Students need to understand that maps are abstract representations of places on the Earth, and that maps illustrate real geographic information through the use of points, lines, symbols, and colours. Maps help students understand how both physical and human features are located, distributed, and arranged in relation to one another. Students need opportunities to both read/interpret and create different types of maps. When engaging students in map-making, encourage the use of mental maps to help them think spatially. Verbalize directions or read stories aloud and have students create mental images of described places and spaces. Have students, individually or collaboratively, create maps from these oral sources of information to practise listening skills, following directions, and visualizing. Early Years students create maps with simple pictorial representations of their surrounding environment (e.g., the classroom, school, and neighbourhood...) in a variety of media. By beginning with objects, pictures, or drawings and then moving to abstract symbols, younger students come to understand the idea of symbolic representation. As students grow developmentally, the maps they create become increasingly more abstract, and students become proficient in the use of various map components (e.g., title, legend, compass rose, scale, latitude, and longitude...). Map-making and map reading should eventually become as natural for students as reading and writing. Encourage students to incorporate maps into their daily work (e.g., journals, stories, research...). Map construction can be an individual, small-group, or class learning experience, and provides students with opportunities to develop, clarify, and communicate their understanding of abstract ideas in a visual and symbolic format. Through the use of symbols and drawings in the creation of maps, students demonstrate their understanding of place, distance, and relationships.
Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information
Maps: Using and Interpreting link to file
Variations Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., What are the components of a quality map?) Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Observe students' map-reading, interpreting, and creating skills to determine which students need differentiation and/or appropriate scaffolding. Record focused observations on students'accuracy and completeness of information in map. Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI Guide self- and peer assessment, using a Met/Not-Yet-Met strategy.Self-Assessment link to file Met/ nym Link to file
ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Have students select and add student-made maps to their portfolios as evidence of understanding of mapping skills.Portfolio link to file References Keywords
ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -
Published on May 12, 2009
Related Information Maps: Using and Interpreting link to file Name How To Do Purposes © 2007 Manitoba Education, Citizenship and Youth Creat...