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As a class we would look at the documentation collected on the nature walk and the students would have a chance to share their maps of the community, using spatial relationship vocabulary to describes the various objects.

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Main Activity #2 - Mapping the Community

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Main Activity #2 - Mapping the Community

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After returning to the classroom, the students would be encouraged to create a map of their community based on their walk. This activity provides a good opportunity to model the names of two-dimensional shapes and their spatial relationship to each other.

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This book follows the humorous pursuit of a chicken by a fox, while utilizing some key vocabulary for comparing spatial relationships.

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Developing mathematical vocabulary related to spatial relationships in a natural environment.

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OE17 As children progress through the Kindergarten program, they: describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation

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17.2 communicate an understanding of basic spatial relationships (e.g., use terms such as “above/below”, “in/out”, “forward/backward”; use visualization, perspective, and movements [flips/reflections, slides/translations, and turns/ rotations]) in their conversations and play, in their predictions and visualizations, and during transitions and routines
28.2 recognize places and buildings within their community, both natural and human-made, and talk about their functions (e.g., farm, church, hospital, mosque, sweat lodge, arena, mine, cave)

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First I would read the book "Rosie's Walk" and pause to highlight the vocabulary through-out the book that relates to spatial relationships between the chicken and their environment. I would also ask the students to describe the position of the fox on each of the pages related to the environment.

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Then the class would go on a walk through the community and I would model the use of spatial relationship vocabulary as we walked. As well, because the overall expectation relates to two-dimensional objects and three-dimensional solids, I would ask the students to point out the various shapes that they saw on the walk, and their spatial relationship to the other objects around them. Pictures and quotes would be collected of the students observations.