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Overview:
In this lesson, students will visit the Mental Mapper exhibit in Xpedition Hall and explore the different types of mental maps. Students will work with teachers to create a mental map of the classroom based on their individual perspectives of what the classroom contains. This lesson plan can be used after a prolonged absence from the classroom or as an orientation for a new school year.
Connections to the Curriculum:
Geography
Connections to the National Geography Standards:
Standard 2: "How to use mental maps to organize information about people, places, and environments in a spatial context"
Time:
Two hours
Materials Required:
- Computer with Internet access
- Drawing paper
- Markers and/or colored pencils
Objectives:
Students will
- compare their perceptions of the classroom with their teacher's perceptions;
- observe objects in the classroom; and
- represent areas in the classroom on paper, creating a "blueprint" of the room.
Geographic Skills:
Asking Geographic Questions
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Using the Xpedition Hall's Mental Mapper exhibit, explain to students that people with different experiences may see the same space differently. After either presenting the site to the students using a projector or having the students click through the site in a lab setting, ask the students to discuss why the adult's point of view is so different from the child's. Ask students to offer more examples that the artists could have used for the kitchen, the route to the baseball diamond, and the world. Some responses that you might hear include where the cereal is kept, an ice cream parlor, or where the North Pole is, respectively.
Development:
Ask students to think about landmarks they see every day in the classroom. Some examples may include the area in which art supplies are stored, a water fountain or sink, a bookcase, or a pencil sharpener. Ask students to draw their classroom using the blueprint format they saw in the Mental Mapper.
Closing:
As students complete their drawings, draw one of your own. If there are other adults that participate in the lessons, such as a teacher's aide or a volunteer, ask them to complete a drawing as well.
Suggested Student Assessment:
Before asking students to share their findings, ask them to predict what you included in your picture. Remind students of the pattern in the Mental Mapper, where maps were created based on an individual's experiences and responsibilities. Students may mention that a teacher probably keeps a seating chart, has an interest in where reference books are stored, and needs to remember where the attendance book is kept. How many objects on the teacher's map did the students guess correctly?
Extending the Lesson:
Leave time at the end of the lesson to combine the maps onto one large classroom map. Discuss how the differences in perception can be attributed to different priorities, experiences, or needs, and what those may be. Point out that students and adults with seemingly similar backgrounds may see the same spaces very differently. Remind students to think about things that might be on their mental maps later in the school year.
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