Activity 1
Assessing Student Mapping Skills
Activity 1- Assessment of Students (About 30 minutes)
Part 1 (30 minutes)
Objective:
The purpose of this activity is to assess students’ map making abilities and their experiences with mapmaking.
Materials:
11 by 17 sheets of paper, color pencils, regular pencils (Do not encourage the use of rulers for this activity).
Procedure:
1. Ask students if they had ever created any kind of map.
2. For the next 15-20 minutes, you will draw a picture of your neighborhood. In that drawing students must include their house and special places in their neighborhood. There is to be no talking and you cannot compare or talk about your ideas with anyone else.
3. Teacher circulates around the room to listen to students explanations of their drawings.
4. Students gather in the front of the room to look at the different perspectives and to discuss the bird’s eye view.
Part 1 (30 minutes)
Objective:
The purpose of this activity is to assess students’ map making abilities and their experiences with mapmaking.
Materials:
11 by 17 sheets of paper, color pencils, regular pencils (Do not encourage the use of rulers for this activity).
Procedure:
1. Ask students if they had ever created any kind of map.
2. For the next 15-20 minutes, you will draw a picture of your neighborhood. In that drawing students must include their house and special places in their neighborhood. There is to be no talking and you cannot compare or talk about your ideas with anyone else.
3. Teacher circulates around the room to listen to students explanations of their drawings.
4. Students gather in the front of the room to look at the different perspectives and to discuss the bird’s eye view.
Book called "There's a Map on My Lap!: All about Maps"
by Tish Rabe, Aristides Ruiz (Illustrator). Video time 5 minutes
by Tish Rabe, Aristides Ruiz (Illustrator). Video time 5 minutes
Activity 2
Part 1 Creating 3D of the Classroom
Part 1 (30 minutes)
Objective:
1. Students will begin to create their own three dimensional maps using legos, blocks, yarn and other miscellaneous objects.
2. Students will begin to develop their own systematic way for starting to create a map.
3. Students will be introduced to the terms of borders or boundaries as a starting point. Students will talk about points of references when creating their maps,
Procedure:
1. Students are asked to create a 3 dimensional map of our classroom using various materials around the classroom. Materials could include such things as legos, yarn (for borders), blocks, checkers, etc. Tell students, that often times they have such great imaginations and this is an activity I know they are going to enjoy. Tell students their assignment is to create a map using only things found in the classroom. They are going to create a 3D map and will later make it into a 2D map. (Some students may not know the difference between 3D and 2D mapping. Discuss the differences.
2. Students should be instructed that they are not to use paper or pencils on this assignment.
3. Students work in pairs creating their maps.
4. After 20 minutes, gather students around a map to use for an example. Have students talk about what they did and their strategy for putting together their maps. Discuss the starting point and the reference points for beginning.
5. Students will repeat the 3D map exercise in the next class period but will attempt to create a 2D representation of the 3D classroom map. Brainstorm a class list of helpful ways to begin the creation of the 3D map. (Examples- find reference points and system for drawing their map.) Discuss how cartographers will draw things in which they are focusing on.
Objective:
1. Students will begin to create their own three dimensional maps using legos, blocks, yarn and other miscellaneous objects.
2. Students will begin to develop their own systematic way for starting to create a map.
3. Students will be introduced to the terms of borders or boundaries as a starting point. Students will talk about points of references when creating their maps,
Procedure:
1. Students are asked to create a 3 dimensional map of our classroom using various materials around the classroom. Materials could include such things as legos, yarn (for borders), blocks, checkers, etc. Tell students, that often times they have such great imaginations and this is an activity I know they are going to enjoy. Tell students their assignment is to create a map using only things found in the classroom. They are going to create a 3D map and will later make it into a 2D map. (Some students may not know the difference between 3D and 2D mapping. Discuss the differences.
2. Students should be instructed that they are not to use paper or pencils on this assignment.
3. Students work in pairs creating their maps.
4. After 20 minutes, gather students around a map to use for an example. Have students talk about what they did and their strategy for putting together their maps. Discuss the starting point and the reference points for beginning.
5. Students will repeat the 3D map exercise in the next class period but will attempt to create a 2D representation of the 3D classroom map. Brainstorm a class list of helpful ways to begin the creation of the 3D map. (Examples- find reference points and system for drawing their map.) Discuss how cartographers will draw things in which they are focusing on.
Part 2 Creating 2D Map of the Classroom |
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Tips for beginning to map the classroom.
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Activity 2/ Part 2 - Creating a 2D map from a 3D map
Objective:
1. Students will create their own 2D map of the classroom from their 3D created map.
2. Students will become familiar with map keys and drawing to scale.
3. Students will create their own map key and will try to draw the classroom to scale.
Materials:
Students will need a cardboard boundary pattern to trace.
Each student will create their own map and will need a large sheet of paper for each pair of students.
Procedure:
1. Review with students the previous day’s list of brainstorming ideas for drawing a map.
2. Students will create their own 3D map using the materials and procedures listed in Activity 1 Part 2. Tell students they will be making a 2 D map to represent their 3D map. Allow students 20 minutes to recreate their 3D maps.
3. After 20 minutes, students will gather and look at another model created within their classroom. After reviewing that model, students are given instructions the job to create their own 2D map.
4. Talk about the boundaries of the room and give students the option of using the cardboard boundary for tracing.
5. After 20 minutes, talk about map keys noticing anyone who has already included theirs
Objective:
1. Students will create their own 2D map of the classroom from their 3D created map.
2. Students will become familiar with map keys and drawing to scale.
3. Students will create their own map key and will try to draw the classroom to scale.
Materials:
Students will need a cardboard boundary pattern to trace.
Each student will create their own map and will need a large sheet of paper for each pair of students.
Procedure:
1. Review with students the previous day’s list of brainstorming ideas for drawing a map.
2. Students will create their own 3D map using the materials and procedures listed in Activity 1 Part 2. Tell students they will be making a 2 D map to represent their 3D map. Allow students 20 minutes to recreate their 3D maps.
3. After 20 minutes, students will gather and look at another model created within their classroom. After reviewing that model, students are given instructions the job to create their own 2D map.
4. Talk about the boundaries of the room and give students the option of using the cardboard boundary for tracing.
5. After 20 minutes, talk about map keys noticing anyone who has already included theirs
The students are ready to begin the Mapping of sugar maple activities.
ACTIVITY 3
MAPPING IMPORTANT PLACES IN THE SCHOOL YARD
Activity 4
Mapping the Schoolyard
Activity 5
Treasure Hunt
Activity 6
Part 1:
Creating 3D Map of Landforms
Part 2:
Creating 2D map of Landforms
Video 2:30 minutes from watchlearnknow.org
Color is used in mapping to show many things. Some of these things include political boundaries, elevation, climate and population.