# Make a map for someone

Represent a place, consider community needs, and explain change over time.

## Try it

1. Choose places your community needs.
2. Make symbols and a map key.
3. Let a friend try your map. Improve it.

Choose places a community needs: places to live, eat, get care, play, and travel. Create symbols and a key. Make a map a partner can use. Try it, notice confusing parts, and improve it. Compare an earlier and later classroom drawing to talk about change.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **25**.

Map symbols and drawing page; classroom or paper model.

## Teacher lesson plan

### Learning goal

Represent a place, consider community needs, and explain change over time.

### Before teaching

Can identify familiar places and communicate a route.

### Model

Represent a familiar place with a symbol and explain a key. Draw a route between places and ask whether another person could follow it. Compare an earlier classroom sketch with the current arrangement to show change over time.

### Guide, then apply

Build or draw a community with places for care, food, living, play, and movement. Decide how shared paper supplies are used. Give the map to a partner, observe confusing parts, and revise. Invite different perspectives on who can use the routes.

### Interpret the response

There is no required map layout. Check correspondence between symbols and places, route usability, explanation of change, and a reason for a shared decision. A decorative picture without a usable representation needs explicit modeling.

### Support

Use familiar classroom places, tactile symbols, partner drawing, or a map the child directs an adult to make.

### Extend when ready

Explain a tradeoff in a community decision and revise the map for a person with a different need. Compare two accounts of an earlier event.

### Fresh check

Ask a different partner to use the map without the maker leading them. Record what works and what the child changes.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 25. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Make an artwork with an idea](/agent/docs/tk-lesson-art) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 24 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: History-Social Science](https://www.cde.ca.gov/sp/cd/re/documents/ptklfhistorysocscience.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-community/history)