The World in Spatial Terms: A Primer for Primary Teachers in Mapmaking and Map Reading - PowerPoint PPT Presentation

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Title:

The World in Spatial Terms: A Primer for Primary Teachers in Mapmaking and Map Reading

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Title: Understanding Spatial Ability and Young Children Author: Ronald Dorn Last modified by: BennettLi Created Date: 5/2/2007 9:11:06 PM Document presentation format – PowerPoint PPT presentation

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Title: The World in Spatial Terms: A Primer for Primary Teachers in Mapmaking and Map Reading


1
The World in Spatial Terms A Primer for
Primary Teachers in Mapmaking and Map Reading
  • Birds Eye View
  • Mapmaking

2
Social Studies and the Young LearnerNovember
2007
  • By Gale Ekiss
  • Barbara Trapido-Lurie
  • Judy Phillips
  • and
  • Elizabeth Hinde

3
Based on The Shape of My WorldMapping A
Classroom
  • By Susan Nixon
  • Presented by
  • Judy Phillips
  • Teacher Consultant
  • Arizona Geographic Alliance
  • Kindergarten Teacher
  • Sierra Vista, AZ

4
Birds Eye View
  • Students view the world in a horizontal
    manner--just like a photograph.
  • Think of student drawings.

5
Birds Eye View
  • Before you can assign a mapmaking assignment in
    grades K-3, you need to be sure that your
    students understand the perspective from which a
    map is drawn.
  • It is drawn as if someone is looking DOWN and
    drawing what he sees.

6
Birds Eye View
  • It also uses symbols which stand for human or
    physical features.
  • A key/legend explains what the symbols are.

7
Birds Eye View
  • This is a typical map made by a young child.
  • It is a hybrid of two perspectives--
  • horizontal and looking down.

8
Overview of Lesson
  • Mapping the classroom, using large shapes to
    represent items in that environment will help
    students build the mental framework on which to
    base an understanding of both mapping and shapes.

9
Birds Eye View
  • To explain the correct perspective of a map,
    begin with architectural blueprints. Highlight
    the doors and windows. Students can practice
    viewing from above.
  • Discuss what they are seeing.
  • Proceed to a group drawing on chart paper of the
    classroom. (See Figure)

10
Birds Eye View
  • A transition is made into only using shapes to
    create the map.
  • Compare the former illustration to this map.
  • Practice making a classroom map with the students
    on chart paper using shapes this time.

11
Lesson Examples and Extensions
  • Next, the students would make their own
    individual maps.
  • The students identified the shapes they would
    need.
  • Each student chose their shapes from a pool of
    shapes that was provided.

12
Extensions
  • Students identify each part of the classroom
    represented by shapes on their maps

13
Assessment
  • By pointing on their maps students answer
    questions such as
  • Where is the sink?
  • Where do you sit?
  • Where is the computer table?

14
Birds Eye View
  • The goal is to get kids to draw maps in the right
    perspective.

15
Birds Eye View
  • Eventually, more elements are added to the map.
  • This map has a grid.

16
Birds Eye View
Eventually, maps should have these elements
  • D--date
  • O--orientation
  • G--grid
  • S--scale
  • T--title
  • A--author (cartographer)
  • I--index
  • L--legend
  • S--symbols

17
Conclusion
  • Both research and experience bear out that our
    youngest learners can learn to use and create
    simple maps.
  • If we are in the business of preparing students
    for life, then teaching maps should be a
    necessary component of any elementary program.

18
Arizona Geographic Alliance
  • For more information about Alliance programs
    contact
  • Gale Olp-Ekiss at
  • GBEkiss_at_aol.com

19
Arizona Geographic Alliance
  • For more information about Alliance cartography
    and maps please contact
  • Barbara Trapido-Lurie at
  • BTL_at_asu.edu
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