Beacon Lesson Plan Library

Help! I Am Lost at Fox Chapel

Kathleen Buchnowski
Hernando County Schools


Students create a map to locate places on campus and share the map with another student. The other students use the map to locate certain places and validate for accuracy via a checklist. The parents use the completed map at open house.


The student uses various map forms to acquire information (for example, location, distance, direction, scale, symbol).


-Colored pencils
-Student schedules
-Overhead map with compass rose, scale, and map symbols all in a legend
-Blank school map with distances and buildings labeled


1. Gather materials for this activity.
2. Make copies of the blank map.
3. Make copies of the Making A Map rubric (See Associated File) for each student.
4. Make overheads.
5. Make copies of checklist for each student. (See Associated File)


1. Ask students if they know where all the restrooms are on campus? (Teacher dramatizes)

2. Encourage students to share the experiences of not being able to find places on this campus.

3. Students explain map usage.

4. Briefly discuss various types of maps (i.e. political, physical, land use maps, and street maps).

5. Show map overhead and explain legend, scale, distance, tornado drill location, fire exit, and compass rose.

6. Model on overhead the location of this classroom, restroom in this hall, tornado drill location, fire exit, and office.

7. Model creation of map legend. Create choice of symbols.

8. On overhead show schedule and create a path that chronologically follows students each period allowing for handicap accessibility.

9. Instruct students to create their own maps with a legend that includes scale, distance, symbols, tornado drill location, fire exit and compass rose.

10. Show restrooms, clinic, cafeteria, main office, guidance office, gym, tornado drill location, fire exit, and bus loop to students on overhead map.

11. Instruct students to create this map with a purpose to share with other students and parents to locate specific places on campus.

12. Distribute activity materials: pencils, papers, blank maps, rulers, and the Making A Map rubrics. (See Associated File) Review the criteria of the rubric with the students before they begin their maps.

13. Have students create their own maps.

14. Move through the class monitoring activity and providing feedback.

15. Pairs of students follow the map and validate for accuracy via a checklist. (See Associated File)

16. Teacher chooses student partners.

17. The partners exchange maps and each completes the checklist.

18. Students use the maps to locate and visit the places.

19. After locating all places and completing the checklist, the students return to class for revisions.

20. Teacher continuously monitors class progress.

21. Maps are given to parents to follow and use at open house.


Evidence: Students create a map that others can use to locate specific places on campus.

Criteria: Students create a map using the Making A Map rubric provided. (See Associated File) Their partners answer the questions from the checklist (See Associated File), which includes the criteria for a successful performance.


1. Have students create other maps.
2. Have students work in pairs.
3. Modifications may include maps only needing labels and coloring for specific learners.
4. Maps could be handed to new students.

Attached Files

This file contains the Making A Map rubric and a checklist.     File Extension: pdf

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