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Lesson Focus

Mapping observations

Learning Area / Strand


Geography

Year Level
Prep

Implementation Date
21.10.16
Duration
40 minutes

Prior knowledge of learners


Students have begun to discuss special places
Students have discussed using their senses to explore their environment
Lesson objective/s
Respond to a range of questions and confidently share observations on a worksheet.
Link to Curriculum (identify relevant Strands and Content Descriptors)
The reasons why some places are special to people, and how they can be looked after (ACHGK004)
Draw conclusions based on discussions of observations (ACHGS004)
Evidence of learning
Discussion
Writing piece I see, I smell, I feel
Drawing - birds-eye view of coastline
Classroom Management Strategies
Establish expectations before beginning lesson.
Resources
Completed Y-chart form previous lesson
Writing template
Writing pens
Coloured pens for drawing
Google maps image of Mooloolaba Beach
IWB
Differentiation strategies
Allowing extra thinking time more visuals for students who may not understand concepts of a map
Extending Extend students through use of questioning.
Lesson Introduction
Introducing the topic
Introducing the
learning goal to
students
Engagement of the
learners

Link back to previous lesson:


Yesterday in our Geography lesson we talked about our senses. In Geography we learn
about all sorts of things in the world. These are Countries, oceans, rivers and they also
use maps. Today we are going to write about the senses we talked about and begin to
look at maps. We may even have time to draw a map.
- Discuss Hokey Pokey on the floor as a quick little refresher We put our hands in the
circle, what else did we put in the circle? (seeing eyes, smelling noses)
(*formative assessment check throughout discussion about whether students are
ready to move on to transferring their knowledge into a written form)
- Refer back to Y-chart completed in previous lesson.
- What senses did we use?
- Why do we use our senses?
- Using these senses, what did we smell/hear/see?
- Add on hear - What can we hear at the beach?
Talk about the beach as a special place what do we do at the beach? (swim, play,
build sandcastles, collect shells). Who do we go to the beach with?

Lesson Body
Delivering the content
through specific
strategies

Project Google maps image on whiteboard. Imagine you are a bird and you are flying
over Mooloolaba Beach. You look down, what is it that you can see? (Looking for water,
sand, beach, trees, houses)
We are going to be writing about what we can see, smell and feel.
Tell students they will begin their sentences with I see, I smell, I feel.
Model writing to students on the board:
I can see....
I can smell....
I can feel....
Remind students they can use the Y-chart to help them complete their sentence e.g. I
can smell, look at Y-chart for an idea... hot chips.
Hand out writing template students to go to their desk.
Students to write their 3 sentences.
Throughout this time, check-in with students to ensure all are on track.
When writing is complete, students are to return to the carpet and read a book quietly
while waiting.
*If time allows Refer back to map quick refresher. Remind students that when we
look at a map, its from a birds-eye view.
What do we see? beach, sand, water rocks etc. Model how they could begin drawing
their map of Mooloolaba Beach.
- shoreline
- rocks
- water
- trees etc.
Students to return to desks and begin their drawings of their birds-eye view map.
For those who complete early, allow them to extend their responses or to become
experts in the room i.e. help other students who may find the task a little more difficult.

Lesson Conclusion
Concluding activities
Summarizing the
lesson and revisiting
the learning goal

When complete, check in with students.


Ask:
What view do we look at a map from? (Birds-eye view)
Use students written responses as formative assessment

Evaluation / Reflection
My introduction to this lesson worked very well. Discussing prior lessons was a real interest for the students as we
had sung the Hokey Pokey and all students were able to recall the lesson immediately and the key information
learnt. In hindsight, I should have put more emphasis into how maps are seen when read (from above/birds-eye
view) for students to have a better understanding of what a map should look like. Quite a few students drew their
maps from their own perspective had they been looking at the beach rather than from a top view. I could see from
the students work that not everyone had this concept and it was something I need to ensure I cover in future
lessons. It is a vital part of understanding how a map is drawn and read as this is a part of their summative
assessment.
As we didnt make it through the whole lesson, I do believe that this lesson shouldve been broken up into
segments so the writing and drawing of their map could be scaffolded well. Reflecting upon the way in which my
lesson ran, I do think that I may needed to have scaffolded the writing a bit more for students as some students
fell behind quite easily through lack of focus or understanding. More scaffolding may be required for example,
working through the template piece by piece together (e.g. me writing on the IWB as students are at their desks
writing as well).