LESSON PLANNING

Date: Lesson Title: KLA(s)/Subjects: Year Level(s): Duration of Lesson:

Monday 30th October Mapping/Grids Maths Year 5 40 Minutes

Curriculum content and learning context

ACARA Content Descriptors Learning goals for the lesson

Measurement and Geometry: During this lesson students will have the opportunity to demonstrate
Location and Transformation their ability to:
Use a grid reference system to describe locations. Describe routes using 1. Use a grid reference system to describe locations
landmarks and directional language (ACMMG113) 2. Describe routes using landmarks and directional language

Resources Safe and Supportive Learning Environment

 Map of Dream Island (to project) Students will be exposed to a safe and supportive learning environment by
 Dream Island Worksheets incorporating activities where students feel comfortable to express their ideas,
 Day on Dream Island Worksheet (to project) thoughts and opinions, and their views and respected and valued. Students
 Maths Books will be reminded of the classroom rules, and if not obeyed the consequences
 Pencils of these actions. The classroom rules include:
 Students must keep their hands to themselves at all times
 Students must always speak appropriately to their teachers and peer
 Students must not disrupt the classroom or peers with distractive
behaviour at any time
By implementing these dynamics into the classroom, it ensures students feel
safe and supported, and allows them to express themselves in a classroom
where their input is valued.
 Differentiation Required for
Time Indicators What the teacher will do What the students will do
(insert student/s initials)

9:40 – 9:45 Lesson Introduction and Engagement Lesson Introduction and Engagement Lesson Introduction and Engagement

Review grid reference systems

T: Explain to students that for the next few days Lesson Content
we are going to be looking at Mapping and
Grids
Lesson Conclusion
T: Gain prior knowledge by creating a class S: Take part in class discussion
discussion about what they have learnt about
grids and mapping Accommodating Early Finishers:
 Mathletics
T: Display the ‘Map of Dream Island’ to remind
students about the characteristics of
alphanumeric grids.

T: Ask students: S: Answer questions

 What do you notice about the grid that
will help to locate positions on the map?
(Answer: The alphanumeric labels)
 What is the title of the map?
(Answer: Map of Dream Island)
 What do you see that will help to
measure distances in real terms on the
map?
(Answer: The scale)
 What do you notice on the map that will
help to describe direction?
(Answer: The compass rose)
 What do you notice that will help to
interpret symbols on the map?
(Answer: A legend)
 What questions could be asked about the
map to assist in its interpretation?
(Answer: If you are on the roof of the
resort and look north, what would you be
looking at? If you walked from the airport
to the nearest monorail station, how far
would you walk? Why would you avoid
the area at K9?)

T: Check for understanding by asking students S: Answer questions

to
  Where would I be if I was at J5?
 If I walked from the Jetty, to Water Fun,
how far would I walk?
 If I stood on the beach, and wanted to go
to the koala’s. What direction would I
have to walk?

T: Write these on the board so students can

refer to them when they are creating their own.

Explain Task
T: Explain to students that in this lesson they
will be using this ‘Map of Dream’ island to write
a series of questions that describe what they
hypothetically did on Dream Island. Once they
have finished, students will be switching sheets
with their elbow buddy, and answering the
questions to find out what they did on Dream
Island. Students also have to compose an
answer sheet (they will do this in their maths
book) so they can match the questions to the
answers.

9:45 – 10:10 Lesson Content Lesson Content

T: Their series of questions must involve using

the alphanumeric codes (coordinates),
direction (north, south, east and west) and
distance (how many km) to describe location.
It also must involve a minimum of 5 questions,
and a maximum of 10. T: Give an example of
what these sorts of questions would look like

T: Students will switch with their elbow buddy

to stop any confusion with sheets floating
around the room, and people not knowing
where theirs is.

T: Show students the two documents they are

going to be given and go through each of the
sheets with them to ensure they know what to
do.

T: Students start their questions S: Start task

10:10 – 10:20 Lesson Conclusion
T: Advise students that they should be sharing
theirs with their elbow buddy now. If they’re
not, this is a signal to hurry up
T: Students switch maps with someone in the
class and answer their series of questions.
T: Students will then mark their work using the
answer sheet provided by the other student.
Evidence Gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Student work samples – Questionnaire
and answer sheet
Lesson Conclusion
S: Share with elbow buddy
S: Answer elbow buddie’s questions
S: Check answers with partners answer sheet
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Student work samples – Questionnaire
and answer sheet
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Student work samples – Questionnaire
and answer sheet
 Feedback
Evaluation of Learning Goals for the lesson
1. Use a grid reference system to describe locations
I think this learning goal was achieved effectively. My lesson provided
students with the opportunity to use grid reference systems to describe
location and I think the students caught onto this skill very well. From looking
at the students work samples, they definitely understood how to describe
locations through posing questions
2. Describe routes using landmarks and directional language
I think the students achieved this learning goal through the use of directional
language in the questions that they posed. They demonstrated a sound
understanding of this concept and how to incorporate direction into their
questions
Reflective comment on the lesson
I think this lesson went very well. Students thoroughly understood the features of a
map, and how to describe locations. They had been exposed to it previously, which
helped me facilitate the lesson. They worked so well through the whole lesson, and
were very productive. I think they really like the idea of creating questions for their
friend to answer, they really tried to challenge their thinking and create difficult
questions. Which in terms, actually encouraged their higher order thinking skills and
improved their learning. The timing wasn’t so great, because they didn’t get time to
switch with someone, they only got time to write the questions. But that’s okay,
because we will recap on it in Wednesday’s lesson. Overall I think I has clear
communication and facilitated the lesson very well.

Considerations for future lessons

 Manage time more effectively
 Explain things the same way each time, rather than confuse students by explaining the task in two different ways
Mentor Feedback

Written feedback on original lesson plan