TEACHING MAPPING AND ORIENTEERING SKILLS
TO YOUNG CHILDREN
Mapping, like any skill, has sub-skills that students must master in order to understand
and use the more complex skill of making and using maps.
The outline below will provide examples of strategies that students will need to master in
order to develop their mapping skills.
Several of these ideas are summarized from the resource book Orienteering and Map
Games for Teachers, by Mary E. Garrett ( 2004). Contact usof@comcast.net. This book
contains ideas for both elementary and secondary students. Additional ideas have been
added to supplement the skills as I considered necessary.
STRATEGY
The Picture Game –Have
children draw a picture of a
space with several
recognizable objects on the
picture ( e.g., front door,
dog dish, big tree, etc.).
Using one picture,mark
brightly coloured circles or
X’s on the map and hide
“treasures” at each place,
using the overhead machine
or a large reproduction to
show the map to the class.
Challenge the children to
find each item using the
map.
Table Top Maps – Cover a
large table top with butcher
paper or another large
drawing surface. Gather
students around the table
and distribute a pencil to
each child. Lead students to
gradually develop a picture
of the classroom from a
“face on” perspective. Start
by drawing in three of the
four walls of the classroom.
Have the table placed with
your back to the fourth wall.
SKILLS BEING
DEVELOPED
 perspective taking
 relative space
 one to one
correspondence
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recognizing spatial
relationships
recognizing relative
size
one to one
correspondence
RESOURCES
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child’s drawing
brightly coloured
markers
3 or 4 “treasure”
items per child
pencils
large drawing paper
large table top that
children can gather
around
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Model the placement of
some items in the room.
Gradually release
responsibility to the
children to have them add
other objects. As you
model, discuss why you are
drawing some objects larger
than others to show their
actual different sizes. Post
the finished classroom map
in the room in preparation
for the next mapping lesson.
On The Ceiling – Use the
classroom map from the
previous activity. Ask
students if there are things
in the classroom they
couldn’t show on this map
( e.g., the fourth wall, the
things behind the desk,
etc.). Ask where would the
children have to be in order
to see everything in the
classroom ( e.g., on the
ceiling). Introduce students
to names you will give to
each of the four walls and
show large cards displaying
these as the four directions (
e.g., N NORTH, S
SOUTH, E EAST, W
WEST). Place these on the
appropriate walls in the
classroom so that they can
be seen readily. Place
another large sheet of
drawing paper on the large
table top and gather
children around the table.
Mark the four sides of the
drawing paper to
correspond to the direction
signs placed around the
classroom. Repeatedly point
out these directions to
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aerial perspectives
one to one
correspondence
directions (cardinal)
using symbols
relative size
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table top
large drawing paper
several pencils
chair or other object
that is easily carried
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students as you continue
your demonstration. Ask
students to focus on one
object in the room ( e.g., the
teacher’s chair) and think of
what it might look like if
you were looking at it from
the ceiling. Ask students to
lay down on the floor and
carry a chair around to
show them this perspective
( e.g., holding the chair
carefully above each child’s
head). Then, have the
children discuss and decide
upon a symbol they could
use to represent the chair on
a new map, as seen from the
ceiling ( e.g., a square with
a small bracket behind it).
Model the position of this
symbol for the children on
the large table top map.
Gradually add other
features of the room to this
map, using symbols that
children suggest. Post the
finished map in the
classroom.
Taking A Trip – On an
overhead sheet, show the
aerial map of the classroom
that the children made last
class. Have each child take
a turn to show on this map
where they are at the outset
of the lesson ( e.g., at their
desk, on the carpet ). Have
a moveable, transparent,
coloured item that is small
enough to represent a child
on the overhead machine.
Place the item where one
child is sitting. Then, as
children watch, move the
object to another spot and
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aerial perspective
one to one
correspondence
relative size
relocation
use of symbols
relative location
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overhead machine
overhead map of
aerial view of the
classroom
small transparent,
coloured object to
represent a
child(ren) on the
overhead map
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have the child move to the
new spot as identified by
the new location of the
object on the overhead
machine. Repeat this so that
every child has a turn to
move to a new spot. As this
progresses, have children
check and support each
other with directions so that
each child is successful
getting to the new location.
Visit a Friend – Have each
child sit at their desk. Using
the overhead machine to
show the aerial map of the
classroom that was created
earlier, place a dot where
each child is sitting. Have
each child take turns to
move to another seat to visit
with a friend. As each child
moves, show their new
location on the overhead
map by moving their dot
from one place to another.
Gradually allow students to
take responsibility for
moving the dots as they
start to understand the idea.
( Variation: Have a small
letter that represents the
first letter of each child’s
first name instead of the
dots.)
String Along – Using the
classroom tabletop map,
displayed on the blackboard
for easy viewing, show the
starting location of one
student by using a symbol
or blackboard magnet to
represent the student. Then,
attach one end of a long,
colourful piece of string to
the map at the child’s
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one to one
correspondence
relocation
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one to one
correspondence
directionality
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overhead machine
aerial map of the
classroom on an
overhead sheet
dots for each child (
or letter symbol)
aerial map of the
classroom
string ( coloured to
be seen easily
against the map)
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starting point. Now, attach
the string to various other
spots in the classroom to
show where the student
should move. As the student
achieves success with the
first relocation, ask students
to help by giving directions
for the student to find the
third, fourth, fifth, etc.,
spots they are to move to in
the classroom ( e.g., turn
left, go around this desk,
etc.). Secure the string to
the map at each new spot
before the student begins to
move so that all students
can see it clearly.
Encourage students to use
the terms North, South,
East, and West as they give
directions to classmates. As
time allows, give each
student an opportunity to be
the student who moves.
Crayon Game – Locate the
aerial map of the classroom
on the tabletop and have
children gather around the
table. Place several crayons
or other objects around the
classroom. Have children
take turns going to get each
object and return to the
table top map and add a
symbol ( e.g., X) on the
aerial map where they
found the object.
Make Your Own Map –
Have children draw their
own aerial map of the
classroom.
Learning Your Letters
Game -Place each of the
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one to one
correspondence
directionality
symbolism
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one to one
correspondence
relative size
direction (N, S, E,
W)
symbolism
symbolism
one to one
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paper
pencils
wall cards showing
directions ( N, S, E,
W)
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children’s aerial
maps of the
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aerial tabletop map
crayons of different
colours ( or other
objects)
a coloured marker or
plastic symbols (
e.g., game pieces) to
show locations on
the aerial map
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letters of the alphabet
around the classroom in
various locations. Have
children move around the
room and use their own
map (from previous lesson)
to show where they have
moved to find each of the
letters, in order, to spell
their own name. Mark each
spot with the letter on their
map. Emphasize that each
child is to go to each letter
of their name in order and
ask other students questions
to find out where their next
letter is before moving
toward it. As they find each
letter, they should pause
and mark their route from
their last location to their
current location on their
map by printing the letter at
the appropriate spot.
Storybook Maps – Have
children listen to stories
with strong location
elements in a Read Aloud
setting. Following the
reading, have students assist
with drawing an aerial map
of the story location. As
students develop confidence
with this skill, have them
work with increasing
independence to complete
their own maps. Gradually
introduce standardized
symbols for items
represented in maps ( e.g.,
for streams, churches,
fields, buildings, etc). Post
standardized symbols
around the classroom as per
word wall use.
What’s Wrong With This
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correspondence
reading a map
recording location
changes on a map
relative location
aerial perspective
symbolism
one to one
correspondence
standardized
symbols
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one to one
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classroom
plastic alphabet
letter set
pencils
Read Aloud books
large paper for
development of
common map
smaller paper for
development of
individual maps
wall cards to display
standardized map
symbols
blank overhead
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Map? – Display a map of
the school yard on an
overhead machine, using
moveable acetate or plastic
coloured symbols for the
features of the yard ( e.g.,
soccer posts, basketball
nets, grass, asphalt, etc.).
Display these items in the
wrong places on the map.
Through questioning,
starting with “What’s
wrong with this map?” ask
students to help place the
items in the proper spot on
the map. This can later be
set up as a temporary center
for students to review the
concepts.
Mapping Treasure Island
– Display and review
standardized symbols for
maps ( e.g., fields, streams,
trees, etc.).Post an anchor
chart for these symbols.
Provide each student with a
blank island map showing a
border area ( surrounding
water) and the symbols
N,S,E,W. Orally provide
students with directions to
gradually add features to the
map.
EXAMPLES : Draw in
 a long cliff runs
along the south side
of the island
 a trail starts in the
northwest corner of
the island, goes
south, and then runs
east along the top of
the cliffs; the trail
then continues north
again to the inlet
where ships are
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correspondence
symbolism
relative size
relative location
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following directions
using standard
symbols
using standard
colours
standardized spacing
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sheet
coloured acetate or
plastic pieces in
shapes to represent
an aerial view of the
items in the school
yard
small box to store
acetate/ plastic
pieces if a center is
being set up
photocopied sheet of
a blank “island” for
each student
pencils
wall cards showing
directions
blackboard outline
of the steps in
developing the map
( evolves as
directions are given)
crayons or pencil
crayons
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moored
a cave sits in the
middle of the island
a stream starts in the
cave and flows to
the inlet
there is a marsh at
the west side of the
inlet where the
stream joins it
there are many
boulders near the
cave in the center of
the island.
Then give an
instruction to get to
the spot on the map
where X marks the
treasure.
This activity can later be
done ,with the children
using graph paper and
examples for developing the
map being given in spaces (
e.g., Three spaces south of
the cave is a tower).
Also, students can be
trained to colour the
finished map using standard
colours ( e.g., blue for
water).
Orienting Your Map –
Teach students to orient
their maps by modeling
how you hold the classroom
table top map so that your N
point is facing the N point
marked by posters on the
classroom wall and/or the
outdoor pylon or chair (see
below) markers. ( e.g.,
“Look at my map. I turned
it so that the N on my map
is facing the N on the wall
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orienting maps to
directions
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classroom or school
yard signs showing
four directions (N, S
,E, W)
tape
individual pages for
students’ maps
pencils
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marker ( or chair or pylon).
Please do the same with
your map”). Teach children
to turn their maps each time
they change direction so
that they are always in line
with what they are facing.
Outdoor Map Games- To
teach children how to orient
a map they are drawing,
place four markers ( use
chairs or pylons) in
appropriate spots on the
school yard. Mark each one
with the direction N,S,E, or
W. Have students face each
marker holding their paper
in front of them to match its
position relative to where
they are standing. Have
each student mark their
paper with N,S, E, or W to
correspond to the markers.
Lead students, using a
question/ answer format, to
mark the location of all of
the school yard features on
the map, using appropriate
size and symbols.
String Orienteering- Lay
out a course of hanging
symbols in various places in
the playground. Pictures can
be drawn on paper or from
more durable materials such
as magic marker on
brightly coloured plastic
bottles. Lay out string or
footprint shapes to lead to
the hanging symbols in the
order you want students to
visit each station. Provide
each student with a personal
map showing the same
number and location of the
markers and string or
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orientation
symbols
one to one
correspondence
relative size
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map reading
one to one
correspondence
symbol recognition
organization
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orientation/
direction markers to
mark N,S,E, and W
signs for directions
(e.g., N North)
tape ( to attach
direction signs to
chairs or pylons)
chairs or pylons
separate sheet of
paper for each
student
pencils or markers
area of the school
yard that contains
several features to
be mapped
station markers (
e.g., flags, brightly
coloured plastic
bottles, pictures, etc)
individual maps for
each student
pencils
crayons or markers
string to hang
station markers
Note: This activity could
also be done in a small
group so that students work
as a relay team, with each
member of the team
responsible for one “leg” of
the activity.
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footprint lines. As the
students visit each location,
have them draw the symbol
or picture ( flower, animal,
etc) that they find on the
marker at each station.
Variations on this activity
could have students finding
orienteering punches,
pattern scissors, or colourful
stickers at each station.
They mark their paper in
the prescribed way using
whatever means the teacher
has explained.Alternatively,
students could collect a
picture they are to colour
from each station as they
visit it. Courses can be
made longer and more
complex as students
become more familiar with
this skill.
Graph Paper Game –
Provide students with a
graph paper sheet. Have
each student mark N,S,E, W
on their sheet and orient it
to face the N. Give
directions to have students
locate a start point ( e.g.,
draw a red dot at a spot five
lines east and four lines
south of the top left corner
of your paper).
Now, provide step by step
directions so that students
create a pattern developing
from each direction you
provide.
Example:
 move one line north
east ( introduce the
word “diagonal”)
and draw on a dot;
connect this dot with
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directions
one to one
correspondence
graphing
counting accurately
auditory attention
orientation
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graph paper for each
student
set of step by step
directions to be
spoken by the
teacher
pencils
coloured markers or
pencils for each
student
direction signs
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the last dot using a
straight line.
Move one line east.
Draw a dot and
connect it to the last
dot.
Start to abbreviate your
directions ( e.g., one line
south) as students become
familiar with the pattern.
You may want to sketch a
picture related to a current
theme you are studying and
the picture that results from
following these directions
will gradually emerge as
students place and connect
each dot. Having students
colour the picture at the end
of the activity will allow
you to check for each
students’ ability to complete
this skill very quickly.
Battleship- Provide each
student with a file folder
and a piece of graph paper.
Have each student orient
and mark directions on their
paper (N,S, E, and W) and
number each line of their
paper from the north-west
corner (top left) ( e.g., 1,2,3
etc, across the top (N) of
their paper and 1,2,3, etc.
down the left (W) side of
their paper.
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one to one
correspondence
coordinates
direction
latitude/ longitude (
can be introduced
using this activity)
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file folder for each
student
graph paper for each
student
pencils
coloured markers
paper clip for each
pair of students
Once the numbering is
completed, assign each
student a partner and give
each pair a paper clip. Have
students sit opposite each
other and set their file
folders up using the paper
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clip to connect them to
create a barrier between
partners. Each partner
draws 10 (or more,
depending on the amount of
practice you want to
provide) ships on their
paper so that their partner
cannot see what they have
drawn. Students sit on
opposite sides of the barrier
and call out the coordinates
of their missile strike and
the partner answers “hit” or
“miss”. As each students’
battleships are “hit” by the
partners’ coordinates, the
other student uses a brightly
coloured marker to draw an
X through the downed ship.
The game is won when one
partner has had all of their
ships hit.
Variation: A more “world
friendly” variation might be
to have students “switch
off” a light bulb on a
partner’s sheet or other
environmentally friendly
and non-aggressive topic.
Line Orienteering – Have
each student set up a page
of graph paper as per the
directions for the graph
paper game above ( e.g.,
N,S,E,W marked and
numbers on lines across the
top of the paper and down
the left side of the paper).
Give students coordinates
and have then print a
predetermined letter at each
coordinate. The letters
should be chosen to
ultimately spell out a word
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following
coordinates
latitude and
longitude
direction
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predetermined
letters to form a
word or phrase
graph paper for each
student
pencils
classroom direction
signs ( on wall
ahead of time)
Note: Variations of this
activity might have students
recording several letters,
randomly picked by them
on the coordinates
determined by the teacher
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that relates to a current unit.
Now, give step by step
directions for students to
move around the page in a
certain order so they “pick
up” one letter at a time in
that order to spell out a
word or words. Once
students can identify the
word(s), the game is
complete. Start with simple
words of 6-8 letters and
move to longer words or
phrases as students gain
experience with this
approach.
Puzzle Map – Create a map
of the classroom, school
yard, neighbourhood, or
country. Photocopy the map
then cut each one into
puzzle pieces and place
each set of pieces into a
separate envelope. Have
students reconstruct the
map(s). This would work
well as a center activity
after students are familiar
with it.
Contour Cutouts- Teach
students that contour lines
show elevations on a
map.Add the words
“contour lines” and
“elevation” to the classroom
word wall. Provide each
student with a large quantity
of cardboard and have them
create a layered contour
map ( i.e., one layer of
cardboard for each level of
elevation) to show sample
elevations in a model
approximating the size of
the top of their desks. Have
students colour the edge of
and then, once some of
these letters are “picked up”
by following coordinate
directions from the teacher,
students could be
challenged to make as many
words as possible using
these letters.
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map making
orientation
Note: Mount puzzle map
pieces on cardboard and/ or
laminate them for reuse.
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contour lines
elevation
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drawn or
photocopied maps
scissors
envelopes
glue (optional)
cardboard
scissors
glue
coloured pencils or
markers
Note: Make a hallway or
library display of the
finished products.
Students can each be asked
to bring a cardboard box
from home for this activity
if you plan ahead.
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each contour level so that it
is easily visible on the
model.
Trivia Orienteering- Plan
a tour to a local event or
exhibit that relates to a
current unit of study ( e.g.,
Science Center or Royal
Ontario Museum or school/
local library or heritage
site). Set up a map with
questions at each site
marked on the map and
have students follow the
map to collect information
to report. Providing
different maps for each
student or group, while
creating considerable
planning for the teacher,
presents more challenge for
the students. If all students
have the same map to
follow, give each student a
different starting point.
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map reading
orientation
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individual or group
maps
pencils
Note: It may be necessary
for the teacher to make an
advance visit to the site to
collect information to put
on the map.
Dr. N. Maynes
June 2007
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