Our TPAK lesson focused on maps. The SOL we chose was 3.6 “The student will read and construct maps, tables, graphs, and/or charts” which was our Content.
The digital resources we wanted to use was Google Maps, Geojengo, and Map Maker.
Misconceptions children may have are: students thinking up is north and south is down, confusion while using/making a scale since accuracy is key, and understanding that maps are from a bird’s eye view.
We wanted to start by asking why maps are important and the essential pieces that make up a map. Then, we would tell the students that we have to clear the room for maintenance over the weekend so we have to clear the classroom of everything, but first, we had to create a map for the maintenance techs so they know how to put everything back. We would have them work together in small groups to think of how we could best accomplish this and what needed to be included in our classroom map. Then, we would discuss it as a class and work together to create the map.
The technology would be paper, pens/pencils, and rulers.
The pedagogy would us making the map as a classroom. From there, we would give them a task to make a map of their home since they know it the best. After, we wanted to combine with all the third grade classes to make large a map of a commonality (the school, a park). This would not all be done in one day.
PCK: Creating a classroom map because it is the place they spend the most time besides their house.. It is very familiar to students and they could easily access it to see what they need to include. Then, creating a map of their actual home as an assignment.
TCK: The students have to understand why accuracy when creating a map is important and how to use the necessary tools to do that.
TPK: A ruler is something everyone must have when creating a map and it must be accurate with the scale. This will allow them to see how a map is created by getting experience by doing it.