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COLLEGE OF EDUCATION

Lesson Plan Template Unit Flow Format


*Note: majority of lessons are 20min rotations in groups based on student ability and thus, the format of my planning reflects the
workshop-like nature of these sessions.
School Jilkminggan School

Year Group Lirrawi (year 4-6, primarily level 13)


Aims
WALT: understand, use and create directions
around, and maps of, familiar locations.

Topic
Location: Understanding, creating and using
simple maps (This is a combination of content
descriptors for year 1-3 level location. A
separate mini-unit (also to be fed into 20min
I can
- Give, understand and use
numeracy rotations) on transformation for these
simple directions around
levels.
-

Location / Setting
20 minute rotation sessions usually take place in
class, however this unit will attempt to take

familiar locations.
Understand and use simple
maps.
Create and understand simple
grid maps.

Organisation / Student Groups


20min rotation groups based on ability.

Date 24/08/2015 25/09/2015


Aus curriculum: Strands, Domain, Foci and
Standards
Measurement and geometry: Location and
transformation:
Year 1: Give and follow directions to familiar
locations.
Year 2: Interpret simple maps of familiar
locations and identify the relative positions of key
features
Year 3: Create and interpret simple grid maps to
show position and pathways
Classroom management strategy
Make sure expectations for working outside are
clear.

students outside as much as possible to practice


and develop skills introduced in class, as this
practical/kinaesthetic element is essential for
developing spatial awareness required for a true
understanding of location based maths.

Intrinsic motivation through use of game,


kinaesthetic activities. Student intrinsic
motivation and engagement is considerably
increased when students work outside.
Dont forget to use:
-

Key Vocabulary

Materials, Resources and Equipment


Listed for each rotation session below.

Direction, clockwise, anti-clockwise, location,


diagram, map, half turn, quarter turn, route, grid
map, plan, pathway, birds eye view, coordinates,
legend.

Jilkminggan Way/Class money at end of lesson


Star tickets for good listening.
Traffic light warning system for any continuous
poor behaviors.
Timer for pack up

References/Sources
DET (date?), Multiple year level unit plan: Unit 6
Mathematics: location and transformation: level T-3.
(This document has been used as a guide for
activites rather than a direct prescriptive plan, in an
attempt to get students out of the classroom as
much as possible and to make learning more
relevant and specific to the schools context at
Jilkminggan).
The key guiding document is obviously the
Australian Curriculum and the elaborations for the
content descriptors listed above. Other resources
specific for each session will be listed below.

INTRODUCTION
Session summary and introduction to students

MAIN BODY
Body of rotation activity

TEACHER REFLECTION
Outcome checklist /considerations for ongoing
planning

Students are put in pairs. One student is blindfolded, while the other student acts as guide.

All students have good knowledge of left and


right, and as the activity went on, were able to
guide their partner more sensitively and
minutely This was as much due to
developing fluency of oral directions in
English as any other considerations.

WEEK 6: Session 1 (MON 24/08):


WALT: Practice giving and using basic
directions.
I can carefully direct someone else using
direction words I already know.
Setting: Outside classroom
Materials: Cones from sport shed, clean teatowel for blindfold.
Vocab: diagnostic, no new vocab introduced.

Rules:
-

English only.
Blindfolded student cannot touch
the cones or go outside the maze.
Guide cannot touch the blindfolded
student unless they are at risk of
falling/getting hurt.

If any rules are broken, students must start


Diagnostic assmt activity for pre-existing
again, swapping roles.
abilities with directions/direction words.
Pathway with several turns is constructed from
cones pre-activity. Students are given a chance
to look at the map and have activity
explained to them no new concepts/direction
words are introduced.

Students really enjoyed this activity.


Engagement was full (every student had a go
at both directing and being directed, and
management issues were few).

WEEK 6: Session 2 (TUES 25/08):


Dice rolling game.
WALT: Understand some new direction words.
I can Know and use clockwise, anticlockwise, full, half and quarter turns.

Roll two dice.


Dice 1:

Only Blue group (middle band) had time to


learn full, half and quarter turns, which was
understood by most. Renalda struggled
somewhat needs to be instituted in a
meaningful way in mapping activity to be

Setting: classroom, at table during rotations.


Materials: Worksheets with clock faces and
circle templates, 2 dice.
Vocab: Clockwise, anti-clockwise, haf, full
and quarter turns.
Ask students to look at clock faces. Which
way to the hands on a clock go? Use
class clock if necessary. Verbally, and
visually explain clockwise/anti-clockwise.

1, 2 or 3 = clockwise.
4, 5, 6 = anti-clockwise

Dice 2:
-

1, 2 = full turn
3, 4 = half turn
5, 6 = full turn

properly understood too abstract when


sitting/standing at a table.
All groups did well at clockwise/anticlockwise part of activity.

Students take turns rolling and performing


actions.

Ask students to imagine stand and


imagine standing in the middle of a clock.
Ask them which way the hand goes. Ask
them to turn clockwise, then
anticlockwise.
Ask students to cut circles into halves,
quarters (using existing understanding of
basic fractions.
Ask students to turn. How far do they think
a half/quarter turn is? Do it with them and
keep referring to fractions to explain.
WEEK 6: Session 3 (WED 26/08):
WALT: Use our new direction words from
yesterday.

Activity runs in the same way as Mondays


activity, however, students can only use the
direction words: straight, clockwise and anti-

Activity very well again. This time (once


clockwise and anti-clockwise were refreshed
and solidified, fluency with oral directions in

I can: Direct someone, and be directed using


clockwise and anti-clockwise.

clockwise.

real time was a lot more noticeable and


nuanced. Great development.

Students allowed time to review both map and


mapped area, and oriented with regard to their
present location on the map.

This activity was far too simple for most


students. Red group (lower band) was the only
group that found any value in it. Although this
gave me a good idea of where I should set my
expectations in terms of future
mapping/spatial activities, I should have been
more prepared with extension activities a
failure on my part. I was, however able to
extend the activity with Sheneal (the only
present member of green group) by asking her
to write directions for me to get from one
place on the mapped area to another, and then
from outside the classroom to Des office
using the number of steps combined with
quarter turns left and right. Though even this

Setting: Outside classroom


Materials: Cones from sport shed, clean teatowel for blindfold.
Vocab: clockwise, anti-clockwise
Students re-introduced to activity from
Mondays session, oriented to new maze and
rules.
WEEK 6: Session 4 (THURS 26/08):
WALT: Understand and use maps.
I can: I can use a basic map to pin point a
location.
Setting: Outside classroom
Materials: Cones to create map border,
various objects to fill mapped area, paper map
photocopied for each student.
Vocab: map, location.

Round 1: One student puts dot on map and the


second places marker (class coins students
use class money to purchase free time on a
Friday) on the marked place.

Round 2: One student turns their back while


the other places a coin somewhere on the
Diagnostic assmt: ability to understand how mapped area. They point out on the map
paper map relates to mapped space. Map is where they placed the coin and the first
created outside class in rectangle of cones
student retrieves it.
containing objects of different sizes. Basic

map is drawn and a photocopy given to each


student.

was quite easy for her (given that shes one of


the higher students in the class.

WEEK 7: Session 1 (Mon 31/08):


WALT: use maps and direction words.
I can follow and write directions for a route
on a map.
Setting: Outdoors, around school.
Materials: Map of school with route marked,
butcher paper and marker for writing
directions, click wheel, whiteboard and
marker.
Vocab: Route, map, distance, full, half and
quarter turn, clockwise, anti-clockwise.
Activity to cap off/assess (as well as develop)
location sessions and experiences from last
week before building new skills with cardinal
directions.
Students will follow a route on the school map
(using vocab and measures of varying
difficulty depending on rotation group), and
write directions as they go.

Red: Make sure to orient group with school


map before beginning route.
Teacher to write directions for group.
Measure in number of steps and left right (or
clockwise/anti if easily orientated w/
map/route.
Blue: Choose most engaged/best writer as
scribe. Candice to do steps. Measure with
steps, clockwise/anti and quarter turns (will
need to recap this).
Green: Directions using click-wheel,
clock/anti, and quarter turns. Sheneal to scribe
since she has done similar already.

This activity went well, if not a little too easy


for some students, but it was good for driving
home clockwise, anti-clockwise and full, half
and quarter turns for Green and Blue group.
Green group seemed to pick up the concept of
half, full and quarter turns really well,
however though they understood how far a
quarter turn was for the purposes of this
activity some members of Blue group
seemed not to see the underlying concept.
Specifically Renalda, Candice and Yasmin.
Jermaine and Travis understood this quite
well.
All students were able to read the map quite
well and pinpoint the route and locations used
throughout, showing that spatial awareness in
familiar very familiar settings is not an issue
for Lirrawi. Jovie was particularly good at pin
pointing the irregularities between the map
and the mapped area, and showed a lot of
interest in using the map which I should take

advantage of in future to help engage him.


WEEK 7: Session 2 (Tues 1/9):
WALT: Understand North, South, East, West.
I can use N/S/E/W to talk about the
direction of places.
Setting: In multi-purpose room next to Lirrawi
room.
Materials: Cardinal directions worksheet,
world globe/map of Australia, eight cones to
create cardinal points, compass, school map.
Vocab: Map, North/South/East/West,
direction, compass.
Activity will introduce students to the concept
of cardinal directions. Students will be asked
to fill in worksheet of directions (with north
pre-filled) to the best of their ability. Work
will be checked (noting students who could do
it themselves. These directions will be
explained with reference to the Australian map
(Northern Territiory, Western Australia) and a
world globe.

Cones will be set up in the room to mark


cardinal points with initials written on them in
whiteboard marker. Red (and other groups if
they struggle to in identifying directions) will
do extra activity where they jog around the
room at random and are then told to run to a
particular point at random.
Students will point in the direction of their
house/other parts of community and describe
the direction, at first just using N/S/E/W but
then (hopefully intuitively adding NE, SW,
etc.).
Extension: Look at school map, add cardinal
directions, and ask students questions about
different parts of the school in relation to each
other.

This lesson was a real mess. Before the


rotations, Bo found students very hard to
settle. This seemed to be a combination of a
students testing a new teacher and Bos
interjection in an attempt to settle students
fuelling more disruptions. After this I made
the mistake of taking students into Barlmarrag
Room (an open space where the disco is held)
for this activity. This resulted in students
failing to settle into the activity and being very
distracted (the rotation was also shorter due to
the time students had taken to settle prerotation).
I did manage to get a couple of the concepts
across though. Most students had experience
with N/S/E/W and were able to repember the
positions of each. Candice and Tyahn seemed
to struggle with this. Most students (who were
not distracted) also picked up the fact that a
compass needle always points north though
my explanation of why was not taken in at a
deep level by many students consider
making their own compass with a cork and
paper clip in water if I have access to
magnets at school?

WEEK 7: Session 3 (Tues 2/9):


WALT: Understand North, South, East, West
and use a legend when creating a map.
I can use N/S/E/W to talk about the
direction of places and things, and create a
map using symbols from a legend.
Setting: Classroom
Materials: Map template with grid and
cardinal points pre-filled. Pre-made legend.
Textas/pencils.
Vocab: Map, North/South/East/West,
direction, compass, legend, grid.

Students create their own map and treasure


route using symbols on pre-made legend
following my example and answer questions
about their map based on the legend and
cardinal directions (including the directions
their route follows). Green and Blue groups
will also answer questions based on grid
coordinates.

Introduce my example treasure map and


explain the relationship between how my map
looks and the legend. Ask students questions
about my map and describe the route taken to
treasure.

WEEK 8: Session 1 (Mon 7/9):


WALT: Understand North, South, East, West
and use a legend when creating a map.
I can use N/S/E/W to talk about the
direction of places and things, and create a

Students will finish drawing their maps based


off the combined legend. As a group we will
share our maps and students will be asked to
describe the different features and terrains of
their map.

This lesson went very well, and all students


who sat down to the activity were engaged
(that said, some namely Darius, Michael and
Vjay - didnt make it to the table (this was a
day of a lot of disruptions, teasing and fights
with the boys).
I didnt focus on many of the mathematical
concepts in this lesson because the students
were really engaged in creating their maps, so
I let them enjoy and explore that element.
Through this process though they did pick up
the concept of a legend very well, with only
Tyahan seeming to struggle with the concept
or purposely ignoring it (in his cheeky way).
He drew a few things from the legend, but
most of what he drew was straight from his
imagination instead. A few of the students,
Jermaine (who has previous experience with
geography at his Darwin school) and Shenika
from memory, commented on the pre-filled
cardinal directions without being prompted.

map using symbols from a legend.


Setting: Classroom
Materials: Map template with grid and
cardinal points pre-filled. Pre-made legend.
Textas/pencils.
Vocab: Map, North/South/East/West,
direction, compass, legend, grid.
A continuation of the pirate map activity from
last week. Students will finish their maps and
discuss with reference to cardinal directions.

Students will then be asked to describe their


maps based on cardinal directions. Firstly the
directions of different features from one and
other. Then they will be asked to describe the
route of their treasure trail using cardinal
directions green and blue students will be
asked to be more descriptive, including
features of the landscape in their descriptions
(turn south across the river vs. turn south).
Green group (and possibly blue) will also be
asked to describe their map using grid
references (with modelling/guidance). If time,
Green group will also be asked to measure
distances using the distance scale.

WEEK 8: Session 2 (Tues 8/9):


WALT: Understand how a compass works.

Recap the concept of polar attraction using


compass and world map.

I can: Make my own compass.


Setting: Classroom (during rotation)
Materials: Sewing needles, corks and a large
magnet, world globe/map.
Vocab: Compass, North/South/East/West,
direction, North Pole, South Pole, attraction,
magnetic.
This session will attempt to drive home the
concept of polar attraction in the context of

Explain to students that they will be making


their own compass, and that when the needle
is rubbed with magnet it will point to the
neared pole. Ask them to predict which pole
that will be.
Make compass with students (or in student
pairs depending on amount of materials).
Recap how the compass works or ask a
student to explain.

cardinal directions and the working of a


compass. This was broached last week,
however it was during a session where
behaviour was particularly poor and the
concept seemed to be lost on most students.
WEEK 9: Session 3 (Wed 9/9):
WALT: Navigate using North, South, East,
West.
I can Give and follow directions around the
school using North, South, East and West.
Setting: around school (outdoors).
Materials: School map, compass, lists of
directions.
Vocab: Directions, compass,
North/South/East/West.
This activity will help to drill students on
N/S/E/W, as well as providing a good
diagnostic test of their knowledge of cardinal
directions and their ability to use a compass.

Students will be given a list of directions


around the school using metres (click wheel)
and N/S/E/W turns. This will direct students to
class money (one class dollar for each
student). Two maps will be made for each
group.
Extension A third map will be made that
uses NE/SE/NW, etc. as well as N/S/E/W.

WEEK 9: Session 4 (Thurs 10/9):


WALT: Recall Left and right, clockwise and
anti-clockwise and North, South, East, West.
I can Understand and use direction words.
Setting: Classroom (in rotation)
Materials: test paper and pencils.
Vocab: Left, right, clockwise, anti-clockwise,
full, half and quarter turn, North, south, east,
west, legend.
Lesson will involve a diagnostic test of
students knowledge of direction and mapping
skills up to this point in the unit, before we
embark upon the next segment of the unit
which will take their direction/mapping skills
to a familiar context.

Students will do a test of current location


knowledge. This will be teacher guided and
supported.

I was nervous about running a sit down


worksheet based test with students as I know,
if not handled sensitively, it can really kill
these students confidence, but, with some
active encouragement, guidance and assurance
that this test is just for me to use to teach you
better, students actually seemed to quite enjoy
it or at least werent intimidated.
The results show that, generally, all students
who have attended regularly have pick up all
elements of the learning well. Many students
had to be prompted while using the legend on
the Elsey Nat Park map, but that was fairly
new, as they had never used a legend before,
only made one themselves when making pirate
maps but they all picked it up very well.
The cardinal directions are still a bit tricky for
some students, so this will need to be
emphasised when using our maps of station
and Jilkminggan.
Green group did a great job of using the grid
on their maps to tell me coordinates
considering we havent done a lot of work on
this. They were all capable of using a basic
grid map.

WEEK 10: Session 4 (Mon 14/9):


WALT: understand and use maps of familiar
places.
I can use my map knowledge to talk about
and label a map of Jilk.

Students will have time to first review the


maps and discuss them openly together before
being guided with questions. Student photos
will then be added to houses, with each
student having a chance to participate.

Setting: Classroom (in rotation)


Materials: Jilk and station google maps
printouts, butcher paper, pens.
Vocab: N/S/E/W, Map, satellite.

Students took to this activity well and were


very engaged, thanks to the relevant location.
It blew students minds that the photos of
Jilkminggan were taken from space!
(particularly Tyahan).
After becoming oriented with the maps,
students were very good at using and
interpreting them. In general they have great
spatial awareness and, interestingly, in terms
of this, the levels across groups dont really
apply. Jovie (red) was just as good at using the
maps as anyone in green group.

Students will find and label locations on


google maps print of Jilk (and add their photos
with arrows to their houses) and station (if
time). These locations will be discussed and
workshopped as a group.

Group discussion was great as a differentiator


here, as students helped each other to orientate
to the maps really well.

WEEK 10: Session 4 (Tues 14/9):


Start designing legend for map of station.
WALT: understand and use legends on maps.
I can make my own legend for a map of
station.
Setting: Classroom (in rotation)
Materials: Jilk and station google maps
printouts, butcher paper, A5 paper for legend

Students will continue/finish labelling the map


of station and start brainstorming activities
and sights at station (and their locations on the
map).
Each student draws a symbol for an activity
or site on A5 paper.
Elsey Nat Park map used in diagnostic test last

Activity went very well and engaged all


students (that actually sat down).
Understandings of legend grew really well in
this process of making one, particularly when
I explained that the legend needed to help a
stanger who had never been to station know
what to see and do (students took the task very
seriously after this).

symbols, pens.
Vocab: N/S/E/W, Map, satellite, legend,
symbol.

week will be used as reference.

Start designing legend for map of station.


WEEK 10: Session 4 (Wed 15/9):
WALT: understand and use legends on maps.
I can make my own legend for a map of
station.
Setting: Classroom (in rotation)
Materials: Jilk and station google maps
printouts, butcher paper, shrunken down
student-made legend symbols, pens.
Vocab: N/S/E/W, Map, satellite, legend,
symbol.
Finish legend for map of station by adding
symbols to map in appropriate locations.

Students will cut out the shrunken versions of


the legend symbols they made yesterday and
affix them to our maps of station in
appropriate locations.

Abilities with making the symbols varied. I


modelled one to show that it needed to be bold
and simple (like on the Elsey Nat Park map)
but many students still made theirs too
detailed and drew a scene rather than a
symbol.
Students did very well with this, each student
stuck down at least one legend symbol
showing great (and often very minute)
orientation with the map vs. real location.
Understandings of what legends are and how
theyre used are very good across the class
now, and students did well with talking about
the cardinal directions as well (eg. North and
south banks of the river).