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Community Map Makers

Spatial Thinking60 minutesModerate
Community Map Makers

Overview

In this activity, students will create maps of their community, identifying key natural and built features and using cardinal directions. This activity connects to the Spatial Thinking strand of the curriculum, helping students understand that their islands are made up of many diverse regions and communities.

Students will learn about map features, practice using cardinal directions, and develop spatial awareness as they create visual representations of their community. This activity promotes geographic skills, observation, and an appreciation for the unique features of their community.

Learning Objectives

  • Identify the basic features of a map including title, key, compass rose, and border
  • Draw a map of the community which includes basic features
  • Describe the important natural and built features of the community
  • Use cardinal directions to describe locations
  • Appreciate that a map can be used to show important landmarks in the community

Materials

  • Large drawing paper or construction paper
  • Colored markers, crayons, or pencils
  • Rulers
  • Sample maps of the local community
  • Compass (real or app-based)
  • Pictures of local landmarks and features
  • Map symbol templates

Preparation

  1. Gather sample maps of the local community
  2. Prepare a simple map key with common symbols for students to reference
  3. Plan a walking route around the school or immediate community
  4. Create a simple worksheet for students to record observations during the walk
  5. Prepare your own sample map to demonstrate the required elements

Steps

  1. Introduction to Maps (10 minutes):
    • Show students examples of maps and discuss their purpose
    • Identify the key features of a map: title, key/legend, compass rose, and border
    • Introduce cardinal directions (north, south, east, west) and their importance
  2. Community Walk (15 minutes):
    • Take students on a walk around the school or immediate community
    • Have students observe and record natural features (trees, hills, rivers) and built features (buildings, roads, bridges)
    • Practice using cardinal directions to describe the location of features
  3. Map Creation (25 minutes):
    • Guide students in creating their own maps of the community based on their observations
    • Demonstrate how to include all required map elements
    • Help students create a key/legend for the symbols they use
    • Ensure students include a compass rose showing cardinal directions
  4. Sharing and Reflection (10 minutes):
    • Have students share their maps with a partner or small group
    • Ask students to use cardinal directions to describe the location of features on their maps
    • Lead a class discussion about what students learned about their community

Differentiation

For Students Who Need Additional Support:

  • Provide a pre-drawn map outline with some features already labeled
  • Offer a simplified map key with fewer symbols
  • Allow students to work with a partner
  • Provide visual supports for cardinal directions

For Students Who Need Additional Challenge:

  • Encourage students to add more detailed features to their maps
  • Ask students to include intermediate directions (northeast, southwest, etc.)
  • Have students create a 3D model of their community
  • Challenge students to create a digital map using appropriate technology

Assessment

Observation:

  • Monitor students' understanding of cardinal directions during the community walk
  • Observe students' ability to identify natural and built features

Conversation:

  • Ask students to explain their maps using cardinal directions
  • Have students describe why maps are important tools

Product:

  • Evaluate the completed maps for inclusion of all required elements
  • Check that students have correctly represented natural and built features
  • Assess the accuracy of the compass rose and cardinal directions

Extensions

  • Organize a treasure hunt using student-created maps and cardinal directions
  • Create a large collaborative map of the wider community
  • Compare historical maps of the community with current maps to observe changes over time
  • Use digital mapping tools to create interactive maps
  • Create a map-based board game featuring local landmarks

Curriculum Connections

Spatial Thinking

This activity directly supports the "Maps and Community" section of the Spatial Thinking strand, helping students understand how to represent their community spatially and use cardinal directions.

Specific Curriculum Outcomes

  • Identify the basic features of a map including title, key, compass rose, border
  • Draw a map of your community which includes basic features
  • Appreciate that a map can be used to show our important landmarks in the community

Cross-Curricular Integration

  • Mathematics: Measurement, scale, spatial reasoning
  • Art: Visual representation, design, color theory
  • Language Arts: Descriptive writing about community features
  • Science: Natural features and environmental awareness

Teacher Tips

  • Practice using cardinal directions in the classroom before the community walk
  • Consider safety precautions for the community walk
  • Take photos during the walk to help students remember features
  • Have a compass app available on a device for reference
  • Create a word wall with mapping terminology

Additional Resources

  • Sample maps of the local community
  • Children's books about maps and mapping
  • Videos explaining cardinal directions and map features
  • Digital mapping tools appropriate for Grade 2 students
  • Interactive compass activities