LESSON PLAN #1
GOAL: Students will develop map skills by utilizing topographic and surficial maps of New Haven Harbor and City Point. Students will be able to successfully read a map of the City Point area.
To teach map skills
To have students follow directions
To have students successfully place their school in relation to the study area
To be able to read map legends
Enough copies of Fig. 1 map for each pair of students, and surficial map of City Point.
Pencils and crayons
When utilizing the topographic map, have the students locate and color in New Haven Harbor. After discussing the Harbor and its accessibility to the city, students are ready for map labeling, that is, the students should be guided in the use of applicable terms. Compass points should be given, and directions given for finding them. The proper terminology should be used: “Let’s go North of Long Island Sound to New Haven”. Find New Haven. Each segment found and labeled can be colored a different color. Locating the Boulevard, tidal flats, lighthouse, etc. and labeling each with a different color.
FOLLOW UP ACTIVITIES:
1. Show overhead projection of the same map-
a) Is anything missing? Find Howard Avenue: Locate the Public library. Can you now place Roberto Clemente School on the map?
Students will be unable to find the school since it was built after the last topographic map was assembled. Students may wish to fill in where the school would be on a newer map. Students who nay attend Lee High, Truman School or who know the addresses of their homes in the area may wish to locate their schools and homes on the map.
b) Students may locate the sewage treatment plants on the map and note their strategic location. The teacher may wish to elaborate upon the causes and effects of pollution and the many diverse methods we have tried to control or eliminate water pollution.
c) The class could consider taking a trip across from City Point to be able to view the area from the east shore area. Name the historical points seen there and locate them relative to the study area on the map.
d) Introduce the globe to the class. Use one with latitude and longitude clearly marked. Explain that that is the system used to locate objects any where on the map. Go only so far as the readiness of your class will allow. This can get pretty esoteric. Locate New Haven and City Point via latitude and longitude. Locate somewhere else the same way. (This is for eight graders up—at least a minimal exposure to geometry is a requisite for getting anywhere).