Ric 6625

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.

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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

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oblique view

horizontal view

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vertical view

SE

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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.

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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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Desktop

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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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Teachers resource – Year 2

BOOKSHELF BEDSIDE TABLE

CHEST OF DRAWERS

CHAIR

BED

Map of a bedroom

DESK

DOOR australian curriculum

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Map of Australia

Teachers resource – Year 2

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TORRES STRAIT

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

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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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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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7 978-1-925431-86-5 Mapping skills (BOOK 1)

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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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.

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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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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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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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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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37 978-1-925431-86-5 Mapping skills (BOOK 1)

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

australian curriculum

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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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47 978-1-925431-86-5 Mapping skills (BOOK 1)

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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Answers

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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Answers

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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