DOGSTAILS: An Introduction to Map Reading. Gale Ekiss Arizona Geographic Alliance Adapted from a lesson by Jody Smothers Marcello Grades 2 to High School 1 class period. National Geography ELEMENT ONE: THE WORLD IN SPATIAL TERMS
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Arizona Geographic Alliance
Adapted from a lesson by Jody Smothers Marcello
Grades 2 to High School
1 class period
ELEMENTONE: THE WORLD IN SPATIAL TERMS
1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
Strand 4 Geography
Concept 1 The World in Spatial Terms
PO 2 Interpret political and physical maps using the following elements:
a.alpha numeric grids
c.compass rose - cardinal directions
Key Ideas and Details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and howto demonstrateunderstanding of key details in a text.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Craft and Structure
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.ELA Common Core Standards
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Range of Reading and Level of Text Complexity
AZ.2.RI.10 By the end of year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
AZ.3.RI.10 By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.ELA Common Core Standards
Map skills are basic to geographic understanding. Students need a system by which to analyze and evaluate maps. DOGSTAILS provides a standard for such assessment and can be applied to commercial maps used in the classroom as well as to maps generated by students.
In this lesson, students will learn 9 essential elements for interpreting and creating maps.
The student will be able to:
1. Introduce the term acronym to the students and explain that DOGSTAILS is an example of an acronym.
2. Explain that this is a process that should be used whenever a person deals with a new map. Distribute the DOGSTAILS Worksheet.
3. Use the DOGSTAILS Elements overhead or Power Point and explain the parts of a map. Students should be recording this information on their DOGSTAILS Worksheet.
When was the map made?
Is it still reliable?
Is there a compass rose?
Is there a grid?
Is it alpha-numeric or latitude and longitude?
Is there a scale?
What unit of measurement is it using?
What is the title of the map?
*Always read first
Who made the map?
Is there an alphabetical listing of the places on the map?
Ajo = C1
Benson = F1
Is there a place on the map that explains the symbols used on the map?
Are symbols used to represent features on the map?
4. Divide the students into groups of two. Give each group a different map and a sandwich bag of arrows. Model for the students how to find one of the elements on a map and affix the arrow with the sticky dot at the tip of the arrow. Give students about 5-10 minutes to find as many elements as they can. Remind students that not every map will have every element.
5. Have student take their arrows off and switch maps with another group. Repeat the process of labeling the map with the arrows.
Scale can be changed to symbols.
Additional Materials Needed for ELL
2. Explain that TOADS is a way of interpreting maps that should be used whenever a person uses a new map. Show a map of the school or the neighborhood. (Preparation: Adapting Content, Linking to background) Ask students to find things they see on the map. (Scaffolding: Guided practice, comprehensible input) Direct students to find the title.
3. Continue with each letter in the word TOADS to explain the other parts of a map, showing a word card for each geography vocabulary word in the acronym. T=Title, O=Orientation, A=Author (Cartographer), D=Date, and S=Scale (or S=Symbol). Particular attention is needed on the explanation of scale with younger students. (Integrating Processes: Speaking, Listening)
3. Continue with each letter in the word TOADS to explain the other parts of a map, showing a word card for each geography vocabulary word in the acronym. T=Title, O=Orientation, A=Author (Cartographer), D=Date, and S=Scale. Particular attention is needed on the explanation of scale with younger students. (Integrating Processes: Speaking, Listening)
4. Divide the students into pairs. (Grouping: Partners) Give each group a different map. Tell each group to find the TOADS elements on their maps. (Scaffolding: Modeling) Students point to the correct areas using the TOAD pointers or placing plastic toads on each map area. (Application: Hands on, Meaningful, Promotes engagement)
*Note-NOT all elements will be
found on ALL maps.
5. Students should practice these identification skills on a different map (using pointers or plastic toads) and complete a new worksheet on their own. (Scaffolding: Independent practice; Application: Hands on, Linked to objectives)
6. When students are finished, have them share their answers individually with you or in a small group presentation to the class. (Grouping: Small groups, independent) They may also walk around observing each other's maps, which have been completed using TOADS.
7. Repeat as often as you think.
Students will correctly identify and point to the 5 components of the TOADS lesson. Students may also build a TOADS dictionary booklet. Students will place answers for each letter of the acronym on the corresponding page of their dictionary. Mastery for geography, reading, and writing will be considered 4 of the 5 components identified correctly. (Assessment: individual, written, and oral)