You are on page 1of 3

Week 1 24/10/2017

Geography Lesson 1
Introduction to unit – What are maps? Approx. 1 hour

KLO: To understand that maps tell us the location of different places.

 KWL: K – ask students what they know about maps.


o Who has used a map before? This week? Today?
o Write down on ‘K’ section.
 Introduce W/WALT.
o We are learning about different kinds of maps and what they tell us.
 10mins - Explore maps in the resource books.
o Students are in groups of 3 with a map book.
o Students are to think about what the map is telling us.
o What do you think the purpose of a map is?
 Discuss different types of maps.
o What do you think the purpose of a map is?
o Globe, Atlas (book of maps), national/country maps city, local community, school
maps etc.
o Use resource books for students to make connections to what you’re saying.
o Is anyone from another country? Locate on globe.
 Show YouTube video.
 Look at the information provided on maps (titles, labels, shapes for buildings etc.):
o Use book Perhaps use a map of the local community and identify student suburbs,
places of interest, and the school - Interactive map.
o http://mapmaker.nationalgeographic.org/
 Model how to draw a map (school, suburb, bedroom). Title ‘My Bedroom’
o Title.
o Include at least 5 objects (bed, cabinet, carpet etc.).
o Can colour in after all objects have been drawn.
 Students to draw a map in HASS books (school, suburb, bedroom).
o Must include the above.
 KWL: L – What did we learn in this lesson? Create word wall labels during/from the
discussion.

Adjustments for needs of learners

- Provide a range of maps from simple to more complex (different books).


- Provide options of maps to draw, from simple to more detailed.

Early finishers:
- Provide options of maps to draw, from simple to more detailed.
- Compare different types of maps and list the differences and similarities using a
Venn diagram.

Resources:
- KWL chart
- Word Wall resources (to print and laminate after key words have been introduced)
- Graphic organisers/guidelines for maps (must include at least 5 objects etc.)
o Write guidelines on the board for students to refer to.
Week 1 24/10/2017

Reflections
What went well?
- Started out ok; need to think ahead about what is happening next in the lesson to
keep on top of things.

What didn’t go well?


- Organising the groups
- Explaining the activity
- Not being firm/clear enough with bad behaviour

What would I change?


- The order of teaching – start with things like aerial (birds eye view) view, title, cities;
- Looking for kids who don’t always put their hand up to ask questions
- Be more observant generally

Feedback:
- They came and sat beautifully on the carpet = already gained respect- praise
- Use prompting questions helps LA students to think, created higher order thinking
- ‘thank you Finn, you had your time to share’ – great strategy- easy to refocus
- Sophie? Not listening…re focus?
- ‘maps in bottles in the ocean’- ask more to provoke conversation
- Great recap of answers
- LI- makes the lesson very clear for students…detailed explanation SC (WALT
WILF?)
- Reminding students to think about LI whilst doing activity
- Thomas- reinforce the right time to share his answer
- Give students a time frame for how long to look at each map?
- Clapping- good way to get attention but be firm, most didn’t clap the first time- set
expectations clapping
- Map activity- very loud...how could you re focus and quieten them back down?
- Lots of students walking around...are they supposed to
- ‘Do this, do this’ great- so many students did not pay attention...consequences?
- Be firm, many of them still talking once back on the carpet.
- ‘you don’t need to tell anyone to be quiet, you just need to be a role model’- great
- Move Nate for talking- good
- Great explanation of maps- talking about how they aren’t just of one place- asking
questions along the way
- Asking students to contribute ideas as you go through each map
- Bringing in 2D and 3D shapes to compare a map and a globe- good
- Continents- tricky for most but great as an extending question for G&T
- All students are really focus- explanations and questions very engaging
- Bedroom task- clear instructions, 5 objects
- Thomas calling out- consequence? – he spoils it for everyone else
- Asking students to repeat instructions ‘how many objects do we draw?’- good
- Birds eye view?
- One more reminder while they are waiting for books?
- Has anyone started? Is anyone waiting patiently? - Rewards?
Week 1 24/10/2017

- Using a question as a teaching point… often many students have the same
questions... or just go ahead with what they think
- Sitting with Darcy- building a relationship- good
- ‘Darcy point to’ good strategy
- Do they have to show you before they colour in? lots just getting on with colouring in
- Are there some good examples you could show others? This will help those who
could be struggling
- Is everyone else on track? Wander to check
- Fast finishers- great idea. Extends students understanding. Could you explain to all
students this activity to save yourself having to repeat yourself?
- Asking for more detail- this makes students to think carefully about the task
- Recap the lesson at the end- did we meet the LI?
- ‘hope to see a few more hands up’ a good way to motivate others
- Asking Amaliya a question on the spot, good way to re-focus her
- Could you think of a new game to introduce to the class?

Next lesson:
Lesson 2 -
Recap
Introduce aerial view (bird’s eye view)
Go through atlas to introduce ‘my world’
‘My World’ activity sheets
Structured – do A3 in front for each section
- Add colour
- Can use Textas for outlines and pencil/crayon for inside
- Show the map (on HASS wall) at the end
- Put the finished maps up (‘me on the map’ to be completed on Friday afternoon then
the flipbook goes on top).
Find a new game – silent ball, or heads down thumbs up.

You might also like