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© Learning A–Z All rights reserved. www.readinga-z.comVisual Devices: Map • Lesson • Grades K–1
Grades K–1 Lesson
page 1 of 2
MapVisual Devices
www.readinga-z.com
© Learning A–Z All rights reserved.
Skill
: Map
Vis
ual
Devic
es
• G
rad
es
K–1
• P
roje
ctab
le 1
Key
school
store
library
house
pond
garden
My Neighborhood
www.readinga-z.com© Learning A–Z All rights reserved.
Skill
: Map
V
isu
al
De
vic
es
• G
rad
es
K–1
• P
roje
cta
ble
2
Key
Title:
www.readinga-z.com
© Learning A–Z All rights reserved.
Skill
: Map
Vis
ual
Devic
es
• G
rad
es
K–1
• P
roje
ctab
le 1
Key
school
store
library
house
pond
garden
My Neighborhood
Introduce and Teach Step 1Display the Map Projectable 1
Explain to students that a map is a picture of an area. Point to and read aloud the title My Neighborhood, on projectable 1. Explain to students that this is a map of a neighborhood. Share examples of different types of maps such as a world map, a map of a museum, and a map of a town or city. Discuss with students that each of these maps has a different purpose. Explain to students that the neighborhood map is useful because it shows where to find things and places in a neighborhood. Point out that this map is drawn from a bird’s-eye view. It shows how this neighborhood would appear to a bird looking down while flying over it. Explain that maps are often drawn from this view. Say:
As I look at the map, I notice the different places in this neighborhood. Because this map is drawn from a bird’s-eye view, I’m able to see all the places at the same time.
Circle the key and say:
This is a key. A key is often found on a map and helps me find different places in this neighborhood.
Read each label aloud on the key as you point to the school, the store, the library, and the house. Ask a volunteer to locate the pond and the garden. Circle the house and invite students to imagine that they live there. Ask students the following questions to check for understanding:
Which is closer to the house: the store or the garden? What would you pass on your way to school if you took the shortest route? What would you pass on your way to school if you took the longest route? What symbol could I add to the key to indicate a park?
Guided Practice Step 2Display the Blank Map Projectable 2
Explain to students that the class will be creating a bird’s-eye-view map of the classroom. Ask students to close their eyes and imagine they are a bird flying over your room. Have them share what they see. Record their responses in a list on the board. Invite students to suggest symbols to represent each of the objects on the list. Add these symbols to the blank key on the projectable. Remind students that the key serves as a guide to identify the symbols on the map.
Next, begin filling in the map. Draw the classroom door in the appropriate location to help students orient to the map. Then refer to the key as you draw and label the objects on the map. Invite students to help indicate where on the map you should draw these objects. Remind students as you construct the map that you are drawing from a bird’s-eye view.
Next, challenge students with questions that require them to provide directions around the classroom using the map. Ask:
How would I get from my desk to the classroom door?
Encourage students to refer to the map and landmarks on it and to be as detailed as possible in their responses.Continue on by selecting various points in the classroom and inviting volunteers to give detailed directions using the map. Ask a volunteer to physically follow the directions given to determine if they are correct.
Summarize: Ask students to suggest sentences that describe the information collected on the classroom map. Invite them to suggest a title for the map. Ask students why it might be important to give the map a title. Record the title on the projectable. Encourage students to think of other places they could map using a bird’s-eye view. Have students explain why drawing a map from a bird’s-eye view is helpful. Encourage students to use complete, descriptive sentences for their answers.
Objective: Understand how to create and interpret maps and their features.
© Learning A–Z All rights reserved. www.readinga-z.comVisual Devices: Map • Lesson • Grades K–1
Grades K–1 Lesson
page 2 of 2
MapVisual Devices
www.readinga-z.com
© Learning A–Z All rights reserved.
Skill
: Map
Vis
ual
Devic
es
• G
rad
es
K–1
• P
roje
ctab
le 1
Key
school
store
library
house
pond
garden
My Neighborhood
www.readinga-z.com© Learning A–Z All rights reserved.
Skill
: Map
V
isu
al
De
vic
es
• G
rad
es
K–1
• P
roje
cta
ble
2
Key
Title:
www.readinga-z.com
© Learning A–Z All rights reserved.
Skill
: Map
Vis
ual
Devic
es
• G
rad
es
K–1
• P
roje
ctab
le 1
Key
school
store
library
house
pond
garden
My Neighborhood
Apply the Skill Step 3Distribute the Blank Map Worksheet
Explain to students that they will be creating a bird’s-eye- view map of their neighborhood. Remind students to label their maps, to provide a title, and to include a key. Have each student create two questions about their map to ask a partner. Divide students into pairs to share. Encourage students to use complete sentences when answering questions about their partner’s map.
Extend the LessonInvite students to create a map of their ideal playground from a bird’s-eye view. Remind students to label the map and give it an appropriate title. Have students write or dictate two questions about their map using complete sentences. Invite students to share their map with a parent, sibling, friend, or caregiver.
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Skill: Map Visual Devices • Grades K–1 • Projectable 1
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Skill: Map Visual Devices • Grades K–1 • Projectable 2
Key
Title
:
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© L
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Skill: Map Visual Devices • Grades K–1 • Worksheet
Key
Title
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