Map Creation Project

Summary

To understand the purpose of maps and the elements included in them, students were presented with a “real life” map-building scenario. The students had to design a small living community that included these things: housing for ten families, stores to provide food and clothes, and an “extra” component for fun and entertainment. Students participated in two classroom lessons, led by David Clough, to begin this project. In the first lesson, students learned how to use the computer programs Pixie and Scribble Maps, while in the second, students reviewed basic map skills and research skills. Students then used various texts and the Internet to research examples of what makes a “good” map, and they evaluated maps using a teacher-created rating sheet. After sharing and discussing the class’s findings, the full project and guidelines were introduced. Students were given a brainstorming sheet which led them through the process of planning their living community map. Students spent the most time creating their map, collaborating in pairs, using Pixie or Scribble Maps (student choice). Then students were asked to write and record their voices explaining why they included each component on their map. Students viewed the final maps and explanations done by their peers and evaluated them, including their own, on the same rating sheet used during research. Finally, students reflected on their experiences and wrote about them so they can collaborate more successfully in the future.

TIPC Ratings

This project scores in the Developing range in Research & Information Fluency. Students used a variety of pulled text sources, both fiction and nonfiction, to understand the purpose of maps. They chose their own search engine and searched for images of maps on the Internet using classroom computers. They evaluated various maps found using the Internet and the various texts to understand map quality and the necessary map elements. The teacher engaged students in discussions on what made a good map and how to evaluate them.

This project scores in the Approaching range in Communication and Collaboration. Students collaborated with one other student to plan and create a map on the computer. They had to work through disagreements. They were allowed to use face-to-face teacher conferences, student comments (paper/pencil) and digital tools (blogging) to communicate, collaborate, and share their experiences. Pictures, examples of work, and reflective comments were added to our class blog to share with those outside the classroom. Students’ reflections of their peers work were shared with all teams involved

This project scores in the Developing range in Critical Thinking and Problem Solving. Students used technology as a way to enrich and enhance their learning. They were asked to solve a real-life problem that related to their studies in Social Studies. They were required to collaborate and think critically on the “needs” and “wants” of a small community. They solved problems while deciding how to construct their maps. Students reflected on their roles in and discussed what how they could work more effectively in the future.

This project scores in the Developing range in Creativity and Innovation. Students had no previous experience with the developing a community map prior to this project. Students found examples of maps from a variety of sources and used them as a model for their own map. Students used existing knowledge of map skills to generate new ideas on how to actually create a map of their own.Students were given various options on how they could create a map (Pixie or Scribble Maps). Students reflected on their experiences through class discussions, face-to-face conferences and blogging. Students learned and used new and existing map skills vocabulary (map, title, compass rose, map legend).