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INVITATION How can we engage students in learning directions? How do we motivate them to apply knowledge of directions to real-life situations? How can we effectively teach students to use this knowledge for navigation outside of their comfort zones? What methods can we develop to increase student knowledge for navigation and safety? |
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TASKS Students learn directions and orienteering by using maps created and placed on iBook computers. Students take the map on the iBook and use the visual hints to navigate around a given course. Once students understand how to utilize a map and associated objects with directions, they work in Kid Pix Studio Deluxe, HyperStudio, or mPOWER to create their own challenging map with visual clues for other students to try. |
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TOOLS Computers. Art Mania 12,000; HyperStudio or mPOWER; Kid Pix Studio Deluxe. iMovie (optional). |
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INTERACTIONS Students work with the teacher to discuss directions and orienteering. Following an introduction, the teacher discusses with students the visual clues on maps and how they work. The teacher and students move to the course with iBook computers and use the visual clues and directions on the map (created in HyperStudio, mPOWER, or Kid Pix Studio Deluxe) to help find the end of the course. Students and teachers meet again in the classroom to discuss the students' experience. Students move to the computer lab or utilize the iBook computers and create their own map in Kid Pix Studio Deluxe, HyperStudio, or mPOWER. |
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STANDARDS To identify the curriculum standards for your state that correlate to this student project, select the state in the popup menu below and then click the Go button. View Detailed Standards in |
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SITUATIONS Students work in the classroom, in the computer lab, and in the community. Following the opening setting and activities, students move to the course and begin utilizing their mapping and directions skills. Students return to the computer lab or use iBook computers to create their own maps. If students have prior knowledge of the software and iBook skills, the project will take approximately one week. |
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ASSESSMENT In order to find out what students know about directions and maps, the teacher assesses prior knowledge with a brainstorming activity, asking students questions about directions such as these: Have you ever been lost? How did you feel? How can you improve the situation? During the unit, assessment focuses on student retention, association, and development skills. The teacher gives students a multimedia development checklist to use as they develop their projects so they know the project expectations. |
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Mapping and the ability to follow directions are skills that our most trusted explorers had to gain at some point in their lives. Many important discoveries have occurred because of excellent mapping and orienteering skills, (although many equally important discoveries are rumored to have occurred as a result of explorers becoming lost). This project teaches students the importance of the knowledge associated with navigation and directions. |
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Phase 1: Which way do I go? During this phase, students begin to learn how to follow directions and the importance of listening. Begin this activity with a simple game of "Simon Says." The game involves following directions, which will help you determine what kind of knowledge students already have. Give directions such as "take two steps to the left, or take three steps backward." Students listen and follow directions. When the games are over, discuss with students why it is important to listen and pay attention to directions. Without knowing directions, we sometimes can get lost or left out of the game. |
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Phase 2: How do I get home? Show examples of maps on the computer and discuss with students how images are symbolic and how to use them as guides or markers. Trees, lakes, mountains, and roads are visually represented on maps and can serve as important markers when giving someone directions. Students next work in the computer lab and use Kid Pix Studio Deluxe, HyperStudio, or mPOWER to draw their version of how to go from school to their house, including visual markers that appear along the way. (This activity may need to follow a take-home assignment, in which parents are asked to point out the visual markers along the route the next time they walk or drive their students home from school.) |
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Phase 3: The digital map Once students have a good understanding of visual clues and directions, move to activities to assess student knowledge. Multiple courses set up around the school (inside, outside, or both) and created in HyperStudio, mPOWER, or Kid Pix Studio Deluxe will allow the students to test their skills. Set up the presentation on an iBook for increased portability and include a visual map with text. Students use the visual clues on the map to look for visual markers in the course as they begin from the starting point. The goal is for students to use the digital map to find the next visual marker. As students find the markers, they drag the icon on the screen to an area on the screen, determined by the teacher, to indicate they have found the marker and then move to the next point on the map. The goal is to have the students find the ending point on the map by locating all of the visual markers in the course. Once students begin to understand the visual markers, have them do the same course but this time associate directions to the markers such as left, right, forward, backward, and so on. Continue with the process adding North, South, and other classified directions. |
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Phase 4: Can you find your way? Students use Kid Pix Studio Deluxe, HyperStudio, or mPOWER to create their directions and create a course around the school for other students to use. |
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PREPARATION
Bring in many different maps for students to look at and discuss what they see and think. Prepare multiple graphic courses in HyperStudio, mPOWER, or Kid Pix Studio Deluxe for students to navigate through. Work with students on understanding the language of directions and maps. Prepare students to use the software needed for this project. Prepare the iBook computers for students to use on the orienteering course. |
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OPTIONS AND EXTENSION ACTIVITIES
Set up a club to meet after school in which club members can create more difficult courses for students to navigate through with their parents or relatives. Videotape the mapping events and create a desktop movie using iMovie. Invite local naturalists to talk with students about the importance of knowing directions. Create a Web site to show the activities students are involved in and post it on the Internet. Research interesting stories of what happens to people who lose their sense of direction. If an iBook is not available, create the visual map on your classroom computer and print the map for each student. Use stickers or colored pencils to indicate the markers, then transfer this back to your computer. |
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BOOKS Basic Essentials Map and Compass (Basic Essentials) by Cliff Jacobson Be an Expert With Map & Compass: The Complete Orienteering Handbook by Bjorn Kjellstrom Exploring Our World with Maps: Map Skills for Grades K-6 by Haig A. Rushdoony Map Skills for Today: Exploring the Neighborhood and Community/Grade 2 U.S. and World Map Skills by Instructional Fair (Editor) Using a Map and Compass by Don Geary Wilderness Navigation: Finding Your Way Using Map, Compass, Altimeter, & GPS by Bob Burns |
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INTERNET RESOURCES Map Skills
Map Skills--Resources
World Explorer Activity Kit
Earth System Science Education: Geography
What is Orienteering?
The Orienteering Map
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