This lesson plan introduces students to place-based community mapping. The objectives are for students to create and explain maps and map features, explain how personal perceptions influence maps, and later describe locations' importance to the local ecology, community, history, or economy. The lesson has students draw maps at increasing levels of detail - first the US, then Indiana, then the city of Hammond, Indiana. As a group, they create a map of Hammond and discuss what they included and what they learned about mapping and their community. This map will be added to throughout the week as they learn more about the local area.

1. Place Based Community Mapping Lesson (40 minutes)
STANDARDS:
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of
natural resources, the sustainability of human populations, and biodiversity.
W.G.1.3 Create and compare mental maps or personal perceptions of places. Explain how experiences and
culture influence these perceptions and identify ways in which mental maps influence decisions.
Objective:
SWBAT to create/explain maps and map features.
SWBAT to explain how personal perceptions influence maps.
SWBAT to later describe why those locations have importance to the ecology, community,
history, or/and economy of Hammond Indiana.
*Note this is an intro lesson used to build on activities throughout the week.
Teacher Students
Introduction (5-10 minutes)
Announce:
*How well oriented are you to your
community?
*You will create a map of the United States of
America. Try to make as much detail as
possible on your map. Instruct them to try not
to let their crayons or markers down and use
all the time provided.
Do: Provide supplies and instructions. These
will be either on a white board or if inside on a
slideshow. Time students for 3- 5 minutes.
Announce: Compare your map with a peer.
What do you see similar? What do you see
differently? 1-2 minutes
Announce: What goes on a map? What
should be included? See if the students say
key, or colors, ect. If not, point those out.
Then what type of maps do we have?
Discuss topographical maps verse, road map,
etc. 1-3 minutes
Students will be given paper and drawing
supplies individually. They will be asked to
draw the United states with as much
information as they can in 3- 5 minutes.

2. Mini Map feature lesson (5 minutes)
Announce: Look at the United States map.
Compare and Contrast your map versus
these maps.
*Show on a topographical of the US and a
Road Map
Point out keys and uses for each map
*Make sure you cover contour lines briefly
(remember the point of the lesson is to
become more familiar with place based
knowledge)
Do you think your experience has influenced
your map drawing?
Students: Discuss what features they drew
on their map and keys. What was correct,
what could have been changed. What could
be improved. How their experience has
influenced their map.
Creating Maps (10 minutes)
Drawing Map of Indiana
Announce: Draw a more detailed map of
Indiana. You will work this time as a pair each
person should be working. One person
should be the drawer and the other the label
based on skills.
Using the tools you just learned. But, this
time you have less time.
Teacher will lead a 1-2 minutes discussion
after each map drawing. Some prompting
questions might be:
*What was correct about your map?
*What could have been changed.
*What could be improved.
*What features did you not realize exist?
*What land features did you include? Why?
*What were man made features you
included? Why?
*Did you include the states that surrounded
Indiana?
* Here you can also ask about if they have
been to any of these places and what they
notice.
*Touch on Glaciers
Compare the maps of Indiana to the student
maps
Students will work in pairs: Then they will
be asked to draw Indiana with as much
information as they can in 3 minutes. They
will then compare maps. We will discuss what
features they drew on their map and keys.
What was correct, what could have been
changed. What could be improved.

3. Drawing a Map of the City of Hammond (10 minutes)
Announce: Draw a more detailed map of
Hammond. You will work this time as a group.
One person should be contributing to the
map. Revisit what belongs on a map and
these could be the roles.
Roles could be:
Key maker, Color, Land features, City
buildings, Government buildings etc.
The time for this can vary from 5- 10 minutes
Teacher will lead a 1-2 minutes discussion
after each map drawing. Some prompting
questions might be:
*What was correct about your map?
*What could have been changed.
*What could be improved.
*What features did you not realize exist?
*What land features did you include? Why?
*What were man made features you
included? Why?
*Did you include the cities and states that
surround Hammond?
*Do you think your experience has influenced
your map making? Kids might have fun with
this and make areas that are not really on
make but urban features based on
community. You can use this to tie into the
community.
Students will work as a group: They will
draw Hammond Indiana. They will take 5
minutes to draw it with as much information
as possible. They will then compare maps as
a group. They can work in small groups or a
full class if engaged.
They will create one map of Hammond,
Indiana. We will then look at their group map
with the real Hammond Indiana.
Debrief ( 5 minutes)
Announce:
*What did you learn from this activity?
In the beginning I asked you how well
oriented you are to your community. *Would
that answer change now?
* What is a community?
*If I asked you to draw your community on
this map how would it change?
*This week will be traveling through our
community. Each day we will be exploring
Students: Students should be discussing
questions. They could be talking in pairs,
small groups, or in a large group. Optional on
group behavior.
This map will be posted in the Classroom and
added on throughout the week as students
learn more about the local community.

4. different parts of our community. This will be
our living map of our community. We will
make edits on the map at the end of the day.
The next option for a lesson is the Amazing Race Activity. Students use their map to travel
around major historical and natural land features of the city.