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INVITATION How can we help students use visualization to help in understanding maps and navigation? How do we motivate them to create competencies in directions and navigation skills when using maps? What methods of instructions can we use to incorporate lifelong skills to the everyday lives of our students? |
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TASKS Students discuss how to read maps, how to navigate using maps, and how to create maps. The teacher develops slideshows and bookmarks Internet sites that reflect the different types of maps, how they are used, navigation strategies, and important symbols. The students then work in groups of four to create a virtual country and a virtual map of the country. This map will contain many elements of traditional maps along with new digital technology including directions of how to get to this country, by car, from the school. Students then share their projects with the class and post them on the Internet. |
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TOOLS Computers; the Internet; Sherlock. AppleWorks; Art Mania 12,000; HyperStudio or mPOWER; Kid Pix Studio Deluxe; MovieWorks; Netscape Composer; PageMill; Photoshop LE or Photoshop Elements; QuickTime VR Authoring Studio; SmartSound. iMovie (optional). |
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INTERACTIONS Students work with the teacher to discuss map skills and the role maps play in our everyday lives. Following the anticipatory set, students work in the computer lab and use Sherlock to view and research mapping skills. The teacher works with the students in the lab, helping them to understand the concepts of mapping and navigational skills discussed in the classroom. Students then divide into groups of four with each group creating a virtual country. Students work together to create a multimedia project in HyperStudio or mPOWER that depicts the country and includes maps that show how to navigate to the country from the school. Following the completion of the project, students present their projects to the class. |
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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. The project, including class discussion time, lab work, group development, and final editing, will last two to three weeks. Prior student knowledge of the software used to create the digital map will significantly cut down on project time. |
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ASSESSMENT The teacher works from a grading rubric, created and discussed with students prior to the beginning of the project. The rubric addresses grading expectations for the project, outlining what groups must attain for a particular grade. Teachers also assess student group work, cooperation and collaboration, task motivation, and final output. |
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During this project, students will create a multimedia project reflecting a fictional country that includes a map of the country, created in HyperStudio, mPOWER, or Kid Pix Studio Deluxe. The map will include not only the traditional items such as roads, markers, distance points, but also digital media. Students will utilize map skills both to create the project and also to analyze the maps. What is the physical layout of the land? What is the climate? How many different routes are possible to get to one place? Which one will save the most amount of time? As students become informed about these answers, it will be easier for them to apply these skills to their own lives and experiences. |
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Phase 1: Internet navigation Meet with the students in the classroom and present a slideshow or video that illustrates the importance of maps. The slideshow can be created in AppleWorks, HyperStudio, mPOWER, or MovieWorks and should include materials to familiarize students with maps and navigation. Students then move to the computer lab and use previously created Internet bookmarks to visit quality sites that discuss mapping and navigation. Once students are comfortable using the bookmarks on the Internet, show them how to use Sherlock and move them to independent research. Students should save their data to a local server or disks for later use. |
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Phase 2: Mapping it out Divide students into groups of four and ask members to discuss what their imaginary country will look like and where it will be located. Groups use Inspiration to map out their country and their multimedia presentation. |
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Phase 3: Developing the map Once students have a teacher-approved outline, they begin to develop their multimedia project. Groups first decide what program to use: HyperStudio, mPOWER, Kid Pix Studio Deluxe, MovieWorks, or AppleWorks. During the development of the map, students need to determine what multimedia elements will be involved. Will the visitor be able to look at a highway and see a marker of a bear? Will the bear icon not only mark a wildlife preservation area, but, if clicked, make a bear sound and reveal a pop-up menu of information about the park or bears themselves? Can the students create a QuickTime virtual reality panorama of an area on their map so when visitors click an image of a wildflower, for example, they see a QuickTime panorama of a beautiful nature scene? |
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Phase 4: Does it work? Groups exchange projects with other groups and navigate through the maps to ensure that they make sense and work. Students fill out a peer evaluation form, developed by the teacher and students together before the project begins. Each group tests four different projects and then receives four different critiques. The original groups discuss the critiques with the teacher and make adjustments if necessary. |
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Phase 5: Going public Help students convert their projects to html-based files and upload them to the Internet. You might need to work with the school Web master to ensure that files are prepared correctly. (This should be done before the students begin their project.) |
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PREPARATION
Familiarize students with the software to be used in this project. Locate and bookmark Internet sites that will help focus student research. Gather examples of many different types of maps. Show HyperStudio, mPOWER, and Kid Pix Studio Deluxe slideshows of ways that navigational maps are used for hiking or car trips. Prepare interactive games in HyperStudio or mPOWER that involve map symbols and their meanings. Prepare checklists, assessment rubrics, and peer evaluation forms before the project begins. Create Web templates in PageMill or Netscape Composer for students to use to upload their projects to the Internet. Meet with the school Web master to reserve space on the school Web site for projects. |
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OPTIONS AND EXTENSION ACTIVITIES
Take students on a nature hike using maps and markers to navigate. Divide the class into teams and create a map navigation competition from point A to point B. Show videos of how important knowing location and navigation is to survival. Create scavenger hunts where students use maps and visual markers to find prizes. Create a commercial using iMovie discussing the navigation of maps. |
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BOOKS Basic Essentials Map and Compass (Basic Essentials) by Cliff Jacobson Be Expert With Map & Compass: The Complete Orienteering Handbook by Bjorn Kjellstrom Beginning Map Skills by Patty Carratello Building Visual Skills: Maps and Globes by Linda W. Beech Exploring Our World with Maps: Map Skills for Grades K-6 by Haig A. Rushdoony Grades 4-5 Map Skills and Geography: Inventive Exercises to Sharpen Skills and Raise Achievement by Marjorie Frank 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
Reading a Map
Working with Maps: Navigation
The Art of Teaching Maps and Compass
ProTeacher--Map Skills
Map It Out!
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