Lesson Focus

Mapping a garden
(Formative assessment)

Learning Area / Strand

HASS - Geography

Year Level
Prep

Implementation Date
27.10.16
Duration
45 minutes

Prior knowledge of learners

Students can identify key features of a special place.
Students have mapped landmarks and key features of a special place (Mooloolaba Beach).
Declarative (knowledge) objectives
Know:
What makes a place special;
Identify key aspects and landmarks of a special place

Procedural (skill) objectives

Do:
Sort and record information and data, including location
on plans and labeled maps
Identify and represent landmarks from school garden
on a map
Links to Curriculum (identify relevant Strands and Content Descriptors)
The representation of the location of places and their features on simple maps and models (ACHASSK014)
The places people live in and belong to, their familiar features and why they are important to people
(ACHASSK015)
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003)
Evidence of learning
Observation of students map which will be drawn on carpet using chalk (formative assessment).
Observation of discussions between students.
Observation of students during class discussions.
Classroom Management Strategies
Attention grabber stop, look and listen
Establish expectations for whole lesson and specifically during circle time.
Use Are your legs crossed song to maintain expectations.
Resources
Chalk
IWB Images of the garden to prompt students recall of garden features.
Show-me boards
Whiteboard markers
Whiteboard erasers
Differentiation strategies
Alexa, Aria, Ace, to be seated next to students who will support and encourage their learning. Aria and Alexa to
sit either side of me. Ace to sit beside William.
Lily, Niamh, Summer Allow these students to go work ahead when ready required to self and peer check their
work before completion. When completed, these students can become experts and support other students in
their learning.
Lesson Introduction
WALT: Draw a map of our school garden.
WILF: Observations of maps drawn from a birds-eye view and the mapping of specific
Introducing the topic
features and landmarks of the garden on the map.
Engagement of the
TIB: Students will be independently mapping the school garden and describing what is
learners
special about the garden.
Transition students into a circle.
Link back to previous lessons:
We have spoken a lot about what we see, smell, feel and hear in the vegetable garden.
Today, we are going to draw our own special map of the garden. To do this, we will need
to think back to what we experienced using our senses.
(Prompt students thinking using images up on IWB)
Take a moment to think about what you could smell in the vegetable garden.
(Students name), what could you smell in the vegetable garden?
Take a moment to think about what you could feel in the vegetable garden.
(Students name), what could you feel in the vegetable garden?
Take a moment to think about what you could see in the vegetable garden.
(Students name), what could you see in the vegetable garden? (do this with 2 students)
Prompt students to identify large featuressuch as the library, seats, garden beds, round

brick monument
First we will create a big map of the garden together then each of you will draw your
own map of the garden.
Lesson Body
Delivering the content
through specific
strategies

(Use chalk to draw map on carpet make this as large as possible for students to
clearly see.)
Begin discussion about what landmarks we passed on the way to the garden, referring
back to students responses at beginning of lesson.
What is behind the garden? (I am looking for the library as a response)
Use the library as a gauge of the size of the garden and where features are within the
garden.
Ask: is the library smaller, bigger or the same size as the garden?
Draw a large library only the back edge.
*Begin to work through features of the garden and drawing them onto the map with the
students. Ask questions to prompt specific responses:
- What is opposite the fence?
- What is behind the library?
- In the pictures we see banana trees. Where were the banana trees in the garden?
Have students draw these features onto the class map using the chalk.
Continue until the map is complete. When complete, have students stand up in their
spots to get a birds-eye view of the map.
Ask students if they think we have put everything in or whether we are still to insert
items onto our map.
Encourage students to use placement words to describe where a feature is within the
garden.
Seat students.
Select 2 students to hand out show-me boards and 3 students to hand out pens and
erasers.
Before you begin to draw your map, I would like all eyes on my show-me board.
Model to students how to begin drawing their map using the skills developed creating
the class map I.e. drawing the library first, then working from there.
Students are to do this independently. Remind students that quiet whispers are allowed
to discuss their map with the elbow partners only.
*Roam around circle to observe students progress and their discussions with each
other, myself and class teacher.
When students have completed their maps, ask them to compare it to the class map
then to share it with their elbow partner. They are to discuss with each other what they
may have missed or could recommend changes.

Lesson Conclusion
When all students have completed their map have them place it on the floor in front of
them. Depending on time, select 2-4 students to share their map with the class. Have
Concluding activities
them describe the key features on their map to the class.
Summarizing the
lesson
Evaluation / Reflection
I found the students were excited and completely engaged throughout the lesson. Using an unconventional way to
create our class map kept students interested and involved in the lesson. They were then excited to create their
own map as I could see that all felt confident that they understood what the task was and felt knowledgeable
about the topic.
There were a few students (mainly Alexa and Aria) at the beginning of the lesson who did not have the confidence
to provide input into the class discussion but with a little encouragement and guidance were able to involve
themselves voluntarily as were quite successful in creating their own map.
Patrick had missed all previous lessons, as he had been absent from school, however, as he had a fairly good
memory of the school garden he was able to engage and complete the task successfully without any assistance.
In hindsight and after speaking with my mentor, doing a finger walk through the map would have helped students

even more to visualise their map. This would have been useful for those students who may have had directional
issues when places features onto the map.
The lesson started to run a little longer and at the end I found that even though students had time to share and
reflect, the pack up of the lesson was done hastily and without much organisation. For future lessons, my intent is
to focus on managing my time better to ensure there is not a rushed feeling and to ensure that everything that is
intended is done.