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When my daughter did some of Bigger in 3rd grade two years ago, I did not have her do the map work. Because of her visual spatial problems, looking at maps made no sense to her. I'm not sure they really make a lot of sense now, especially ones with a lot of detail. (She is learning to play piano by ear, because she has problems following notes, due to her visual problems) We are once again using Bigger, so we are at the end of the first unit which involves drawing a map and she will be labeling in the months to come. I am just uncertain how to approach this. I don't want this to be frustrating for her visually. I was thinking about having her just trace the main part of the map in Journeys of Time pp. that is used for reference. She loves to trace, but trying to draw it freehand would be very frustrating for her. (If it was drawing flowers, no problem ) But, I'm not skipping it this time. Would tracing that particular map be sufficient for the labeling that is ahead in the notebooking? Or are there any other suggestions? Thanks.

She could definitely trace it. I'll bet as the guide progresses and she continues to try drawing and tracing, that skill will improve as well--even with her issues.

Nancy,
Thanks! I have really seen Angie blossom in her artwork this past year. She loves art, but only after she has learned to draw something without difficulty. This will be a new kind of 'art', so it may take a while for this to become freehand. I am determined to not skip things because I think it would be too difficult. If I need to modify, like letting her trace for a while, she is still seeing and internalizing it. She has really matured this past year, so I am excited to see her grow even more through Bigger.

I started off having my son trace the whole thing. But now he has gotten to the point now that I can make an outline (outer edge all around), and then I help him recognize markers so that he knows where to start and stop his lines. I don't know fit he word marker seems confusing but what I mean is, I help him see, it is half way between two spots, or point out if it is close to a corner. Things like this. We also do this for when he draws pictures each week for science. I sit with him and point out how things are done spatially if that makes sense. He just don't "see" it like most kids do.

I have adapted this for my DD also. Actually my 2nd born likes to draw and write and does a pretty good job but I just didn't think she was ready to try the whole world map as the first notebooking project suggests. Most of the other projects are somewhat simpler - copy an animal or something. I think tracing would be appropriate as well. I drew the land masses, had her label and color them and the ocean, and then had her draw the path Columbus (and later Cabot and the Pilgrims) took across the Atlantic.