Planning tool

Students:

• use and sketch an informal map
• select an appropriate pathway to a given location
• use maps and simple grids to describe positions of key features
• create instructions to describe a route using appropriate language
• explain the purpose of a map and the way in which maps are used to represent the position of objects.

Some students may:

• not realise that a map is a bird’s-eye view of a location. Use a familiar space to model how an area such as the classroom can be drawn as a map to represent the chairs tables and other important features. Use the map to direct students to particular locations.
• still be developing their positional language (between, next to, above, below, right, left, beside, under, over, through). Provide multiple exposures to enable students to develop fluency.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning about maps.

Why are we learning about this?

• Maps help us use a visual way of showing how the real world looks from above.

What to do

1. Imagine you are a bird flying above your home.
   1. Draw a picture of what you might see.
   2. We call this a bird’s-eye view.
2. Treasure map
   1. Choose an area to hide something. It can be inside or outside.
   2. Draw a grid 10 squares by 10 squares.
   3. Now on your grid, draw a bird’s-eye view of the area where you hid the item.
   4. Use your map to show how to find the hidden item.

Success criteria

I can:

• draw what an area looks like from above
• draw a simple map to show how to find things
• describe directions on a simple map.