Lesson Plan

Unit: Geography
Lesson # Ten
Level: Foundation
Time: 40 minutes
Curriculum
(Learning Statements that this lesson is building towards)
Therepresentationofthelocationofplacesandtheirfeaturesonmapsandaglobe
(ACHGK001)
Representthelocationoffeaturesofafamiliarplaceonpictorialmapsandmodels
(ACHGS003)
Presentinformationusingeverydaylanguagetodescribelocationanddirection(ACHGS005)

Lesson Objectives:
(Key Knowledge and Skills students should achieve in the lesson)
In this lesson students will:
-Gain an understanding of the relationship between birds eye view and actually walking the map.
-Be able to locate different places in the school.
-Actively participate in class and group discussions

Students Prior Knowledge:

Learning Intentions
Students have almost completed the unit, therefore they should have a strong knowledge about
mapping.
Students have already learnt the correct language to use. Students have also been working with maps
through different modes such as ICT, lego, painting and printed maps.

(Key Knowledge and Skills students should achieve in the lesson)

-In this lesson you will use a map of the school to show different pathways we can take to get to
different buildings.
-You will also see the relationship between pictorial maps and the actual school.

LESSON STRUCTURE:
Time

Introduction & Motivation:

10
minute Have all students sitting on the mat. Wait for students to sit
quietly.
s

Teaching Approaches &

Resources
Resources:
-14 A3 Laminated maps
-Thumbtacks
-14 pieces of coloured string

Recap on the previous lesson.

Discuss that maps can be shown in different ways (i.e. on
the iPad, lego, paper map)

Prior to this lesson starting

have the following materials
set up:

Introduce new pictorial map with string.

Demonstrate to students how to get to different locations.
Ask one student to pick a finishing point.
Using the correct language complete the map
(staying on all paths and wrapping around the
thumbtacks as you go.
I.e. I want to go from our classroom where the
string starts to our peer buddies class in Year 6.
This means that I have to travel down our corridor,
past the library, which means that I turn the string
around the thumbtack ect.

-Laminate the A3 Maps

-Precut all string to be one
meter long
-Place thumbtacks into map at
certain turning points
Alternatives can be used for
all materials depending on
classroom resources.

Time

Main Content:

20
Once completed, explain to students that they are to work
minute in pairs to complete their maps.
One student chooses where the finishing location is
s
(always starts at our classroom)
The other student completes the map.
Then swap over
Students take turns completing this so that they have done
each role twice.
Teacher to mill around the classroom completing
diagnostic testing.
Once all students have had two turns they are to return to
the mat with their map.

Teaching Approaches &

Resources
Resources:
-14 A3 Laminated maps
-Thumbtacks
-14 pieces of coloured string
-iPad (with Facetime)
-Interactive White Board

Support and/or
Extension Activities
The teacher will determine the
partnerships when completing
the map. This will allow
competent students to help
assist their peers.
To extend and challenge some
students they will be asked to
include a waypoint on their
map. This means they will go
to point A, B and then C.

Time

Conclusion:

TheteacherthenintroducestheiPadandshowsthatitis
10
minute usingtheappFacetime.TheteacherprojectstheiPadonto
s
theinteractivewhiteboardasifmakingacallbetweenthe
twoformsoftechnology.
Theteacherchoosestwostudents(thepairthatworked
themostefficiently/appropriatelyinthelastpartofthe
lesson)tostand,taketheiPadandstandbesidethedoor
withthestudentofficer.
Theteacherthenexplains;
thatstudentAandstudentBaregoingtogo
withschoolofficerAforawalkintheschool.
StudentAandStudentBaregoingtoactlikeour
piecesofstringonamap.Wewillbeabletosee
everythingtheyseebyfollowingthemon
Facetimedisplayedontheprojector.Thismeans
ifwethinktheycouldgoadifferentdirectionwe
canletthemknowbecausewewillstillhavethe
mapsinfrontofus.
StudentAandStudentBcouldyoupleasetake
theiPadandheadtowardstheTuckshop.
Forsafety,theschoolofficeristochaperonethe
studentsbutmusttrytoletthemlocatethedifferent
placesthemselves
Asthetwostudentswalk,therestoftheclass
watchesonFacetimeandfollowswherethestudents
goonthemap.Thishelpsstudentsseethe
relationshipbetweenbirdseyeviewandactually
walkingthecourse.
Oncethetwostudentsfindthedesignatedlocation
(thetuckshop)theyreturntotheclassroom.Ifthere
isenoughtimeasecondpaircanbesenttoa
differentlocation.
Sendingthestudentscanbedoneatanytimeofthe
dayfromnowon.I.e.Whennoticesaresentinthe
morning,thetwomessengerscantaketheiPadand
theclasscandirect.

Teaching Approaches &

Resources
Resources:
-Interactive White board
-A3 Maps
-Thumbtacks
-String
-iPad
-Facetime
-School Officer

Assessment of Learning
(List all assessment and state if it is formative or summative)

The teacher will take anecdotal notes during all parts of the lesson and will compare with what was
previously documented about individual students. The participation and cooperation that students
contribute to the class and their partnership will also be documented.

Evaluation/Reflection
Once the lesson is complete it is important to reflect on how the lesson went. The following questions
should be conceded:
-Was the lesson engaging?
-Did students participate and stay on task?
-How could you change this lesson to improve it if you were to use it again?
-Where the lesson objectives reached?