Mapping

Year level: 2 Strand: Measurement and Geometry Sub-strand: Location and transformation
Content descriptor:
Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044
Achievement Standard:
They interpret simple maps of familiar locations.
Learning Intention: Success Criteria:
Students can interpret maps of their local suburb and Students can identify landmarks on a map of their local
school. suburb and create a key to correspond.

Lesson notes/plan In class notes/results of lesson

Lesson 1
Group discussion/mini lesson- Students were able to make connections
- Introduce topic with mapping by giving answers such as
- Ask question how do we know where we are? using a GPS or map. We also had a
Record answers on whiteboard discussion about landmarks.
Game- follow the leader (blindfolded)
- Divide students into pairs I decided to explain the game to the
- One person is the leader and must give directions to their students before going outside so that they
partner who has their eyes closed. weren’t distracted by their surroundings.
- Encourage students to use language such as left, right, During the game however, I needed to
forwards, backwards etc. monitor all students carefully to ensure that
Group discussion/reflection – there were no collisions.
- Brainstorm with students the language that was used Half-way through the game I stopped the
- Reflect on lesson students and requested that they give more
Transition to next lesson specific directions to their partners such as
the number of steps and which direction.
Resources/preparation: This ensured that they were using more
• Whiteboard specific language related to our topic. Upon
reflection with my mentor teacher, she
• Markers
suggested that I could have asked students
• Cones (for game outside)
was had been challenging them for them to
Differentiation:
come up with this idea themselves.
Extending- challenge them to be more specific when giving
instructions (eg. number of steps)
Enabling- ensure they partner up with someone who can support
them during this lesson.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 2
Group discussion/mini lesson- The drone video was a great way
- Revise previous lesson on mapping to immediately engage students in
- Play drone video of school, what can we see? the lesson. They were also able to
- Discuss how maps are a birds-eye view like in the video make the connection that it was a
- Display map of Australia on IWB. What can we see? bird-eye view.
- How do we know what different parts of a map mean (lead to key)
- What does a key tell us? Although the students were sitting
- Display different map of Australia on the floor for a long time, they
- As a class, create a key using the map of Australia- model on were all very engaged in the
whiteboard lesson. Therefore, during the lesson
Independent task- I decided to keep working as a
- In pairs, students create their own key using map of local area. class and see what they could
Group discussion/reflection- come up with before they moved
- Reflect on what students wrote in their key onto creating their own key. This
- What did you enjoy? meant that we did not get time to
- What did you find challenging? do any independent work (as we
- After this discussion, do you think there is more that you can include on had another lesson after this) so I
your key in the next lesson? will introduce the task next lesson.
Transition to next lesson
In constructing the key as a class,
Resources/preparation: students were able to make
• Drone video connections with the icons on the
map and writing them on the key.
• Different maps of Australia
They were also able to come up
• Map of local area
with the own ideas such as
• Key template
mountains and landmarks.
Differentiation:
Enabling- give them a map with the icons already on that they can put onto
their key.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 3
Group discussion/mini lesson Students were able to recall what
- Revise previous lesson on mapping we had done in the previous lesson
- Last lesson we looked at keys, what do they tell us? and were eager to write their own
- Model independent task on whiteboard (from lesson 2) keys.
Independent task- I randomly selected the pairs that
- Students will be given a map of local areas and a key template they were working in to challenge
- In pairs, they must identify some of the local places and landmarks to them to share their ideas. This
add to their key worked as they all presented
Group discussion/reflection- different ideas and had to come to
- Reflect on what students wrote in their key a decision about particular
- What did you enjoy? locations together.
- What did you find challenging? Providing students with the
- After this discussion, do you think there is more that you can include on template to write their key ensured
your key in the next lesson? consistency in the size of the
Transition to next lesson drawings/icons and writing the
name of the location. Students
Resources/preparation: were able to locate their homes
• Map of local area and other places such as the local
park.
• Key template
Unfortunately, not all groups
Differentiation:
finished theirs in time so we will
Enabling- give them a map with the icons already on that they can put onto
need another lesson to work on it.
their key.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 4
Group discussion/mini lesson The students enjoyed creating a
- Revise previous lesson on mapping map of the classroom together.
- Discuss birds-eye view There were a few students
- Refer this to a map of the classroom, a bird eye view if the roof was confused about the positioning of
taken off. desks and cupboards but the more
- Would I be able to see the legs of the table if I was a bird flying over? that we drew, the more they
- Model map of the classroom with students. Getting them to draw understood. I believe that
where they think their desk belongs. modelling this task helped prepare
Independent task- the students to complete the task
- Students finish their keys from previous lesson if they have not already themselves.
- Those who have finished, draw a map of your house in your maths Most students believed that they
book (if it is two levels, pick one) had finished their key, so I tried to
Group discussion/reflection- challenge them to add more detail
- Reflect on drawing the maps and ensure that their map and key
- What did you enjoy? matched.
- What did you find challenging? In starting their maps of their
- Are there any other details that you think you need to add? house, many students were able to
Transition to next lesson make connections with a birds-eye
view, but I was still seeing table
Resources/preparation: legs, TV screens, etc. This will be
• Maps and key from previous lesson something I revise in following
lessons.
• Maths books
Differentiation:
Enabling- get students to draw a map of their bedroom
Extending- ensuring they are adding furniture, doors, windows, etc.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 5
Group discussion/mini lesson This task didn’t quite go as planned
- Revise previous lesson on mapping as it was raining heavy all day.
- In our lessons on mapping, what have we learnt? Therefore, during the break I had
- Introduce task (including expectation of moving around the school) to make adjustments to the task to
Independent task- ensure that students could access
- In pairs, students will be given a map with different locations marked each location and participate in
with a star. They will also have an iPad. the activities while staying
- Together, they must find the location where they will find the undercover. They also didn’t have
corresponding coloured star. Here, they must record the name of the iPads with them.
location that is written on the star.
- Each location will have a task that the students need to do before All pairs were able to find the
moving onto the next place. They will record or take photos of this on locations easily, although I did
their iPads. have to remind some pair to stick
- Once they have been to each location, they will return to the together. Considering the
classroom. circumstances of the weather, I
Group discussion/reflection- feel that they managed the task
- Reflect on the task safely and responsibly. In saying
- What did you enjoy? that, I felt that the reflection at the
- What did you find challenging? end was very important to see
- Did you use the map to help you find the locations or did you just what they got out of the task,
wonder around looking for a star? instead of just finding it to be a fun
Transition to next lesson activity.

Resources/preparation:
• Map of school with places marked
• Place stars around school for students to find
Differentiation:
Students will be working in pairs to support each other.

Professional Experience 4
Unit Plan