Social Studies - Kindergarten
Standard 3 Objective 1
English Language Arts Kindergarten
Reading: Literature Standard 2
English Language Arts Kindergarten
Reading: Literature Standard 3
English Language Arts Kindergarten
Reading: Literature Standard 9
English Language Arts Kindergarten
Language Standard 4 a.
Social Studies - Kindergarten
Standard 3 Objective 2
Students will begin to understand the concept of maps by describing the path that Little Red Riding Hood took on the way to Grandma's house.
On the Way to Grandma's House
The Jolly Postman
Additional Resources
Books
Articles
Many fairy tales and nursery rhymes take the characters on a path through the rhyme/story. In this lesson, we will be making up maps for the characters to follow. In the first activity, the class will be recreating a map of the path that Little Red Riding Hood takes to Grandma's house. The students will be exploring basic map directions and characteristics. Directional words such as left, right, top, bottom, land, and water will be the focus. Prior to teaching this lesson, students need to have a basic understanding of left, right, up, and down. Students will then have the opportunity to learn more about the cardinal directions of North, South, East, and West in the second activity. On maps, the cardinal directions are usually found on the compass rose, which is a graduated circle that indicates the directions. Many times the compass rose is marked in degrees and indicates N, NW, W, SW, S, SE, E, and NE. However, these activities focus only on North, South, East, and West. Each activity is designed to take several days.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form
Invitation to Learn
On the Way to Grandma's House
Talk with the students about how they are not always at home. Where are some of the other places that they go? Make a list of their responses. Some ideas are: school, out to eat, to see a movie, shopping, church, Grandma's house, to a friend's house, etc.
Instructional Procedures
The Jolly Postman
Ask students why we need maps. Who needs to use a map? Some answers could include: a bus driver, Mom and Dad when driving to a new place, a delivery driver, EMT, etc. What would happen if they did not know how to use a map and they were trying to find a place that they had not gone to before? When we read Little Red Riding Hood, we made a map of the path that she took through the forest to Grandma's house. We are now going to be reading a story about a postman and all the letters that he has to deliver. Then we are going to make a map for him to follow.
Oh Where Oh Where is the Postman?
(Adapted from Mailbox magazine)
Oh where, oh where is the postman?
Oh where, oh where can he be?
Is he up or down?
Or right, or left?
Oh where, oh where can he be?Oh Where Oh Where is the Postman?
(Adapted from Mailbox magazine)
Oh where, oh where is the postman?
Oh where, oh where can she be?
Is she up or down?
Or right, or left?
Oh where, oh where can she be?
North, East, South, West
(from Mailbox magazine)
North, East, South, West
North, East, South, West
Tell which way
Tell which way
Directions on globes and maps
Point the way in a snap
Point the way
Point the way
Family Connections
Research Basis
National Council of Teachers of Mathematics. (2003). Navigating through problem solving and reasoning in pre-kindergarten--kindergarten. NCTM. Reston, VA. 3.
Graphic representation is when we use symbols, words, illustrations, graphs, and/or charts to help students understand mathematical concepts. Students and teachers can create, interpret, and combine information in order to better understand the concept being taught. When students are able to use drawings and/or manipulatives, they can begin to understand that using representation (symbols) can help them solve many mathematical problems. Representation helps to strengthen students' problem solving abilities.
Frazee, B. & Guardia, W. (1994). Helping your child with maps and globes. Glenview, IL. GoodYearBooks, Scott Foresman, 7.
Maps and globes are symbols of real things. The symbols on maps, such as the legend/key or the cardinal directions are representations of real things. Young children need to have many concrete experiences to help them understand the concept that symbols are representative of real things and places. It is helpful for students to have some of their early experiences with symbols based on symbols that are representative of things in their everyday life. Children should be given the opportunity to create symbols of their own for things in their immediate surroundings.
Hartshorn, R. & Boren, S. (1990). Experiential learning of mathematics: using manipulatives. ERIC Digest. ERIC Clearinghouse on Rural Education and Small Schools. 11/28/2006. From http://www.eric.ed.gov.
When students are actively involved in their education their learning is enhanced. The use of manipulatives allows students to touch and move objects to introduce or reinforce a concept. The idea of this type of hands-on learning is especially helpful when presenting abstract ideas. This is not a new idea. In the early part of the 20th century, Maria Montessori supported the type of active learning that manipulatives can give to students. Since 1940, the National Council of Teachers of Mathematics (NCTM) has supported the use of manipulatives.