# An Introductory Lesson on Maps

Compiled By Jeri Dawn Beddes McKellar of Utah State University

Objectives: The students will be able to identify what a map is. The students will be able to draw their own map using a simplified overhead view.

Materials:

• Blank Paper
• A child's desk
• A blown up side view of a bedroom (this can be done by drawing a simple picture of a dresser, bed, rug, ect)
• A blown up top view of a bedroom (this can be done by drawing a simple overhead view such as a rectangle to represent the bed, oval to represent a rug, etc.

Procedures:

Anticipatory Set: Ask the students how they get to school every day. How does the bus driver, parent, etc. know how to get to the school? Allow for ideas.

Establishing Context: Explain that a lot of people have to have something that will show them how to get from one place to another. A bus driver has to have something to tell him/her which kids to pick up, where they live, and how to go about picking them all up. Parents have to have something to show them where to go when they decide to go on vacation. Sometimes we even need something to tell us what specific items are in a room, or what rooms are in a building, or where to go in case of a fire.

State Objective: Explain to the children that we are going to talk about maps in this lesson. They will learn what a map is and by the end of the lesson they'll even be able to draw their own map.

Guide Learning:

• Share "Nikki's Adventure" with the class. Relate how Nikki saw the park from the ground and from the air. When she saw the park from the air she was able to more clearly see the whole park--whereas on the ground she only saw bits and pieces. Point out a few things she saw more clearly from the sky and some things she did not see at all from the ground, but was able to from the sky.
• Explain to the children that a map is a picture of something taken from an overhead view (like Nikki saw from the balloon). Explain that a map picture looks different from a picture taken from the ground. Show the children a desk in the classroom from the side. Ask them to describe the part they see. Now tip the desk and show students only the top. Ask them to again describe the part they see. You may have one student actually stand on top of the desk and look down. Ask him/her to explain what he/she sees. Explain that when maps are drawn, it is from a veiw of only the top. They are also drawn in a very simplified manner. So instead of drawing the whole desk from the side view, we could just draw a rectangle like we saw from the top. We can do this when we make our own maps.

Appropriate Practice:

• Show the children a blown up picture of a bedroom from the side/ground view. Point out several items and ask the class what a top view might look like. Show them the blown up map of the room. Go over a few items and ask them what those items on the map represent. Explain that we can draw a map using the same procedures and that we will practice by making one of the classroom.
• Before you begin, though, point out several items in the classroom and ask the class what an overhead or simplified veiw might look like. How could you draw it on a map? Do you need everything in the room on the map? How might you decide on some important things to include on your map.
• After some discussion and clarification, give each child a blank piece of paper and have them draw thier own map of the classroom.

Feedback: Monitor the children as they draw their maps. Help them find ways to draw objectives simply and from an overhead view. Point out classroom objects to the class, if necessary, and show them how it could be drawn on a map.

Independent Practice: Have the students go home and draw a map of their rooms. The map must include include all major items in their rooms. You may want to require them to include at least a bed and three other major items (such as a dresser, toy box, bench, etc.). Have them bring thier maps back the next day and be ready to share with the class.

Accomodations:

Some students may need extra help drawing their maps. Help students by actually having them see the objects from the top. If necessary, allow them to stand on their chair or desk to see something from an overhead view. Allow the students to discuss their ideas and help each other. Encourage children to enlist the help of their family to draw their room maps. Do not force all children to share. You may allow for other options such as writing about the map or telling their parents about it. Those who are further ahead may even catch on to the concept of symbols without it being discussed. Encourage them to use symbols, but have them find some way to explain their symbols so others can tell what they represent.

Assessment:

The teacher will be able to assess the students learning by the maps they draw. Were they able to draw a full map? Did they us a simple overhead view? You may expecially check for understanding as they share their maps. Show examples of maps and non-examples of maps. Do the children know the difference?