Map-making

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[|http://www.nationalgeographic.com/xpeditions/]
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Begin Bird's Eye view
As kids enter, have a new map on the rug to explore each day (the globe, maps of Boston, maps of Massachusetts, etc.) Start a class collection of maps. Make a list of what people use maps for, and kinds of maps

Learning Targets:
 * I can use a model to find a treasure hidden in the classroom.
 * I can find my house and my school on Google Earth.
 * I can list different kinds of maps and how people use them.
 * I can make a map of my neighborhood.
 * I can make a beautiful, detailed map of the classroom.

Centers, first 6 or 7 days:

 * classroom model: add to it, play with it, sketch it, find things hidden in classroom using the model
 * maps and globes exploration
 * Different kinds of map explorations: train maps, geology maps, topographic maps, blueprints, charts (nautical), atlases, maps of the stars, nighttime maps, human body maps, trail maps, visual dictionaries, road maps, bicycle maps, railroad maps
 * [|ExploringMapsSheet.doc]
 * puzzles (maps, communities)
 * Google Earth exploration on computers
 * geology center
 * construction: build a city with blocks
 * [|ConstructionSheet.doc]

blank form for planning workshop choices: [|workshopcenterplan102008.doc]

Centers, week two:
The second week, there may be more whole-class map-making instead of centers.


 * Make a beautiful, detailed map of the classroom (Do this center during Readers' Workshop)
 * giving directions: kids hide pennies / sketch the classroom model to use for treasure maps (use classroom model); give your partner feedback and they fix up their map (mandatory)
 * puzzles
 * google earth
 * exploring maps
 * construction (build a city) -- make maps of what you build

you tube creating a store wants and needs talk brainpop junior

Then visit BRA and see the model room, talk about city planning

Return to school, work on wants / needs of a neighborhood, build ideal cities, negotiate locations of things

After each field trip, study groups work to make models of the neighborhood. Then they make maps of the models. Photos of the models, the maps, and writing about the neighborhood can all go in the final atlas, as well as data collected on the field trips.

Models can be with photos or drawings mounted on blocks or boxes, then placed on a street designed by the teachers. Later, make bulletin board maps of the neighborhoods we visit

In writing, do sound maps (poetry) of places we visit

How do we connect this to kids' own neighborhoods?
 * practice sketching what we see outside school, then kids do it for homework at home
 * practice sitting silently and writing all the sounds you hear, then kids do it at home (do during drumming?)
 * do this at Arboretum and Forest Hills Cemetery, compare silence and noise
 * sounds, food, smells, businesses, art,

How do we connect this to the school neighborhood / new school neighborhood?