Early Math  /  Spatial Thinking  /  Weeks 3 & 4: Lesson 3  /  Activity

The Maps in Mapping My Day  

 

Spatial Thinking 
Books & Songs 

Take a closer look at the different maps in Mapping My Day.

A man holds up and reads Julie Dillemuth’s book “Mapping My Day” while a child watches and smiles.

Children compare the maps in the book with Flora’s “real” environment. 

 

Materials


Julie Dillemuth’s book “Mapping My Day” next to a stack of paper and a pile of markers.
  • Mapping My Day by Julie Dillemuth
  • Paper
  • Crayons/markers 

Preparation

  1. Note: Keep in mind that the book focuses on some concepts that may be too advanced for young children (for example, the cardinal directions (east, west, north, south), a compass rose, and what direction the sun rises and sets.) There’s plenty to discuss about the maps without getting into these ideas. The goal of this activity is to focus on the important details of the different maps.   
 

Directions


  1. Turn to each map in the book, discuss its important features, and ask questions to help children understand how the map represents a part of Flora’s environment.
  2. Our House Map
    • Point out the different rooms on the map.
  3. Bedroom and Bathroom Map
    • Ask children how they can tell from the map that Flora’s room is closer to the bathroom than her brother’s room.
  4. Treasure Map
    • Compare Flora’s treasure map with her real backyard in the book. There’s a big tree, table and chair, and a dog house in the real backyard. 
    • Ask children to find the big tree, table and chair, and the dog house on the map.
    • Tell children that the tree, table and chair, and the doghouse are called landmarks—they point out important places on the map. 
    • Ask what children think the big X on the map means.
  5. Breakfast Table Map
    • Point out the table and the chairs on the map. Ask: Do you remember where Flora usually sits? Why did she move when her aunt visited? 
    • Looking at the map, can you tell which chair Flora moved to? 
    • There’s an arrow on the map. What does that arrow tell us?
  6. Road Map to School
    • Have children locate Flora’s home and the school on the map. Ask: how does a map help you get from one place (home) to another (school)? 
    • Trace your finger over some of the streets on the map. Ask children what they think these lines on the map are.
    • The story says the mother and father take different routes to school. Ask:  Do you remember why they take different routes? 
    • Point out the legend at the bottom: the mom’s route is in red and the dad’s route in green. 
    • Ask a volunteer to trace the mother’s route with a finger and another to trace the father’s route.
  7. Playground Map
    • Have children compare the landmarks on the real playground in the book with the landmarks on the map. 
    • Ask: Can you tell on the map where Flora planted the seeds?
  8. Dog Agility (or Obstacle) Course
    • Have children compare the real obstacle course in the book with the map of the obstacle course. 
    • Have a volunteer trace the route with a finger.
  9. When you’re done, leave the book, paper, and crayons/markers in the art center and encourage children to look at the book and draw their own maps — they may want to draw one of the maps in the book or make up their own map.

Length of Play

15–20 min.

Group Size

Whole Class

In the Schedule

Circle Time 


 
Vocabulary
  • map
  • landmark
  • route
  • legend
  • past
 
Learning Goals
  • Develop an initial idea that maps, diagrams, and models can be representations of real-world spaces
  • Use maps and diagrams to plan, describe, or follow paths or routes from one location to another
  • Identify objects or locations from their symbols on a map or diagram