mapping my world - courses.educ.ubc.cacourses.educ.ubc.ca/socials/projects/mappingmyworld.pdf ·...

EDCP 331: Social Studies Project Plan

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Mapping My World

Grade Level: K/1 Timeline: 2-3 weeks; Approximately 45 minutes per lesson

Unit Goals: Taken from the BC Ministry of Education 2006 Curriculum Guidelines for Social Studies

It is expected that the students will be able to:

A1 use picture maps to identify familiar locations in the school or community

A4 present information using oral, written, or visual representations

Specific Learning Outcomes: By the end of this unit, the students will be able to:

recognize that maps are used to represent real places relate pictorial representations to their physical locations (e.g., a place within the school, a neighbourhood park) follow a path to a destination using a pictorial representation (e.g., picture map) use oral, written, or visual communication forms to accomplish given presentation tasks (e.g., show and tell, captioned picture) recognize a variety of symbols characteristic of Canada (e.g., maple leaf, Canadian flag, symbols on coins, totem poles) on school and neighbourhood walks or from images, identify familiar places and landmarks in their school and community (e.g., town hall, library,

museums, recreation centres, theatres)

Unit Rationale/ Connections to prior knowledge: Class A: This unit was designed to be an introduction to an outdoor plant and garden inquiry project with a Grade K/1 class in a small open concept West Vancouver Community school. By creating opportunities for students to make connections with both the sense of community that they have with each other as well as those with the physical communities around them, students will develop strategies for expressing and communicating details of sometimes abstract ideas. Introductory mapping skills and strategies including: representing 3D objects with 2D shapes on paper, using language for giving specific directions and using number-letter grids for locating objects on the map – all are introduced to help student in one of their ultimate term projects of mapping the flora and fauna of our Lion’s Bay school yard. This classroom is composed of 18 students; 10 Kindergarten, 8 Grade 1 – in which only three are female. Two students are designated as highly integrated EAL learners, and 1 student has been identified for support with Auditory Processing and sequencing skills. One of the most predominant features of this classroom community is their need for Social Emotional support. Of the eight Kindergarten students, five students have birthday’s occurring between October and December and are developing strategies for social interactions at a significantly different pace than the older students. As these students enjoy music and are well practiced in exploring their outdoor school yard, I feel that they will engage well in this unit and appreciate and find meaningful the final book project.


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Class B My Practicum class is a grade one class in North Vancouver. The school is a dual school, teaching both French and English, yet my practicum classroom is an English class. There are 23 students in the classroom, 11 girls and 12 boys. The classroom contains great classroom community and students are respectful to each other and provide assistance to others when it is needed. The boys within the classroom generally love playing and building with Lego, whereas the girls generally play doll house and love drawing. Within the classroom, there is a wide diversity of learners. There is one designated SEA for one students in the classroom but because the classroom has a number of other students that have not yet qualified for assistance, the SEA usually works with a group of 5-6 students at the back table during writing activities. The group of struggling students usually receive adapted writing activities. Because of the wide diversity of learners and a larger than normal group of struggling students that should perhaps receive additional assistance, in the form of an SEA, it is obvious that additional adult support within the classroom is greatly needed. Fortunately, the designated SEA for my practicum classroom also has an SEA in training shadowing her, which allows for some extra assistance. The students are a very active bunch of learners, however, I have yet to see any lessons take place


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Lesson Outlines:

Lesson # Lesson Topic Specific Learning Outcomes:

By the end lesson students will be able to

Activities/ Teaching Strategies Materials/ Equipment

1 Where is it? School Yard Photo Scavenger Hunt

Make connections between real word objects in their schoolyard and 2D representations showing their location on a map.

Read Aloud: As the Crow Flies, by Gail Hartman Explain to the class, that just as the animals know their way around the world, we are going to test how well THEY know the places in their school yard. Students are given a photo tag of an object or specific item found somewhere in the forest school yard. Students have to find where their item is outside and pin their item card on the school yard map on the wall. Discussion: How hard/ easy was it for you to find your outdoor object? How did you know where that same place was on our map? Give each group of 2-3 students a digital camera. Have students go back out into the School Yard and take new pictures for another scavenger hunt. Be as tricky as you can! Collect photos from cameras to create class book

Colour poster map of school

yard Class set of item-location

cards for scavenger hunt As the Crow Flies by Gail

Hartman Digital Cameras (7-8)

Assessment and Evaluation: Observe and record anecdotal language of students describing the process of ‘knowing’ where to place their item on the 2D school yard map; Do a thumbs-up; thumbs-down quick check to gauge the efficacy of the whole class when asking how easy/ hard it was to decide where to place their object on the map.

2 Map of My Heart

Graphically represent a map of their heart that describes themselves

Students gather at the carpet and the teacher reads the book My Map Book. Discuss how maps include things that are important Explain the activity of Mapping your heart Show students how to create a heart-shaped map and brainstorm important things that represent themselves that they could include in their map of their heart. Examples: people or pets (i.e. family members, who is special to you), places, things you care about (i.e. stuffed animal, toys), moments or memories, things you love to do, things you love to eat . Have students go back to their desks to create a map of their heart

My Map Book by Sarah Fanelli

Chart Paper Markers White Paper Pencil Black skinny marker


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Assessment and Evaluation: Observe students for actively participating during the brainstorming session to help generate examples of ways they could map their heart. Circulate, observe and make notes that the students are able to draw their heart that is split up into sections and graphically represent things important to themselves; When students are completed ask them to present their map to the class as a whole; or to peers sharing their table work-group. Ask students to find one thing similar and one thing different between their ‘heart map’ and their partner’s.

3 Key to Your Heart

• Understand that maps are read by using a map key that explains what symbols mean on the map

Gather students at the carpet and discuss the term map key, what it is on a map and why it might be used Discuss what types of things the students included in their maps and brainstorm categories that those could be placed into Discuss how the image in the map key now shows on the map of my heart what it means (for example, all the yellow dots on the map of my heart represent things I love to do) Highlight, that for this activity the categories for the map key will be represented by colour yet a map key can also be represented by shapes, numbers, pictures, drawings, letters or words. Have students trace their map of their heart and create a map key

Book- My Map Book by

Sarah Fanelli Chart paper Markers White Paper Pencil Black Skinny Marker Pencil crayons

Assessment and Evaluation: Observe that students are able to generate a list of categories to organize their graphical representations of themselves. Ask students questions to clarify their understanding of creating separate symbols to represent the categories of their map of their heart. For example, point to the areas on this map that show things I like to do. Collect the students’ activity ‘Key to My Heart’ to assess their understandings of creating a map key and make notes.

4 Directions: Using your words

Use vocabulary for simple directions (left, right, next to, between, in-front of, behind etc) to describe where they or other objects are in relation to another fixes point.

Recognize that the words ‘north, south, east and west’ are used to give direction on a map.

Hook: Tell the class that we are going to play a variation of a popular party game: Pin the tail on the Easter Rabbit. Elicit one volunteer to wear a try to blind fold, and give them the ‘tail’; Have another student volunteer to give them directions. Once the students begin, encourage the whole class to give suggestions. When finished, check to see if the blindfolded classmate was successful. Why or why not? Brainstorm and record on the board, words that can be used for giving directions. Ensure that target lexis is included in the brainstorm. Give each child out a piece of blank paper and ask them to find a quiet individual place in the classroom. Tell them that their work place must be somewhere that they can easily hear the teacher

Blind-fold; Object to be ‘pinned’ to a

bulls eye Chalk for sidewalk maze

making rulers Script for “draw by

directions” Coloured markers; Talking ‘stone’ for end of

class discussion


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from. Tell the students that you are going to read them directions, and that they should listen to you and draw what they hear. Read drawing script to the students; At the end of the activity have students compare their drawings. Ask: Were they the same? Why or Why Not. Explain that that is a tricky part about giving directions and why maps are so important. Even when we use the same words, the pictures we make with oru brains are sometimes different. Take the class outdoors and give each team of 2-3 students a piece of chalk. Tell them that they are going to be able to draw a tricky maze or pathway for each other to follow. Encourage them to use rulers etc. Have students take turns putting on a blindfold and having to listen to directions to try and get through each team’s maze.

Assessment and Evaluation: Listen to, and take anecdotal records of language students are using to describe the processes involved in following directions; Circulate while students are creating and guiding students’ through their mazes; listen for target language and refinement of directions and take digital pictures and recordings of the language and directions they are giving. At the end of the activity, do a ‘talking stone’ discussing to have each child share important words used when giving directions and something they found that they improved on during the lessons.

5 Bird’s Eye View

• Understand that a map shows how a place/object looks from above

Gather students at the carpet and discuss that maps are usually looked at from above- bird’s eye view (show some examples) -briefly review the faces of 3D shapes -as a group provide students with a few picture examples of digital images from a bird’s eye view and see if they can guess it -put students into small groups and give them images from a bird’s eye view and from a worms eye view (horizontal plane) (images that are familiar to the students). Students sort the images and try and match them together - Pictionary in Pairs: give students a piece of paper and some objects and ask them to draw them from the bird’s eye view (quick sketch). Each student finds a partner and the other student tries to guess what the image is.

Map examples that show

bird’s eye view 3D shapes Digital images from bird’s

eye view Bird’s eye view images to

sort White paper Variety of objects (pop can,

eraser, apple, water bottle, pencil sharpener, etc)

White paper Pencil Eraser Assessment and Evaluation:

Observe and circulate the classroom looking for students’ understandings of a bird’s eye view through their participation in the Pictionary game.


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6 Treasure Maps: Can you follow my map?

Draw and follow a map made by their classmates;

Students will communicate experiences from following maps made by their peers.

Gather students together on the carpet and sing the song: Looking for Treasure (To the tune of Twinkle Twinkle Little Star) I’m looking for treasure, yesiree! Want to come along with me? We can look for coins of gold “X” marks the spot so we’ve been told. We’ll bring a shovel to dig, dig, dig If we find some we’ll dance a jig!

Explain that today we are going to make our own treasure maps, but first we have to create and decorate our treasure. Give students an object or rock to paint and decorate to be their magic ‘treasure’. (Make sure that students’ names are on it). When they are finished, give the students’ time to hide their treasure somewhere in the school, class or outdoor play area. Give each child a piece of paper and pencil crayons. Tell the students that they have to draw a map to their treasure. In preparation for their ‘hunts’ introduce the following song: A Hunting we Will Go I wish I had a pirate’s map to share with everyone, Cause if I did, we all could have a treasure hunt for fun! A Hunting we will go, a hunting we will go We’re going on a treasure hunt, A hunting we will go! (repeat) Have students exchange maps, and see if they can find their partner’s hidden treasure.

Rocks (for decorating) Decorations & paint Paper Pencil crayons Song: A Hunting we will go!

http://www.youtube.com/watch?v=_OzK8tcxDyg&feature=related

Assessment and Evaluation: At the end of the lesson, give students out a ‘smiley-face’ self assessment checklist for students to record both what they felt their efficacy was in creating their own treasure maps and for following the maps of others. Ask students to put a star next to the action that they felt was the easiest for them. Collect the treasure maps for future reference; Feedback at the end of the lesson as a whole class. Ask the students: IF we were going to give mapping advice to the grade 2/3 class, what top 3 tips would we give them? – Digitally record responses for later transcription.





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7 Grid work

Use coordinates to find a position on a grid

Identify popular symbols associated to areas in Canada

Read the Story: Oh Canada by Per-Henrik Gurth Explain to the students that today they are going to play a

game about the symbols of Canada, but first they must learn the secret code for how to play; the code is called: reading a Grid.

On white board introduce key areas and symbols that they will be trying to collect from the game board.

Give each table of 3-4 students a set of “grid dice”; game board and symbol key. Let students roll the dice to see which areas of Canada they will visit. Students’ cross off the symbol of Canada associated with that area from their “key card”. Students continue game play until they have ‘collected’ all the symbols from around the country.

For students that finish early, give them a copy of the “hide and Seek” grid work activity where students work in pairs to hide treasure on the grid, and have their partner try to guess where it is by taking turns calling out coordinates.

Book: Oh Canada, by Per-Henrik Gurth

Copies of “Oh Canada” laminated game board and symbol checklists; Once game board for every 3-4 students; one laminated checklist for students

Coordinate dice (1-6) (A-F); once set for each game board;

Copies of “Hide and Seek” grid activity for each pair of students;

Peer evaluation form

Assessment and Evaluation: Circulate and check for understanding of how following grid-coordinates work. At the end of the lesson give each child a peer-evaluation smiley-face check to list how well their classmate was able to find the treasure in the hide and seek game.

8 Mapping my Community

Construct their own maps from a given template using symbols of images of places around the community

-students gather at the carpet and brainstorm ideas of what a map of their community might include (record on chart paper) -students are provided with a community map activity sheet -students fill in the activity sheet with symbols from around the community (i.e. fire station, sports field, school, hockey arena, shopping store, your house and friends houses, playground etc) -students should include North, East, South and West (teach them the acronym ‘Never Eat Soggy Waffles) - make sure the student places themselves on the map too

Chart paper Markers Community map activity

sheet Pencil

Pencil Crayons

Assessment and Evaluation: Students share their community map with their neighbours (the students sitting close to them) Observe and collect the community map activity sheet to make notes whether the student was able to represent physical locations through pictorial representations (i.e. a neighbourhood park, a school)


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9 Foot Island

Construct their own map containing different elements and a map key

Students trace their own foot (or a partners foot) and construct an island the size and shape of their foot. First students trace their foot on blank white paper, cut out the foot, then place it on the grid Students construct their own foot island and include elements such as mountains, park, river, lakes, roads, hills, forest, other environment images, restaurants, Students create a key to represent the different elements on their foot island

Teacher: • white paper • Grid paper Students: • White paper • Pencil • Scissors • Grid paper • Glue stick • Black skinny marker • Pencil crayons

Assessment and Evaluation: Students share their maps with their grade 2/3 buddies and explain all about the things on their map Checklist:

Contain 3+ elements on the foot island Legible map key Able to indicate elements on the map using the grid system Contains N,E,S,W symbols

10 My Favourite Things

Present connections to

a place or object in pictorial form using key criteria established for map making.

Re-read: My Map Book by Sara Finelli Ask students to share any connections that they find with the book and some of the things we have learned in our map unit. Tell the students that we are going to make our own “My Class Map book” and that each person gets to draw and paint for us a map of their favorite place or thing. Review and revise key criteria for making our maps. Give students 11x17 pieces of paper, oil pastels for map drawing and paints for colouring their map when they are finished.

Book: My Map Book by Sara Finelli

11x 17 paper Oil pastels Paint, paint brushes, water Painting smocks Digital camera IPod for recording audio

Assessment and Evaluation: Collect that maps and photograph for collection into Class book. Record digital audio of each child sharing the importance of and characteristics of their own map. Transcribe into class map book. Complete final assessment Rubric for Map Making listed in Appendix A.


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Appendix A - Final Assessment Rubric for Student ‘Favorite’ Map:

Criteria Exceeding Expectations

4

Fully Meeting Expectations

3

Minimally Meetings

Expectations

2

Not yet meeting expectations

1

Content

All necessary labels are

present and are carefully and

accurately placed.

All labels are present and most

are accurate.

All but one or two labels are

present. Several labels are

not accurately placed.

Several labels are not present and

many are not accurately or carefully

placed

Connections to

Personal

experiences

Student map has more than

4 defining locations and is

able to describe in detail

personal connections made

to each location and how

they integrate into the

common theme of map

Student has 3 to 4 defining

characteristics located on the

map. Student is able to

establish some personal

connections to characteristics

as attributes relating to overall

theme of map.

Student has 2 to 3 defining

characteristics added to

map. Student can make at

least one personal

connection between map

characteristics as attributes

of overall theme of map.

Student has produced a generic map

of a common location. Student is

not able to make personal

connections with the attributes and

characteristics of the map.

Visual Creativity

Map is colorful and neat

looking. Labels are clear and

easy to read.

Colour has been used over

most of the map. A few labels

are not easy to read.

Colour has been used on less

than half of the map. Many

labels are difficult to read.

Use of colour is limited or not at all.

Most labels are difficult to read.

Map Elements

Includes clearly written

standard map elements:

- title

- directional arrow

- key

- student name

Includes most standard map

elements. Most are accurate

and easy to read.

Missing several standard

map elements.

Missing most standard map

elements


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Extensions and Integrations: This unit can be extended or integrated into a concurrent science unit on plants and needs of living things where students work to grid and map an outdoor environment. As an introductory unit, this unit leads into a larger social studies unit focussing on citizenship and nationality in Canada and is an easy extension of a mathematics unit focussing on 2D and 3D shapes. With older grades, extending the outdoor mapping unit to include geocaching would also be an excellent option.

Educational Ideas and Resources:

Fanelli, S. (1995). My Map Book. Singapore: ABC, All Books for Children Ltd. Flint, D and Suhr, M. (1992). Mapwork 1. Sussex, UK: Wayland Ltd. Greenwood, J. (1997). Activity Box. London, UK: Cambridge University Press Shores, E. (2008). If maps could talk: Using symbols and keys. Mankato, MN: Capstone Press

Resource Critique: Dixon, K. (2002) My First Map Book. Newmarket Ont. Apple Press Publishing Ltd. My First Map Book: Using Animals and Fairy Tales to teach Map Skills. This simple resource book introduces primary students to the very first steps in making maps by using easy-to-use activities organized around developing skills in the four fundamental map concepts of shape, symbols, position and direction. The bottom of each page features a ‘teacher zone’ that offers thoughtful activity extensions for differentiated classrooms. Activities require students to be able to read at an ‘emergent reading’ level. Recommended for Grades 1-3.

Gurth, P. (2009). Oh Canada! Toronto ONT. Kids Can Press Oh Canada! Hard Cover. Age 3+ This read-aloud non-fiction book showcases vivid illustrations that take young readers through a journey of Canada from coast to coast to coast, revealing the awe-inspiring scope and iconic images of their amazing country. This book serves as an excellent introduction to Canada, taking readers biking along PEI's red dirt roads, sailing in Quebec City, and helping with the harvest near Saskatoon in the company of a lovable cast of animal characters. Along the way, children will learn about the flags and the official trees, flowers and birds of each province or territory.


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Tamblyn, C. (2002). Map skills made easy: Neighbourhoods and communities. USA. Scholastic Professional Books Map Skills Made Fun: Neighbourhoods and Communities Paper Back: Grade 1-3 This book features reproducible activities that support students in developing their mapping skills in the context of Urban, Suburban and Rural Communities. While we don’t recommend teaching mapping by “worksheet” come of the visual representation and communicative ‘partner’ activities are excellent for learners working to develop concepts of grid work and visual and special memory. When studying communities


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LESSON PLAN #1 – Unit Launch

SUBJECT/TOPIC: Social Studies: Map of My Heart GRADE LEVEL: 1 TIME: 45 minutes PRESCRIBED LEARNING OUTCOME: A1 use picture maps to identify familiar locations in the school or community

LESSON OBJECTIVE: By the end of the lesson, the students will be able to… Make connections between real word objects in their schoolyard and 2D representations showing their location on a map. MATERIALS: Colour poster map of school yard outline

Class set of item-location cards for scavenger hunt

As the Crow Flies by Gail Hartman

Digital Cameras (7-8)

LESSON RATIONALE: This lesson is intended as a launch into a mini-unit focusing on developing foundation map skills in Primary grade 1 students. Students will engage in making connections between their natural schoolyard environment and 2D representations; allowing opportunities for discussion and curiosity into why and how we show the real world on maps. It is expected that students will have completed or be concurrently studying a mathematics unit on 3D and 2D shapes and that they are practiced in the use of digital cameras for exploration and documentation in the classroom.

Pacing/Time PROCEDURE

10 minutes Introduction/Hook: Gather students at the carpet or central learning area for a story: Read Aloud: As the Crow Flies, by Gail Hartman

Explain to the class, that just as the animals know their way around the world, we are going to test how well THEY know the places in their school yard.

15 minutes

Have students get their outdoor clothing and boots in preparation of going outside.

Tell students that they are going to be going on an outdoor scavenger hunt for a place in their school yard.

Establish an “action” word for students to listen to. Remind students to stay within school yard boundaries in their search and that when they hear the

‘action word’ (example: PIZZA) they must immediately gather at a chosen spot for feedback and discussion.

Students are given a photo tag of an object or specific item found somewhere in the forest school yard. In pairs, students have to find where their item (s)

is/ are outside.


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5 Minutes:

10 Minutes

Bring the students back inside the classroom and have them attach or tape their item card on the school yard map on the wall.

Discussion: How hard/ easy was it for you to find your outdoor object? How did you know where that same place was on our map?

Give each group of 2-3 students a digital camera.

Have students go back out into the School Yard and take new pictures for another scavenger hunt. Be as tricky as you can!

Adaptations

This lesson can easily be adapted to different environments (indoors or alternative field trip locations) if class is not able to go outside. Doing a classroom or indoor school environment exploration will also meet the lesson aims. Behavioral support can be provided through differentiated groupings and providing free-exploration time outside. The final activity allowing students to take their own pictures for a subsequent class scavenger hunt can be adapted or removed depending on equipment, time and class interest.

Extensions

I would extend this activity by allowing students to take their own digital photographs for compilation into a class book. Students can caption each photo in the format of an I-Spy booklet, or written directions to where each of their school yard items are. The final pictures could also be turned into a ‘schoolyard’ photo puzzle for students to piece together.

Assessment Observe and record anecdotal language of students describing the process of ‘knowing’ where to place their item on the 2D school yard map;

Do a thumbs-up; thumbs-down quick check to gauge the efficacy of the whole class when asking how easy/ hard it was to decide where to place their object on the map.


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LESSON PLAN #2

SUBJECT/TOPIC: Social Studies: Map of My Heart GRADE LEVEL: 1 DATE: TIME: 45 minutes PRESCRIBED LEARNING OUTCOME: A1 use picture maps to identify familiar locations in the school or community

OBJECTIVES TSWBAT: - Graphically represent a map of their heart that describes themselves

MATERIALS: Teacher: Book- Map of My Heart by Sarah Fanelli Chart Paper Markers White Paper Students: Pencil Black skinny marker PRIOR KNOWLEDGE:

- The students are aware of what a map is from their unit on community.


1 minute Introduction/Hook: The teacher gathers the students at the carpet. Teacher shows the students the book she will be reading.

Teacher Activity Student Activity

40 minutes Teacher reads the students the book My Map Book. She engages the students through the book by asking the students what is this map of, can anyone guess?

Students listen to the story and engage with teachers questions


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Teacher discusses that many maps include only important parts. For example, this page (13-14) is a map of my neighbourhood, point out the main landmarks and objects.

Explain the Map of My Heart Activity

Brainstorm with the students of important things that represent themselves that they could include in their map of their heart

Provide examples, such as people or pets (family members or who is special to you), places, things you care about (i.e. stuffed animal, toys), moments or memories, things you love to do, things you love to eat.

Ask the students which parts of these ideas are more important to you? Tell them that the more important ideas are going to be bigger on your map. For example, if my dog is the most important thing to me, it might take up almost half of my heart.

Record this brainstorming session on chart paper and post for the student to refer to during their activity

Engage with the teachers discussion

Listen to teachers instructions about the Map of My Heart activity

Brainstorm ideas


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Show students examples of the activity

Teacher directs students how to draw a big heart on their paper to start the activity

Go back to their desks and work on the Map of my Heart activity

1 minute Closure

Teacher asks a few students to share what they put in their Map of their Heart.

Adaptations

For struggling students, provide them with the activity sheet that is already split up into sections

Extensions

Students could be more specific in their ideas of what to include in their map of their heart. For example, instead of putting just ‘family’ they could split that into sections and put mother, father, brother Jim and cat Ralph.

Assessment Observe students for actively participating during the brainstorming session to help generate examples of ways they could map their heart. Circulate, observe and make notes that the students are able to draw their heart that is split up into sections and graphically represent things important to themselves.


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LESSON PLAN #3

SUBJECT/TOPIC: Social Studies: Key to my Heart GRADE LEVEL: 1 DATE: TIME: 50 minutes PRESCRIBED LEARNING OUTCOME: A1 use picture maps to identify familiar locations in the school or community

OBJECTIVES TSWBAT:

- Understand that maps are read by using a map key that explains what symbols mean on the map MATERIALS:

Teacher Book- My Map Book by Sarah Fanelli Chart paper Markers White Paper

Students: Pencil Black Skinny Marker Pencil crayons

NEW VOCABULARY: map key PRIOR KNOWLEDGE:

- The students have knowledge of what a map is and have already mapped their heart with things that are important to them.


1 minute Introduction/Hook:

Teacher gathers students at the carpet and shows them a variety of map keys and asks students if they know what they are.

45 minutes Teacher Activity Student Activity

Discuss the term map key, what it is on a map and why it might be used. Teacher uses the previous examples and shows students how the symbols on the map key

Students listen and engage with the discussion and the teachers questions.


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help you read the map. Discuss what types of things the students included in their maps (map of my heart) and brainstorm categories that those could be placed into Discuss how the image in the map key now shows on the map of my heart what it means (for example, all the yellow dots on the map of my heart represent things I love to do) Discuss that for this activity the categories for the map key will be represented by colour yet a map key can also be represented by shapes, numbers, pictures, drawings, letters or words. Ask students to take their map of their heart and trace it onto another sheet of paper so that they can then create a map key of their heart

Engage with the discussion.

Provide possible categories for the map key to their heart

Engage in class discussion

Engage in class discussion

Go back to their desks and trace their original map of their heart. Place the mapped ideas into categories to create a map key.

2-4 minutes Closure

Students share their map of their heart to a partner.


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Adaptations

Provide a list of categories that the students then have to place what is mapped out on their heart into.

Extensions

Instead of tracing the map, they could have the image directly next to them to redraw the map of the heart sections.

Assessment

Observe that students are able to generate a list of categories to organize their graphical representations of themselves. Ask students questions to clarify their understanding of creating separate symbols to represent the categories of their map of their heart. For example, point to the areas on this map that show things I like to do. Collect the students’ activity ‘Key to My Heart’ to assess their understandings of creating a map key and make notes.

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