Lesson Plan Format
Class:
Date: 25/3/09
Time: Start: 1:30pm
Stage 3 - Year 6.
Key Learning Area: Mathematics
Finish: 2:20 pm
Lesson Topic: Mapping skills – scales, grids and the compass rose.
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
-
Can read a map using grid co-ordinates. (Have located landmarks on maps of the local area and created their own map with a grid)
-
Understands the concept of N/S/E/W and can read a map using a compass rose. (Children have recently created a compass rose for the classroom)
-
Can use scales on maps to determine distance. (Have recorded distance between two points on a map using a scale. Can identify appropriate scales
for a variety of maps)
-
Understands the concept of ‘Aerial View’. (Has identified the benefit of aerial view to mapping by comparing different maps)
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
- SGS3.3 Uses a variety of mapping
skills.
Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
Assessment:
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
By the end of this lesson, the students will have the ability to:
- Draws and labels a grid on a map.
-Observe that the grids students create
during the group activity are correctly labeled.
(Formative)
- Draws a map from an aerial view.
- WMS3.3 Describes and represents a
mathematical situation in a variety of
ways using mathematical terminology and
some conventions.
- Locates a place on a map which is a given direction from a town,
point or landmark.
- Uses the scale to calculate the distance between two points on a
map.
- Observe that the maps created during the
group activity are drawn in aerial view.
(Formative)
-During the discussion at the end of the
activity check which groups were able to
follow the directions and which students
encountered problems. (Formative)
- Observe during the lesson that children
were able to create directions and follow
directions using the scale. (Formative)
- Check for students understanding of the
various mapping skills through questioning at
the end of the activity.
Any safety issues to be considered:
-Ensure there is nothing lying on the floor (prevent
children tripping when moving into groups for
activity).
-Consider the classroom layout when moving
children to the floor for group work.
-Move one group at a time.
-Tape down any cords which may be running along
the floor.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Preparing Lesson
-Board of Studies. (2002). Mathematic Syllabus. Sydney: Board of Studies.
-Board of Studies. (2002). Sample Units of Work. Sydney: Board of Studies.
-Create a map with grid, compass rose and scale to use as an example. (Either as an overhead or
computer image to be projected.
Implementing Lesson
-7 rulers
-7x packets of coloured pencils
-7x markers
-Blue tack
-7X A3 pieces of paper/cardboard
LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
-
-
Timing
(mins)
Revisit N/S/E/W and the concept of
mapping.
Questions:
‘Which way is N/S/E/W?’
‘Does using the terms N/S/E/W help
in giving directions?’
‘Do they help you to read a map?’
5min
Re-introduce scales and grids and
outline the goals for today’s lesson.
Questions:
‘What are some other things we
have already learnt about that help
people read maps?’
Answer:
2min
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
-
-
Ask children as a class to direct the teacher from one
point in the classroom to the board using ‘North’,
‘South’, ‘East’ and ‘West’, as well as distance in steps.
Encourage students to use points of reference
(landmarks).
Explicitly introduce the lessons content…‘Today we
are going to combine the use of the three mapping
skills (grids, the compass rose and scales) we have
already covered to create directions for our own map’.
Resources and Organisation:
-
Have students remain at
their desks.
Classroom compass rose
(created in earlier lesson).
‘Scales and Grids’
-
Reflect on prior skills.
Questions:
‘Turn to the person next to you and
discuss for a minute what you think
a scale is?’ (Repeat for ‘grid’ and
‘compass rose’)
‘Can a few people share with the
class what you and your partner
came up with?’
Answers:
SCALE
‘A feature on a map which turns a
big distance which would not fit onto
a map into a small distance which
can fit onto a map’
‘A scale is something that reduces
the size of a large area so it can fit
into a small map’
COMPASS ROSE
‘Shows the North, South, East and
West directions on a map’
GRID
‘Lines that divide up a map into
squares that can be given a
number and letter’.
7min
-
Put up overhead/projection of a map you have created
with all three skills incorporated into it. Point out all
aspects of the map including that it is in aerial view.
-
Ask students to discuss with a partner what a scale is
and then have a few students report back to the class.
-
Repeat discussion for Compass Rose and Grid.
-
Explain the activity: ‘In groups I want you to design
your own aerial view map of anything you like…it
could be a treasure island, it could be Australia, it
could be the school, or it could be the inside of this
classroom…anything at all. On the map I want you to
include a scale, a grid with co-ordinates and a
compass rose. The map I have up at the moment (the
overhead/projection) is an example of the type of thing
I am looking for. Don’t forget that your North should be
located at the top of your page and the scale needs to
be realistic.’ Once your group has finished let me know
DEVELOPMENT
-
Group Activity:
20min
-
Overhead/Projection of map
with
scale,
grid,
and
compass rose.
and I will give you something fun to do with your
map…but remember it is not a race. I want your maps
to me neat and creative’.
-
Divide the classroom into groups of 4 and bring them
to the floor space one group at a time. Hand out
material.
-
-
Teacher roves around the classroom helping and
encouraging students. Observe that all students are
contributing and have a sound grasp of the ideas
involved.
-
Once told by a group that they have finished, the
teacher asks them to create a set of directions to
move from one point on their map to another. ‘In your
directions you must incorporate the scale, grid coordinates and N/S/E/W. ‘For example…your directions
might say “Start at the palm tree, move S 20m to E4”.
Check for understanding and return to the group a
couple of minutes later to see how they have gone.
-
Once a few groups have created directions get them
to swap their map and directions with another group to
see if they can follow each other’s directions. Teacher
continues to rove.
-
Teacher collects completed maps and sticks them on
board. Comment on neat/creative maps.
-
Ask class questions and create discussion.
7x rulers
7x packets of coloured
pencils
7x markers
7X
A3
pieces
paper/cardboard
-
7x blank pieces of paper
-
Blue tack
CLOSURE
-
Check
for
Summarise skills.
understanding/
Questions:
‘Did the directions work?’
‘Did they lead to the
destination?’
‘Why?’
correct
10min
of
‘Why not?’
‘What sort of directions work best’
Answers:
‘They didn’t work because they
were too confusing. The directions
were too long’
‘The best directions are short and
clear’
Questions:
‘Do you think scales/grids/compass
roses make it easier to read a map?
Why? Why not?’
Answers:
‘Yes because otherwise you have
no way to give directions’
Questions:
‘Look at the scales, were they
realistic?’ Why?, Why not?’
‘For
distance/direction/location
which is the most important out of
grids, scales and the compass
rose?’
Answers:
‘Scales/ the compass rose/ grids’
-
Link to next lesson
-
‘Next lesson I am going to give you more practice in
using maps. I will give you all a map of the school and
you will have to use the grid, scale and compass rose
on the map to find something I have hidden in the
school grounds’
(add further pages as required)
Student Teacher’s Evaluation (write reflections on the following):
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
Describe the evidence you have for this.
Outline the follow-up to this lesson for the learners.
_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
How appropriate was the timing throughout the various sections of the lesson? Why?
Describe how the selection and use of resources supported learning in the lesson.
Identify what motivated the students. Explain why.
Identify the classroom management strategies that were most effective. Explain why.
What was most satisfying about the lesson?
Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.
Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)
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