The World in Spatial Terms:
A Primer for Primary Teachers in
Mapmaking and Map Reading
Bird’s Eye View
Mapmaking
Social Studies and the Young
Learner
November 2007
By Gale Ekiss
Barbara Trapido-Lurie
Judy Phillips
and
Elizabeth Hinde
Based on:
The Shape of My World:
Mapping A Classroom
By Susan Nixon
Presented by:
Judy Phillips
Teacher Consultant
Arizona Geographic Alliance
Kindergarten Teacher
Sierra Vista, AZ
Bird’s Eye View

Students view the
world in a horizontal
manner--just like a
photograph.
 Think of student
drawings.
Bird’s Eye View

Before you can assign a
mapmaking assignment
in grades K-3, you need
to be sure that your
students understand the
perspective from which a
map is drawn.
 It is drawn as if someone
is looking DOWN and
drawing what he sees.
Bird’s Eye View

It also uses
symbols which
stand for human
or physical
features.
 A key/legend
explains what the
symbols are.
Bird’s Eye View
This
is a typical map made by a young child.
It is a hybrid of two perspectives-horizontal and looking down.
Overview of Lesson

Mapping the
classroom, using large
shapes to represent
items in that
environment will help
students build the
mental framework on
which to base an
understanding of both
mapping and shapes.
Bird’s Eye View

To explain the correct
perspective of a map,
begin with architectural
blueprints. Highlight the
doors and windows.
Students can practice
“viewing from above”.

Discuss what they are
seeing.

Proceed to a group
drawing on chart paper
of the classroom. (See
Figure)
Bird’s Eye View



A transition is made
into only using
shapes to create
the map.
Compare the former
illustration to this
map.
Practice making a
classroom map with
the students on
chart paper using
shapes this time.
Lesson Examples and
Extensions

Next, the students
would make their own
individual maps.
 The students identified
the shapes they would
need.
 Each student chose
their shapes from a
pool of shapes that
was provided.
Extensions

Students identify each
part of the classroom
represented by shapes
on their maps
Assessment

By pointing on their
maps students answer
questions such as:
 Where is the sink?
 Where do you sit?
 Where is the computer
table?
Bird’s Eye View

The goal is to get
kids to draw
maps in the right
perspective.
Bird’s Eye View

Eventually, more
elements are
added to the
map.
 This map has a
grid.
Bird’s Eye View
Eventually, maps should
have these elements:
D--date
O--orientation
G--grid
S--scale
T--title
A--author (cartographer)
I--index
L--legend
S--symbols
Conclusion


Both research and
experience bear out that
our youngest learners can
learn to use and create
simple maps.
If we are in the business of
preparing students for life,
then teaching maps should
be a necessary component
of any elementary
program.
Arizona Geographic Alliance

For more information
about Alliance
programs contact:
Gale Olp-Ekiss at
GBEkiss@aol.com
Arizona Geographic Alliance

For more information
about Alliance
cartography and maps
please contact:
Barbara Trapido-Lurie
at
BTL@asu.edu