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Expeditionary Learning
Learning Expedition Documentation Project
The People and Places of Presumpscot School
A Kindergarten Mapping and Community Expedition
Kindergarten
Presumpscot School
Portland, ME
Expedition authors
Beth Linevitch
Rebecca Maiorano
Kailen Phelan
With support from Maria Taliento-Nelson, Rosemarie Lavopa, and Mary Jean Scola
Expeditionary Learning
Learning Expedition Documentation Project
Summary Kindergarten students at Presumpscot School – a diverse school of about 250 K-6 students in Portland, ME
– spent five months engaged in a learning expedition about their school building and its staff members. This
learning expedition addressed a curriculum area common to nearly every kindergarten in America – getting to
know the people and places of a school. It tapped into kindergartners’ natural curiosity about their new
school environment and met key standards. This particular expedition, titled “The people and places of
Presumpscot School: A kindergarten mapping and community expedition,” helped kindergarten students get
to know their new school and it emphasized important skill development in oral language, writing, mapping
skills, and measurement.
The learning expedition was organized around two case studies. The first case study – the places of
Presumpscot School – involved exploring and mapping the school. Several projects helped students learn to
use symbols, proportion, perspective, and representation to create accurate maps, and to learn the difference
between two-dimensional and three-dimensional maps. Students created maps and models of their classroom
and then branched out to create maps
of every room in the building. They
explored all of the nooks and crannies,
including the principal’s office, the
nurse’s office, and the basement. The
individual maps that the teams created
were mounted with Velcro backs to
make up a large interactive map of the
entire school.
The second case study – the people of
Presumpscot School – helped the
kindergartners become familiar with all
of the people in their new school
community. Presumpscot School staff
members gave presentations and
brought students to visit their space in
the school. Each student was assigned a
staff member to interview and get to
know. Several projects helped them
write and illustrate a “community card” about their staff member, which included information about their
job, a tool they use in their daily work, and their interests outside of school. Students honed their skills with
interviewing, illustration, and non-fiction writing. The community cards were compiled into a directory of
staff members and they are used as a guide for visitors and new students and their families.
Kindergarten students also engaged in two projects that brought together their learning in both case studies.
The “learning garden” project put their skills with mapping and proportion together with their growing sense
of what the members of the school community valued and enjoyed. They designed and helped build a
community garden on the grounds of the school for everyone to enjoy. The students also created an ABC
book, which highlights the people and places of the school. The book was bound and donated to the school
library.
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Expeditionary Learning
Learning Expedition Documentation Project
The large interactive map, three-dimensional maps, community cards, timeline and comment book for the
learning garden, and ABC book were all displayed for students, staff, and families at the “Celebration of
Learning” night. This event, at the conclusion of the learning expedition, demonstrated that the school’s
newest kindergartners had learned all of the people and places of Presumpscot School.
Guiding questions
What is a map? • Why do we need maps? • How do maps help people? What is a community? • What are the roles/ jobs in a community? • How is Presumpscot School a community? • How does each member of our school community help our
school? • What is my job in my school community? Case studies
Case study one: The places of Presumpscot School
The first case study of this expedition engaged kindergarten students in thoroughly exploring and mapping
their physical school environment. The students started by thinking deeply about the physical environment of
their own classroom. Through a series of mapping activities and lessons, students experimented with
concepts such as representation, point of view, scale, proportion, purpose, symbols, and direction.
With their growing curiosity and developing mapping skills, the students set off to map the rest of the school.
In addition to exploring the classrooms, the school custodian took the students on a tour of the boiler room
and showed them the “secret” tunnel that allows maintenance staff to work on heat pipes below the
classrooms. The school secretary gave the students a guided tour of her office and the cafeteria workers
invited the students to explore the school kitchen.
Each student became an expert on one room of the
school building and their final product – a schoolwide interactive map – represented their newly
gained knowledge of their physical environment
and their ability to work together toward a common
goal.
Case study two: The people of Presumpscot School The second case study focused on getting to know
members of the Presumpscot School staff and their
role within the school community. Students
practiced interviewing skills, such as using a clear
voice and listening carefully, and they worked
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Expeditionary Learning
Learning Expedition Documentation Project
together as a class to decide on common questions to ask during the interviews. Students asked questions to
find out about the staff member’s job and a tool he or she uses to do that job. They learned how each job
supports the school-wide community. Students also learned a little about each staff member’s interests
outside of school. They were often surprised to learn that their teachers have families, or that they are
bicyclist, knitters, and even students themselves.
When all of the information was gathered, the students created staff member community cards with text that
they word-processed, and photographs and illustrations. These community cards are now a resource for new
families and visitors to the school.
Students then analyzed the community cards to identify a common goal of the Presumpscot staff – “to
create a safe, respectful, challenging, and happy learning environment.” Their next step was to examine their
own roles within the school community. This gave the teachers a good opportunity to establish classroom and
school-wide norms with the students around taking care of their belongings, working together, and meeting
classroom and school-wide behavior and learning targets.
Major projects
Project one: Interactive Presumpscot School map
Each kindergarten student mapped a room or space within the Presumpscot School building that was then
used to create one large school-wide map. In addition to “fieldwork” throughout the building to sketch their
space, they engaged in lessons on creating map keys and compass roses and to understand the concepts of
representation, perspective, and scale.
These skills were critical to their
ability to create accurate and
informative maps of their space. The
students decided on symbols to
represent permanent objects within
each room (e.g. doors, windows,
sinks, and toilets) and created a
common key to be used by all
students so that each piece of the
map would be consistent when
viewed as a whole. Room maps went
through multiple drafts and peercritique sessions and students
revisited their spaces to check for
accuracy.
Final product: Presumpscot School map
Each student created one piece of the interactive Presumpscot School map, which hangs in the main entrance
to the school. Each piece is attached using Velcro so that the pieces can be removed and used for learning
purposes in the kindergarten and other classrooms. Each piece of the map displays the correct proportions
and objects in each room.
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Project two: Three‐dimensional classroom models
Students compared two-dimensional and three-dimensional maps. They explored the concept of perspective
by representing block structures from different angles and by examining photographs and paintings. This
background knowledge and experience recognizing perspective supported students in creating a threedimensional “birds eye view” classroom map.
Students sketched their classroom, noting the relationship of the objects. They then worked, over multiple
sessions, to construct three-dimensional maps of the classroom. They used shoebox covers, scraps of cloth,
and other recycled pre-cut materials to represent the doors, tables, sinks, and windows. Students made a key
to match the symbols on their map and included a title and compass rose. Finally, each student created a clay
model of a bird, which they placed in the map to represent perspective.
Final product: Three-dimensional map
Students created three-dimensional maps representing accurate proportions and perspective. These were
shared at the Celebration of Learning night.
Project three: Getting to know a staff member at Presumpscot School
Each kindergartner was assigned a staff member at the school to get to know. They conducted interviews
with their staff member and learned about a tool that they use to do their job at the school. To prepare for
the final product – the community cards – they drew the tool that they identified and engaged in a draft and
critique process to create a high-quality drawing.
Our Presumpscot School Community
Mrs. Brousseau
Preschool Teacher
Mrs. Brousseau’s job is to help kids learn their letters and learn songs.
She helps the Presumpscot School Community by helping students get ready for kindergarten.
When Mrs. Brousseau is not at Presumpscot School she likes to read books and sew crafts on her sewing
machine.
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Expeditionary Learning
Learning Expedition Documentation Project
For the first part of this project – the interview – students brainstormed questions they could ask staff
members in an interview. Teachers scaffolded lessons to help students understand what a question actually is
and the difference between a question and a statement. In the end, the following questions were agreed upon:
• What do you do at Presumpscot School?
• What is a tool that you use? How does it help you?
• How do you help the Presumpscot School Community?
• What do you like to do when you are not at Presumpscot School?
To prepare for the interviews, Susanne D’Bourget, Presumpscot School’s speech/language pathologist, visited
the kindergarten classes. Ms. D’Bourget focused on the importance of speaking clearly, giving the staff
member time to respond, listening carefully to the response, and looking at the staff member while speaking.
Students practiced their interviewing skills with different staff members that came into the classroom. They
then used a map to find the location of their staff member’s workspace for their official interview. Students
went with an adult and brought a clipboard, pencil, and camera with them. They asked their staff member
questions and took notes on their clipboard. The adult chaperone also took notes to support the student’s
documentation of the interview. Students took a photo of the staff member using their tool, and a close-up
photo of their tool.
Each student reported out to the class following their interviews. They reflected on their experience and
offered suggestions for others.
To help students prepare for their tool
drawing, Steven Levy, our multiple drafts
expert and Expeditionary Learning school
designer, shared multiple draft illustrations
that had been done by other kindergarten
students. Students then selected an object to
illustrate. Before jumping into the group
critique process, students and teachers
practiced giving and receiving feedback
without hurting feelings. Once expectations
were established, Mr. Levy led the students
through a group critique process. Students
used the feedback they received to improve
their illustrations with each successive draft.
Students then illustrated the tool used by
their staff member interviewee. They
focused on details, perspective, and scale and used feedback to improve each draft. The final illustration was
used on the staff member’s community card.
Final product: Community cards
Kindergarten students made a community card for every staff member in the school. On one side is a
photograph of the staff member, an illustration of a tool that they use, and carefully typed text that describes
them. On the other side is a school map with stars placed on that staff member’s space in the school.
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Learning Expedition Documentation Project
Project four: The learning garden
The Presumpscot School learning garden is an extension of the
expedition. Working with the group Cultivating Community: Presumpscot
Families and the Kids Consortium, the kindergarten students designed
and built a learning garden.
While reflecting on their student roles at Presumpscot School, the
question of “how can we make Presumpscot a better place for
learning?” arose. Together, students brainstormed a list of ways they
could create an outdoor learning space for the school as well as the
surrounding community.
This garden was a great opportunity for students to authentically
make use of their newly acquired map-making skills. The students
designed, measured, and staked out the layout of the garden. They
were also involved in all aspects of building the garden, including
using a power drill to assemble the raised beds and digging the holes
to set the stump seating area.
The students’ understanding of community was strengthened as family members and other community
members joined in to help with the work. In building this garden, the kindergarten students were able to
contribute to the Presumpscot community by creating a valuable learning space and beautifying their school.
They strengthened their classroom community as well as the school-wide community.
During the Celebration of Learning, a timeline of student work was displayed and a book for community
feedback was placed in the garden. The comments left in the book became a favorite read-aloud for students.
Project five: The ABC’s of Presumpscot School After students had a solid knowledge of their school building and the school
staff, they brainstormed an ABC list of Presumpscot School people and
places. Students used their knowledge of letters and letter sounds to suggest
a place or a staff member for each letter of the alphabet. Students examined numerous ABC books to determine the qualities and
organization that they wanted in their book. They were given a square piece
of drawing paper with a letter of the alphabet in the upper left hand corner.
They illustrated their person or place and wrote a sentence following this
format: “A is for Al, our bus driver.” Students created multiple drafts of their
work and received feedback from their classmates to ensure quality work. Final product: ABC banner and book
Each student created one letter “square” to make a large banner titled “The
ABC’s of Presumpscot School.” The squares were also used to create a book
of the same title. A printing company in the community donated the printing
and binding of the book for each student to have a copy. A copy was also
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Expeditionary Learning
Learning Expedition Documentation Project
Key Lessons
Lesson one: Representation
Students explored a gallery of life-like drawings of objects such as houses, trees, and boats. They also looked
at landscapes from Monet, Renoir, Homer, and other artists. Special attention was paid to the details of the
representations and how those details made the illustrations look like the real objects they represented.
Students chose an object to represent on paper. The only
restriction on the object was that it had to fit in the student’s
hand. Students shared their drafts with small groups to get
feedback on their work. Each student created four drafts,
demonstrating improvement with each draft.
The purpose of this lesson was to build background knowledge
for the tool illustrations students would create for their
community card.
Lesson two: Proportion
Once the idea of representation was established, students moved
on to the concept of proportion. Teachers posed the question of
“How can we represent an object that is bigger than our paper?”
Students first suggested that we just get bigger paper. The
discussion moved to where we would get a piece of paper as big
as our school? Where would we store a paper that big? The
general consensus shifted to the idea that we needed to draw our
large objects smaller. This hypothesis was tested and refined to
“all the parts of our object need to get shrunk the same
amount.”
Lesson three: Two‐dimensional mapping of classroom
The Kindergarten classes created two-dimensional maps of their classroom. Although each class had
different groupings (independent work, small group, whole class activity), the key concepts and skills
addressed were the same.
After studying a variety of maps, the students of all three kindergarten classes brainstormed things that
should be on their maps. The maps included symbols to represent permanent objects in the room, a compass
rose, a common key, and a title.
Students used their skills of representation, point of view, symbols, and perspective when creating their
classroom maps. The teachers checked in with students who were finished and posed various questions to
assess and challenge the students.
Lesson four: Using a map to navigate the school
Students were provided with a map of Presumpscot School and were each given a different space in the
school to find. Students were accompanied by a teacher to locate their space. The final destination was the
space the student would map for the whole school map.
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Lesson five: Creating a compass rose Kindergarteners explored the compass rose on a variety of maps and in books and included a compass rose
in their student-made maps. They also engaged in several games and activities focusing on direction.
For this lesson students explored the shapes that make up a compass rose. They decided that a compass rose
is composed of four lines and the Letters N, S, E, W. Because of their background knowledge, students also
knew that it was important to correctly orient the compass rose. Students did various activities to help them
see the positions of the cardinal directions on the compass.
Using a variety of geometric shapes, students assembled a compass rose. They also labeled the cardinal
directions on their compass by using a compass and/or using the directions posted on the classroom walls.
Lesson six: The Smartboard
Using the school’s traveling Smartboard, Kindergarten students learned to scan their tool illustrations and
written work. In small groups, the students opened their files and dragged and dropped their work into their
community cards.
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Learning Expedition Documentation Project
Standards, learning targets, and assessments
District standards
Primary writing • Oral language
‐ Shares stories and information
‐ Responds to questions and participates in discussions
‐ Expresses ideas
• Topic development and organization
‐ Uses pictures to develop topic
‐ Writes words, phrases, or simple sentences for beginning topic development
‐ Relates pictures to text
‐ Shows left to right directionality
‐ Uses spaces between words
• Details
‐ Uses supporting details (within picture, words and/or labeling)
• Language, style, and voice
‐ Writing (including pictures) reflects intent to communicate personal ideas, experience, or knowledge
• Handwriting
‐ Uses correct letter formation techniques for the upper and lower case letters
Math • Geometry
‐ Identifies, creates, compares, and sorts two‐dimensional shapes
‐ Uses positional words to describe the relationships of two or more objects
• Measurement
‐ Solves and justifies solutions to real life problems involving measurement of length
• Symbols
‐ Understands that a symbol means “the same as”
State standards
• Students create visual representations of their immediate neighborhood and community.
• Students use basic maps and globes to identify local and distant places and locations.
• Students identify community workers and volunteers and the roles they play in promoting the common •
•
•
good.
Students identify and investigate research questions related to social studies by locating, organizing, and sharing information.
Students identify and discuss career goals.
Students identify social skills that influence interpersonal relationships in positive ways.
Learning targets
Long‐term learning target
I can create a map that accurately represents a physical space in my school.
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Supporting learning targets
• I can use symbols to represent permanent objects.
• I can include a key, compass rose, and title on my map and explain the purpose of each.
• I can use a compass rose to determine direction.
• I can use geometric shapes to create a model of a compass rose.
• I can write a capital N, S, W, E in my best handwriting.
• I can match the symbols on my map to my key.
• I can use my best handwriting to create a title that describes my map.
• I can represent an object from the physical world on a piece of paper.
• I can accurately represent a large object on a small piece of paper.
• I can make an object proportionally smaller.
Long‐term learning target
I can create a three‐dimensional map.
Supporting learning targets
• I can use different materials to represent items in my classroom.
Long‐term learning target
I can learn about members of my school community and create a community card for one community member.
Supporting learning targets
• I can ask my staff member questions to find out information.
• I can use a clear voice when speaking to my staff member.
• I can listen to my staff member’s answer.
• I can use a map of my school to locate my staff member.
• I can tell my class how my staff member helps our school community and a tool he or she uses to do it.
• I can take a photograph my staff member using his or her tool.
• I can represent the tool used by a staff member on a piece of paper.
• I can make multiple copies of my illustration of my tool.
• I can make a detailed tool drawing that looks like the real tool. • I can name five or more people in my school community and name a tool they use to do their job.
• I can explain my own role within my school community.
• I can scan a document.
• I can open my computer file.
• I can drag and drop information into the appropriate location.
Long‐term learning target
I can create a beautiful garden that inspires learning.
Supporting learning targets
• I can identify a need in my community.
• I can use my mapping skills to create a functional garden space.
• I can use my math skills to build paths, raised beds, and benches.
• I can be safe with tools.
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Expeditionary Learning
Learning Expedition Documentation Project
Long‐term learning target
I can apply my knowledge of letters and letter sounds to match a Presumpscot School place or person to the beginning letter of a name. Supporting learning targets
• I can create a quality illustration using multiple drafts and feedback from my peers. • I can say the letters of the alphabet and the sounds they make.
• I can create an illustration that is connected to my topic.
Assessments
Assessment one: Student mapping criteria
• Permanent objects are represented on the map.
• Objects are placed in the proper location and orientation.
• Student has used common key symbols.
Assessment two: Explaining the map
• Students can explain how to get from one point to another on the school‐wide map.
• Students can identify the key, the compass rose, and the title.
Assessment three: Page in the ABC book
• Students know the letters of the alphabet, the sounds that they make, and the order of the letters. • Students suggest a person or place that correctly matches the letter of the alphabet that its name begins with.
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Connections to the community and larger world
Fieldwork
• Exploring the Presumpscot School building
• Mapping the rooms/areas of Presumpscot School
• Interviewing Presumpscot School staff members in their work location
• Mapping and building the learning garden
Experts
• Dan Agro, senior GIS analyst – NBT Solutions, map expert
• Carl Croce, school custodian – school building expert
• Steven Levy, Expeditionary Learning school designer – multiple draft expert
• Suzanne D’Bourget, speech language pathologist – interview expert
• Alida and Alfred, Cultivating Community – gardening experts
Service learning • Large-scale map of Presumpscot School to guide visitors
• Presumpscot School Community Directory consisting of individual community cards of each staff
member
• Creation of the school learning garden
Exhibitions • Celebration of Learning at Presumpscot School (including making and mailing invitations).
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