Map Making 2
Here, the high school teacher extended the project to include topographical markings!
Young children often have a difficult time in understanding "bird's eye perspective" and how maps "work." I have found that if students "make" their own landscape in a box (usually using modeling clay of some sort and paint it) and include typical features such as a hill/mountain, a body of water, land, and some buildings (step 1), then do an overhead tracing with marker on a transparent material (step 2) of their landscape (the "satellite image"), make a paper copy in a copier (there's the map!) (step 3) color it and make a key (step 4) they have a much better sense of maps - they "own" this one!
I led workshops at a summer institute for teacherss: Trash to Treasure. Create Interdisciplinary Connections and Art Forms from recycled materials supporting environmental responsibility.
Map Making 2
Here, the high school teacher extended the project to include topographical markings!
Young children often have a difficult time in understanding "bird's eye perspective" and how maps "work." I have found that if students "make" their own landscape in a box (usually using modeling clay of some sort and paint it) and include typical features such as a hill/mountain, a body of water, land, and some buildings (step 1), then do an overhead tracing with marker on a transparent material (step 2) of their landscape (the "satellite image"), make a paper copy in a copier (there's the map!) (step 3) color it and make a key (step 4) they have a much better sense of maps - they "own" this one!
I led workshops at a summer institute for teacherss: Trash to Treasure. Create Interdisciplinary Connections and Art Forms from recycled materials supporting environmental responsibility.