School Navigation Map: A Guide for Visitors
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create a map of our school that helps visitors easily find important places?Essential Questions
Supporting questions that break down major concepts.- What are the important places in our school?
- What symbols can we use to represent these places on a map?
- How can we show directions on the map so visitors can find their way around?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify key locations within the school.
- Students will be able to create and use symbols to represent locations on a map.
- Students will be able to create a map that includes directions and a key.
- Students will understand the purpose and function of maps.
- Students will be able to use cardinal directions to navigate the school (north, south, east, west).
Entry Events
Events that will be used to introduce the project to studentsThe Lost Visitor
The teacher orchestrates a staged 'lost visitor' scenario where a staff member pretends to be unable to find a specific location in the school (e.g., the library, the cafeteria). Students are tasked with guiding the 'visitor' using verbal directions, highlighting the need for a clear and easy-to-understand map. This event sparks inquiry into effective communication, the challenges faced by newcomers, and the essential elements of a useful map.The Confusing Map Challenge
Present students with a collection of poorly designed or confusing maps (can be real or created). Ask them to identify what makes these maps difficult to use and discuss how they could be improved. This activity encourages critical thinking about map design principles and sets the stage for students to create a user-friendly map of their school.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.School Explorers: Spotting Key Locations
Students will explore the school to identify key locations that should be included on the map.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA list of key locations with brief descriptions of their importance.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to identify key locations within the school.Symbol Designers: Mapping with Pictures
Students will design symbols to represent key locations on the map.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA set of unique symbols for each key location, with a legend explaining what each symbol represents.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to create and use symbols to represent locations on a map.Map Makers: Draft It Out
Students will create a draft map of the school, including symbols and labels for key locations.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA draft map of the school with symbols, labels, and a key.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to create a map that includes directions and a key.Direction Detectives: North, South, East, West
Students will incorporate cardinal directions into their map to help visitors navigate.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA final map that includes cardinal directions and clear pathways between locations.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to use cardinal directions to navigate the school (north, south, east, west).Map Refiners: Polish and Present
Students will refine their maps based on feedback and create a final version to share.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA polished final map of the school that is clear, accurate, and easy to use.Alignment
How this activity aligns with the learning objectives & standardsLearning Goals: Students will understand the purpose and function of maps. Students will be able to create a map that includes directions and a key.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioSchool Navigation Map Rubric
Map Elements
Assesses the essential components of the school navigation map, including key locations, symbols, directions, and overall presentation.Key Location Identification
Identification of key locations within the school building
Beginning
1 PointsStudent identifies only 1-2 key locations with limited understanding of their importance.
Developing
2 PointsStudent identifies some key locations (3-4) but may miss a few important ones or have vague descriptions of their importance.
Proficient
3 PointsStudent identifies most key locations (5+) and provides clear descriptions of their importance.
Exemplary
4 PointsStudent identifies all key locations and offers detailed insights into their function and importance within the school community.
Symbol Design and Legend
Use of symbols to represent locations on the map
Beginning
1 PointsSymbols are missing or are not relevant to the locations they represent; legend is absent or unclear.
Developing
2 PointsSymbols are somewhat relevant but may be generic or unclear; legend is present but may lack detail.
Proficient
3 PointsSymbols are clear, relevant, and easily recognizable; legend is accurate and easy to understand.
Exemplary
4 PointsSymbols are creative, highly relevant, and enhance the map's usability; legend is comprehensive and visually appealing.
Directional Accuracy and Navigation
Inclusion of cardinal directions and pathways for navigation
Beginning
1 PointsMap lacks directional cues or pathways are missing or illogical.
Developing
2 PointsMap includes some directional cues, but they may be inaccurate or incomplete; pathways are basic but may have gaps.
Proficient
3 PointsMap includes accurate cardinal directions and clear pathways between key locations.
Exemplary
4 PointsMap incorporates cardinal directions effectively, with detailed and intuitive pathways that enhance navigation.
Map Clarity and Presentation
Overall clarity, neatness, and organization of the final map
Beginning
1 PointsMap is messy, difficult to read, and poorly organized; lacks attention to detail.
Developing
2 PointsMap is somewhat neat, but some elements are unclear or disorganized; some attention to detail is present.
Proficient
3 PointsMap is neat, clear, and well-organized; attention to detail is evident.
Exemplary
4 PointsMap is exceptionally clear, visually appealing, and meticulously organized; demonstrates a high level of craftsmanship.
Process and Understanding
Focuses on the student's engagement in the learning process, their ability to apply feedback, and their understanding of the broader purpose of maps.Collaboration and Engagement
Engagement in the exploration and feedback process
Beginning
1 PointsStudent was disengaged and did not offer or accept feedback.
Developing
2 PointsStudent participated minimally in the exploration and feedback process.
Proficient
3 PointsStudent actively participated in the exploration, offering and accepting some feedback.
Exemplary
4 PointsStudent was highly engaged, enthusiastically explored the school, provided insightful feedback to peers, and thoughtfully incorporated suggestions into their own map.
Responsiveness to Feedback
Application of feedback to improve the final map product
Beginning
1 PointsStudent did not attempt to incorporate feedback into the final map.
Developing
2 PointsStudent made minimal changes based on the feedback received.
Proficient
3 PointsStudent incorporated some feedback to improve the map's clarity and accuracy.
Exemplary
4 PointsStudent thoughtfully and effectively integrated feedback to significantly enhance the map's quality and usability.
Understanding Map Purpose
Demonstration of understanding the purpose and function of maps
Beginning
1 PointsStudent shows no understanding of why maps are important and how they are used.
Developing
2 PointsStudent shows limited understanding of the function of maps, focusing only on the task at hand.
Proficient
3 PointsStudent understands that maps help people find locations, but the reasoning is superficial..
Exemplary
4 PointsStudent clearly articulates the function of maps as navigational tools, explains how the map helps visitors, and reflects on the map-making process.