Second-graders are not spatial

At least, many of them are not. We've been working on teaching the four directions and how to use and create a compass rose on a map. They are making their own big compass roses, including the four directions and the "in-between" directions (NW, SW, NE, SE).

Some of them had problems figuring out how those should be arranged. Even when I told them "northeast is between north and east" (which is not very conceptual), they still mixed it up. Some of them put a few points at southwest, and none at northeast. Sigh.

These same kids also struggled with the notion that north didn't move, even if they did.

We started with looking at real maps and talking about maps and what they can do. We gave them a worksheet that helped them practice where the four directions are, and provided clip boards so they could orient themselves towards north, which was marked in one corner of the classroom (and yes, it is actually north). They didn't use the clip boards- which we thought would have made it easier for them, but alas, no.

We also did a kinesthetic activity, using both arms to point N-S, W-E, and one arm to point to a direction as fast as they could, then change their orientation (for example, turn 180 degrees) and find it again.  Some students really struggled with this.

Interestingly, one student (who *did* get it) was standing in front of the corner marked "north" and when I would say "point north" he would point at his nose. I had him turn his body all the way around while still pointing north, while the other students watched. He had fun with it, but I got a lot of blank stares, too. Argh!

We have real compasses, and next week we'll use them along with a bird's-eye view (another stumper, for some kids- what do you mean the desk is just a rectangle?) map they each did of the classroom, to put the compass rose on their maps and mark it themselves. The science teacher, from whom we borrowed the compasses, warned that "they don't work very well." I took the whole tray to see if they all pointed the same way. Hmmm... not really!

We'll see- it will be interesting. I don't think that the students' getting it or not will hinge solely on whether these compasses are perfectly accurate. They DO know about compasses and the magnetic field that makes them work, so if they notice they are not working perfectly, it will be a good chance to have a discussion about why that is.

They can also practice being good scientists by sharing compasses and trying to reproduce results, which is an important part of the scientific method.

And maybe later this year, some of my little sweeties will suddenly be struck with the ability to conceive of a bird's-eye view, and a constant, like north, outside of themselves and the direction they are facing.