Sose Unit Plan Mapping Final

Queensland Curriculum, Assessment and Reporting Framework
PART A:
Intention Statement
Me on the Map
KLA: Unit Title: Year Level:
The Studies of Society and the Environment Mapping My World Year 3 5 Weeks
Duration of Unit: Goal Statement
Through participation in this unit, Me on the Map, students will investigate the role and purpose of maps in everyday living and it is intended that students will develop a greater understanding and knowledge of basic mapping. This unit will present, through the inquiry mode of investigation, the importance, relevance and significance of students relationship to their world in regards to place and space. It will also endeavour to give students exposure to the inquiry based model of learning and serve to further a deeper understanding of how the community and local environment in which they live can be represented. Similarly, the lessons are intended to relate abstract concepts to the reality of childrens experiences. As outlined in the Studies of Society and Environment 1-10 syllabus(2000), students find patterns and relationships in data from a variety of sources, identifying causes and
Queensland Studies AuthorityGround floor, 295 Ann Street, Brisbane.PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: office@qsa.qld.edu.au; Website: www.qsa.qld.edu.au
consequences, pondering interpretations, and making comparisons, inferences, predictions and conclusions. (QSA, 2000, p.4.) It is the intention of this unit to provide opportunity for students to participate in a diverse and comprehensive range of sequenced learning experiences and contexts that build upon prior knowledge and skills. The students knowledge and understanding of mapping will then be extended, as students create and draw maps of a number of personal and community spaces. Students will be challenged to participate in and reflect upon a variety of individual and group active learning experiences whilst engaging in a range of information mediums, experiences, teaching strategies and resources. Key Questions
Unit focus question:
HOW AND WHY DO WE USE MAPS?
What are the purposes of maps? Why are maps important? How do you find or locate a feature or place on a map? What do you need to know to be able to read a map? How do you create a map? How are maps different and similar to each other?
Content and Concepts Statement

Mapping is a complex activity and the content of this unit will encompass basic knowledge and understanding of map reading, map analysis, map interpretation and map re-creation. A variety of maps, including those accessed through ICTs will be presented to students to enable them to analyse the purpose and relevance of differing map types. Core mapping skills which facilitate map reading and interpretation will be taught and explored in this unit including: direction, orientation, cardinal direction, map co-ordinates, understanding and interpreting symbolic representation, finding location, geographical features and representations, and understanding birds eye view. Students will endeavour to identify essential map components including map titles, compass rose, grid references, and legends and keys. Students will also have the opportunity to become familiar with, and develop a working vocabulary of mapping associated terminology and language. Opportunities will be provided for students to utilise this language development as they participate in written, oral, and multimodal literacy experiences.
School Name:
Compass Point SS
Unit title:
Me on the Map
KLA(s):
SOSE, Maths, English, ICT
Year level(s):
3
Duration of unit:
5 weeks
Identify curriculum
Ways of working SOSE: Ways of working
Students are able to: pose questions for investigations identify and collect information and evidence from narratives and familiar sources make judgments about the usefulness of the information and evidence communicate social and environmental ideas, using texts and terminology to match audience and purpose participate in group decision making to achieve goals reflect on learning to identify new understandings.
Knowledge and understanding SOSE: Place and space

Local natural, social and built environments are defined by specific features and can be sustained by certain activities. Local environments are distinguished by natural features, places of importance to particular groups, and public spaces Maps have symbols to represent places and identify the relative position of features including landmarks and locations
Mathematics
Students are able to: identify mathematics in everyday situations make statements and decisions based on interpretations of mathematical concepts in familiar everyday situations communicate thinking and reasoning, using every day and mathematical language, concrete materials, visual representations, and technologies reflect on and identify the contribution of mathematics to everyday situations
Mathematics: Space
Maps and plans provide information about an environment. Obvious features in everyday environments can be represented and located on simple maps and plans E.g. construct a map of a simple obstacle course around the school grounds. Directions can be given for moving and for locating features within an environment E.g. instruction to move a half, full, quarter and/or
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Queensland Curriculum, Assessment and Reporting Framework three-quarter turn.
English:
Students are able to: recognise and select vocabulary to describe subject matter interpret how people, characters, places, events and things have been represented construct simple literary and non-literary texts by planning and by using prior knowledge and experience to match an audience and purpose reflect on learning to identify new understandings.
English: Reading and viewing

Reading and viewing involve using a range of strategies to interpret and appreciate written, visual and multimodal texts in familiar contexts. Words, groups of words, visual resources and images elaborate ideas and information, and portray people, characters, places, events and things in different ways. Writing and designing Writing and designing involve using language elements to construct literary and non-literary texts for familiar contexts. The purpose of writing and designing includes reporting and conveying simple messages and information. Words and phrases, symbols, images and audio have meaning. Language elements Interpreting and constructing texts involve
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Queensland Curriculum, Assessment and Reporting Framework exploring and using grammar, punctuation, vocabulary, audio and visual elements, in printbased, electronic and face-to-face modes
ICT:
Students explore and experiment with the use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context
ICT: Inquiring with ICTs

Students explore and use ICTs in the processes of inquiry across key learning areas. They: experiment with different ICTs and select and use ICTs appropriate to the inquiry reflect on how ICTs have assisted in meeting the inquiry purposes and in developing new understanding
Context for learning
School priorities
This unit has been developed to incorporate the Framework of the Years Curriculum Guidelines and the SOSE Essential Learnings to the end of year 3. This cross curriculum unit models an inquiry approach to learning, as outlined in the SOSE curriculum and provides opportunity for this model to be introduced and developed with students. In alignment with the Compass Point State School priorities of improving literacy and numeracy and ICT skills, this unit will integrate these KLAs throughout this unit. Through this unit students will be assessed using the SOSE assessable elements including; knowledge and understanding, investigating, communicating, participating and reflecting. This unit will incorporate a myriad of learning strategies and experiences to support diverse learning styles and abilities such as whole class and small group activities, working in partnerships and individual student learning. Rich Learning experiences in this unit will allow the SOSE knowledge and Understandings investigated to be linked to real Community Contexts.
Compass Point State School is committed to the development of literacy and numeracy skills that prepare students for the 21st Century. A strong emphasis is also placed upon learning with and through ICTs. This is in conjunction with whole school and focus upon linking learning to a real world context through rich tasks that engage students and promote the attributes of a lifelong learner. Compass Point State School has a rich diversity of cultural groups including a significant indigenous population. Therefore, incorporating indigenous perspectives is a vital element of curriculum and planning implementation.
Inquiry Questions:
Unit focus Question:
How and why do we use maps?

What are the purposes of maps? How do you find or locate a feature or place on a map? What do you need to know to be able to read a map? How do you create a map? How are maps different and similar to each other? Why are maps important?
Develop assessment
Type of assessment
Diagnostic: Dream World map quiz
Make judgments
Purpose of assessment
To gage an understanding of students familiarity with maps and their knowledge and ability to read and interpret maps. This provides a starting point for further teaching and learning.
What will be assessed

Students initial ability to read and interpret maps. Ability to locate objects on a map and read a legend.
When it will be assessed

During explore phase of inquiry model.
Assessable elements
Knowledge and Understanding Reflecting
Type of
What will be
When it will be
Purpose of assessment
Assessable elements
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assessment
Formative: Constructing map of local park
assessed
Students knowledge and understanding of mapping concepts and skills where applied to constructing a map.
assessed
During analyse phase of inquiry model. To provide teacher and student an understanding of students working knowledge of mapping concepts and ability to construct a map. This will inform further teaching and inquiry. Knowledge and Understanding Communicating Participating Investigating
Formative: Students Recount of knowledge and mapping understanding of excursion to the geographical local park terminology and language. Students will also be assessed on their ability to demonstrate the generic structure of a factual recount. Summative: Constructing a map of the school environment for visitors. Students acquired knowledge and understanding of mapping concepts and skills and ability to apply this as they
During the make judgement phase of inquiry model.
Knowledge and To make judgements on Understanding students ability to apply their Communicating knowledge of direction and interpreting maps to a real Investigating life situation. To make judgements on ability to construct, draft, edit and publish a recount.
This will be assessed during week 5 of the unit.
To make judgements on students knowledge of mapping concepts and skills in constructing maps. Judgements made will then inform reporting to parents and students.
Knowledge and Understanding Communicating Participating Reflecting
Queensland Curriculum, Assessment and Reporting Framework construct a map of their school.
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Sequence learning
Lesso n Numb er Stage of Social Investigatio n Strategy Lesson Description Resources Assessme nt
Motivate Students
New classmate (45 Minutes) Have students work in pairs to imagine that one person is new to their school and they have to give verbal instructions on how to find the tuckshop, office, toilets etc. Each pair is given a different school feature. One student from each pair will present their instructions whilst keeping the location secret. Other students will try and guess where the directions have taken them and identify the final location. Pose question. Is there a better way for people who are new to a place to find their way around? i.e. map Features and types of maps (60 minutes) Students complete group rotations to examine different types of maps, their similarities and differences. Rotations include looking at maps such as: Google earth, street directory, Tom Tom, atlas, globe, poster map, indigenous maps. Students create a class Venn Diagram to plot similarities and differences and identify more questions needed to be answered. Eg: what does N, S, E, W mean? Add these to inquiry questions. Venn diagrams (A3), Google maps, atlas, Tom Tom, poster map, street directory Indigenous map (Desert dreaming by Deirdre Stokes)
Observations of students contributions to class discussion
Explore Student Perceptions
Venn Diagram
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Exploring a map (30 minutes) Explore Student Perceptions View the interactive map of Dream World on the whiteboard. Ask students where they would go first if they went to Dream World. Give students copy of map of Dream World and ask them to find features such as toilets, rides and food places. Monitor student abilities and prior knowledge of maps.
Interactive map of Dream World
http://www.dreamworld.com .au/Visitor-Information/ParkMap--Opening-Hours.aspx.
Dream World Mapping Quiz (Appendix A) Interactive map of Dream World
Diagnostic Assessment of students prior knowledge and understandin g of mapping elements Finished class KWL
Frame Questions for Investigation
Framing Inquiry Questions (45 minutes) Revisit Dream World map and have students formulate some questions that we might want to investigate i.e. how do we find features on a map? What do the pictures and symbols mean? Etc. Complete KWL chart as a class using the think, pair share strategy. Inquiry questions are formulated by students under the want to know heading. These questions are displayed on classroom walls. Begin word wall Birds eye view (45 minutes)
http://www.dreamworld.com .au/Visitor-Information/ParkMap--Opening-Hours.aspx.
KWL chart Mapping Word Wall
Research the selected Issues
Introduce the concept that there are lots of ways to view places and objects. Place picture from birds eye view on board. Ask students to guess what they think this is a picture of. Explain that it is shown from a birds eye view.
Computers and Internet access Mapping Investigation Birds Eye View
Activity Sheet changing front view to birds eye

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Queensland Curriculum, Assessment and Reporting Framework Reveal that picture is a man on a bicycle wearing a red hat. Show several more examples. Explicitly teach the difference between front on view and birds eye view Activity: Explore Google maps to view the street view of childrens houses or local areas. Then view the birds eye view and map view. Notice differences. Complete Birds eye view mapping activity sheet Symbols and legends: (30 minutes) Play game Whats that symbol to introduce the concept that places and objects can be represented without using words. Ask students how they determined the meaning of each symbol? Show students symbols of tree, airport, school and church. Ask them to guess what each symbol is representing? Explain that mapmakers cannot draw an exact picture of everything in an area. Mapmakers use symbols. As a class, complete interactive whiteboard activity: Using post it notes, ask students to make symbols of things in the classroom. Create a rough map of the classroom by placing post it notes in a blank page of SOSE book. Grid References: (30 minutes) 7 Research the selected Issues Research the selected Issues Create a Me Map in pairs using butchers paper. Ask students, how can we describe where the left knee is? Draw a grid over the map and students to identify body parts using grid references. Grid References: (45 minutes) Group rotations: Whats that symbol PowerPoint Symbols of various places Post it notes (small) Interactive Website Link:
http://www.bbc.co.uk/ scotland/education/sys m/landscapes/highlan ds_islands/mapskills/s ymbols/index.shtml? next=02#focus
(Appendix B) Moving into Maps by J. Butler
view.
Classroom map
Butchers paper Markers
Me Map
Battle ship game Grid reference
Worksheet s: Town
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Queensland Curriculum, Assessment and Reporting Framework 1. Students practice co-ordinate skills by completing town map, Bat island and treasure map coordinates sheet in mapping skills book. 2. Students play battle ships game. 3. Students play co-ordinate game with teacher (Appendix C) Add new words to word wall. work sheets Mapping skills, 1989, RIC publications pages 1, 2 & 9 map, Bat Island and Treasure map
http://olc.spsd.sk.ca/DE/k 9mod/Mapskill/grid1.swf
http://www.bbc.co.uk/scot land/education/sysm/land scapes/highlands_islands/ mapskills/grid/index.shtm l#focus
Cardinal directions and compass rose: (45 minutes) Point to an object in the room. Ask students Which direction am I pointing? Students reply left or right. Ask, your left or my left? Show students that left and right can be confusing when talking about directions. Show students a picture of the compass rose. Explicitly teach the directions North, South, East and West. Play rap to remember cardinal directions. Complete Interactive whiteboard activity as a class.
Picture of compass rose NSEW rap link:
Observation of activities
http://www.songsforteach ing.com/geography/cardi naldirectionsnortheastsou thwest.htm
Interactive whiteboard activity:
http://www.candohelperp age.com/files/comprehen sion/mapping/mapping_2. html
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Cardinal directions walk: (60 minutes) On the oval place NSEW cones at the four points of the compass. Students complete a compass walk in small groups following the directions: Select a starting point. Push your groups paddle pop stick
Paddle pop sticks Witches hats labelled North, South, East, West Directions for
Observation
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Queensland Curriculum, Assessment and Reporting Framework into the ground.

Walk Walk Walk Walk Walk Walk 5 paces to the north, stop 10 paces to the West, stop 20 paces to the south, stop 15 paces to the east, stop 15 paces to the north, stop 5 paces to the west, stop
walk NSEW dice
At this point, look down on the ground. You should be at the starting point! Consolidation game: Outside, students stand in a group. Place NSEW cards in correct position around the group. Roll NSEW dice and call out the direction face up. Students all run to the card in that direction. Vary movements such as; hop, skip, jump. Mapping the classroom: (45 minutes) Watch video to introduce how to map the classroom. Use string to create gridlines by stretching string along the floor and positioning with blue tack. This creates physical gridlines in the classroom. As a class, decide where certain objects in the room are located and draw onto blank grid sheet. Use symbols made in the previous lesson. Place a compass rose on map. Ask students to identify the co-ordinates of specific objects in the room Eg: where is your desk? Where is the art table? Video - how to map the classroom: Formative Assessmen t: Map of classroom
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Analyse sources of data and develop findings
http://www.candohelperp age.com/files/comprehen sion/mapping/mapping_3 00/main.html
Blue Tack String Blank grid sheets Symbols from previous lesson Student clipboards Permission Forms including itinerary
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Introduction to excursion: (30 minutes) Explain to students that they will be going on an excursion to the local park. Remind students of rules and responsibilities when on an excursion and brief them on
Queensland Curriculum, Assessment and Reporting Framework the activities they will be completing. Provide each student with clipboard with necessary worksheets. Show students route to park using Google maps. Utilise street view and birds eye view. and Worksheet for the day. Clipboards and worksheets Google maps Parent helpers Digital cameras Completed Permission forms Risk assessment report Student clip boards Cones Field work data A3 paper with grid Cardboard Task sheet and rubric Example recount: A Trip to Visit My Grandparents. Word wall Field work collected: map and digital photos
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Excursion to park: (60 minutes) Students, along with parent helpers, go to the local park. In groups (with adult) students explore the park taking digital photos of features of the park to record their journey. As a class, students create a grid of the park using cones and pacing. Students then estimate and record where features of the park are located and record on blank map using their own symbols.
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Analyse sources of data and develop findings Make judgements and present findings about the issues
Debrief of Excursion: (60 minutes) Students complete a good copy of map (on A3 paper) of the park using their field work data. Completed maps are mounted onto cardboard and displayed. Structure of recounts: (60 minutes) Explain recount task: using mapping vocabulary in recount Explicitly teach that recounts and used to reconstruct and describe something that has already happened. They are used to retell experiences. View example of recount of A Trip to Visit My Grandparents. As a class construct a flow chart of the
Formative Assessmen t: Map of local park Observation Class flow chart
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Queensland Curriculum, Assessment and Reporting Framework sequenced events to demonstrate structure of recount. Explicitly teach structure of a recount: Orientation, sequenced events, reorientation. Word wall is completed and revised. Constructing a recount: (30 minutes) Students construct an events ladder for their exploration of the park (use photos as a memory prompt). Who, what, where, when placed on the bottom rung, last event placed on top rung. This will become their plan for writing their recount.
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Make judgements and present findings about the issues
Events ladder planning sheet Enlarged digital photos of park Constructed map of park Events ladder planning sheet Enlarged digital photos of park Constructed map of park Enlarged digital photos of park Constructed map of park Google earth image of school Digital camera Laptop and interactive whiteboard A3 Google image
Formative: Events ladder
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Make judgements and present findings about the issues Make judgements and present findings about the issues Take Action
Constructing a recount: (45 minutes) Students construct draft copy of recount to the park using digital photos and map constructed. Drafts are edited and proofread as finished.
Formative: draft of recount
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Constructing a recount: (60 minutes) Students complete good copy of recount
Formative: Recount
Map of the school: (60 minutes) Ask students for suggestions of how we could use our new knowledge of mapping to help the school community? Introduce idea of creating a map of the school for new students or visitors to use during their first time to the school. Ask for suggestions of how we could create the map?
Summative : Map of the school Created symbols
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Queensland Curriculum, Assessment and Reporting Framework Use Google earth to provide an aerial photograph of the school. Students (in small groups) use the photograph to create symbols for buildings and features of the school. of school Lets Make a Map by L. Francis & B. Stringer Mapping your Community by M & D Block A3 paper Symbols from previous lesson A3 Google image Coloured pencils Laminating pouches Coloured cardboard Summative : Map of the school
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Take Action
Map of the School: (60 minutes) Students continue to create map by tracing layout of school from Google image onto A3 piece of white paper. Students add symbols from previous lesson onto map and create legend. Map of the School: (60 minutes) Students finish map by drawing grid reference, colouring map and writing a title. Laminate finished maps, mount onto cardboard and place in various locations around school for new students to view. Optional: Ask principal to visit classroom to thank students for constructing the maps of the school for new students. Reflection of Learning: (30 minutes) Students complete the Learnt table to KWL chart. Specific inquiry questions and answers are discussed and reviewed. Students complete reflection worksheet (see appendix) To reflect and concrete skills students explore Mapzone website: http://mapzone.ordnancesurvey.co.uk/mapzone/index.ht ml
Summative : Map of the school
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Take Action
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Reflect on judgements, actions and questions
Reflection worksheet KWL chart Laptops pod
Reflection worksheet (Appendix D)
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Use feedback
Ways to monitor learning and assessment
Student Feedback: 1. Students will receive verbal and written feedback from the teacher throughout this unit, in order to assist their understanding of map interpretation and creation. for needs of learners Adjustments 2. Examples of community maps will be shown to students to provide a visual benchmark/scaffolding for students to Classroom Adaptations evaluate their own maps. Students with visual, and/or auditory difficulties will be positioned closer to white board and to the teacher to assist with 3. Self reflection upon the content and activities in this unit. seeing/hearing class lessons or lip reading. 4. Peer with evaluation of difficulties students completed maps. Students learning will be grouped/paired with higher level students to provide peer scaffolding A variety of instructional methods will be utilised to accommodate differing learning styles. WellEvaluation: structured and organised classroom environment and the provision of prior notice of activity transitions and classroom Unit environment changes, assist students with ASD and Aspergers. How effective was to the use of the interactive whiteboard? Students with ADHD will be placed away from windows and doors, to reduce visual and auditory distractions. Were the students motivated during lessons? Additional resources How copies successful were the group dynamics? Enlarged of task/worksheets/activity materials will be provided for students with visual impairments. Written copies of task instructions, sequences and expectations will be provided for students with auditory processing Were questions clear and succinct? disorders and/or learning difficulties. Was the use of resources and texts helpful and appropriate for the students? Use technology; such as a teacher wears microphone and student wears ear piece for students with hearing or auditory Did students have Student enough lap time to complete activities? processing difficulties. tops can be utilised for written work for students with physical impairments or Was student involvement in lessons helpful in engaging them? dysgraphia. Behaviour management individual behaviour contracts will be enacted for students with behaviour management Did the assessment plans tasks and provide evidence of students learning/achievement? difficulties. Assessment Accommodations For students who participate in Special Education or are ESL learners, assignments and tasks can be modified and accommodated to meet their needs. The following will be established where deemed necessary for these students: - Additional time will be allocated for assessment tasks - Reduction in written task demands
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Constructing a map of the classroom Checklist

Element
Map includes an appropriate title Understanding of location Map includes an accurate grid reference system Map includes an accurate compass rose Map uses appropriate and logical symbols Legend is clear and assessable Location of symbols is accurate Presentation is appealing
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Evident
Needs work
Comments:
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Grade Three SOSE Unit: Me on the Map
Assessment Task One: Constructing a Map of the Local Park

During our class excursion to the local park you will have two tasks: 1. The first task is to explore the park and take photos of the places you see and things you do using a digital camera. 2. Your second task is to create a map of the park using the mapping skills you have developed over the term. It will need to include: A title A labelled grid A compass rose Symbols representing the locations of features of the park A legend explaining symbols used The map you construct at the park will be a draft which you will transfer into a good copy in the classroom. For the good copy you will need to use colour and your best handwriting.
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Mapping the Local Park

A Presentati on
Presentation of map is sophisticated. Colour is used very effectively to enhance meaning. Map includes a clear and concise legend and a descriptive title. Symbols chosen are highly appropriate and sophisticated. Location of all features of the park is depicted. The map shows completely accurate locations of features of the park. Grid referencing and compass rose is error free.
B
Presentation of map is of high standard. Colour is used effectively to enhance meaning. The map has a clear legend and a logical title. Symbols chosen are appropriate and clear. Location of all but one, of the features of the park is depicted. The map shows highly accurate locations of features of the park. One or two errors exist in use of grid referencing and compass rose.
C
Presentation of map is of a sound standard. Colour is used to enhance meaning. The map includes a sound legend and title. Symbols chosen are appropriate. Location of most features of the park is depicted.
D
Presentation of map is of a limited standard. Colour is not used effectively to enhance meaning. The map includes a limited legend and illogical title. Symbols chosen are at times inappropriate. Location of some of the features of the park is depicted. The map includes some accurate locations of features of the park. Grid referencing and compass rose contains many errors.
E
Map is eligible. Colour is not used.
Content
Symbols Legend Title
Map does not include a legend or title. Symbols are inappropriate or missing. Many or all features of the park are missing.
Accuracy
Location Grid referencing Compass rose
The map includes mostly accurate locations of features of the park. Grid referencing and compass rose is mostly error free.
The map includes inaccurate locations of features of the park. Grid referencing and compass rose are not evident.
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Assessment Task Two: Writing a Recount

During your trip to the local park your group took a digital photo diary of the things you did while exploring the park. You will use these photos and the map you constructed to help you write a recount of your exploration of the park!
Your recount will need to include: An orientation describing who, what, where, when A description of all major events in order A reorientation to sum up what happened Here is the tricky partin your writing you will need to use mapping vocabulary to describe where you were and where you went next. For example: When we arrived at the swings we were at grid reference D3. After we swung on the swings for a while we then walked north to A4 to see the duck pond.
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Recount of Trip to the Park

A
Writer has a clear understanding of the purpose and audience. Includes a sophisticated orientation with who, what, when and where. All events logically and accurately sequenced. Includes a concise reorientation to conclude and resolve. Recount is consistently written in past tense and either first or third person. Complex sentences are used in paragraphs to give flair and sophistication to writing. Vocabulary is well above age level. Consistently and accurately uses grid referencing and directional language in recount. Comprehensive mapping knowledge is embedded in text.
B
Writer has a good understanding of the purpose and audience. Includes a comprehensive orientation with who, what, when and where. All events logically sequenced. Includes a reorientation to conclude and resolve. Recount is written in past tense and either first or third person. Complex sentences are used in paragraphs to produce a high level of writing. Vocabulary is above age level. Accurately uses grid referencing and directional language in recount. High level of mapping knowledge is embedded in text.
C
Writer has an understanding of the purpose and audience. Includes a sound orientation with who, what, when and where. Most events are logically sequenced. Includes a reorientation to conclude and resolve. Recount is mostly written in past tense and either first or third person. Occasional complex sentences are used in paragraphs. Vocabulary is at age level. Uses grid referencing and directional language in recount. Sound level of mapping knowledge is embedded in text.
D
Writer has a developing understanding of the purpose and audience. Includes a sound orientation with who, what, when and where. Some events are logically sequenced. Includes a limited reorientation to conclude and resolve. Recount is sometimes written in past tense and either first or third person. Limited use of complex sentences. Vocabulary is below age level. Occasionally uses grid referencing and directional language in recount. Limited mapping knowledge is embedded in text.
E
Writer has no understanding of the purpose and audience. Text does not follow any structure. Events are illogical or missing.
Structure of Recount
Language of Recount
Recount is not written in past tense or first or third person. No use of complex sentences. Vocabulary is well below age level. Does not use grid references or directional language. No mapping knowledge is evident in recount.
Mapping Concepts
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Queensland Curriculum, Assessment and Reporting Framework Spelling and Grammar

No spelling or grammatical errors. One or two spelling grammatical errors Several spelling or grammatical errors. Many spelling or grammatical errors. Mostly spelling and grammatical errors.
Assessment Task Three: Constructing a Map of the School

In small groups, you are going to use your newly learned knowledge of mapping to create a map of our school to help new students find their way around. You will be using a Google map image of the school to help you create your map. Your map will need to include: A title Grid references Original symbols to represent features of the school A legend A compass rose Colour to make your map easier to read Our finished maps will then be placed around the school to help new students and visitors find their way around the school!
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Mapping Our School

A Presentati on
Presentation of map is sophisticated. Colour is used very effectively to enhance meaning. Map includes a clear and concise legend and a descriptive title. Symbols chosen are highly appropriate and sophisticated. Location of all features of the park is depicted. The map shows completely accurate locations of features of the park. Grid referencing and compass rose is flawless.
B
Presentation of map is of high standard. Colour is used effectively to enhance meaning. The map has a clear legend and a logical title. Symbols chosen are appropriate and clear. Location of all but one, of the features of the park is depicted. The map shows highly accurate locations of features of the park. One or two errors exist in use of grid referencing and compass rose.
C
Presentation of map is of a sound standard. Colour is used to enhance meaning. The map includes a sound legend and title. Symbols chosen are appropriate. Location of most features of the park is depicted.
D
Presentation of map is of a limited standard. Colour is not used effectively to enhance meaning. The map includes a limited legend and illogical title. Symbols chosen are at times inappropriate. Location of some of the features of the park is depicted. The map includes some accurate locations of features of the park. Grid referencing and compass rose contains many errors.
E
Map is eligible. Colour is not used.
Content
Symbols Legend Title
Map does not include a legend or title. Symbols are inappropriate or missing. Many or all features of the park are missing.
Accuracy
Location Grid referencing Compass rose
The map includes mostly accurate locations of features of the park. Grid referencing and compass rose is mostly error free.
The map includes inaccurate locations of features of the park. Grid referencing and compass rose are not evident.
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Sose Unit Plan Mapping Final

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Queensland Curriculum, Assessment and Reporting Framework

KLA: Unit Title: Year Level:

Duration of Unit: Goal Statement

Queensland Curriculum, Assessment and Reporting Framework

Unit focus question:

HOW AND WHY DO WE USE MAPS?

Queensland Curriculum, Assessment and Reporting Framework

Content and Concepts Statement

Queensland Curriculum, Assessment and Reporting Framework

Knowledge and understanding SOSE: Place and space

Queensland Curriculum, Assessment and Reporting Framework three-quarter turn.

English: Reading and viewing

ICT: Inquiring with ICTs

Context for learning

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

How and why do we use maps?

What will be assessed

When it will be assessed

Queensland Curriculum, Assessment and Reporting Framework

During the make judgement phase of inquiry model.

This will be assessed during week 5 of the unit.

Knowledge and Understanding Communicating Participating Reflecting

Queensland Curriculum, Assessment and Reporting Framework

Observations of students contributions to class discussion

Explore Student Perceptions

Queensland Curriculum, Assessment and Reporting Framework

Interactive map of Dream World

Dream World Mapping Quiz (Appendix A) Interactive map of Dream World

Frame Questions for Investigation

KWL chart Mapping Word Wall

Research the selected Issues

Computers and Internet access Mapping Investigation Birds Eye View

Activity Sheet changing front view to birds eye

(Appendix B) Moving into Maps by J. Butler

Research the selected Issues

Butchers paper Markers

Battle ship game Grid reference

http://www.bbc.co.uk/scot land/education/sysm/land scapes/highlands_islands/ mapskills/grid/index.shtm l#focus

Picture of compass rose NSEW rap link:

Research the selected Issues

http://www.songsforteach ing.com/geography/cardi naldirectionsnortheastsou thwest.htm

Interactive whiteboard activity:

http://www.candohelperp age.com/files/comprehen sion/mapping/mapping_2. html

Research the selected Issues

Queensland Curriculum, Assessment and Reporting Framework into the ground.

walk NSEW dice

Analyse sources of data and develop findings

http://www.candohelperp age.com/files/comprehen sion/mapping/mapping_3 00/main.html

Analyse sources of data and develop findings

Analyse sources of data and develop findings

Formative Assessmen t: Map of local park Observation Class flow chart

Make judgements and present findings about the issues

Formative: Events ladder

Formative: draft of recount

Constructing a recount: (60 minutes) Students complete good copy of recount

Summative : Map of the school Created symbols

Summative : Map of the school

Reflect on judgements, actions and questions

Reflection worksheet KWL chart Laptops pod

Reflection worksheet (Appendix D)

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework