General: Mental Maps
Summary:
Students learn about mental maps by drawing
two maps of a part of their school, first without being in the
space and then after touring the space with an eye on map-drawing. Students
then make a mental map drawing of either China or Minnesota. After
students have learned more about China and/or Minnesota, they draw
another map to see how their mental map has changed or developed.
While this activity is not related to a specific Minnesota Academic
Standard, it does provide a way to develop a classroom culture
of engagement with the Minnesota-China Trade Mission.
Subject Area Focus: General
Educational Level: Teachers may adapt the activity for the
various grade levels.
Primary, Intermediate, Middle
LEARNING ACTIVITY
Directions
Objectives:
- To learn about mental maps and how they change with new knowledge.
- To learn geographical features of a studied region (China or
Minnesota) and add that knowledge to mental maps of that area.
Preparation: None
Time Required: 20-60 minutes
Description
Introduction for Students
Did you know that in your brain, you have your own personal set of
maps? Geographers call these "mental maps." These maps in
your mind are what you use everyday to help you know where you are
in the world. They include information about the shapes and patterns
of a location, your impressions or thoughts about the place, and its
connections to other places.
When you were very young, your mental maps were probably focused
on your immediate world--where you slept, ate and played. As you grow
older and learn more about different places, your set of maps expands
and becomes more detailed.
Make a Mental Map of a School Site
- Have students work independently to draw a map of a particular
area of your school (e.g., the lunchroom, library, or the front
entryway). Do this from the classroom, without having students
review the place they are mapping. Some things to prompt for
in the drawings:
- The shape of the space.
- Features or objects that are important in the space.
- How the space is connected to other locations.
- Have students share their maps with a partner and then with
the class. Discuss what shapes, features and objects were similar
and different in the drawings, noting that a mental map is a
personal one and that there is no one perfect mental map of a
place. Have students use the ideas from others' drawings to add
more ideas to their own internal mental map.
- Go on a mini-field trip to the place students just drew. Tell
students that as they walk there they should notice the route
you take. Once you get to the space, have students look carefully
at the shape of the place and notice specific objects and features
within it.
- Return to your classroom. Have students work independently
to create another drawing of their mental map of the place, using
the new knowledge that they learned on the mini-field trip.
- Have students share their new map with the class, comparing
them to their first ones. Discuss how the drawings of the mental
maps changed and developed. Also discuss how the students use
this and other mental maps in their daily lives.
Make a Mental Map of China or Minnesota
- Have students work independently to draw a mental map related
to China. Select a particular focus for students' drawings that
connects best to your area of study (e.g., China, Minnesota,
the world). Direct students to include as much information as
they have in their current mental map of the place in their drawing.
Some things to include:
- The shape of the space.
- Features or objects that are important in the space.
- How the space is connected to other locations.
- Have students share their drawings with a partner and then
with the class. Discuss what shapes, features and objects were
similar and different in the drawings.
- As students learn more about the place they have drawn, they
will be adding more information to their internal mental map
of it. After a week or two, have students start with blank sheet
of paper and draw another mental map. Include new information
through symbols, words, or pictures.
- Have students compare this drawing of their mental map with
their first one. Then have them talk with a partner, a teacher,
a family member or friend and write about what they have learned
and the changes they made to their mental map.
- Some focus and reflection questions:
- Does your latest mental map show a better understanding of
relative location (near, far, north of, east of, etc.)?
- Do you mental maps reflect your own values, interests, and
perspectives?
- What features are most difficult for you to remember and locate?
Learning Resources: None
Printable Materials: None
Evidence of Learning: The following product(s) supply
evidence of student learning.
- Various drafts of the mental map drawings
- Discussion/writing about the changes to the mental map drawings
Special Notes
Technology Integration:
Incorporate technology tools and resources in ways that enhance and
support teaching and learning.
Have students draw their mental map using drawing, graphics, or concept
mapping software. (Note: Make sure, however, that the focus of the
work is on the content of the mental map drawing, rather than on the
technical work of creating it using technology)
Accommodations
Change the activity to accommodate students with different needs,
knowledge and skills.
Have students add to their first mental map drawing rather than starting
over with a blank sheet of paper.
Extensions
Extend students' learning with additional activities.
- Discuss the differences among individual final maps. What elements
were common in many of the maps? What different or unusual components
were included by some people? Why are people's mental maps different
from others'?
- Develop a class mental map, with students adding elements and
images from their own maps.
Sources/Credits
Geography Standard II from National Geography Standards: 1994. (pp.64-65).
Entire List of Curriculum Activities
|
