1. The Devil is in the Details
MAKING A Classroom MAP
The Devil
is in
the Details

2. K – G1.0.1 Recognize that maps and globes represent places.
K – G1.0.2 Use environmental directions or positional words
(up/down, in/out, above/below)
K – G2.0.1 Describe places in the immediate environment
1 – G1.0.1 Construct simple maps of the classroom
1 – G1.0.2 Give examples of places that have absolute locations
1 – G1.0.3 Use personal directions (left, right, front, back) to describe the relative location of places.
1 – G1.0.4 Distinguish landmasses and bodies of water using maps & globes
1 – G2.0.1 Distinguish between physical (e.g., clouds, trees) and human (e.g., buildings, sidewalks) features.
1 – G2.0.2 Describe unifying characteristics and/or boundaries of different school regions (e.g., reading corner).
1 – G5.0.1 Describe ways in which people modify (e.g., cutting down trees) and adapt to the environment (e.g., clothing, housing, transportation).

3. 2 – G1.0.3 Use maps to describe [our] location within Michigan.
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying the concepts including relative location, and using
distance, direction, symbols, and the key or legend.
2 – G1.0.3 Use maps to describe [our] location within Michigan.
2 – G2.0.1 Compare the physical and human characteristics of the local community with another community.
2 – G2.0.2 Describe how the local community is part of a larger region (e.g., county, metropolitan area, state).
2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made).
2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community.
2 – G5.0.1 Suggest ways people can responsibly interact with the environment.
2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community.

4. (and some colored bowls,
We started with
a rubber schoolbus
(and some colored bowls,
plates, and dolls).

5. What’s this? A schoolbus. You’re kidding. I can’t fit in it.
The door doesn’t even open.
So what is it?
It’s a model
of a schoolbus.
It’s like we put
a great big bus
into a shrinking machine
and made it smaller.

6. “Imagine we put
this whole room into
a shrinking machine
and made it the size
of this box.”

7. Start with a box Detail: dimensions should be
close to actual shape of room
Math:
scaling
(see Newcombe and Huttenlocher)

8. students should rotate the box
Add
windows
Detail:
students should rotate the box
“so it fits
the room”
ELA:
giving directions

9. Add greenboard Detail: students discuss which wall it is on
whiteboard, screen,
whatever you have
Detail:
students discuss
which wall it is on
ELA: observation
and description

10. Add other features on walls Detail: until they can explain it
to each other
ELA:
Oral
explanation

11. Name the walls Name the walls Detail: start using “wall names”
for classroom management:
“line up near the south wall”
Simon says?
ELA:
domain-specific vocabulary

12. “what might this represent?”
Add
cubbies
Detail:
“what might this represent?”
“where should it go?”
ELA: idea of
representation

13. Add flag, clock, globe Detail:
students should gradually take over choosing symbols
(at first, from a suite of options; later, on their own)
ELA:
prepositions
“position words”:
on, next to, near, between, etc.

14. Add Detail: door window doesn’t matter . . . but color and knob do
ELA:
adjectives
make the meaning
of a noun clearer

15. is that really where it goes?
Add
carpet
Detail:
“put it where it goes”
is that really where it goes?
or is it closer to . . .?
Math: Geometry,
proximity

16. Geek Note:
All along, we could have been describing what is going on in the human brain –
It processes spatial (map) information through multiple, parallel pathways.
This is a good illustration of a “path shift” that happens often with young children.

17. Add Detail: desks it is gradually getting more abstract,
but shape and color still matter.
Math: Count
desks in rows

18. Start changing Detail: perspective We will illustrate one good way
in a little while – but it could start here.
ELA:
describing
point of view

19. in different places along this sequence.
Add a “treasure”
in a specific place
Detail:
This could also happen
in different places along this sequence.
ELA:
description
Math:
ordinal numbers

20. Keep asking Detail: about perspective “What does the monkey see?”
“How would it describe where the treasure is?” “On a desk”

21. Detail: “What does the birdie see?”
“How would it describe where the treasure is?” “in a green box”
ELA:
point of view

22. Pre-make the basic shape,
They can start
drawing a map
Details:
Pre-make the basic shape,
with a few key details.
Ask about orientation.
Math:
count scholars

23. Post their maps Details: They have a long way to go,
but they will be very proud
of these first maps.
PS. Yes, these are from
a different class!
Art:
color names

24. Mark regions Detail: This is a specific GLCE. “Line up and hold a rope
to divide the room.”
ELA:
classification

25. Walk across the room, and
Mark
paths
Detail:
Walk across the room, and
have kids mark the path.
Later: mark a path,
and have them walk it.
Math:
how far?

26. Keep
varying
Detail:
Combine paths
and treasures
ELA:
different routes

27. Describe locations Detail: “The monkey is on the carpet,
in the corner,
near the window,
in the southeast,
under the H to O, ”
Diagnose
the terms
individuals
still find
difficult.
ELA:
perspectives
and descriptions

28. Let’s
make a map
to show
where the
monkey is.
Let’s go sit
where the map
says the monkey is.

29. Oops.
The monkey
is on top of
teacher’s
desk