Didactic proposal: “Maps and Orientation"

Mario Vidal Fernández (uo277687)

1. Introduction and Justification

For a cycle of your choice, propose a set of activities in which the map is the main
resource for teaching about the Geographical Space. Reason and justify your
answers.

The following didactic application revolves around the map as a resource for orientation
in space. The activities proposed below are designed according to the capabilities of the
student of the first cycle of primary education.

For the realization of the activities we are going to take into account that In the first cycle
of primary students are capable of:

- Drawing maps of real (class) or imaginary places. They can also use large scale vertical
or oblique aerial photos. They trace simple routes: home, school. They draw egocentric
maps, places connected to their home and only partially to each other, disorganized
elements. The direction is quite accurate, the scale and distance not so much. The street
or road is well laid out and the buildings are iconic. Some idea of perspective.

- Reading the map: They can describe the maps they have drawn and comment on why
they have been drawn. They relate the shapes drawn to the objects and identify familiar
places in the aerial photos.

At this age students are on the preoperative stage from Piaget, in this stage students begin
to understand the location of elements of their environment in relation to each other
(topological space).
They conceive the relationships between objects in terms of proximity (near/far),
separation and continuity (border, limit), order (inside/outside) and closing (open/closed).

Apart from all that has been mentioned before it is very important that the vocabulary of
lateralization is present in the first cycle.
 2. Activities

Activities Learning outcomes

Activity 1 Body Orientation Scheme
- overcome self-centeredness, carrying
For the realization of this activity, we will out a process of decentralization of
group the students in pairs, and we will place reality
a table between them. Each pair will have to
follow the teacher’s instructions.
- realizing that the situation of an object
For example: Touch the table with the hand depends on our location.
that it is closer to it.

As the table is between both pairs, one of

them will touch the table with his right hand - Answering questions related to
and the other with his left hand. We will ask position and orientation (point to class
objects to know if they are at the front
them, where is the table in the classroom?
to your right, left…)
Half of the class will say right and the other
left.

We will switch positions between pairs to

allow them to realize that the situation of the
table is relative depending on the reference
one has.

We will again do the same procedure with

another object such as a pencil case, and
another part of the body like the legs to
reinforce the concept. Also placing the object
in different places not only right and left, we
can place the object in front, below, behind,
above…

The idea of this activity is that students

overcome self-centeredness, carrying out a
process of decentralization of reality, realizing
that the situation of an object depends on our
location.
Activity 2: Map Comprehension Chart
For this activity they will have to draw a map
of the class. For drawing the map, we will ask
them to imagine they are a bird who has
entered the classroom and they must draw the
class from its point of view. Apart from that
they can use only basic geometric shapes to
draw the different elements that we can find
on the map such as tables, a clock, the
whiteboard…
- Being able to do basic representations
of familiar places
- On the scale: being capable of
comparing the relative sizes of
objects(larger, smaller…), as well as
distinguishing basic geometric shapes
(round, square…)
- Using basic symbols (for example
drawing a cloud if it is raining)

They have to color the place where they work
in a different color to the rest of the map.
Once they finish, we will ask them questions
related to topological space related with
proximity, separation and continuity, order,
and closing.
- Answer questions related to proximity,
separation, continuity, order, and
closing.
- Answer questions related with position
or orientation

Also questions related with position and

orientation, symbols, scale will be asked.

For example:

- Is your table near or far from the

windows?
- Is the whiteboard inside or outside the
classroom?
- Is the door open or closed?
- Which objects can be seen in the front
of the class? and in the back?
- What’s the shape of your tables? And
the teacher’s table?
- Which table is larger, yours or the
teacher’s table?
- Is the blackboard located at the front
or at the back of the class?
- Are the windows located to your right
 or your left?

- Drawing arrows from the table to other

Activity 3: Drawing a directional map points of the class
- Work on lateralization vocabulary

We are going to ask the students to draw a

directional map. First they have to draw their
table, then some of their classmates' tables
and teacher table. They can also draw other
elements.

The point of this activity is to draw arrows

from our own table to the other objects and
indicate which direction do we have to take to
arrive to them

For Example: From my table to the teacher’s

table, I have to walk 3 steps straight and then
turn right and walk 2 more steps.

Note: For this activity we are going to use

graph paper, so it's easier for them to draw the
different elements that can be found in the
classroom.

For example, for drawing a table we will draw

the vertices, in this case four. Then we will
join them with a line…

Basically using the three elements of an

sketch (Formalization, Geometrization, and
Figuration)

For the scale to be more accurate we will

explain to children that each step is going to
be represented by the line of one square. The
purpose of this is that students improve their
capabilities of representing scales and
distances which is one of the main difficulties
students have at this age.

Activity 4: Reading a Map

- Being able to identify familiar places
In case all of the children are from the same from aerial photos
neighborhood, we could display some aerial
photos using Google Maps from Iconic places
or relevant places for children from the
neighborhood such as the school, a square, a
park, etc.
The purpose of the activity is to identify
familiar places in aerial photos, which is a
capacity that students at this age should be
able to accomplish.

Activity 5: Treasure hunt - Being able to recognize basic

geometric shapes
For this activity, the class should form teams - Read and following basic instructions
of five members each. We will give them a on a map
map to each group at the beginning of the
activity. Once they have the map, they will be
placed in a star point by the teacher.

There will be several elements scattered

around the playground, such as triangular
cones, circular hoops, Gymnastic benches,
ropes…

The groups have to follow the instructions of

the first map. We have to handle them to
arrive at the next clue, another map that will
get them closer to the treasure.

The instructions of the maps could be as

follows: Follow the red rope straight, then
turn left and continue walking 4 steps straight
until you reach a bench, walk on the bench,
then go down, turn right and walk 3 steps
straight until you reach the circular green
hoop, after reaching the hoop get inside it. For
getting the new map you have to solve the
following addition 22+30.

If students are not having problems following

the instructions we could introduce a new
concept related to orientation by sun. To
finish off the activity students will have to
find the north without a compass. For that
reason we need to do this activity at noon, 12
solar hours, because at this time, the sun is at
its height and tilted south. Our shadow will
give us the north direction.

The last command to find the treasure is to

walk 6 steps to the north, after that they will
have achieved the treasure.

Activity 6: All upside down - Achieve gradually spatial

decentralization
In this game the teacher orders something and - Work on lateralization

the students have to do just the opposite of

what he has ordered.

For example:

- In the upside down world everyone

stand outside the goals (everyone must
get inside)
- In the upside down world everyone
runs forwards (everyone runs
backwards)
- In the upside down world everyone
 moves to the right (everyone moves to
the left)

Doing this game we are reinforcing the body

orientation scheme. It makes them think and
reflect before acting as they have to do the
opposite.

Apart from that we are promoting laterality

through a psychomotor activity

3. References
Carpendale, J. I. (2000). Kohlberg and Piaget on Stages and Moral Reasoning.

Developmental Review, 20(2), 181-205. https://doi.org/10.1006/drev.1999.0500.

V, Belén. Geographic Space Didactics and use of maps. Teaching methods in social

sciences. University of Oviedo