Grades K-2 Lesson Plan - Highways

Map 18 Main Page

Core Map A: "Greater Los Angeles Freeway System" from Los Angeles Recreation and Freeway Map. [Chicago]: Rand McNally & Co., [1979]. © 1979 by RMC, R.L.03-S-87. www.randmcnally.com (Printable PDF version of Core Map A)

Core Map B: "Los Angeles and Vicinity" from Los Angeles Recreation and Freeway Map. [Chicago]: Rand McNally & Co., [1979]. © 1979 by RMC, R.L.03-S-87. www.randmcnally.com (Printable PDF version of Core Map B)

Overview
This lesson has students identify freeways (expressways, or limited access highways) by color and learn how highways facilitate car travel in metropolitan areas.

Objectives
At the end of this lesson, students will be able to:

1. Identify a freeway (limited access highway) on a map.
2. Describe what the purpose of a freeway is
3. Trace a route from one location to another on several freeways

Materials
computer image, overhead, and printed copies of core map A and core map B, crayons or pencils

Time
Approximately 1-2 class sessions (35-60 minutes)

Getting Started

1. Query students on their prior knowledge of freeways (or other types of highways), employing the term in current use in their community. Based on their answers, have students access the core map or project it. Have students identify the freeways and either have them explain what purpose the freeway serves or use the Socratic method to have them explain that the purpose of the freeway is to allow cars to go at high speeds without stopping to one part of city or area to another in a shorting period of time than is possible on street.

2. Explain that the lesson involves students identifying the various freeways in the Los Angeles area and then plotting a route from one location to another.

1. Group students in pairs and distribute black and white printouts of core map A and colored crayons or makers that match the colors of the freeways on the map to each pair.

2. Have student pairs color the freeways in the appropriate colors using the core map A as the guide.

3. Project core map B and distribute copies of that map to students. Using the Socratic method, have students identify the various freeways on core map B (Los Angeles and Vicinity), using their colored copy of the Greater Los Angeles Freeway System as a guide.

4. Explain that each pair will trace a route on the Los Angeles and Vicinity map from one location to another, coloring in each freeway with the appropriate color on their Greater Los Angeles Freeway System.

5. Locate and identify Disneyland on the Los Angeles and Vicinity map and have student circle it in red. Then locate and identify Hollywood on the map and have students circle it in red. Model the activity by having students trace the route from Hollywood to Disneyland on Freeway 5. Explain that students have to trace a different route.

6. Students trace their routes.

7. Conclude the lesson by having students post their completed maps around the room and report on their routes. Referring to the Los Angeles and Vicinity map, discuss how many communities each route passed through to get to Disneyland. If appropriate, have students measure the distances traveled and discuss how highways make car travel easier and faster.

1. Coloring the map
   For 4 points, the student correctly colored all the freeways.
   For 3 points, the student correctly colored all but two or three of the freeways.
   For 2 points, the student correctly colored half of the freeways.
   For 1 point, the student did not correctly color at least half of the freeways.
   
   
2. Tracing the route
   For 4 points, the student correctly traced the route over at least three different freeways.
   For 3 points, the student correctly traced the route over two freeways.
   For 2 points, the student correctly traced the route over one freeway
   For 1 point, the student did not correctly trace the route.

Extensions

1. Conduct a similar activity using a highway map of the student's metropolitan area.
2. Using a street map, have students trace the route from Hollywood to Disneyland.
3. Compare the routes and have students discuss which route would be fastest and why.