LESSON PLANNING

Date: Lesson Title: KLA(s)/Subjects: Year Level(s): Duration of Lesson:

Thursday 2nd November Mapping/Grids Maths Year 5 40 Minutes

Curriculum content and learning context

ACARA Content Descriptors Learning goals for the lesson

Measurement and Geometry: During this lesson students will have the opportunity to demonstrate
Location and Transformation their ability to:
Use a grid reference system to describe locations. Describe routes using 1. Use knowledge of the features of maps to create a map for the Bee-
landmarks and directional language (ACMMG113) Bots to use
2. Use a grid reference system to describe locations
3. Describe routes using landmarks and directional language

Resources Safe and Supportive Learning Environment

 Bee-Bots Students will be exposed to a safe and supportive learning environment by

 Butchers Paper incorporating activities where students feel comfortable to express their ideas,
 A4 Paper (for planning map) thoughts and opinions, and their views and respected and valued. Students
 Markers will be reminded of the classroom rules, and if not obeyed the consequences
of these actions. The classroom rules include:
 Students must keep their hands to themselves at all times
 Students must always speak appropriately to their teachers and peer
 Students must not disrupt the classroom or peers with distractive
behaviour at any time
By implementing these dynamics into the classroom, it ensures students feel
safe and supported, and allows them to express themselves in a classroom
where their input is valued.
 Differentiation Required for
Time Indicators What the teacher will do What the students will do
(insert student/s initials)

9:40 – 9:50 Lesson Introduction and Engagement Lesson Introduction and Engagement Lesson Introduction and Engagement
T: Explain to students that in the same teams T: Listen to task outline
as last week, they are going to be
1. Creating their own map for the Bee-Bots, Lesson Content
on butcher’s paper
2. Creating a series of questions (5-10) that
describe various locations using Lesson Conclusion
a) Coordinates
b) Direction
c) Scale Accommodating Early Finishers:
3. Complete the answers to these  Start making an obstacle course around
questions the classroom for the robot to go through

T: Their maps can be anything they decide

upon as a team. Ask them to brainstorm ideas
in the beginning and choose as a team

T: Explain to students that within their team,

there will be project groups (they can work
these out for themselves). These project
groups will include ‘Map Creation’, ‘Coding’
and ‘Question Creation’ groups. The Map
Creation team will be the ones actually creating
the full-sized map. The Coding group will be in
charge of ensuring the Bee-Bot gets to each
location of your map with ease. The Question
Creation team will be in charge of creating the
questions and answers that the other team has
to complete.

T: Suggest to students that they plan the map

on a smaller scale to start with, so then they
can break up into their teams from the
beginning. They will plan the map together on
a smaller scale, and then break up into their
project groups after they have finalised their
idea.

T: Remind students that they will need to keep

in mind how many centimetres each of the
‘steps’ that the Bee-Bot takes are, and plan
their map accordingly
 T: Explain the steps that each team needs to
take
1. Choose a team name
2. Select a theme for their map
3. Create a draft map on an A4 piece of
paper
4. Split up into project groups
5. Allocate roles within these groups
6. Write a title for your map
7. Include a compass rose
8. Include a scale
9. Draw an outline of your map
10. Include a legend
11. Include features on your map that match
the legend
12. Write questions to match your map
13. Write an answer sheet for your questions
14. Modify any questions or features of your
map that need adjusting
15. Test out your map by coding the Bee-Bot
to answer your questions

T: Outline expectations for the lesson S: Outline expectations for themselves

9:50 – 10:15 Lesson Content Lesson Content

T: Facilitates activity and circulates room S: Break into groups and complete activity

T: Reminds students of the time throughout the

lesson and encourages on task behaviour

10:15 – 10:20 Lesson Conclusion Lesson Conclusion

T: Finish with a class discussion about the S: Take part in class discussion
experiences they had in the lesson

T: Ask
 What challenges did you come
across?
 What did you find easy?
 Did you work well as a team?
 Did the teams work well? Did everyone
take on the correct role?
 Etc.
Evidence Gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos
 Student work samples - Maps
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos
 Student work samples - Maps
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos
 Student work samples - Maps
 Feedback
Evaluation of Learning Goals for the lesson Reflective comment on the lesson
1. Use knowledge of the features of maps to create a map for the Bee-
Bots to use
2. Use a grid reference system to describe locations
3. Describe routes using landmarks and directional language

Considerations for future lessons

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