UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
4 class periods of 30 minutes each
Students examine and apply the relationship between concrete landmarks, abstract written directions, and graphic representations on maps, and then develop their own landmark map for classroom use.
In this lesson, students:
P R E P A R A T I O N
P R O C E D U R E
Extension: Using mapping software, have pairs of students design a town. Where is the school? What buildings, parks, and other things might the children in the town use as landmarks on their trips to school?
For a group of teachers in San Marcos, California, this project provided a sense of orientation to the community. They found that many of the students were new enough to the area that they did not have much sense of where things were, relative to one another. Since there had recently been a major brush fire in the area that closed off streets, having to give directions for alternate routes to specific locations was fresh in their minds.
Assess student multimedia maps using a rubric jointly created by the teacher and the students.
Assess student understanding of the relationship between the student-created maps, the printed maps, and the MapQuest maps, either through brief written journal entries or individual student-teacher conferences. Criteria for an informal assessment might include:
Use the same criteria above to informally assess group understanding of the relationship among the map types (as expressed in the group discussion). The ongoing informal assessment might lead to another learning activity on cardinal directions and scale maps.
The Utah Education Network received permission from ISTE (The International Society for Technology in Education) to share this lesson.
Written by: Steve Cowdrey, Cherry Creek School District, Englewood, Colorado Melissa Pierson, Arizona State University, Tempe, Arizona (Based on the lesson by Tom Burnett, Apple Learning Interchange)