Australian Curriculum Mapping skills (Book 1) Published by R.I.C. Publications® 2017 Copyright© Clare Way 2017 ISBN 978-1-925431-86-5 RIC–6625
Titles in this series: Australian Curriculum Mapping skills (Book 1) Australian Curriculum Mapping skills (Book 2) Australian Curriculum Mapping skills (Book 3) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2017. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.
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Teachers notes
Foreword Using Australian Curriculum Mapping skills, students will develop mapping skills through activities based on the Location and transformation sub-strand of Australian Curriculum Mathematics. Students will learn how to read and create maps as they learn about standard mapping conventions. Mapping literacy will be developed through activities based on the Inquiry and skills strand of Australian Curriculum Humanities and Social Sciences. Students will see maps as a resource for finding information and a tool for communicating information and ideas. TITLES IN THIS SERIES ARE: ❂❂ Australian Curriculum Mapping skills Book 1 (Foundation, Year 1 and Year 2) ❂❂ Australian Curriculum Mapping skills Book 2 (Year 3 and Year 4) ❂❂ Australian Curriculum Mapping skills Book 3 (Year 5 and Year 6)
Contents Teachers notes................................................................. iv–vi Development activities Foundation........................................vii Development activities Year 1............................................... viii Development activities Year 2.................................................ix Resources...................................................................... x–xviii Glossary.............................................................................. xix Mapping and HASS Inquiry and skills..................................... xx Scope and sequence chart Foundation................................ xxi Scope and sequence chart Year 1....................................... xxii Scope and sequence chart Year 2.......................................xxiii Student checklist Foundation..............................................xxiv Student checklist Year 1.......................................................xxv Student checklist Year 2......................................................xxvi Links to other curriculum areas..........................................xxvii
FOUNDATION Left and right ................................................................... 2–3 Location words..................................................................... 4 The pantry............................................................................ 5 Following directions.............................................................. 6 The classroom...................................................................... 7 Bird’s-eye view ................................................................. 8–9 My school ................................................................... 10–11 Where do I live?................................................................. 12 Lunch box map.................................................................. 13 Story map – The three little pigs.......................................... 14 Story map – The three billy goats Gruff................................ 15 Assessment 1: Pencil case................................................... 16 Assessment 2: Maps .................................................... 17–18
Wood Grove Primary School
YEAR 1 Following directions to make a path.................................... 19 Positional language ..................................................... 20–21 Clockwise/Anticlockwise..................................................... 22 Different maps.................................................................... 23 Natural features on maps................................................... 24 Constructed features on maps............................................ 25 Managed features............................................................ .. 26 My local area..................................................................... 27 Map symbols...................................................................... 28 Park map........................................................................... 29 Drawing a park map........................................................... 30 Land and water on maps.................................................... 31 Physical maps.................................................................... 32 Political maps.................................................................... 33 Weather maps.................................................................... 34 Map of a school................................................................. 35 Map of your school............................................................. 36 Assessment 1: School map................................................. 37 Assessment 2: Map features................................................ 38
YEAR 2 Following instructions......................................................... 39 Describing position............................................................. 40 Clues from images............................................................. 41 Aerial images..................................................................... 42 Key features of a map......................................................... 43 Map features...................................................................... 44 Interpreting map legends.................................................... 45 Compass directions ..................................................... 46–47 Local map ................................................................... 48–49 Managed and constructed features..................................... 50 Continents and oceans....................................................... 51 World weather.................................................................... 52 Australia and the world....................................................... 53 How do places get their names?......................................... 54 Assessment 1: Classroom map............................................ 55 Assessment 2: Australia and the world................................. 56
ANSWERS 57–60
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Teachers notes
Why teach mapping skills? Learning the conventions of mapping skills is akin to learning to read. Once they are mastered, the understanding of the maps follows. Mapping literacy is important in all areas of the Humanities and Social Sciences curriculum. It relates not simply to the decoding of maps but to the understanding of them. As in English comprehension, there are literal, inferential and applied questions that may be asked of maps.
Examining maps promotes questioning which leads to research. Establishing the integrity and validity of maps promotes discernment in the choice of resources for research. Maps can be used to show evidence of research and as support for arguments. The ease with which data on maps can be examined helps the reader to reflect on and evaluate the information and to make informed decisions and judgements.
Comparing different types of maps of the same area and maps from different eras and from different perspectives, promotes discussion of how things have changed over time and how the information from one map helps us understand the reasons for information in another; e.g. the spread of population in a place related to its physical features.
Delivering the results of investigations and research with maps allows the information to be given in context, related to place, and makes it available to a wider audience.
The skills of mapping Mapping literacy is developed through learning the skills required to create a map, to add data and information, and to analyse the information supplied.
Different views
Direction
A map is generally accepted as being a plan of an area: a vertical or bird’s-eye view in which the viewer is directly above the area being represented. Everything can be seen and the spatial relationships among features are accurately portrayed.
Knowledge of the four cardinal directions (north, south, east, west) and later the four ordinal directions (northeast, north-west, south-east, south-west) is essential in creating and reading maps. Students learn that the ordinal directions are described with north or south coming before east or west.
Oblique views are also taken from above but not directly above. The image is presented at an angle, so (depending on the height) not all things can be seen. It is not possible to accurately judge relationships among features.
Students also use natural features and knowledge of Earth’s movement in relation to the sun, to orientate themselves and features around them.
N
Horizontal views are taken at ground level where only features in the direct line of sight can be seen. Students of all ages should be able to recognise the difference between the three views. Older students should appreciate that vertical views are the best choice for maps.
NW
NE
W
oblique view
horizontal view
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SW
vertical view
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Teachers notes
Location and grid-references Students move from locating and placing features somewhere within a square, labelled with a ‘letter, number’ grid, to using the labelled lines of latitude and longitude. Lines of latitude are parallel to each other with only the equator dividing the globe in half. Lines of longitude meet at the poles and are furthest apart from each other at the equator. Lines of latitude are labelled N or S, relating to their position north or south of the equator. Lines of longitude are labelled E or W, relating to their position east or west of the Prime meridian. Students learn that representing a map of the globe on paper results in distortion. Different projections show slightly different shapes of the land.
Scale Students learn that in a map which is a scaled-down image of the place it represents, everything has been reduced by the same factor. They consider potential problems of using a map in which features are not to scale. They interpret scales and calculate real distances, using a given scale. Students use the line diagram scale and ratio scales.
30
60
90
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120 150 180 210 240 270 300 km
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10 cm
Students learn that the amount of detail on a map is related to scale.The larger the scale, the larger the map for a given area so the greater the amount of detail that can be put on it. A large scale map covers a smaller area so the ratio of the scale is smaller; e.g. 1:25
A small scale map covers a larger area so the ratio of the scale is greater; e.g. 1:250
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Teachers notes
Interpreting legends Students learn that legends are the key to unlocking the information provided on a map. Features on the ground are represented on a map in three main ways: point, line and area.The weight of shading of an area gives additional information. points – individual features
lines – roads, boundaries, pathways
area – expanse of land
weight of shading – difference in height, depth, density
Church
Road
Forest
0–100
Traffic lights
Rail
Sea
100–200
Library
River
Desert
200–500
Adding features
Adding icons
Students learn that moving features are not included on maps—e.g. people, animals, traffic—and not all stationary features are included. Exactly what is included depends on the scale and purpose of the map.
Identifying the location of resources or events can be done with icons as in a weather map.
Adding statistics
Different colours can be used to show how different levels or groups of the same feature are spread over the mapped area; e.g. climate and vegetation, rainfall, sunshine.
Adding colour
Information relating to numbers can be added to a map; e.g. population density can be represented by single symbols equivalent to any number, or different weights of colour shading.
Explaining the book Australian Curriculum Mapping skills has been written to develop skills so that maps as a resource for finding information and as a tool for communicating information and ideas, can be used to their full potential in the Humanities and Social Sciences curriculum. ❂❂ The purpose of the development activities (pages vii–ix) is for students to develop their mapping skills and literacy with reference to the local area. ❂❂ Teacher resources (pages x–xviii) provide templates of useful charts and maps that may be useful. ❂❂ A glossary of mapping-related vocabulary (page xix) provides simple explanations of frequently used words. ❂❂ The table of Mapping and HASS Inquiry and skills (page xx) offers suggestions of how maps and mapping skills can be incorporated into the HASS curriculum. ❂❂ The scope and sequence chart (pages xxi–xxiii) highlights the sub-strands of the HASS Inquiry and skills that are being developed with each activity. ❂❂ The mapping skills student checklist (pages xxiv–xxvi) offers a way to record each student’s performance of the skills. ❂❂ L inks to other curriculum areas (page xxvii) offers ideas and activities based on mapping skills that cover a variety of different learning areas. australian curriculum
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Teachers notes
Development activities Foundation ❂❂ Ask students to describe where they are sitting in the classroom. Discuss what words are useful when describing where they are; for example, next to, in front of, behind etc. Make a list of these words under the heading ‘Location words’. These can be added to while learning mapping skills. ❂❂ Ask students some location word questions. If you look up what can you see? If you look down what can you see? Name two things/people that are behind you. Name two things/people that are in front of you. Who sits near you? What or who is between you and the classroom door? ❂❂ Ask students to name something to their LEFT and to their RIGHT. ❂❂ Play a movement game where the students have to move a given number of steps to the right, left, forward or back. Students may take turns giving directions. Where do you end up? ❂❂ Ask students to start at their desk each time and follow these directions. Take two steps forward and one step right. What are you near? Turn and face your left. What do you see? Take 3 steps back and look up. What do you see? Take 5 steps to the left and look down. What do you see? Take 4 steps forward and two steps left. What are you near?
❂❂ What is a map? Show the students some examples of simple maps, for example, a bedroom, school or playground. Why do you think we need maps? Where can we find maps? ❂❂ Look at a map of a desktop. Ask the students to locate different features by asking location questions such as, What is to the left of the exercise book? What is to the right of the ruler? What is next to the sharpener? What is underneath the pencil case? ❂❂ Ask students to stand up and look down at their desktops, then draw a simple plan/map of what they see. The plans/ maps can be shared with fellow classmates. ❂❂ Walk outside around the school and make a list of all the natural things and constructed things that can be seen. ❂❂ Ask students to look at the playground and answer why they think it is where it is. Is there a better place to put a playground in the school? What is the best way to get from the classroom to the playground? Is there a different way to go? Draw a path in chalk from the classroom to the playground.
❂❂ Play a guessing game where one student selects another student (without letting anyone else know who it is) then describes where they are sitting. Other students must guess who they are describing.
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Teachers notes
Development activities Year 1 ❂❂ Look at Google Maps™ and locate the school using this program. Use Google Maps™ to look at other familiar areas such as a local park, shop or sporting oval.
❂❂ Ask students to look at where they are sitting in the classroom and describe it using location words. ❂❂ Ask students to think about where would be the best place to sit in the classroom if you want to see the whiteboard, if you want to hear the teacher, if you want to use the door quickly, if you want to use a computer, if you want to put rubbish in the bin or if you want to go to the teacher’s desk. Students can think about their position in the classroom in relation to these.
❂❂ Look at a map of a classroom and ask students to locate different features from questions containing some of the location words students have learnt. ❂❂ Discuss the difference between natural and constructed features. ❂❂ Students look at a map of a park or the local area and make a list of its natural and constructed features.
❂❂ Talk about clockwise and anticlockwise direction. Have students stand and follow these directions and say what is in front of them each time. (Start facing the front of the classroom each time.) Stand and turn one quarter turn clockwise – Turn one half turn anticlockwise – Turn one whole turn clockwise – Turn one quarter turn anticlockwise.
❂❂ Name some special features in the local area. What is your favourite place to visit in your local area and why? Students draw something else they would add to their local area if they could. ❂❂ Look at a map of the world and find Australia. Which countries are Australia’s closest neighbours? What seas/ oceans separate them?
❂❂ Have students describe the best way to get to their school bag. How many steps would you need to take? Compare each student’s number of steps. ❂❂ Play a guessing game where one student stands at the front of the room with their eyes shut (or turns around) while other chosen students say hello to that student. The student at the front guesses who is speaking by listening to their voice or hearing which direction the voice came from.
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Teachers notes
Development activities Year 2 ❂❂ Complete a wordsearch containing location words. (See teacher resource page xiv.) ❂❂ Play or write ‘What am I?’ clues about a room or area in the school. Describe where it is and what special feature it may have. For example: I am next to the school office. I am a large room. I have windows on two sides of the room. I have two doors. I have many books in me. I have computers. What am I? (the library) Help students start with less obvious clues then work independently on easier clues. ❂❂ Ask students to describe where they live in the world. What country, city, suburb do you live in? Does everyone live in the same place? What would happen if we did? Why and how do people choose where they live? Why do you live where you do? ❂❂ Discuss how most of us are born in a country/city/suburb and remain there while others move to another country/ area for many reasons. Students may suggest where their parents/grandparents came from and where they had lived, if different from where they live now.
❂❂ What is scale? What does it mean to draw things to scale? Point out that if you were to draw a map of their desktops that had a workbook and pencil on it they would need to draw and show that the workbook is much larger than the pencil. This is drawing to scale. ❂❂ Ask students to try to draw their desktop to scale. Give students a chance to evaluate their drawing and answer the question: Is it to scale? ❂❂ Look at a map of a bedroom and discuss the main features. (See teacher resource page xvi.) How would you plan a bedroom? Where is the window and the door? Where should a bed or wardrobe go? ❂❂ Ask students to draw an aerial view map of their bedroom to scale, including all the main fixed features. Share these maps with a fellow students. ❂❂ Look at a map of Australia and talk about some of the unique features. (See teacher resource page xvii.) ❂❂ Which features on a map are natural and which are constructed? Discuss.
❂❂ Find the country we live in on a map of the world. Discuss the questions: What is a map? Why do we have maps? Are they useful? Allow students the opportunity to explore a map of the world and mark their country of residence on a copy.
❂❂ Find Australia on a world map. Which other countries are close to Australia? Is it difficult or easy for Australians to travel to other countries? Talk about distances and research to find out how long it might take to fly to another country.
❂❂ How are maps drawn? Discuss what ‘aerial’ or ‘bird’s-eye view’ means. Show students some pictures of aerial views of areas using an interactive whiteboard or computer. Demonstrate how much more detail can be included in maps or areas if they are drawn from above as opposed to a side view. Show students examples of different views. (See teacher resource page xv.)
❂❂ If travelling out of the country, which countries are closest to Australia? (Look at a world map.) Which countries are far away and therefore less likely to be visited unless you go for a longer time?
❂❂ A person who draws maps is called a cartographer. Discuss how it would be tricky to draw a map of the world because it is a sphere. View the short video clip about this issue at <http://education.nationalgeographic.org/video/ the-cartographers-dilemma/>. ❂❂ What maps do we have or use that are for our local area? Discuss different types of maps such as maps of the school, maps of shopping centres, maps of sporting areas etc. Why do we need these maps?
❂❂ Ask students to guess how Australia got its name. Use the internet with the students to find out the information. Discuss when Australia was discovered by Europeans and the original inhabitants of Australia – the Australian Aboriginals. ❂❂ Show students where the Torres Strait Islands are and highlight this area on their map of Australia. (See teacher resource page xviii.) ❂❂ Discuss the access people living in Australia have to other countries. Talk about how the media keeps us in touch, importing/exporting, communications, travel etc.
❂❂ Look at an example of a new and old map of the school, and compare them. Which is easier to read? How have things changed? ❂❂ Apart from Google Maps™, what are some other ways to access maps of areas? Examples may include street directories, navigation devices and so on. Show students how to find the school using a street directory. Briefly discuss how street directories use a grid map system.
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(BOOK 1)
Door
Windows
Sink
Door
Teacher’s desk
Reading library
Art cabinet
Rocking chair
Student desks
Rug
Whiteboard
Classroom map Computers
Resource cabinet
Windows
Windows
Teachers resource – Year 1
Story map – 1
Teachers resource – Years 1 and 2 australian curriculum
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CHARACTERS
Story map title:
BEGINNING
SETTING
MIDDLE
Story map – 2
Name:
END
Teachers resource – Years 1 and 2
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Teachers resource – Year 2
Location words – word search h
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Teachers resource – Year 2
Different views There are many different ways of viewing an object or area. Look at these different views of a house. Which are the front, back, side and top (bird’s-eye) views?
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BOOKSHELF BEDSIDE TABLE
CHEST OF DRAWERS
CHAIR
BED
Map of a bedroom
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Map of Australia
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Torres Strait Islands – Map
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Teachers resource – Book 1
Glossary Aerial view (bird’s-eye)
An image taken or seen from a plane or high above
Anticlockwise
To move in the opposite direction that the hands on a clock move
Cartographer
A person who draws maps
City
A place where many people live and work; larger than a town
Clockwise
To move in the direction that the hands on a clock move
Compass rose
A figure on a map used to display directions, such as north, south, east and west
Coordinates
A set of numbers and/or letters used to locate a point on a map or graph
Constructed
Something that is made by people rather than nature
Country
An area of land that is controlled by its own government
Directions
The course or paths which something or someone is moving or pointing
Distance
The amount of space between two places or things
Equator
An imaginary horizontal line that runs through the middle of the Earth, that is the same distance from the North Pole and South Pole
Geography
An area of study that deals with the location of countries, cities, rivers, mountains etc.
Grid map
A pattern of lines that cross each other to form squares on a map. These grids work with a coordinate system of letters and numbers so that you can quickly locate a grid square using the reference
Key
A map key or legend helps you read and make sense of a map
Location
A place or position
Map
A picture or chart that shows details of a country or place; a visual representation of a space (land or sea)
Movement
The act or process of moving people or things from one place or position to another
Natural
Something that exists in nature and is not made by people
Physical map
A map that shows all the natural features of the land
Political map
A map that shows the state borders and capital cities
Position
The place where someone or something is in relation to other people or things
Scale
A line on a map or chart that shows a unit of measurement used to represent a larger unit
State
A region or area within a country that is controlled by the country’s government but also has the authority to make its own laws
Story map
A map of a story used to help a reader organise a story into areas such as characters, plot, setting, problem and solution
Suburb
A town or area where people live, which is part of a larger area or city
Syllable
A unit of sound within a word
Symmetry
When something has two sides or halves that are the same size, shape and form on either side
Town
A place where people live that is larger than a village but smaller than a city
Travel
To go on a trip or journey
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Teachers notes
Mapping and HASS Inquiry and skills These suggestions illustrate how mapping can be related to the HASS Inquiry and skills – how maps can be used to find and to present information. ❂❂ How has the locality of our school changed over time?
QUESTIONING
❂❂ Where did significant events in our locality’s, state’s and country’s history occur? Pose questions about past and present objects, people, places and events (ACHASSI001, ACHASSI018, ACHASSI034)
❂❂ Where in Australia and the world have our families come from? ❂❂ Where in Australia and the world have we visited? ❂❂ When were maps of the world first made? ❂❂ How are old maps of the world different from ones we use today? ❂❂ Where do different community activities take place and why are they held there?
RESEARCHING
Collect data and information from observations and identify information and data from sources provided (ACHASSI002, ACHASSI019, ACHASSI035) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003, ACHASSI020, ACHASSI036) Sequence familiar objects and events (ACHASSI004, ACHASSI021, ACHASSI037)
❂❂ Use maps of the appropriate size and scale and highlight with map pins all places mentioned in any research. ❂❂ Use coloured string to connect map pins in places mentioned along different journeys. ❂❂ Use an appropriate legend to represent information about places. ❂❂ Design and date symbols to represent natural disasters that have occurred in Australia over time. ❂❂ Place images of iconic constructed features on maps.
ANALYSING
Explore a point of view (ACHASSI005, ACHASSI022, ACHASSI038) Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006, ACHASSI023, ACHASSI039)
EVALUATING AND REFLECTING
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008, ACHASSI025, ACHASSI041)
COMMUNICATING
Interpret data and information displayed in pictures and texts and on maps (ACHASSI007, ACHASSI024, ACHASSI040)
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010, ACHASSI027, ACHASSI043)
❂❂ Make a collection of maps relevant to an area of study and compare their origin, purpose and value to you. ❂❂ Compare information given by similar maps from different sources from the same time period. ❂❂ Examine different types of maps of the same area to gather varied information about a place.
❂❂ Summarise information from a range of maps and draw a conclusion based on this; e.g. places of origin of Australia’s multicultural population.
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009, ACHASSI026, ACHASSI042)
❂❂ Summarise Dreaming and other stories in story maps. ❂❂ Create a mind map of an event to show when and where it occurred; e.g. places of origin of Australia’s many migrants and where they settled in Australia.
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Scope and sequence chart – Foundation
PAGE
14
15 TITLE
Story map – The three little pigs Story map – The three billy goats Gruff
R.I.C. Publications® – www.ricpublications.com.au
2 Left and right – 1
3 Left and right – 2 ✔
4 Location words ✔ ✔
5 The pantry ✔ ✔
6 Following directions
7 The classroom
8 Bird’s-eye view – 1
9 Bird’s-eye view – 2
10 My school – 1
11 My school – 2
12 Where do I live?
13
Lunch box map ✔
16
Assessment 1: Pencil case
✔
17
Assessment 2: Maps – 1
✔
18
Assessment 2: Maps – 2
✔ ✔
✔
✔ ✔ ✔
✔ ✔
✔ ✔
✔
✔
HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS COMMUNICATING
✔ ✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Describe position and movement (ACMMG010)
EVALUATING AND REFLECTING
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010)
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)
ANALYSING
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI007)
RESEARCHING
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006)
Explore a point of view (ACHASSI005)
Sequence familiar objects and events (ACHASSI004)
QUESTIONING
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003)
Collect data and information from observations and identify information and data from sources provided (ACHASSI002)
Pose questions about past and present objects, people, places and events (ACHASSI001)
Teachers notes MATHEMATICS— MEASUREMENT AND GEOMETRY
LOCATION AND TRANSFORMATION
✔
✔
✔
✔
✔
✔ ✔
✔
✔
✔
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Scope and sequence chart – Year 1
PAGE TITLE
Mapping skills
(BOOK 1)
978-1-925431-86-5
20 Positional language – 1 ✔ ✔
21 Positional language – 2 ✔ ✔
22 Clockwise/Anticlockwise
23 Different maps ✔ ✔
24 Natural features on maps ✔ ✔
25 Constructed features on maps ✔ ✔ ✔
26 Managed features ✔ ✔ ✔
27 My local area
28 Map symbols ✔ ✔
29 Park map ✔ ✔
30 Drawing a park map ✔ ✔
31
Land and water on maps
✔
32
Physical maps
✔
33
Political maps
✔
34
Weather maps
35
Map of a school
✔
✔
36
Map of your school
✔
✔
37
Assessment 1: School map
✔
✔
38
Assessment 2: Map features
✔
✔
✔
xxii
✔
✔
✔
✔
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
ANALYSING EVALUATING AND REFLECTING
Give and follow directions to familiar locations (ACMMG023)
Following directions to make a path
✔
Explore a point of view (ACHASSI022)
RESEARCHING
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
19
✔
Sequence familiar objects and events (ACHASSI021)
QUESTIONING
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
Pose questions about past and present objects, people, places and events (ACHASSI018)
Teachers notes HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS MATHEMATICS— MEASUREMENT AND GEOMETRY
COMMUNICATING
✔
LOCATION AND TRANSFORMATION
✔ ✔
✔
✔
✔
✔ ✔
✔
✔
✔
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✔
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Scope and sequence chart – Year 2
PAGE TITLE
✔ ✔
✔ ✔ ✔ ✔
Key features of a map ✔ ✔ ✔ ✔
44 Map features ✔ ✔ ✔ ✔
45 Interpreting map legends ✔ ✔
46 Compass directions – 1 ✔ ✔ ✔ ✔
47 Compass directions – 2 ✔ ✔ ✔ ✔
48 Local map – 1 ✔ ✔ ✔
49 Local map – 2 ✔
50
Managed and constructed features
✔
51
Continents and oceans
52
World weather
✔
✔
✔
53
Australia and the world
✔
✔
✔
54
How do places get their names?
55
Assessment 1: Classroom map
✔
✔
✔
56
Assessment 2: Australia and the world
✔
✔
✔
✔
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39 Following instructions
40 Describing position
41 Clues from images ✔
42 Aerial images ✔
43
✔ ✔
✔
Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
✔ ✔ ✔
✔ ✔
✔
✔
✔
✔
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
ANALYSING
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
✔
Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
RESEARCHING
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
Explore a point of view (ACHASSI038)
Sequence familiar objects and events (ACHASSI037)
QUESTIONING
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
Pose questions about past and present objects, people, places and events (ACHASSI034)
Teachers notes
HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS EVALUATING AND REFLECTING
MATHEMATICS— MEASUREMENT AND GEOMETRY
COMMUNICATING
✔
✔
LOCATION AND TRANSFORMATION
✔
✔
✔
✔
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Teachers resource – Foundation
Understands and uses story maps
Interprets basic maps of familiar things
Understands ‘bird’s-eye view’
Describes position and movement
NAME
Checklist Understands and uses location words
Foundation
COMMENT
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NAME
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Identifies the difference between natural and constructed features
Interprets symbols on familiar maps
Gives and follows directions
Understands and describes the position of objects
Teachers resource – Year 1
Year 1 Checklist
COMMENT
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Identifies natural and constructed features on maps
Idenifies compass directions
Understands the advantage of using aerial views
Understands the divisions of the world including countries, continents and oceans
Understands map features including a key and compass rose
Interprets maps of familiar locations
Follows instructions to complete features and paths on maps
Teachers resource – Year 2
Year 2 Checklist
COMMENT
australian curriculum
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Teachers notes
Links to other curriculum areas English ❂❂ Story maps: Create a story map using a picture or storybook that follows the main characters’ movements through different locations. For example, in the story of The Gingerbread Man, you could create a map showing how the gingerbread man starts in the house of the old lady who made him, then moves outside, then through a paddock, over a field and eventually ends up at a river. The story of Little Red Riding Hood can be easily mapped as Little Red Riding Hood travels from her house to her grandmother’s house. Story maps can help students retell the story in their own words by reading from the map. (See teacher resources pages xii and xxiii.) ❂❂ Read stories that include journeys; for example, The jolly postman or other people’s letters by Janet and Allan Ahlberg, or stories that use positional language such as Knuffle Bunny by M Willems. ❂❂ Look at location and direction words and discuss their meaning. Look at spelling patterns within these words and break down larger words into syllables. (See terminology page xix.)
Humanities and Social Sciences ❂❂ Look at a map of Australia showing the indigenous tribes on the website <http://www.abc.net.au/indigenous/map>. Ask students to locate where they live and to name the tribe that originally lived there. Name some large and small tribes. Why are there no state borders on this map? ❂❂ Research when Australia was first discovered by Europeans. Show the routes they travelled from their home countries.
Information and Communication Technology ❂❂ The use of computers and information technology has made it so much easier to access maps for everyday use. We can use Google Maps™ to search for any street, area, city or country at any time. Satellite images are used to create these maps. Allow students the opportunity to search maps of areas familiar to them. Include their school, house, a friend’s house, a sporting area etc. ❂❂ Use the internet to investigate a map of your city, state and country.
Health and Physical Education ❂❂ Use directions to play a game of ‘Blind man’s bluff’ with a partner. One student is blindfolded while the other gives accurate directions to move their partner to a specified area.
The Arts ❂❂ Students create a map of their hand, their foot or even their whole body. Students trace around each of these areas then fill in the details. For the map of their hand, include main lines and fingernails. For the map of their body, include hair colour, eye colour and what they are wearing. ❂❂ Students try and draw what they think Australia looks like. Decorate it with special features that are unique to the country. ❂❂ Look at what it means to draw something to scale. Try drawing still life to scale; for example, fruit, a leaf, a plant, sports equipment etc.
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Left and right – 1
Foundation
1. Write left and right on the arrows.
2. Draw: • a knife to the right of the plate. • a fork to the left of the plate. • a spoon above the plate. • a glass of water above the knife. • a serviette to the left of the fork.
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Left and right – 2
Foundation
1. Look at the lunch box and add the missing words, left or right. (a) The apple is to the sandwich.
of the
(b) The water bottle is to the sandwich. (c) The popcorn is to the orange. (d) The orange is to the water bottle.
of the of the of the
(e) The sandwich is to the popcorn.
of the
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Location words
Foundation
1. Circle or colour the location words. up left
cat forward
down backwards near far right
front
above behind
2. Draw: • a flower between the trees. • a bee next to the flower. • a ball under the tall tree. • a sun above the small tree. • a bird on top of the tall tree.
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The pantry
Foundation
Draw: • a box of muesli to the right of the Weetex. • a packet of flour to the left of the rice. • a tin of corn next to the beans. • a packet of noodles on top of the pasta. • a jar of jam below the middle shelf. australian curriculum
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Following directions
Foundation
1. Draw a line to help the teacher find her desk.
2. Draw: • a book in the middle of the desk. • a pencil to the right of the book. • a ruler to the left of the book. • an apple on top of the book.
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The classroom
Foundation
1. Colour the chair: • to the right of Chair 3.
• behind Chair 8.
• to the left of Chair 2.
• in front of Chair 4.
• next to Chair 1.
• behind Chair 10.
2. (a) Count and write the number of steps from:
– your desk to your bag.
steps
– your desk to a computer.
steps
– the door to the teacher’s desk.
steps
– your desk to the bin.
steps
– the door to your friend’s desk.
steps
(b) Circle the words that tell how you moved. left
right
forward
back australian curriculum
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Bird’s-eye view – 1
Foundation
Maps often use a bird’s-eye view. A bird’s-eye view is one where you are looking down on something from above. Look at these views. Colour all the bird’s-eye views.
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Bird’s-eye view – 2
Foundation
1. Look at these pictures of a desktop. Colour the bird’s-eye view.
2. Which view is better? Why? 3. Pretend a bird is looking down on your desk. Draw what it sees.
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My school – 1
Foundation
1. The name of my school is .
2. My school is in
.
3. Use blocks to show a plan of your school. Draw your plan.
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My school – 2
Foundation
1. Circle how you travel to and from school. car
walk
bike
bus
train
2. Use blocks to show things you see on the way to school. Draw a map to show your journey to school.
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Where do I live?
Foundation
1. Circle words that best tell where you live. forest
beach
city
country
bush
desert
2. Complete these sentences about where you live. (a) I live in the suburb of .
(b) I live in the city of
.
(c) I live in the state/territory of
.
(d) I live in the country of
.
3. Use blocks to show a plan of your street. Draw a picture of your plan.
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Lunch box map
Foundation
1. Look at the lunch box and colour: • the food on the right red.
• the food on the left yellow.
• the food in the middle brown.
2. Draw a map of your lunch box from a bird’s-eye view (looking down on it).
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Foundation
Story map – The three little pigs
Listen to the story of The three little pigs then complete the story map.
1
2
3
5
4
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Story map – The three billy goats Gruff
Foundation
Listen to the story of The three billy goats Gruff then complete the story map.
1
2
3
5
4
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15 978-1-925431-86-5 Mapping skills (BOOK 1)
Foundation
Assessment 1
Name
Pencil case
1. Look at the pencil case. Draw or write what is: on the right
on the left
in the middle
under the ruler
2. Draw: • crayons on the bottom left.
• scissors on the top right.
• a ruler on the bottom right.
• pencils on the top left.
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Name
Assessment 2
Foundation
Maps – 1 1. Complete the sentence. A map is .
2. Draw or write some things you might find on a map of a park.
3. Colour the correct word. Can you have a map of a story?
YES
NO australian curriculum
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17 978-1-925431-86-5 Mapping skills (BOOK 1)
Foundation
Assessment 2
Name
Maps – 2 1. Label the pictures: front (view), back (view) or bird’s-eye (view). (a)
(b)
(c)
ZOOM 01
(d)
(e)
(f)
2. Draw a bird’s-eye view of each. (a)
(b)
front
bird’s-eye
front
bird’s-eye
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Following directions to make a path
Year 1
1. Follow the directions to make four different-coloured paths on the grid. Start each path at the star. (a) Blue path: Go 4 squares right, 2 squares down, 3 squares left and 1 square down. Draw a water drop. (b) Green path: Go 6 squares down, 7 squares left, 2 squares up and 2 squares right. Draw a flower. (c) Red path: Go 3 squares up, 2 squares left, 3 squares up and 1 square right. Draw a tree. (d) Yellow path: Go 8 squares right, 2 squares up, 3 squares left, 5 squares up, 1 square right and 2 squares down. Draw a sun. BLUE
GREEN
YELLOW
RED
2. Draw your own purple path and tell your directions to a partner. australian curriculum
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19 978-1-925431-86-5 Mapping skills (BOOK 1)
Positional language – 1
Year 1
1. Write or draw one thing or person you can see: to your left
to your right
in front of you
behind you
above you
below you
2. Draw and label three things you can see: inside
outside
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Positional language – 2
Year 1
1. Name three objects between you and the classroom door. 2. Draw and label something that is: near you
far from you
3. Describe where you are sitting now. australian curriculum
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Clockwise/Anticlockwise ISE W CK 11 10
12
CLOC KW 1
2 3
9 7
6
5
4
1. Start on number 1 each time and follow the directions. What number do you end up on?
15 14
20 1
E WIS CK
2
CLOC 3 KW
ISE
18 17 16
19
ANTI CLO
8
ISE
ANTIC LO
Year 1
4 5 6 7
13
12 11 10
9
8
(a) Count 5 numbers anticlockwise. (b) Count 14 numbers clockwise. (c) Count 3 numbers anticlockwise. (d) Count 11 numbers clockwise. (e) Count 8 numbers clockwise. (f) Count 2 numbers clockwise, then 15 anticlockwise. (g) Count 4 numbers anticlockwise, then 6 clockwise. (h) Count 18 numbers clockwise, then 5 anticlockwise.
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Different maps
Year 1
1. Read about three different types of maps.
Political map A map that shows countries, parts of countries and large cities.
Physical map A map that show natural features such as rivers, mountains, seas and oceans.
Street map A map that shows streets and local places on a grid. Street maps help people find streets or places. 2. Cut and paste each map to match them to the correct description. MAP OF KARRI ISLAND
Tehran Kabul Baghdad
IRAQ KUWAIT
LEGEND Mountains River Lake Forest Sea
IRAN
AFGHANISTAN
Islamabad
PAKISTAN
Riyadh
SAUDI ARABIA ARABIAN SEA
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23 978-1-925431-86-5 Mapping skills (BOOK 1)
Natural features on maps
Year 1
Physical maps show natural features. 1. Circle the natural features. mountain building river forest lake
desert
statue bridge
grassland
aeroplane
snow
swimming pool
Maps usually have a key or legend that explains the map features. Map features may be symbols, lines or colours. 2. Write the word to match each picture. mountain
river
desert
forest
lake
grassland
KEY
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Constructed features on maps
Year 1
Street maps show constructed features such as roads, buildings and bridges. 1. Write the correct word for each symbol below. house road bus stop bridge hospital church playground pool
2. Draw a symbol for each constructed feature below. bike path
airport
picnic area
traffic lights
harbour
school crossing
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25 978-1-925431-86-5 Mapping skills (BOOK 1)
Managed features
Year 1
Managed features are places that may look natural but they are looked after by people. 1. Name two managed features you can see on the map.
Camping
School
2. (a) Colour all the managed features yellow. (b) Colour the area of natural features green. (c) Colour all the constructed features red. australian curriculum
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My local area
Year 1
1. What features are in your local area? Colour the name of the ones you know. houses
library
schools
parks
restaurants
childcare centre
hospital
bike tracks
swimming pool
shops
churches
sports oval
2. Draw a symbol for each feature. australian curriculum
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27 978-1-925431-86-5 Mapping skills (BOOK 1)
Map symbols
Year 1
Cut and paste the symbols under the correct heading. natural
constructed
STOP
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Park map
Year 1
A park is a managed feature because people need to look after it. 1. (a) Look at the park map. (b) Make up and draw a key for the map.
Park key
2. Draw a path around the park showing places you would visit. australian curriculum
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Drawing a park map
Year 1
1. Label the pictures for a park map key.
2. Use the symbols to draw a map of a park.
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Land and water on maps
Year 1
1. Look at the map of Karri Island. Colour the land brown or green and the water blue. MAP OF KARRI ISLAND
LEGEND Mountains River Lake Forest Sea
2. Cut out and glue the animals onto their correct habitat—land or water.
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Physical maps
Year 1
Physical maps show the natural features of a place.
STOAT ISLAND
LEGEND Mountains River Lake Forest Sea Desert Grassland
1. Colour the symbols on the map and in the key. orange
light blue
dark green
brown
light green
dark blue
2. Draw one more of each natural feature on the map. australian curriculum
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Political maps
Year 1
This political maps shows the five states and state capitals of Jallot. LEGEND State border Capital city Town
Northern Jallot Bray
Eastern Jallot
Morgan
Central Jallot Shawl
Western Jallot
Pensey
Southern Jallot Flint
1. Circle the capital city of each state of Jallot. 2. Shade each state a different colour. 3. Draw a different symbol for towns. 4. Mark and name two more towns in each state. australian curriculum
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Weather maps
Year 1
Maps can be used to show the weather. MAP OF KARRI ISLAND
LEGEND Mountains River Lake Forest Sea
1. Write each word next to the correct weather symbol on the map.
sun snow rain wind
2. Draw a symbol for these types of weather. cloudy
lightning
storm
hail
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Map of a school SCHOOL MAP
Toilet block
Upper Middle Junior classroom classroom classroom
Year 1
Office
Playground
Library Oval
Assembly hall
1. What is:
Netball court
(a) to the right of the middle classroom? (b) between the junior and the upper classrooms? (c) next to the office? (d) to the left of the upper classroom? (e) between the assembly hall and the classrooms? 2. Describe where each place is on the map. (a) the netball court (b) the playground (c) the office 3. Draw these features on the map where you think they should be: drink taps, rubbish bins and a sandpit. australian curriculum
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Map of your school
Year 1
Imagine the view of school from the sky. Draw a map of it. Make sure you draw buildings and places to play.
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Name
Assessment 1
Year 1
School map Office
Library
Hall
Play area
Kindergarten
Netball court Year 6
Year 5
Year 4
Year 3
Year 2
Year 1
1. Use the map to answer the questions. What is: (a) to the left of the hall? (b) to the right of the netball court? (c) to the right of the hall? (d) above the play area? (e) between Year 4 and Year 2? (f) below the kindergarten room? 2. Use arrows to draw: (a) a clockwise path from the office to the library. (b) an anticlockwise path from Year 1 to the netball court. 3. Draw where you think these should go: • three drinking taps
• three rubbish bins australian curriculum
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Year 1
Assessment 2
Name
Map features 1. Write the words in the correct column. swing
tree
mountain
lake
cafe
river
natural features
slide
table
tap
grass
constructed features
2. Draw and label another of each type of feature. natural
constructed
3. (a) Label the symbols you could find on a map.
(b) Colour the correct word. natural The symbols represent
constructed features.
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Following instructions
Year 2
1. Follow these instructions to complete the map of the farm below. Draw: (a) a drinking trough to the left side of the horse paddock. (b) a chicken house to the right of the farmhouse. (c) a windmill in the middle of the farm. (d) a fence around the sheep paddock. (e) a cow in the middle of the empty paddock. (f) a tractor shed to the left of the house.
2. Draw a path on the farm map using these instructions. Start at the horse paddock gate and go left to the cow paddock gate. Go up towards the tractor shed, then turn right to the chicken house. Walk all around the sheep pen, then down to the windmill and to the water trough. australian curriculum
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Describing position
Year 2
1. Look at the desktop above and answer the questions using words such as left, right, next to, above or below. (a) The pencil case is to the
of the exercise book.
(b) The apple is
the ruler.
(c) The exercise book is
the calculator.
(d) The drink is
the pencil case.
(e) The ruler is to the
of the exercise book.
(f) The sharpener is
the ruler.
2. Describe the position of these objects on the desk. (a) the calculator
(b) the apple
(c) the pencil case
(d) the drink
3. Draw the following items on the desk above. (a) a pair of scissors between the pencil case and the exercise book (b) an eraser to the left of the drink bottle (c) a pencil to the right of the calculator (d) a glue stick in the middle of the exercise book australian curriculum
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Clues from images
Year 2
Images such as pictures or photographs provide a lot of information. 1. What clues can you get from these pictures of places? Use words that describe the place, the weather and the people.
(a)
(b)
(c)
(d)
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Aerial images
Year 2
Aerial images or bird’s-eye views give a view of an area from above.
1. Make a list of all the things you can see in the aerial image of the school.
2. Now look at this image of the front of the same school and list what you can see.
Wood Grove Primary School
3. Which image gives the most information about the school? Circle the words. aerial view
front view
Why? 4. On the back of the page or on a separate piece of paper, draw an aerial view of your school. australian curriculum
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Key features of a map
Year 2
A good map will include the following: title, key, scale and a compass rose. 1. Match each word to its correct meaning. (a) title •
• information to help you read and make sense of a map
(b) scale •
• the name of a map
(c) compass rose •
• a figure on a map used to display directions
(d) key •
• a line on a map used to show distances between places
2. Look at the map of the island and complete the following: (a) give the island a name
(b) draw symbols on the key
(c) put a tick near the scale
(d) circle the compass rose
1 cm = 1 km
ISLAND ISLAND
Key palm trees lagoon rocks river path boat ramp hut australian curriculum
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Map features
Year 2
What should and should not be on a map? 1. Look at the map below. Is it easy or hard to read? Easy
Hard
Why?
WINSTONE STREET
LOOK OUT!
JACKSON STREET STAR STREET GIVE WAY
GIVE WAY GIVE WAY
Lunch bar HOSPITAL LOOK OUT!
BURGER LANE
FRONT DOOR
EMERGENCY GATE
NOVEL STREET
GIVE WAY
PROVISION ROAD
SHOPPING
LIVINGSTONE WAY
2. Circle the things that can be included on a map. roads
people
town hall
hospital
railway tracks
mountain
snail pets
car park
river police station
playground
cars toys library
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Interpreting map legends
Year 2
A legend gives information about a map. It shows symbols, lines or colours. 1. Write the correct word next to each key symbol. airport railway crossing car park information centre church disabled car park toilets pedestrian crossing
2. Draw a symbol for each map feature. Road
River
Police station Ambulance
Hospital
Railway track
Swimming pool
Camping area Dining/Cafe
Fishing area
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Compass directions – 1
Year 2
The four main directions of a compass are north, south, east and west. 1. Write the directions on the compass rose.
2. Use the compass rose to help you answer the questions about the classroom map below. window bookshelves door
teacher’s desk and chair
tables and chairs
whiteboard
tables and chairs
computers
(a) In which direction is the door? (b) In which direction is the whiteboard? (c) In which direction are the bookshelves? (d) In which direction is the window? (e) In which direction are the computers? 3. Draw these items on the classroom map. (a) a paint easel on the west wall
(b) a cricket bat on the south wall
(c) a clock on the north wall
(d) an exit sign on the west wall
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Compass directions – 2
Year 2
Cafe
1. Write all the things you can see in each direction from the fountain. North
East
South
West
2. Draw the following on the map. (a) a picnic rug in the south
(b) a sandpit in the north
(c) a soccer ball in the west
(d) a barbecue in the east australian curriculum
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Local map – 1
Year 2
Map of Birdsville town centre CAFE
PARK
POLICE STATION
RA
IL
CR
SPARROW STREET
O
G IN S SW AY
STOP
SHOPPING CENTRE POST OFFICE
BLACKBIRD STREET
CAR PARK
KESTREL
LANE
MEDICAL CENTRE
LIBRARY
SWIMMING POOL
TENNIS COURTS
FIRE STATION RA
IL
CR
FINCH STREET
O
G IN S SW AY
STOP
CAFE
CAFE
Complete the key for the of Birdsville town centre. police station
railway crossing
park
car park
medical centre
library
cafe
swimming pool
fire station
shops
post office
tennis courts
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Local map – 2
Year 2
You will need a copy of Local map – 1. 1. In what direction from the swimming pool would you find: (a) the shopping centre?
(b) the park?
(c) the fire station?
(d) the post office?
2. In which direction do Sparrow Street and Finch Street lie? 3. Answer the questions. (a) What is north of the medical centre? (b) What is just west of the tennis courts? (c) How many railway crossings are there? (d) Which road separates the park from the post office? (e) What is to the west of the car park? (f) Is the railway track on the east or west side of Blackbird Street? 4. Describe where you would find these features. (a) the park (b) the police station (c) the library 5. (a) Describe a route you would take to visit four places on the map. (b) Mark your route on the map. australian curriculum
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Year 2
Managed and constructed features
A park is a managed feature because people look after the trees, grass and other plants. A park also has constructed features.
1. Colour the constructed features red. 2. List the constructed features.
3. On a separate piece of paper, draw a map of this park. Include a legend for each feature. australian curriculum
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Continents and oceans
Year 2
Asia
Europe
North America
Africa
South America
Australia
Antarctica
The world is divided into seven continents. 1. Colour each continent using the following colours: Antarctica – light blue
Australia – yellow
North America – pink
South America – dark green
Europe – light green
Africa – orange
Asia – purple
There are five main oceans of the world. 2. Read each description then label each ocean on the map. (a) The Pacific Ocean is the largest ocean located to the east of Australia and the west of North and South America. (b) The Indian Ocean is located to the west of Australia and the east of Africa. (c) The Atlantic Ocean is located to the west of Africa and the east of the Americas. (d) The Arctic Ocean is located to the north of Asia and North America. (e) The Southern Ocean is located to the south of Australia. australian curriculum
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World weather
Year 2
The equator is an imaginary line that passes around the centre of Earth. Countries close to the equator are warm all year round. They have a wet and a dry season.
EQUATOR
1. (a) Look at a world map online or in an atlas and find the equator. (b) Name three countries that are on, or close to, the equator. Countries that are further away from the equator are cooler and have four seasons throughout the year. (c) Name three countries that are far away from the equator (north or south). (d) Find your country on the world map. Are you near or far away from the equator? (e) Use words and symbols to describe the weather in each season where you live.
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Australia and the world
Year 2
1. Look at a world map online or in an atlas. Antarctica Australia Asia North America Europe Africa South America (a) Which continents are completely in the southern hemisphere? (b) Which continents are in both the southern and the northern hemisphere? (c) Which continent is uninhabited? (d) Central America is in which continent? 2. Name two countries that are close to Australia. 3. Name two countries in different continents from Australia. 4. Name two oceans that crash against Australia’s coastline. 5. Locate these countries on a world map and write them under the correct heading. China Italy Canada New Zealand Russia Egypt England Singapore Brazil India Fiji Japan Ireland USA Indonesia Near to Australia
Far from Australia
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How do places get their names?
Year 2
How do countries, cities, suburbs, lakes, rivers, mountains, buildings and even streets get their names? 1. Tick ✔ the true statements. (a) Places are named after the people who discover them. (b) Places are named after what they look like. (c) The names of places have always been there. (d) Places are named after people who design or make them. (e) Places are named because of where they are in the world. (f) Places are named by our pets. 2. The word Australia means ‘southern’. Why do you think someone chose this word for Australia? 3. (a) What city do you live in or near? (b) How was your city was named? 4. If you were able to choose a name for these places or things, what would you choose? (a) a country that is mainly desert (b) a tropical island (c) a snowy mountain (d) a river full of fish (e) a new high-rise building you designed australian curriculum
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Name
Assessment 1
Classroom map
Year 2
KEY Teacher’s desk Desk Chair Computer Door Window
N W
E
Whiteboard
S
1. Is this map taken from a front, back or aerial view? 2. (a) What is on the east wall? (b) In which direction are the windows? (c) What are along the south wall? (d) In which direction is the whiteboard? 3. On a compass rose what does N, S, E, W mean? N
S
E
W
4. Use the key to label these features. (a) (c)
(b) (d)
5. Draw these extra features on the map above. (a) a large mat in front of the whiteboard (b) a teacher’s chair behind the teacher’s desk (c) a bin to the south of the door australian curriculum
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Atlantic Ocean Antarctica
Asia
Arctic Ocean
Australia and the world
Europe
Assessment 2
(c) The Southern Ocean is located below Australia.
(b) The Indian Ocean is located between Australia and Africa.
Year 2
Atlantic Ocean
Atlantic Ocean
(a) The Pacific Ocean is the largest ocean and is located between Australia and North and South America.
3. Use the clues below to label the missing oceans.
2. Colour Australia yellow.
North America
South America
Africa
Australia
1. Write the labels missing on the continents.
Name
Answers
FOUNDATION ANSWERS LEFT AND RIGHT – 1
2
3. Teacher check
1. left, right 2. Teacher check
LEFT AND RIGHT – 2
MY SCHOOL – 1 3
1. (a) right (b) left (c) left (d) right (e) right
LOCATION WORDS
2. A bird’s-eye view shows more.
10
1.–3. Answers will vary.
MY SCHOOL – 2
11
1.–2. Answers will vary.
WHERE DO I LIVE? 4
1. up, left, forward, down, backwards, near, front, far, right, above, behind 2. Teacher check
12
1.–3. Teacher check
LUNCH BOX MAP
13
1. apple = red, popcorn = yellow, sandwich = brown 2. Teacher check
THE PANTRY
5 STORY MAP – THE THREE LITTLE PIGS 14
Teacher check
FOLLOWING DIRECTIONS
6
1.–2. Teacher check
THE CLASSROOM
7
1. Teacher check
ASSESSMENT 1: PENCIL CASE
16
1. right – pencils left – markers middle – ruler under – eraser, sharpener 2. Teacher check
ASSESSMENT 2: MAPS – 1
17
1. Answers will vary, but may be similar to ‘A picture or chart that shows you details of a place’. 2. Answers will vary 3. Yes
ASSESSMENT 2: MAPS – 2
18
STORY MAP – THE THREE BILLY GOATS GRUFF 15
1. (a) front (b) bird’s-eye (c) back (d) bird’s-eye (e) back (f) bird’s-eye
Teacher check
2. Teacher check
Teacher check
2. Answers will vary.
BIRD’S-EYE VIEW – 1
8
Teacher check
BIRD’S-EYE VIEW – 2
9
1. Teacher check
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YEAR 1 ANSWERS FOLLOWING DIRECTIONS TO MAKE A PATH
MAP SYMBOLS 19
1.–2. Teacher check
POSITIONAL LANGUAGE – 1
20
1.–2. Answers will vary.
POSITIONAL LANGUAGE – 2
21
1.–3. Answers will vary. Teacher check
Constructed: house, road, bridge, building, windmill, traffic lights, stop sign
PARK MAP
29
DRAWING A PARK MAP
30
1. bench/seat, toilets, drink tap, swing, barbecue, pond, goal posts, basketball court, path
(b) 15 (d) 12 (f) 8 (h) 14
DIFFERENT MAPS
1. Natural: mountain, cliff, river, lake, snow, desert, bush, volcano
1.–2. Teacher check
CLOCKWISE/ANTICLOCKWISE 22 1. (a) 16 (c) 18 (e) 9 (g) 3
28
LAND AND WATER ON MAPS
NATURAL FEATURES ON MAPS
31
1. mountain, river, forest, lake, desert, grassland, snow 2. river, grassland, mountain, lake, desert, forest
CONSTRUCTED FEATURES ON MAPS
25
1. church, pool, house, road, bus stop, playground, bridge, hospital 2. Teacher check
Water: fish, dolphin, crab, stingray
PHYSICAL MAPS
26
33
2.–4. Teacher check
1.–2. Teacher check
Teacher check
37
1. (a) office (b) play area (c) library (d) hall (e) Year 3 (f) Year 2
34
ASSESSMENT 2: MAP FEATURES
38
1. Natural: tree, lake, river, mountain, grass Constructed: swing, cafe, table, tap, slide 2. Teacher check
1. Answers may include park, playground, campground etc.
3. (a) train tracks, traffic lights, bike path, hospital
2. Teacher check
(b) constructed
MY LOCAL AREA
36
2.–3. Teacher check
1. Bray, Morgan, Shawl, Pense and Flint should be circled
WEATHER MAPS
MANAGED FEATURES
32
1.–2. Teacher check
POLITICAL MAPS
2. Answers may include: (a) to the left of the assembly hall; below playground (b) left of the oval, above netball court, below toilet block (c) right of the junior classroom, above/next to library
ASSESSMENT 1: SCHOOL MAP
2. Land: monkey, tiger, bear, kangaroo
24
1. (a) junior classroom (b) middle classroom (c) library (d) toilet block (e) oval
MAP OF YOUR SCHOOL
1. Teacher check
1.–2. Teacher check
35
3. Teacher check
2. Teacher check
23
MAP OF A SCHOOL
27
1.–2. Answers will vary.
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Answers
YEAR 2 ANSWERS FOLLOWING INSTRUCTIONS
39
INTERPRETING MAP LEGENDS 45
40
1. pedestrian crossing, information centre, airport, toilets, disabled car park, railway crossing, car park, church
1.–2. Teacher check
DESCRIBING POSITION 1. (a) right (b) above (c) below (d) above (e) left (f) next to 2.–3. Teacher check
CLUES FROM IMAGES
41
1.–2. Teacher check
AERIAL IMAGES
42
1.–2. Teacher check.
4. Teacher check
43
1. (a) title – the name of a map (b) scale – a line on a map used to show distances between places (c) compass rose – a figure on a map used to display directions (d) key – information to help you read and make sense of a map 2. Teacher check
MAP FEATURES
2. bench/seat, skate park, basketball court, cafe, tables and chairs, playground, toilets, bridge
44
1. Answers may include: hard, too crowded, too much detail 2.–3. roads, hospital, river, town hall, railway tracks, police station, mountain, car park, playground, library
46
3. Teacher check
1. Teacher check
CONTINENTS AND OCEANS
2. (a) west (b) east (c) north (d) north (e) south
1.–2. Teacher check
51
WORLD WEATHER
52
1. Teacher check
3. Teacher check
COMPASS DIRECTIONS – 2
3. Answers may be similar to ‘Aerial photos give more detail’.
KEY FEATURES OF A MAP
1. Teacher check
2. Teacher check
COMPASS DIRECTIONS – 1
MANAGED AND CONSTRUCTED FEATURES 50
AUSTRALIA AND THE WORLD 47
1. North: car park, cafe East: toilet block, picnic bench, drink tap South: duck pond, swings, monkey bars West: fort, slide, balance beam 2. Teacher check
LOCAL MAP – 1
48
Answers will vary. Teacher check
LOCAL MAP – 2
1. (a) Australia, Antarctica (b) Africa, South America and Asia (c) Antarctica (d) North America 2.–3. Teacher check 4. Pacific and Indian 5. Near: China, New Zealand, Indonesia, Singapore, Fiji, India, Japan Far away: Canada, Russia, Egypt, England, Brazil, Ireland, Italy, USA
49
1. (a) north (b) north-west (c) west (d) north-west 2. east-west 3. (a) oval (b) swimming pool (c) two (d) Sparrow Street (e) shopping centre (f) east 4.–5. Teacher check
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YEAR 2 ANSWERS HOW DO PLACES GET THEIR NAMES?
54
1. Answers (a), (b), (d) and (e) should be ticked. 2. Because Australia is in the southern part of the world. 3.–5. Teacher check
ASSESSMENT 1: CLASSROOM MAP
55
1. aerial 2. (a) door (b) north (c) computers (d) west 3. North, South, East, West 4. (a) teacher’s desk (b) desk (c) computer (d) door 5. Teacher check
ASSESSMENT 2: AUSTRALIA AND THE WORLD
56
1.–3. Teacher check
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