Beacon Lesson Plan Library
The Mind Map
DescriptionThis activity is designed to introduce students to geographic thinking by creating mental maps from their residences to school and then recreating their maps on paper showing, direction, symbols, location and distance.
ObjectivesThe student develops and uses mental maps of selected regions (for example, from memory the student identifies the continent on which a country is located).
Materials-GOLDILOCKS AND THE THREE BEARS book
-Transparency, if using overhead projector
-Cooperative learning procedures list (See attached file)
-Construction/manila paper (81/2- by 11-)
-Lead and colored pencils
-Checklist for each student (See attached file)
-Overhead transparency of rubric (optional)
-Rubric for each student (See attached file)
-City map for each student
Preparations1. Download the rubric and checklist from the Associated File and make a copy for each student.
2. Gather materials
3. Set up overhead projector
1. Read to class GOLDILOCKS AND THE THREE BEARS
2. Discuss why Goldilocks got lost and ask students if they have ever been lost and how they found their way back to their original destination.
3. Explain to the class that today they will be forming a mental map of their residence in relation to school. They will be expected to recreate it on paper showing distance, direction, location and symbols. They will share their maps with a partner.
4. Model mental mapping of directions from a house to school.
5. Using an overhead projector, demonstrate how to draw a map from home to school.
6. Review and discuss list of cooperative learning procedures.
7. Students practice with a partner mentally mapping out directions from their home to school for about 15 minutes.
8. Move through the class monitoring activity and provide feedback.
1. Review mental mapping skills from previous lesson.
2. Distribute and discuss the rubric and checklist.
3. Instruct each student to draw a map from his/her house to the school.
4. Direct students to pair with a partner and give verbal directions from his/her house to school while the partner follows along with his visual map.
5. Move through the class monitoring activity and provide feedback.
6. Instruct students to complete peer review using checklist.
AssessmentsEvidence: Students will develop a mental map of how to get from their house to school. They will create a map on paper demonstrating the correct directions. Then the students will compare their map to a city map for accuracy. Students use the rubric and checklist, which includes the criteria for successful performance. (See attached file).
ExtensionsAllow ESOL/ESE students to verbally give directions while the teacher /peer highlights with a marker the route from home to school on a city map prior to the activity.
Attached FilesA rubric /checklist to help with assessment of the project. File Extension: pdf
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