|
|
 |
|
|
|
|
 |
|
|
GTIP Think Piece - Making and Using Maps
| Simon Catling (Oxford Brookes University) argues that the use and study of maps is central to geographical learning and understanding, and describes how this can be addressed in teacher training sessions. |
Maps are key to representing the features and layout of the world, from the local to the global. Primarily, we use maps to help us get about (e.g. street maps, road atlases, airline maps), but we also use and encounter maps in lots of other ways (e.g. architects’ plans, maps in news items and as postcard images).
We encounter many types of maps - from oblique aerial views and picture maps to plans of sites, Ordnance Survey maps, symbolic dot distribution maps and abstract atlas maps - which can depict a room or the world. What they all have in common is that they show what is where - the what being the features, events, etc., chosen and the where the spatial locations, relations and patterns portrayed.
To understand maps we first need to have developed some environmental mapping skills - through environmental awareness and wayfinding activities. We then need to read the elements of maps and interpret what is shown: perspective, symbols, location, direction, scale, as well as to consider purpose and selectivity in maps.
These map reading skills form the basis for map interpretation skills, including: - relating the various bits of information on the map together,
- using prior knowledge and understanding to help do this,
- noticing patterns on the map,
- visualising an area from the mapped information, and
- being able to build up a sense of a place from the map.
<<< Back to top
|
- What is a map?
- How do maps work?
- What capabilities, skills and understanding do I need to use a map?
- What is someone using this map to show – and why?
- When would and should we use maps?
- Do maps tell the whole story?
At the heart of map understanding is our everyday environmental experience. We all have the knack of exploring places and of finding our way about, but some people feel more comfortable and competent in using maps to do so than others. Important in developing experience and understanding are practical activities using and making maps. The sessions below indicate how this can be done with trainee teachers.
Fictional maps also provide learning opportunities, for example, those that accompany The Lord of The Rings and Winnie the Pooh. Both adults and children can create maps of imagined, even fanciful, places to show what they are like. They may also populate them with lives and actions and give them a sense of place. Where maps are about places (as they usually are for young children) the opportunity to relate them to the reality they represent and to imagine places from maps, through talk, drawings and drama, are vital for learning about the role and value of maps.
Maps are encountered in a range of subjects - historical studies of local and distant places, in measurement in mathematics, in storybooks during literacy and in viewing the layout of a religious building – as well as geography.
<<< Back to top
|
Use maps throughout a geography unit - when considering the national curriculum requirements for key stages 1 and 2, refer to and show examples of the types of maps that children can use.
During a sequence of geography sessions with trainee teachers use different types of maps at different scales for tasks on campus, in the local area and further afield. Provide experience in relating maps to the environment, in annotating the map with information and as a basis for communicating the results of a study.
When teaching about distant, unvisited localities, use maps alongside photographs (elevation and aerial): - To help bring the place ‘to life’
- To develop some realisation of the ‘look’ of the place
- To see what and where people do things
- To foster awareness of the place.
During their lessons trainee teachers will need to balance the use of large- and medium-scale maps with the use of globes and atlas maps. This helps to indicate where ‘we’ and other places are in the world, how these places relate to the national and international context and that maps do not show ‘everywhere’.
Maps are also a key resource in examining environmental change and sustainable development, as well as themes (settlements, water, etc.) and topical events and places. Trainees teachers should ensure that in all geography lessons, maps and globes are constantly visible and available.
<<< Back to top
|
Here are five ideas for map reading sessions with trainee teachers:
1. On a blank map of the lecture or seminar room locate and draw selected features. Add a key, a scale, compass points and a title. Use toy vehicles, animals and buildings on an overhead projector to show the ‘plan view’ of such features. Groups of trainees then identify the map skills and knowledge used to undertake the tasks and consider ways in which the activities can be adapted for different ages (i.e. made less or more challenging and/or more varied).
2. Use a set of picture maps (e.g. of a tourist attraction) to plan and record a day in that area. Focus discussion on how the picture map was used and why such maps are so common and useful. Introduce oblique and vertical aerial photographs of the ‘local area’ with photographs of local features found on both aerial photographs. Get trainee teachers to consider the ease or difficulty with which different types of features can be identified and devise tasks for children using these resources.
3. Produce a sketch map of the layout of the area shown in the aerial photographs and mark the location of the feature photographs. Introduce a large scale Ordnance Survey map of the area and as a group compare its style (symbols) and content with the photographs and sketch map. Identify what needs to be understood to make best use of the OS map and consider how to link it to fieldwork. Introduce 1:25,000 (Pathfinder) and 1:50,000 (Landranger) scale OS maps. Use the OS MapZone and the MultiMap websites to explore the ‘scaling’ of maps from local to national. Trainees produce a checklist of the ways in which different scales of OS maps can be used with children.
4. Provide a variety of atlases and postcard satellite views of the continents and the Earth. Consider how satellite photographs might be a useful way to explore atlas maps. Trainees identify those that are clear and informative and specify the criteria that led to them selecting those maps. Then discuss what atlas maps show and what their role might be for younger children. Consider whether the criteria were appropriate and adapt if necessary.
5. Conclude by listing the variety of maps used in the session, and add other maps as necessary.
<<< Back to top
|
| Bibliography and weblinks |
Corn, J. (2003) Making and Using Maps. Leamington Spa: Scholastic (provides practical ideas for the classroom, beware overuse of worksheets).
Dorling, D. and Fairburn, D. (1997) Mapping: Ways of Representing the World. Harlow: Pearson (a concise, informative and well-balanced introduction to maps, their history, use and future).
Foley, M. and Janikoun, J. (1996) The Really Practical Guide to Primary Geography. Cheltenham: Stanley Thornes (contains activities for developing children’s understanding of maps).
Milner, A. (2000) Geography Starts Here! Practical approaches with nursery and reception children. Sheffield: Geographical Association (includes ways in which mapping ideas can be introduced to the youngest of children).
Newcombe, N.S. and Huttenlocher, J. (2000) Making Space: The development of spatial reasoning. Boston: MIT Press (a thorough overview of the research into children’s spatial development, with links to wayfinding and map understanding. For those who want to appreciate the importance of spatial cognition and use).
Palmer, J. and Birch, J. (2004) Geography in the Early Years. London: Routledge Falmer (includes good advice on developing map understanding and practical approaches to teaching in the early years).
Scoffham, S. (1997) Atlas-Wise: Ideas and themes for atlas work. Sheffield: Geographical Association (clear approaches to developing primary children’s understanding of atlas maps).
Scoffham, S. (ed) (2005) Primary Geography Handbook. Sheffield: Geographical Association (one chapter covers a stimulating range of ways to develop children’s map understanding).
Sobel, D. (1998) Mapmaking with Children. Portsmouth NH: Heinemann (an excellent introduction and development of mapping activities and experience with children).
Wiegand, P. (2005) Cartography and Children, London: Routledge Falmer (an overview of children’s understanding of maps and of approaches to teaching).
<<< Back to top
|
Harwood, D. & Rawlings, K. (2001) 'Assessing young children's freehand sketch maps of the world', IRGEE, 10, 1, 20-24. Abstract
Harwood, D. & Usher, M. (1999) 'Assessing progression in primary children’s map drawing skills', IRGEE, 8, 3, 222-238. Abstract
Wiegand, P. (1998) 'Children's recall sketch maps of the world on a spherical surface', IRGEE, 7, 1, 67-83. Abstract
Wiegand, P. (2002) 'Analysis of discourse in collaborative cartographic problem solving', IRGEE, 11, 2, 138-158. Abstract
<<< Back to top
(Updated 26.03.07)
|
|
|
|
|
