Lesson Plan Template 1 Primary & Secondary Unit/Topic: Spatial patterns and spatial representations Date: Wed 23 Oct

2013 Time: 1.55-3.00

Key Learning Area:

Year Level: 1D Lesson: 3 ___________________________________________________________________________________________________________ Essential Learnings outcomes for the lesson Knows that the environment is made up of different types of places and can represent these in a variety of ways including a simple map, or drawing to show information such as features, boundaries, a sense of size and shape, distance and relative position

SOSE

LESSON STRUCTURE: Time 1.55-3.00 Introduction (Set): Have students read from the Oxford Atlas Project book, page 8 to determine North, East, South and West directions. Explain to students that we are looking at a birds eye view. Play a quiz game for students on the location of certain animals, such as: Which animal is north of the giraffe? Which animal is east of the lion? Which animal is South of the lion? Which animal is east of the elephant? Which animal is south of the elephant? Ask students to pose questions to the class to answer. Teaching Approaches Experiencing the known and the new (authentic pedagogy) learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively(functional pedagogy) learners expand their ways of making and expressing meaning in effective and powerful ways. Analysing functionally(critical pedagogy) interpret the purpose of texts the human purposes, functions and motivation by situating texts. Learners engage in critique to analyse perspectives and connect conceptual learning to causes and effects. Conceptualising by naming(didactic teaching metalanguage and wide frame of reference for meaning-making)
Learning by Design Knowledge processes Kalantzis & Cope, 2012)

Explain that a grid on a map divides the map into smaller areas by looking at the letters along the bottom/top and numbers on the side. This makes it easier to locate features on a map. Quiz students on the location of certain animals and features. Then ask students to pose questions to the class to answer.

Extend students by stating the location of an animal (eg the wombat is at F4, OR 4 up and 6 across). If he wanted to visit the elephant, give the directions on how to get there. A. 4 squares to the left. If wombat (located at D1) wanted to play with koala give the directions to get there. Move up one square and one square to the right. If giraffe wanted to visit lion give directions to get there. A. two squares up. If tortoise wanted to go for a drive give directions to the carpark. 4 squares down and one to the left. Etc. Parrot is scared of crocodiles. He is on his way to giraffe. How will he get there? A. One square left and one square up. Wombat is lonely. Find a way for him to get to the centre of the map so he can relax in the gazebo and talk to all the surrounding animals. Differentiate for higher ability students by having them write down asmany other ways wombat can get to the same location? (SOSE book or SCIENCE book). _____________________________________________________________________ Differentiate by giving lower ability students little red riding hood map and answering the co-ordinates for images. Then drawing objects at the correct co-ordinate. Model the first couple of questions for each section and have students complete. _____________________________________________________________________ All students to draw pictures at various locations on an A4 10x10 square grid (eg C4). A3 size for special needs students. Then have students follow mydirections (eg move one square up from the star and two squares to the right and draw a circle). Students to think of their own directions for the class to follow their directions.

Incorporating a synaesthetic approach as a pedagogical support to switch between modes: visual (written words and grid numbers/letters in atlas, audial (follow directions to locate features), tactile (use finger to guide direction), spatial (understand birds eye view of mapss). Representing and communicating in multimodal ways deepens understanding, caters to

diversity and preferred learning styles. Inquiry techniques Brainstorming Teacher led questioning Hands up to answer, but also involve others. One voice at a time. Developing observations Cross curricular outcomes in English and Science

Time

Conclusion: RESOURCES Oxford Atlas Project book Grid template 10 x 10 Little Red Riding activity sheet