MAPPING MY WALK – Colour, Line, Space

 Students use markers and construction paper to make a map that shows a route they take when they go for a walk in their neighbourhood.

Required Time

40 Minutes

Grade Level

Kindergarten to Grade 3


Language Arts
Social Studies
Visual Arts



Crayola Markers Crayola Scissors Crayola Marker & Watercolour Paper - 22.9 cm x 30.5 cm (9" x 12") Crayola Glue Sticks Green Masking Tape Small Pieces of Sponge - about 3 cm x 3 cm (1.25" x 1.25") - 1 per student Water Containers Plastic Container Lids for Palettes - 1 per student

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MAPPING MY WALK – Colour, Line, Space - Step One

Step One

  1. Stick tape on the paper to show the shape of the sidewalk or path you take when you go for a walk around your neighbourhood.
MAPPING MY WALK – Colour, Line, Space - Step Two

Step Two

  1. Draw marker on a plastic lid.
  2. Dip a small piece of sponge into water.
  3. Squeeze most of the water out of the sponge.
  4. Pick up the marker ink with the damp sponge.
  5. Dab colour onto the paper.
MAPPING MY WALK – Colour, Line, Space - Step Three

Step Three

  1. Carefully remove the masking tape.
  2. Cut house shapes out of construction paper.
  3. Cut other objects out of construction paper.
MAPPING MY WALK – Colour, Line, Space - Step Four

Step Four

  1. Glue the shapes where they should go.
  2. Use a marker to draw details on the shapes.
  3. Draw yourself.
  4. Draw arrows to show the path you take.
MAPPING MY WALK – Colour, Line, Space - Step Five

Step Five

  1. Glue your map to a bigger piece of paper.
  2. Add a legend, compass rose and title.

Learning Goals

Students will be able to:

  • create a simple map that shows details of their neighbourhood;
  • include a title, legend and compass rose on their map;
  • add arrows to show their route when they go for a walk in their neighbourhood;
  • demonstrate technical accomplishment and creativity;
  • explain how to read their maps using directional language.


Have students:

  • create a set of different kinds of maps, for example,
    - treasure map
    - map of their day
    - map of their school or home
    - map showing routes taken by different characters in a fairy tale
    - map of a special place
  • make a special container for their maps;
  • place the maps in the containers;
  • share their work with others.


  1. Review or teach the parts of a map, in particular compass rose, legend/key, title.
  2. Download and display the Colour and Line posters available on this website.
  3. Gather, and make available books about mapping, e.g., Mapping Sam, by Joyce Hesselberth; Follow That Map!: A First Book of Mapping Skills, by Scot Ritchie; Pete the Cat and the Treasure Map, by James Dean; Me on the Map, by Joan Sweeney, and Qin Leng; Camilla Cartographer, by Julie Dillemuth PhD, and Laura Wood; and Mapping My Day, by Julie Dillemuth PhD, and Laura Wood.
  4. If possible take students on a walk through the neighbourhood drawing attention to where things are along the way.


  1. Conduct a read-aloud with a book such as Mapping Sam, by Joyce Hesselberth focussing on:
    - how to read the maps using directional language;
    - how the pictures show details of what is in each location;
    - the different kinds of maps.
  2. Demonstrate the process for using the tape as a stencil – first taping the outline of a shape on the paper, and then using a small, wet sponge to pick up marker ink and dab colour into the open spaces.
  3. Introduce the challenge


The Challenge

  1. Make a map that shows details of your neighbourhood.
  2. Include a title, legend and compass rose on your map;
  3. Add arrows to show your route when you go for a walk in your neighbourhood.
  4. Demonstrate technical accomplishment and creativity.
  5. Explain how to read your map using directional language.

The Process

  1. Ensure that everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - made a map of my neighbourhood
    - used tape as a stencil to add colour and shapes to my map
    - added details where they should go
    - added arrows to show the route I take when I walk around my neighbourhood
    - included a legend
    - Included a title
    - included a compass rose
    - explained how to read my map using directional language

    - kept the paper in good condition
  3. Observe students as they work.
  4. Provide individual assistance and encouragement.


  1. Place students into partners.
  2. Ask them to: 
    - explain how to read their map using directional language;
    - describe how they made their map;
    - point out their favourite part of the map and why they like it.
  3. Share ideas with the whole class. 
  4. Ask students to share one thing they learned by doing this project.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss the pages in their maps – speaks with a clear voice, looks at audience while speaking, points to areas on the map, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found on the map.
  4. Use a checklist to track progress. (Download - MappingMyWalk_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads - MappingMyWalk_self-assessment.pdf)