Me+On+the+Map

=Kindergarten walk= This is an introductory lesson in a series of lessons on our community and community helpers. Rosie's Walk by Pat Hutchins will be used as the pattern to plan our own walk around our school playground. Students will then create a simple map of our school playground. By [|Michelle Hensley]
 * A lesson plan for grade K Mathematics and Social Studies**

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Related topics

 * Learn more about [|community], [|geography], [|maps], [|mathematics], [|positional words], [|read-alouds], and [|social studies].

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Learning outcomes
Students will:
 * identify things in her/his community and discuss the route used in her walk.
 * create a list of things we could walk around, over, etc. on our playground.
 * use the format of the story map for Rosie’s Walk to create a group map of the route we will take during our class walk around the playground.
 * include positional words in our map.
 * individually create a simple map of our playground and identify the route he/she would take on a walk.

Time required for lesson
1 hour

Materials/resources

 * [|Rosie’s Walk] by Pat Hutchins
 * chart paper and markers
 * paper and crayons for students

Pre-activities

 * Read the story the day before and discuss it with the children. The fox in this story has an entertaining role.
 * Gather list of needed resources.
 * Prepare a story map of Rosie’s Walk.

Activities

 * 1) Reread the book and discuss the story map with the children.
 * 2) Students will list the things we would find around our school and on our playground.
 * 3) Using the format of the story map for Rosie’s Walk, students will create a map for a kindergarten walk around our playground. (include positional words)
 * 4) Students will take a walk around the playground following the map created (if time permits).
 * 5) Students will create their own simple maps of our playground. See sample students in attachments.

Assessment
Observation of students’ comments and amount of participation in group activities. Assess the ability of students to create an appropriate map of our playground.What are maps for: || || I have had my students do their relief make their relief maps at school and other times at home depending on the maturity and parent availability. First students bring a 12 x 12 inch board to school. I prefer wood, but Second, students trace the shape of their state/country onto the board. (I enlarge theme for them on the copier) Next, students use FREEZER, Gallon sized zip lock baggies to mix their dough in. Measure in flour and salt 2 to 1. Add a splash of vegetable oil, and one cup of water to start with. push out all the air, and squeeze and squish until the dough ||  ||   ||   || is mixed. (for younger students, make this homework and bring the dough ball in the baggie to school) Last, take the ball of dough and put in on the board in the middle of the map shaped. Push and move it until it fills in the map. Pinch dough for mountains, use a dull pencil to carve rivers. Prepare ahead of time flags on toothpicks of important places such as the state capitol, mountain ranges, geography zones, etc. Push flags into soft dough. after it dries student can paint the maps using green for valley and farm lands, brown for mountains, yellow for deserts, etc. have fun. At your grade level, parent help on the day for forming the maps is really helpful.
 * ===relief maps By cindy ===
 * some teachers use card board.

Song "Directions" The top is North, the bottom is South, the right is East and the left is West. Stand and act out the song**MAP SKILLS** Submitted by Rosanna Rizzo
 * Title: Map Skills**
 * Objectives:**
 * 1) Students will be able to define maps.
 * 2) Students will be able to explain the need for maps.
 * 3) Students will able to construct their own maps,
 * 4) Students will develop map skills and appreciate the value of hard work in constructing their own maps.
 * Aim: What do we use maps for?**
 * Materials:**
 * colored pencils
 * poster boards
 * Motivation:**
 * Ask the students to point to the objects that you name. For example: Where is the blackboard? Where is the teacher's desk? Where are the windows? Why do we need to know where things are located in the classroom? What if we close our eyes, do we still know where the windows are? Point to them.
 * Now have the students gather in front of you on the floor. Read a story about locating objects or about maps. For example, use [|Me on the Map] by Joan Sweeney. Ask questions about the cover of the book. Pause as you are reading the book and ask questions about what they see or just heard.
 * Development:**


 * 1) Discuss the main points and pictures in the book.
 * 2) Point out parts of the book that the children enjoyed or disliked.
 * 3) What they now know after reading the book and what else they would like to know about maps.
 * 4) Group the children in groups of three or four. However, this lesson can also be done individually.
 * 5) Explain that they will be constructing their own maps of the classroom.
 * 6) Discuss the concept of "a symbol" and a "map key". Show them where the map key would be located on a map. (Usually in a corner.)
 * 7) Have them construct a map of the classroom, complete with coloring their objects and labeling the objects they have drawn. These objects could include the blackboard, the door, the bookshelves, student desks, etc.
 * 8) To add an oral language component, you can have the students present their maps to their classmates and explain how they constructed their maps.
 * 9) The completed student maps make a great bulletin board display, especially for Back to School Night where the parents come visit the classroom.

code ACTIVITIES AND PROCEDURES: 1. Maps are distributed in classroom and a discussion follows concerning north, south, east, and west and pictures of landmarks. If a compass is used, prior discussion of its use is needed. 2. Explain procedure for completing the orienteering activity. Look for six small circles near specific landmarks on your map. When you locate one of the indicated landmarks on the course, you will find a crayon on a string at that spot. Without removing the crayon from the string, fill in the appropriate circle on your map. Complete all six circles in this manner. If you finish the map correctly, each circle will be a different color that will correspond to the map I have already completed. 3. You will work with a partner to discuss problems and the completion of the course. You are responsible for your partners safety and upon their return to the starting position. 4. If you hear three blows on the whistle, return to the starting point. Students are reminded of safety precautions and to return to the starting point when they have finished the course. 5. Pairs of students are sent out in different directions and at different intervals so as not to follow one another or clump together.

TYING IT ALL TOGETHER: 1. Check maps with key. 2. Brainstorm an individual list and then make a list on the board of how maps and the use of landmarks can help us. 3. Write a paragraph describing how to get from the red circle to the yellow circle assuming no one else is familiar to the area.

code