A. Definition: Bird’s eye point of view (concept name) viewing (larger group) an object from directly above (key attributes).

Some dictionary definitions for bird’s eye point of view:

1. as seen from above; panoramic; birds eye view of the city. 2. superficial; general. 3. having markings resembling birds’ eyes.

Examples of concept: bird’s eye point of view

Justification of examples: Each example is a picture of an object that has been taken or drawn from directly above the object. In picture #1 you can only see the top of the person’s head, therefore it was taken from above. In picture #2 the flower is open to the sky and one can see the grass surrounding it. Picture #3, the apple one can only see the stem and the top of the apple and it appears to be sitting on a table. Finally in picture #4, the shoe is sitting on the pavement and all you can see are the laces and the holes.

Non-examples of concept: bird’s eye point of view

Justification of non-examples: These are non examples of bird’s eye point of view because they are not pictures seen from directly above. Picture #5, is taken from the side because you can see the person face on. Picture #6 the flower is seen from above but not directly from above, it is slightly angled to the side. Picture #7 is taken from the side and below the table; therefore, not above. Picture #8 is profile of a shoe sitting on cement, therefore was taken from the side.

Target students: 22 grade 2/3 students, 11 grade 3 students and 10 grade 2 students. They are of mixed abilities and mixed social levels.

Vision of the educated citizen: A citizen who is resourceful and creative in their approach to a given problem; one who works well with others and independently; finally, a citizen who is educated on a given subject.

Content: the concept of bird’s eye point of view.

Social Studies- Environment [I]

• Note: In order to create maps they must learn how to represent objects from a bird’s eye point of view, since maps represent a flat surface.

Students will be able to...

a) Background knowledge of what perspective is and how objects look from various perspectives. This will be covered the art lesson prior to this social’s lesson. They will also have to have some knowledge of what maps are and what they represent. I will do a KWL at the beginning of this class to determine if they have this background knowledge.

b) Vocabulary: Perspective(la perspective), bird’s eye view (vue à vol d’oiseau), a map (une carte)

c) Criteria for Evaluation: The map of their desk must be drawn from above.

d) Habits of mind:

Flexibility, since most of them will have been drawing objects face on, they will have to adjust to drawing an object from above.

An intellectual work ethic since map making requires a great deal of accuracy and attention to detail.

Critical thinking in that they will have to be able to justify why they decided to put each picture in the category they did. (example or non-example of bird’s eye point of view)

Materials Needed:

As students enter the classroom have a mystery photo on the overhead. Once the class has settled, ask them what they think it is a picture of.

Review the art lesson on perspective, by showing various examples of the students’ artwork and ask students to identify which of the four drawings was drawn from above. Introduce the term ‘bird’s eye point of view’ (à vue de l’oiseau) to describe these pictures.

Development:

Using the overhead show examples and non examples and ask students to explain why each is an example/non example of bird’s eye point of view.

Students will pair off (there may be 1 group of 3), they will be given a set of perspective cards that will have to sort into bird’s eye view and non bird’s eye point of view. Be able to justify why each picture is a example or a non-example

Once everyone is done, as class we will discuss how they sorted the pictures.

Ask the class what they can tell me about ‘maps’ (les cartes)- Record responses on the board. Secondly, what they would like to learn about maps. As the unit progresses the third column what they have learned will be completed.

If not mentioned, explain to the class that maps are visual representation of something as seen from above (bird’s eye point of view). Show various examples of different maps to reaffirm this point.

Explain to the class that they are going to create a map of their desk. Tell them to get their ruler (une règle), a pencil(un crayon), a pair of scissors (une paire de ciseaux) and a eraser (une éfface) and place them somewhere on their desk. Then hand out a piece of white paper to each student and tell them that they are to draw their desk and the objects on their desk from bird’s point of view.

Conclusion:

When most of the students have finished, explain to the class that they are now going to have a gallery walk (une promenade de musée) to look at all the different maps. Ask the students to place their map on the seat of their desk, keeping the objects where they are.

Then the entire class proceeds to walk about and admire the other students’ work.

Assessment:

The student will successfully draw his/her desk and the objects on it from bird’s eye point of view.

The drawing will be detailed and fairly accurate in terms of the positions of the objects in relation to each other on the desk and in the picture.

Resources: