Making a map of your school

Kindergarten Grade Level Content Expectations Addressed
Social Studies: K-G1.0.1 Recognize that maps and globes represent places
K-G1.0.2 Use environmental directions or positional words to identify significant locations in the classroom.
K-G2.0.1 Identify and describe places in the immediate environment
Technology: T.K-2.1TPDT discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve age-appropriate problems.
Language Arts: S.DS.00.04 Plan and deliver presentations using a descriptive informational organizational pattern providing several facts and details to make their point clearly and audibly.

Source Choices
Although there are very few sources that a kindergartener can read, there are some good viewing sites and some cute games on the internet.   The Curious George video site has so many great videos for all kinds of topics.  I love how this video shows kids making and following a map.  It is a perfect set up for the students to get ready for their try.  It is also nice and short, perfect for young students. 
The game websites are also short and easy for kids to figure out on their own.  There were some great articles for grades 3 and up, so for my article I simply read a site that had great information and then adapted it to fit a lower grade level.
I included video, text, game and picture sources in order to reach different kinds of learners.  The video gives kids who need to see an example of the process a chance to see it done first.  The article on maps was written by me to be read to kidnergarteners.  It gives students who are oral and linguistic learners a chance to read about the topic.  The game engages learners who like to be actively involved.  The pictures of the maps are a great way for visual learners to compare and contrast the different kinds of maps.  This gives them a much better idea of what a map can look like than if they just discussed one example.
The extension sites at the end of the webquest were good sites that had wonderful activities... I just couldn't fit them into the task without making it too long!  I especially love the Arthur website where you make a map of his town.  This again is great for those hands on learners who learn by doing!

Inquiry Process Steps
Immerse
Students have all seen maps, they just might not realize they have.  I included the video of Lilly on the introduction page as a way that teachers may choose to get kids started thinking about maps.  After watching the video children will probably start talking about how that map looks like the one in the classroom, or the one their parents have at home.  This will begin to build their background information.  Also the article in Process Step 1 asks several questions to begin to connect experiences students already have with maps and symbols to new information they will learn in the webquest.

Investigate
The article on maps in Process Step 1 begins to have children think about what maps are for and what is on a map.  Using the word wheels to talk more deeply about the words map and symbol allows children to begin thinking more deeply about what these words mean.  The article and the wheel will assist children in moving their knowledge level of these two words (and globes) from basic to more deep and specific.
Then as children compare and contrast the 3 maps using the I-chart they begin to connect what they learned about maps and symbols to specific examples.  This will take their learning one step higher as they begin to apply their new information to other new pieces of information.
When children play the compass game, two things will happen.  First they will add the idea of a compass to their growing knowledge about maps.  Second they will see yet another map with a different look than the last 3.  This will give them another chance to slowly add to their visual picture of what a map can look like, and what it can be used for (to find the park!).

Coalesce
This stage starts when children watch the video of the students making and following a map through the museum.  They will be taking all the information they learned about maps and symbols and applying it to understand the process the students are going through.  Discussion after this video will lead to a level of understanding that will allow children to begin the process of making their own map.  As they create their class map using symbols they will synthesize all the pieces of information learned in the previous steps.  The creating of the map is a group activity which will give students who are linguistic and social learners a chance to learn from discussion with their peers as well as collaborative thinking.

Go Public
When students present their maps to their teacher, classmates and visitors it gives them a chance to demonstrate their knowledge of maps and symbols to others.  By watching the presentation of others students will think about their own presentation and begin to evaluate what makes a good presentation.  As active audience listeners asked to rate the presentation of their peers, students are actively engaged in learning about giving presentations even in the act of doing it (learn by doing).  As students rate presentations the class will be reflecting on why they rate presentations the way they do, thus adding to their understanding of a good presentation.

Conclusion Presented
After the class finishes creating their map each student is given the chance to choose one place in the school to present to the visitors.  They will choose a place they think will be of particular interest to the visitors, point it out on the map, use positional words to describe its location (next to the office...), and explain why it is a good place to know how to locate.  After each presentation the audience will be asked to rate the students explanation in two ways: their voice (was it loud and clear) and their description (could the students find the place in the school building based on the location description).  As students rate the presenter the teacher will GUIDE STUDENTS in understanding why they rated the way they did.  For example, if students rate the presenter low on voice the teacher might (gently) help the student hear the difference between a clear and loud voice and one that is to quiet or muffled to understand.  As each student presents students will gain a deeper understanding of what it means to give a good oral presentation.  Because the presentation is actually part of the learning process of this task the teacher will need to think about how she scores the first presenters on the rubric who have not had the advantage of previous student examples and feedback.

Assessment- Summative
The final project rubric (check resources below and the evaluation page) evaluates students' level of achievement as it relates to the GLCEs.  Each of the areas of evaluation relate directly to one of the GLCEs listed above. 

Assessment- Formative
As the class moves through the webquest it will be important to use
observation of student work and participation as well as leveled
questioning to decide if students are successful at the different steps.  As students participate in the whole group learning process keep observational notes on which students are able to answer what types of questions.  During the process of creating the map keep notes on which kids are beginning to show an understanding of how to make a symbol that relates to an actual place in the building. 
When students work together to fill out the I-Chart and the new word circle keep a simple checklist of which students contributed responses that showed understanding, which students did not participate, and which students contributed information that shows a misconception or only a beginning understanding.  Use these notes to direct the discussion and decide if some students need to be pulled small group for extra learning experiences.