Objectives for both subject and geography/history/art
Note this includes map reading, using and drawing
Outcomes Though one starts with a map one need not finish with a map and vice versa
NLS :Use relevant story for text sentence and word level
Look at the vocabulary , font character and layout of a relevant map
Character development 1 and thinking skills
Character development 2 and descriptive/creative writing
Book corner reading
Using other stories e.g. Katie Morag
Developing oracy skills and geographical vocabulary
Using Picture stories
e.g. Jeannie Baker Through the window
To improve story techniques in preparation for writing a story illustrated by a map
discussion of the writing style of mapping, the key and the use of a caption.
Give each child a map, perhaps a world map to add curiosity! Ask children to point/highlight a country with a certain phoneme e.g. Ch, sh etc… This could be made into a challenge or as an assessment and can bring in geographical vocabulary such as how many oceans have 2 or more vowel phonemes, is there a city with the same initial phoneme as queen.
Study tourist maps for persuasive features, design a tourist map for a range of people, e.g. someone from abroad, a hedgehog, an OAP.
Children could make a map of the story route of their character, this can be an activity through KS1 and 2 and detail can be added depending on the mapping objective e.g. Scale, definite route, key etc. You could also add a thinking skills element to this whereby children in KS2 could map the route of Goldilocks/Cinderella and discuss a variety of questions such as what if Cinderella had taken another route to the ball? What if Goldilocks/Red Riding Hood had taken a different route and met another nursery rhyme/story character on the way?
Children could be given an OS map of an area, children could learn the symbols and discuss the features of the area. They could then spin a wheel to choose a character and place their character in the OS Map area. The children could kinaesthetically become the character in the OS area,
Browsing books of maps e.g. Lord of the Rings, or maps in books e.g.Winnie the Pooh series, CS Lewis books and so on
children could look at adventure stories whereby the children choose their own plight and plan a story to ensure their reader will eventually reach the conclusion to the book.
Look at local planning proposals or own observations of local streets e.g. landuse and determine what improvements are desirable. Make a map to show these and use as part of the report
Ideas found at :
Create a display to illustrate a bus or car journey with detachable labels of directional words such as 'over', 'under', 'in front of', 'behind', 'turn right', 'between the trees', 'through the gate', 'beside the river' and so on.
Mapping journeys from stories
After reading The hare and the tortoise, The three pigs or Rosie's Walk by Pat Hutchins (Bodley Head 1962), which mention landmarks, diversions and stopping places on a journey, children could produce a journey map for the story, marking significant points. Children could also create their own map and story of a journey around the school grounds, highlighting their important landmarks.
After reading The great round the world balloon race by Sue Scullard (Macmillan 1993), children could work out the route in the story on a globe or from an atlas, and could make drawings of the different places visited.
Children can produce a map of the Isle of Struay as a design for a tea towel.
2. Children can choose a character from the story and design a storyboard to follow the whereabouts of the character (see example of a pupil’s storyboard on QCA site).
3. Children can dress up as different characters, and the rest of the class had to question them to discover where they live. Afterwards, they can add drawings of the different characters in the right place on a base map of the island (see example of pupil.s work on QCA site).
Children work in pairs and take it in turns to describe a map, pictorial, sketch , postcard map , tourist map to their partner, who draws what is being described. The children then compare the drawing and the map, checking that they have identified all the features that they can see.
Use picturemaps, or maps and photographs, to create a poem
Use the words from a map to make a word picture in the shape of a country, a stream , a street pattern,
Children tell a story around the class, with each child adding a
sentence or a phrase. Start with a geographical theme like being
lost in the forest or going on a world journey. Ask the children to
make drawings and a map to show the different stages of the story.
Show a sequence of change in one area – using different styles to show different ages
Postcards related to places on a map ; Poems in map shape
Story Writing illustrated by a map
Story Board for journeys adventure
A map relating to the topic area can always accompany non-fiction work,
Phoneme work could then be incorporated to make a country THRASS chart including places from around the globe.
The map can show a bias of popular things in the locality or distant place that the person/animal would enjoy
Character journey map
A map of the story route of their character.This could lead to a discussion of whether character dilemmas could have been avoided or could lead into children writing another version of a well-known story based on a new map.
Could lead into creative writing with a focus on descriptive writing of the location. In self-assessing their writing, children could highlight the geographical terms they have incorporated from their OS map and perhaps build a glossary to accompany their writing.
Review of clarity of map to story ; redrawn map to fit another aspect of story. Use the maps to create more adventures
children makie their own stories and place the different areas on a story map
Illustrated report using annotated locality maps – could be done using Publisher
Ask the children to design a verbal trail around the school grounds for blind people. As well as directional vocabulary, children will need to include language that relates to sounds, smells and what they can touch
This can be supportwed with tactile foot/paw prints
Other journey maps from e.g. ‘A Balloon for Grandad ( Grey & Ray Orchard) add more from your own repertoire.
Use maps to decorate other gifts e.g. notepaper, mugs
Sketch map of the locations by storyboard number
Pictorial map or model
Sketch map drawing and labelling
a poem for the future, beginning each line with the same phrase, eg I hope...
a poem using senses, listen to the waves..., look at the...
The map can be constructed as the story grows e.g. base map of forest, world outline map
These could simply be cartoon maps or a simple base map with increasing symbols in sequence
Character creation 1
Character creation 2
Emotions and teamwork
See above also Character development 1 & 2
Create convincing first explorers/first tourists who collect information, based upon description/photograph e,g from Michael Palin website http://www.palinstravels.co.uk/ or RGS-ING Geography in the News http://www.geographyinthenews.rgs.org/ e.g. Shackleton/Everest
To experience the handling of maps and their orientations the children could be divided into groups and given a treasure map. The children are then given an emotion each and they have to take on that emotion whilst going to find the treasure. Emotions could be frightened, bossy etc.
Act out alternative storyline based upon new map
Create and use model layouts/sets for particular landuses e.g school, home, farm, town
Or act out first meetings/ crises ( e.g what to save when abandoning ship?)
Role play that emotion whilst going to find the treasure This would also lend itself to a C.P.S.H.E. discussion of teamwork!
Topic related to subject
Objectives for both subject and geography/history/art
Note this includes map reading, using and drawing
Outcomes Though one starts with a map one need not finish with a map and vice versa
See also http://www.ruf.rice.edu/~feegi/
NNS Geographic co-ordinates!
Scale and conversion ( Y6)
Data gathering and manipulation
Solving problems (KS1)
Shape and space(KS1)
Solving problems (KS2a)
Shape and space(KS2a)
Solving problems (KS2b)
Shape and space(KS2b)
Using a local AZ to teach co-ordinates is a useful way to bring about discussion of the locality. Children could find the co-ordinates as quickly as possible for a certain street or landmark and then discuss where this is in relation to the school.
Looking at a world map, children could be challenged to find any countries/continents that are able to tessellate.
Looking at Tube Maps is an interesting way to bring about measure problems, such as find the quickest route from ___________ to __________.
Teachers could design word problems incorporating aspects such as, which is the cheapest price for getting to __________ etc.
Using Tube, Bus and rail maps could look at the quickest routes of reaching destinations. This would involve discussion of scale and conversion within a real life context.
When teaching directions (NSEW) a living map could be placed on the floor and children can move to different parts of the map based on teacher cues. It could be a floor map of the locality or a world map. This would also give an opportunity for children to formulate questions relating to parts of the map, e.g. what is the next ocean I come to if I go north?
Number treasure hunt As part of a visit to the local area, ask children to find numbers for things they encounter along a particular route, and mark the location include house numbers, bus times, fare prices, road signs and measurements. Use digital recording (tape /camera) When they have finished, they can add up all the total of numbers that they have recorded or be detective and consider the range of the number sets discovered. Based on
[Colin Bridge, Primary Geographer, Geographical Association, July 1998]
Make your own speed limit signs on pieces of card and discuss with the children what they are for and where they would find them.
To link the idea of numbers and speed, take the children outside the school to investigate the use of real speed signs. Children can take photos of the speed signs you encounter, Back in the classroom, children can look for patterns on the map, to understand why some places have particular speed limits according to how the land is being used and by whom.
Based on [Sarah Stone, Primary Geography, Geographical Association, July 1998]
The Playground we’d like
Carry out an investigation on what the children like and dislike about their playground,and how they could make it better. To measure their likes and dislikes, children could complete an environmental quality survey. Using their surveys, children can score different parts of the playground. They could design their own by choosing their own pairs of adjectives.
1. Start by brainstorming the children to draw up a list of their likes and dislikes about the playground.
2. Visit the playground and highlight any key features and landmarks within it,and create an affective map with emoticons
3. Back in the classroom, children need to consider what needs to be improved in the playground, drawing on their environmental survey results. Discuss their favourite activities in the playground as it is, and how these could be improved.
5. Working in groups, children could produce their own bird.s eye plan with symbols of a newly improved playground, or make a model of the playground using Lego or other materials.
Older Children can do the above for a street ( see HO) and vary the number manipulation.
Ask the children to find the shortest safe route for a group of children to move between two classrooms. Children might choose to pace out different routes or use metre sticks as a standard measure. Ask the children to calculate the differences between the lengths of various routes and consider which are most suitable for the group size.
When studying the locality of the school, ask the children to use simple base plans and string to mark and discuss longest and shortest routes to different places, eg the local shops or park. They could also begin to develop an understanding of angle as a measure of turn in this activity by using whole turns, half-turns and quarter-turns.
Ask the children to build models of ideal settlements using 3-D shapes, recording the range of shapes used and their properties. Children could investigate what the shapes look like from above using a camera.
Ask the children to devise instructions to navigate a floor robot through a maze. Encourage children to use vocabulary such as left, right, backwards, forwards, along, clockwise, anticlockwise and right angles.
Ask the children to talk about and draw a plan of their journey from home to school, and to estimate how far it is and how long it takes to walk it.
Ask the children to undertake a pedestrian traffic count in one corridor at different times during the school day. Ask the children to present their data in a simple table or simple block graph showing time of day and number of people counted over a set period. Use a base map of the school and knowledge of the school day to discuss and interpret findings.
Ask the children to plan a route (including calculation of distance) for a family travelling between two settlements. Ask the children to work out how much further the family would have to go if they had already travelled 'x' number of kilometres. This could be extended by asking the children to plan the stages of a longer journey so that the family does not have to travel more than a given number of kilometres in a day.
As an alternative to planning routes, children could be asked to plan how they would travel between two settlements by public transport using public transport timetables.
Ask the children to use the straight edge of a piece of paper and the scale on a large-scale Ordnance Survey map to measure distances. Discuss what the scale actually means (eg 4cm represents 1km means that 4cm on the map represents 1km in real life) and ask the children to use the scale to work out distances from measurements they make on the map.
Ask the children to write an itinerary for a day out in the local area. As part of this, ask them to use local bus timetables to work out waiting times at bus stops, length of time between buses and times taken for buses to reach destinations.
Introduce and discuss the eight points of the compass. Ask the children to use a compass to orientate themselves on a trail around the school grounds.
Ask the children, in the role as providers of tourist information, to locate specific sites using simple coordinates, eg a park, somewhere to have a picnic, somewhere to walk a dog. For high-attaining children, four-figure grid references may be used.This could be local or distant locality
Ask the children to undertake a survey of the journey to school, looking, for example, at where children in the school live, how they travel to school and how long their journey takes. Information can be recorded on tally charts and a map of the local area. ICT may be used to produce a data file and bar graphs to show the results. Separate charts and graphs may be produced for children coming to the school from different areas; these may be displayed on a large base map of the school area to see if any patterns emerge
Ask the children to plan a route between two specific locations (eg from their own street to a shopping centre in a nearby settlement) and to calculate distances travelled by car, bus, foot, etc. (This may involve the use of a range of maps at different scales.) Ask the children to calculate total distance travelled in kilometres and then in metres.
Discuss with the children what a scale of 1:10,000 or 1:25,000 means (eg 1:10,000 means that 1cm on the map represents 10,000cm in real life). Ask the children to work out how many centimetres on a 1:10,000 map represent one kilometre.
Ask the children to refer to a 1:25,000 Ordnance Survey map (or even, for some children, a 1:50,000 map) and work out how many centimetre squares on the map represent one kilometre square in real life. Children could then explore the areas of different-sized settlements.
Ask the children to use a world time chart to work out different times around the world. The children may then transfer information to a display based on a map of the world.
Ask the children to match photographs of river and coastal features to specific sites on an Ordnance Survey map using six-figure grid references.
Revise the eight points of the compass. Ask the children to use a compass in conjunction with an Ordnance Survey map to describe a route.
Collect data for a fruit e.g. produced by different countries Make bar graphs Locate on world map
Locate measurable data e.g. weather elements as graphs on world map Use weather reports as found in daily press.
Planning a trip abroad for country studied
1. Imagine that the class is going on holiday to a location overseas. Visit on-line travel agents to find out flight times and costs of different flight options.
2. Children could also investigate the costs of packages versus paying for accommodation separately, differences in prices and times from different airports, of travelling business class versus economy class, and differences in prices between high and low season.
3. Visit www.worldclimate.com for climate data of your destination to decide when would be the best time to visit.
4. As an extension, and depending on the destination, children could consider moving into a different time zone, and how to compare time of arrival at the destination to the time in the UK. For interactive activities on the world’s time zones and crossing the international date line in the South Pacific, visit the Summer 2002 edition of Global Eye
Zone map annotated with cost of journeys to London landmarks/football stadia/shopping areas.
Use the Time/distance circular graph to map each place – the anomalies can be surprising
On an enlarged Multimap 1:200,000(see local map file) create a ‘Good route’ map
Basic floor map of school grounds/ Springfield Park and so on .
Or just large enough to use on a table top and use tactile materials to create area, linear and spot features with a scale bar and compass ( See file Tactile maps)
Base map showing where number is used in the neighbourhood
Sets of data for use in other number lessons.
Map of local area to show location spreed limit signs (collaborative homework)
Add to the local map above location of the photographs, and mark the landuse and place pf other traffic speed inhibitors ( e.g. speed bumps, narrow points and so on.
Bargraph showing least liked to most (0 – 10)
Map to show score of survey
Map to show solutions
Street map coloured according to quality score (numbers could go from negative to positive)
work out the difference in length between two routes around the school building as measured on the school plan
use a simple map to identify features and possible routes (longest and shortest) within the local area
identify main features of a settlement (listing shapes used) Draw round the shapes to make a map and compare with photograph
use appropriate directional language (See L&T using ICT Foundation and Year 1)
draw a plan of their journey from home to school with annotations re. time taken ( use a scribe)
Put the block graph on the base map for different times
Use of road atlas or local map
Column road itinerary (e.g. Norden or AA route map)
Use of OS or other map to locate bus and train stations
plan a route and work out the distance using the map scale on selected OS map
select information on public transport from timetables to produce an itinerary using a selected OS map
use symbols on an Ordnance Survey map
use symbols on an Ordnance Survey map
use simple coordinates (or four-figure grid references) to locate points (or areas) on a map UK or other country
identify the eight points of the compass and use a compass to orientate themselves/follow a route
This could relate to WOW Add staff localities
Use Multimap bases (see location maps file)
collect, record, present and analyse data about the
journey to school, and draw conclusions. Show charts
on base map ands discuss patterns revealed.
plan a route considering different modes of transport
and distance travelled using maps of different scales
Show as journey map
Create display to show the rest of the school
approximate the size of different settlements in
kilometre squares (using an Ordnance Survey map)
Show comparisons on map of British Isles
identify time differences around the world
Time zone map of the world
use six-figure grid references to identify and match
coastal/river features shown on maps to photographs
Stylise the shapes and make display for corridor
(Eye2eye Britain CD useful Eye2eye Software Ltd)
use a compass to describe a route on a map Link
World distribution map
Add routes to atlas map
Make graphs to show differences
Make graphs for UK and country studied Show on world or continental map
Use the school or local park maps to plan habitat, senses and observational activities
Use plans of investigation areas to present evidence e.g. photographs, collected evidence
Use world maps to show where it is difficult to stay alive ( deserts, polar regions, deepest oceans
Plan of school grounds to show location of different kinds of plants
Plan of school grounds to show where best growing conditions are found
Local map to show where different kinds of plants ( woodland, grassland, water and so on) are found
Make a sound map of the neighbourhood
Use the school or local park maps to plan habitat, senses and observational activities. Use locality maps to plan larger investigations ( e.g. water measurement , data logging exercises; ) sketch maps as well as OS type maps.
Use plans of investigation areas to present evidence e.g. photographs, collected evidence in graph and other diagram form
Use a location map, at any scale, to show links between environments and animals and plants
Location maps of data logging measurementmeasurements
Location maps for local plants – in built up areas use significant garden plants ( cedar, monkey puzzle trees, pampas grass, climbing plants)
Local geology map (Springfield Park significant site – River terrace gravels – see where they extend)
Relate Latitude and Longitude to the apparent movement of the Sun and the spin of the earth See http://www.ruf.rice.edu/~feegi/
Map of location of observations
Map with evidence of locations in photograph
Annotated world map to show reasons for difficulty in staying alive.
Map of area where growing experiments are being made
Map showing sunny, shadey , cool, hot damp dry areas – with compass directions.
Vegetation map – include parks and gardens
Map to show location of datalogging investigations
e.g. world environment maps
endangered species maps
Map of school grounds showing datalogging points for micro climates ( temperature, rain gauge, wind)
Map of local wood/park at different seasons showing spreads of seasonal plants/trees ( bluebells, garlic, oak trees, berried bushes)
Model of Springfield Park to show different geological layers and slope
Map of Time zones
Use local maps with directory evidence to see how a street changed
Use maps to communicate change
Use an historical map ( e.g. Roque) to show change with present day photographs
Empathetic map of bomb damage
Show how a street changed using different colours for different landuses and building uses; numbers of people using each building and so on
Use maps to show the different settlements at different times including roads, the growth of canals, turnpikes and railways – all significant in Newington and district
Using maps and atlases
Give each child a piece of paper and mark a cross or add a small drawing in the centre to represent where they are sitting. Encourage the children to add arrows pointing to things and people around them. They can write words or add drawings to represent the things they can see. Extensions to this activity might be to use compass directions for their arrows, or to add a focus on distance, pupils could count the number of paces between themselves and the things/people they see.
To reinforce understanding of compass directions, enlarge a map to a large size and divide up into pieces. The children can be given a piece of the map labelled with, eg south-west, north-east, south, and re-assemble the map.
[Helen Lamb, Linton Heights Junior School, Cambridgeshire]
A bird’s eye view
To develop an understanding of a bird’s eye view or plans on a map, draw round some recognisable objects and cut out the shapes. Stick the shapes onto a piece of card and encourage children to match the plans with the objects themselves. An extension activity could be to use objects that look different at the top and bottom, eg a bottle. The children could also draw a plan of the furniture in the classroom.
Maps from toys and models
Provide the children with models of buildings, farms, animals or toys. They can create a scene with their toys or models. Afterwards, they can draw the plan of the scene on a piece of paper, using symbols to represent more difficult shapes. To reinforce and assess learning, see if they can recreate their scenes from their plans the following day.
Creating an island
Make a large wall display with an outline of an island and a compass rose -- this could be based around a published story. Encourage groups of children to design different parts of the island, creating symbols for trees, buildings and railways. Afterwards, the children can describe a guided tour around different parts of the island, using compass directions. As an extension activity, they could research real features of a place and add them to their part of the island.
Valuing children's personal geographies
A combined year 1/2 class described their feelings during their journey to school. The teacher described his own journey to school and prompted the children to suggest other means of communicating their journey such as using pictures.
Using a writing/drawing frame children draw three to five key features that they see on their route.
Children work in pairs to communicate orally their journey to each other, and then individually record their own journey in three to five picture frames.
Children label key features on their drawings (eg home, road, pavement, lamp post) and the teacher creates a word bank of features on the flipchart.
The concept of symbols is introduced by the teacher, using happy and sad faces to represent emotion.
Children draw an appropriate symbol next to each picture to show how they feel about each part of their journey and create a key to explain the symbols.
In a plenary session, some children show the class their journey and describe it.
The teacher uses the children's drawings and talk to make teaching points about the differences between communicating using words, pictures and symbols.
Children look at an aerial photograph of the area around the school and identify 10-20 key features that they recognise. (If the photograph is old, the children may also identify differences from the present day.) To extend the activity, use www.multimap.com and enter the school’s postcode to look at a map of the same area – the website allows you to choose an appropriate map scale. Click on ‘View aerial photo’ for an aerial photo of the same area and click on ‘Overlay map’, which combines a street map and the aerial photo on the screen.
Using picture maps
Make a collection of picture maps, such as those obtainable free from theme parks, shopping centres and tourist information offices or maps from the front of children's story books. Make these available for children to study in your classroom's reading area. Encourage them to talk about their favourite map, as well as their favourite story.
Using a local street map
Use an overhead projector (or interactive whiteboard) to display a street map of the local area. Children take it in turns to place features drawn on squares of acetate in the correct location.
Making and using a street map
Produce a large-scale map of the local area by photocopying a
street map with the school at the centre on an overhead
transparency. (A suitable map can be accessed by typing in the
school's postcode at, for example, www.multimap.com) Use an
overhead projector to display the map on sheets of card taped to
the wall. Draw over the map with a marker pen, laminate the card and hinge the sheets together for easy storage. Both you and the children can use the map in numerous ways: eg as the focus of a display; attach labels with Blu-tack or Post-its; draw routes with an OHT pen.
Developing locational knowledge
Prepare a box of laminated cards with short activities on them which children can either be given or choose when they have completed their work. Include some geographical activities, such as doing a simple jigsaw of the British Isles.
Developing a sense of plan view
Follow this sequence of activities to help children develop a sense of plan view
1. children draw round objects, ask a friend to guess what it is
2. children match photographs taken from two different angles with an object
3. children draw plans of familiar objects, models that they have made, or play mats with features added to them, looking at them from above
4. place objects on the overhead projector if children find it difficult to appreciate plan view; ask them to guess what an object is
5. children match plans with objects
6. arrange some crockery on a tray; give the children some white paper and a sheet of brown paper in the shape of the tray; they draw plans of the crockery, cut them out and stick them in the correct position on the 'tray'
7. produce a base map of the classroom and a sheet of shapes, approximately to scale, corresponding to tables, cupboards etc; children cut these out and stick them in the correct location; more able children can draw the features on the base map
8. take the children round the school in small groups, following a plan, and labelling the different rooms on the plan as they pass them
9. children use a laminated 1:1250 OS map of the local area and mark on features and routes with an OHT pen
Helen Woodhead, Intake Primary School, Doncaster
Starter maps When beginning to look at a country, or just as a starter, you could use the Harvard geospace website (go to http://hgl.harvard.edu), which provides a brilliant world view which can be zoomed into any country. The map has a variety of layers that can be added to or taken away and shows relief and major rivers also. This is also good for using with an interactive whiteboard.
This has now been overtaken by Google Earth
Using maps at different scales Children write out their address including the street, town/city, county, country and continent. They identify their street on a street map. They then work in small groups to sequence a series of maps at increasingly small scales, finishing with a world map identifying their local area. (Maps at a range of scales can be obtained from, for example, www.multimap.com) This activity can be undertaken for many locations throughout the world, although for some places, the nearest town or city would need to be the starting point.
See File Local maps for comparison
Working in pairs, children use an atlas to devise a set of 10 questions (eg what is the capital city of...? which ocean does the river... flow into?). They swap questions, find out the answers and then check each other's answers.
Developing locational knowledge of EuropeUse an overhead projector or interactive whiteboard to display an outline map of Europe. Children take it in turns to match country 'shapes' (with the names written on) with the shapes on the map. Once the children are confident with this activity, it can be repeated using a map without the country boundaries. The rest of the class can suggest moving the shape using four or eight points of the compass. The same activity can be carried out, again at different levels, using the Map Splat Europe game on the Ordnance Survey website.Mapzone
Developing knowledge of map symbols and grid references Children work in pairs and devise a set of directions, which also involves collecting letters from the names of places and features along the route, for a particular scenario. They should use an extract from the local 1:50000 OS map. For example, the school's laptops have been stolen and this is the route the burglars took (go west along the A999 until you reach the motorway; write down the third letter of the village at this junction; cross the motorway; write down the first letter of the building on your right, etc); the letters will spell where the laptops can be found. The children then exchange directions and work out the route and the answer.
Developing locational knowledge
Prepare a box of laminated cards with short activities on them which children can either be given or choose when they have completed their work. Include some geographical activities, such as doing a simple jigsaw of the British Isles, Europe or the world, or playing a game of map symbols snap.
Make a signpost in the classroom to school places, locality places, world places
Use with maps of the country to be studied with the atlas map to help sort the shape
Use a place setting a draw from four different seating positions
Use the models in the sand tray – lift off and draw the impressions
Use Katie Morag stories to give reality to an island
Create a treasure island for fun
An affective map of the school catchment area.
Use in association with the maps in the Local maps file
Use the maps collected by the children
This can be a reinforcing ploy
See the file Local maps for comparison
More time fillers
Begin to ask questions
Where? How Far ? How to get there?
What is there to see ? What is the capital ? and so on
A series of maps
Again use Google earth
Art and DT
The world our environment
Make feasts relevant to the different countries being studied [See file Other maps]
Design and make a tactile map using a range of materials, [See file and HO on tactile maps]
Create maps from first hand evidence - sketching detail; journey logs
Create a locality map in a permanent material e.g. tiles, embroidered wall hanging, collage wall hanging
Compare breakfasts in each of the different countries looked at in Spring Term Plot on map
See lesson plans from Learning and Teaching using UCT
Creatingmaps Local Studies:
Colour Magic 2 –or other paint programme
Word processing: Shape Poems
Using a Floor Robot
Using internet information and Numeracy tools
Map countries with similar songs, similar instruments
The ideas have come from personal communications from primary teachers, QCA Innovating Geography site and ideas used in the past when subject boxes had not been thought suitable for primary children but education was considered vital.. RB Nov 2005