students that they are to identify cultural features with one color by tracing over the name or coloring the feature. The other color should be used for identifying natural features. They should identify at least five in each category. You may want to demonstrate this on the transparency of the core map. Have students add a map key for the colors they use for natural features and for cultural features.

3. On chart paper and as a class, categorize the various features as natural or cultural. (Use text, student-drawn pictures, or computer images.)

4. Discuss how the various natural features are used by humans (e.g., swimming, hiking, rock climbing).

5. Discuss how the building of cultural features (e.g., cabins, roads, picnic groves, etc.) affects the natural environment.

6. Have each student select/or assign one feature on the Yosemite National Park map to draw for a classroom mural. The feature should have a title and a caption that tells whether the feature is natural or cultural; encourage them to add additional information about their feature and to draw it in context (with a background). Allow students to use the map and online image to get detail.

7. Hang the pictures and connect each to its location on the core map with yarn.

Evaluation
Using a 1-4 scale (4=excellent, 3=good, 2= fair, 1=poor) assess student performance as follows:

For 4 points, the student participates in classroom discussions. Student and partner correctly identify and categorize more than ten features. Student accurately depicts the feature in a drawing, adding detail and context to the feature. The caption gives detail about why the feature is natural or cultural and describes how it is/might be used by humans. Student can correctly locate the feature on the core map.

For 3 points, the student participates in classroom discussions. Student and partner correctly identify and categorize eight - ten features. Student accurately depicts the feature in a drawing, adding some detail, but place in context of the site. The caption gives detail about why the feature is natural or cultural and briefly tells how it is/might be used by humans. Student can correctly locate the feature on the core map.

For 2 points, the student listens to classroom discussions. Student and partner correctly identify and categorize six - ten features. Student accurately depicts the feature in a drawing, but does not add much detail and may not give an accurate context to the feature. The caption tells whether the feature is natural or cultural. Student needs assistance to correctly locate the feature on the core map.

For 1 point, the student does not participate in classroom discussions. Student and partner correctly identify and categorize less than six features. Student depicts the feature in a drawing, but has little detail and not context to the feature. The caption indicates whether the feature is natural or cultural. Student needs assistance to correctly locate the feature on the core map.

Extensions

1. Have students plan a trip to Yosemite National Park. They can trace their route on a copy of the core map and circle places where they would like to visit.

2. Discuss which lines on the map show movement of people (roads, trails, railroad). Identify which types of transportation could be used along each of these.

3. Have students color the symbols on the map and add to the legend.