This lesson is designed to familiarize students with their surroundings through the use of maps and atlases.  We will use local grocery store brown bags, each of which has a map of Long Island on it.  The idea is to have the students identify where the ocean beaches, bay beaches, and Montauk Lighthouse are in relation to the school building.

We will then draw our own pirate map on the reverse side of the bag. Using black markers students will mark an “X” where their houses are on the map, and use symbols to identify local landmarks on their maps. We will also create a compass rose to identify North, South, East and West; an enlarged map of Springs school district will be available for reference during the lesson.

Students will be encouraged to come up with creative names for local landmarks (Rocky road, Captain’s cave, Mermaid’s beach etc.).

A follow-up activity for students who express interest will be to map the student’s room within their house. 

Attention: Local lore tells of Pirate treasure being hidden on Gardiner’s Island , in Gardiner’s Bay, Springs, NY.

Relevance: The Springs school uses Fresh Pond beach for the end of the school year field trips, so all of the students have been to the bay in which Gardiner’s Island is located.

Confidence: Students will gain confidence by being able to identify where the ocean, the bay, the Montauk Lighthouse, and the school are located.

Satisfaction:  Each student will have a better understanding of where they live.  Additional satisfaction will be experienced by having used maps and atlases to accomplish the task. 

 

Student’s assessment will be based on the observable effort used to make their maps. The interest displayed in reading the district map, local maps and local history books. Review of student’s use of available print materials, and dedication to reproducing the landmarks with accuracy.  Assessment student’s interest and effort as demonstrated in the presentation of their final product, a Pirate map. Taking into consideration all of the available materials for use, and their willingness to access them. Overall the creative energies put forth during the assignment will be used for the final evaluation. 

For students expressing interest: a follow up task of mapping the student’s room within their home will be given.

If the class expresses a continued interest, an extension assignment using Google earth to locate the landmarks identified in the lesson will be given.

Small, R. (2004) Designing Digital Literacy Programs with IM-PACT: information motivation , purpose, audience, content, and technique. New York: Neal-Schuman Publishers, Inc.