Form 6: Map Skills

Form 6: Map Skills

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes/HMK/ Stretch and Challenge

Key Terms and Skill Development

Lessons 1:Title:Mapping Connections

L.O: To know how you are connected to people and places around the Earth and to show this using maps

Pgs. 24 – 25

 

pgs. 38and39(OS maps)

Starter: Answer question 1 on page 25

 

Main: Teacher helps students define Local, National and Global. Students then write down, using PEEL, 2 local connections they have, 2 national connections and finally 2 global connections around blank map given to them. They must also highlight these places on the map. Next answer question 3 from pg. 25

 

Plenary: Share connections

By the end of this lesson students will be able to define local, national and global connections and will mapped and annotated them on their blank maps

HMK: Question 4 from pg.25

s and c: Have a look at the Ordanance Survey Maps in the classroom and start to become familiar with the symbols; grid lines and scale

Connections

local

national

global

Skill Dev.

PEEL

Making Links

Mapping

 

 

Lesson 2and3:

Title: Using Scale on maps

L.O: To know how to use scale on a map

Pgs. 26 – 27 Within this lesson the most effective way for the students to learn about scale on maps is to read and work through the activities on the course pages. There are enough progressive activities to help demonstrate effective learning of scale

Plenary: Open the OS maps and see if students can effectively read the scale

By the end of this lesson students will know what scale is and how to effectively read it on a map

HMK: To create an effective drawing of your own bedroom with correct scale

 

Scale

distanc

features

Skil Dev.

using scale on a map

Lessons 4,5and6:

Title: Introduction to Google MyMaps

L.O: To know how to use Google MyMaps Create your own digital map

N/A Starter: Introduce Google MyMaps, create accounts if need to.

Main: Students are going to re-create their connection maps from the first lesson of the unit but this time digitally on their iPads. Students will need to highlight and annotate, using PEEL, their local, national and global connections. Students once completed, then share their my map with teacher

Plenary: Students create a class washing line list of all the skills they have had to use in these lessons to create their annotated digital maps

By the end of this lesson students will know how to use google MyMaps to effectively create their own maps and to annotate them.

 

HMK: to work on maps whilst out of th classroom

Google MyMaps

Connections

Annotation

Skill Dev:

Digitally creating own maps

Lessons 7and8:

Title: Mental Maps

L.O:

To create your own mental map of your favourite destination

Pgs. 28 – 29 Starter: Ask students to visually make a list of 10 mental maps in their heads; e.g: their route to school; their way to the local park, the area they spend most of their free time. Then discuss the images they see when they think of these maps; create list on front board with little symbols, this will help with symbols for their maps

Main: Students, using an effective key of symbols and scale(previous learning) are to create their own mental map of their journey to school. They can use the one from the course text book as an example.

By the end of this lesson students will have created their own mental maps and practiced visualizing and placing symbols onto a map. They will have also practiced the skill of sketching.

HMK: Because their maps will be gappy as they are mental maps students are asked to walk home and observe their route to school and fill in any gaps on their maps

s and c: How might the UN need to use mental maps when trying to achieve the global goals?

Mental Maps

Symbols

Key

Title

Scale

Visualising images

Skill Dev:

Visualisation

Creating maps

Sketching

Using scale

Lessons 9,10and11

Title: Real Maps

L.O: To compare a photo, sketch map and a real map of the same area

Pgs. 30and31 Starter: Students presented with photograph of area of Foz Do Douro, Porto and are asked to label all key physical and human features

Main: Next – students are asked to produce a sketch map of the photograph providing a title, key, frame and labels/annotations (not scale yet).

Students are to then answer question 3-6 on pg.31

Plenary: Peer assess each other’s sketch maps using level descriptors

By the end of this lesson students will have created their own sketch map using a visual photo and will participated in comparing photos with sketches and with maps. They will have also begun to start grid referencing work

HMK: complete questions set on pg.31

 

Photographs

sketch map

labels/annotations

key,frame,title

grid lines

Skill Dev:

Using evidence from photograph to create sketch map

annotation

grid referencing

Lesson 12and13:

Title: Using grid references

L.O: To know how to use 4and6 figure grid referencing

Pgs. 32and33 Starter, Main and Plenary: OS maps are handed out, students given a series of tasks to do with grid referencing from GeoSchooley including 4and6 figure grid referencing.  

By the end of this less  students will be able to use 4and6 figure grid referencing for landmarks and settlements

HMK: Questions 1-8 from pg. 33

s and c: IGCSE style grid referencing questions on offer from GeoSchooley

Grid referencing

landmarks

settlements

symbols

Skill Dev:

4and6 figure grid referencing

Lesson 14:

Title: How far?

L.O: To know how to work out the distance between two places on a map

Pgs. 34and35 Starter: Follow instructions pg. 34

Main: Use OS cut out from GeoSchooley and accompanying tasks to develop student skills in working out the distance between places.

Plenary: Pass the globe QandA session

 

 

By the end of this lessons student students will know how to work out the distance between two places on a map either by road or how the “crow flies”

HMK: Finish all tasks from GeoSchooley to com with distance work

Distance

ruler/paper

road

crow flies

Skill Dev:

Working out distance on a map either by road or how the crow flies

Lesson 15:

Title:Which Direction

L.O: To know how to give and follow directions using points of a compass

 

 

 

 

 

 

 

 

 

 

Lessons 16,17and18

Title: How High?

L.O: To know how to use contour lines on a map

Pgs. 36and37

 

 

 

 

 

 

 

 

 

 

 

 

Pgs. 40and41

 

Starter: pass out compass to each student or bring up compass on iPad. Go through all points of compass – sketch into books for revision notes

Main: Students to work in teams in Orienteering task around school using compasses and info from GeoSchooley

Plenary: Go through orienteering task results

 

 

Starter: Read pgs. 40 and 41 and omplete questions 1,2and3 on pg. 40

Main: Following instructions from GeoSchooley – students are to create their own project models showing different relief of land using scale on their models. They should also accompany their project with a short project booklet

Plenary: Present projects

By the end of this lesson students will know how to give and follow directions using points of a compass and how to use a compass within in an orienteering setting.

HMK: sort out all admin and notes in books

 

 

 

 

 

 

 

By the by the end of this lesson students will know how to read contour lines and work out relief on maps

 

HMK: Finish Relief Projects

Direction

compass

orienteering

Skill Dev:

Compass work

Team work

organisation

 

 

Relief of land

contour lines

height above sea level

Skill Dev:

Reading contour lines

development of project work

 

 

Lessons 19and20

End of unit summative assessment

Pgs 24-43 In this end of unit assessment students will be given an OS map and an Atlas and will be presented with a series of tasks from GeoSchooley. Assessment is out of 40 marks over the two lessons. By the end of this assessment students will have produced evidence of their subject knowledge and skill development in the unit through the progressive tasks of the summative assessment As all mentioned above

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