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ASSIGNMENT
Choose one of the options below and write 150 words as a reply to this post:
- Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
- For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
- Explore some of the online tools to gather information about land use, soil types, plants and animals, weather etc. in the area around your home or school and outline how you would integrate this information into local studies linking various curriculum areas
- Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
Please also comment on at least one other participant’s post.
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Map activities for junior classes
We will start the lesson with a treasure chest and map and establish what they know about maps.
We will then start with each child drawing a map of the school, house or garden. We will then share our drawings and discuss them with our peers,
Next we will search for our school on google maps and discuss what we can see. We see shapes like a bird sees from the air.
Now together we will draw the school as a bird sees it.
Next we will discuss what else we can see, flowers, trees, playground, children, cars etc.
Each group will be given a clear sheet and markers. The sheet is rules into grids. One group draws playground, next flowers, trees, etc,
The sheets are placed on top of each other and further discussion commences.
Vocabulary development
• Compass
• contour direction
• distance
• height
• key
• map
• map symbol-
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I really like the idea of using clear sheets and grids to create a layered map. I think the children will enjoy seeing all their work combined. Giving each group their own detail to map and then combining the maps offers opportunity for collaboration and team work within the lesson while exploring map making
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This is a lovely idea for a lesson Fiona. It’s a good idea to give the children autonomy over their own map drawings and then to come together as a class to discuss. Children then have a chance to see if other people’s drawing/symbols might work better than the ones they had done themselves. It’s a great opportunity for peer learning. Layering up the map is something they would probably never have done before and is a great opportunity for new learning.
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Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask
When I was last a class teacher I had second class and every year I would do a birds eye view map of the school. We looked at other examples and used Google Maps to investigate the initial shape and scale of the building and grounds. We would then plan it out using various resources in the classroom, playdoh, cubes, deans cubes, markers, or anything we had on a whiteboard in groups of four. We would then move from using objects to using the personal whiteboards to drawing our birds eye view of the school onto the whiteboards in pairs and one would draw the map and the other would draw the key. From there we would then try draw our own individual birds eye view of the school and key for our drawing into our copies or on an A4 sheet of paper. I loved the idea here of making you plan of the birds eye view outside with natural materials such as moss, grass, twigs etc. I will defo be using this lovely idea!
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Title: Map Making Adventure
Grade Level: 3-5
Objective: Students will understand the basic concepts of map making and create their own maps using online tools.
Materials:
Computers or tablets with internet access
Blank paper and pencils
Rulers and scissors
Online tools: Google Maps, GeoHive, or similar mapping software
Procedure:
Introduction (10 minutes):
Begin by introducing the concept of map making and its importance in navigation and communication.
Show students a blank map and ask them to identify different features such as roads, buildings, and landmarks.
Brainstorming (10 minutes):
Ask students to brainstorm what they would like to include on their own map, such as their home, school, favorite park, or favorite restaurant.
Encourage them to think about the scale and size of the features they want to include.
Online Mapping (20 minutes):
Have students access Google Maps or GeoHive on their devices.
Show them how to create a new map by selecting a location and zooming in/out to find the desired area.
Demonstrate how to add markers, lines, and shapes to the map.
Encourage students to experiment with different tools and features.
Map Making (20 minutes):
Provide students with blank paper and pencils.
Have them draw a rough outline of their map using their brainstormed ideas from earlier.
Encourage them to add details such as colors, symbols, and labels.
Conclusion (10 minutes):
Have students share their maps with the class, pointing out their favorite features and why they chose certain elements.
Discuss how maps can be used for different purposes, such as navigation, communication, or even art.
Assessment:
Observe student participation during the lesson and evaluate their understanding of map making concepts.
Collect the student-created maps for assessment purposes.
Encourage students to use their maps for future projects or presentations.
Extension:
Have students create a 3D model of their map using cardboard or clay.
Invite a guest speaker from a local mapping company or cartography department to talk to the class about the importance of mapping in different fields.
By incorporating online tools like Google Maps or GeoHive, students can learn about geography, spatial reasoning, and technology skills while having fun creating their own maps.
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• Explore some of the online tools to gather information about land use, soil types, plants and animals, weather etc. in the area around your home or school and outline how you would integrate this information into local studies linking various curriculum areas
We would begin by looking at some of the satellite websites to begin to see how information on weather etc can be gathered from space. Then we would move on to looking at different maps- tourist maps, ordnance survey maps, orienteering maps, Google maps. We would switch between these to see how the level of detail differs from each one.
I would encourage the children to bring in a soil sample from home and using different soil description identification cards, they would try to identify what type of soil they have, clay, sandy, peat etc. I would also show them samples of lesser known soils to see if they could identify them- chalky, sandy etc.
We would then look at the different layers of soil and make a model of the different soil layers (bedrock, subsoil etc) in a plastic cup using different materials to represent the different layers.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
As an infants teacher, I can see lots of opportunities for development of key skills such as creativity, problem solving and critical thinking in this activity. It is also a great opportunity for children to collaborate and communicate together.
I would begin the lesson with a trigger to find out the children’s knowledge about maps. I would use stories such as ” As the crow flies” by Gail Hardiman or “Me on the map” by Joan Sweeney to get the children interested and also to find out their understanding about maps. I would also have different maps, a globe and google maps on the interactive whiteboard that they could explore. We could use google maps to find our school and talk about where our classroom is on the map.
I will tell the children that today we are going to work together to make a map of our classroom. I really liked the idea of the 3D classroom in this module and it is something I would like to try out in my class.
We will first talk about our classroom, focusing on the language of location..my desk is beside the press, the sandbox is near the windows. There are so many opportunities for integration in this lesson.. shape and space( shape of our furniture, windows),counting, art and oral language.
In their groups I will get them first to draw a plan of our classroom . They will then make a 3D map of the classroom. Each group will be assigned different materials to work with..natural materials from outside, lego and playdough.
When the children create their map, each group will use their map for a treasure hunt. Using their map, they will indicate on the map where they have hidden the treasure in the classroom and the others have to find it, using the map they have created.
To finish the lesson, the children will look and respond at the other maps and reflect on their own maps and how they could improve on them and what they would do differently next time-
Hi Barbara. I really like the progression of your lesson for infants. Incorporating story should really engage your pupils and start them on their journey of mapmaking. Starting to make maps by mapping out the classroom is wonderful, especially when combined with a treasure hunt! What a great introduction to the usefulness of maps.
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Map making and map reading are skills that are often overlooked in a junior school. The idea of a reading a treasure map is exciting for young students and can introduce them to the idea that maps are very useful.
I would begin a lesson on maps by reading the story The Treasure of Pirate Frank by Mal Peet and Elspeth Graham. Moving on to making our own maps, we would then discuss what our own school and grounds would look like on a map. The students could draw their own version of the school map before having a discussion on what the school would look like from a bird’s eye point of view. The students can then re-draw their map from a bird’s eye prospective. Next I would introduce Google Maps and we can have a look together at our school grounds, concentrating on what our map looks like from the different layers (terrain, traffic, transit, street view, bike friendly roads etc.) We will then head outside to have a critical look at our entire school and grounds with the idea of making our own realistic (if not to scale) maps. I think making a 3D version of our school and grounds from natural materials would be an incredibly useful part of our map making process and look forward to incorporating this as part of our map making lesson. Finally, once our 2D and 3D maps have been made and recorded, we will make and follow our own treasure maps where each group will “hide” treasure and provide a map for another group in order to find the treasure.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
For my students who have severe learning and physical disabilities, I would first use Google Maps to show the students the school and local park area on the map. They would be enabled to look and identify the school and local park on the map. We would talk about going on a walk and the path we follow.
Next, the students would be enabled to identify appropriate clothes to wear when going outside and helped to put on sun factor to protect from the sun.
During the walk students would be enabled to participate in multi-sensory activities of touching, feeling, smelling and experiencing the wind/sun on their faces. Their attention would be brought to the different sounds in the environment, birds chirping, wheels crunching on gravel, wind blowing, cars passing by, leaves rustling, walking/rolling on the grass.
We would gather natural materials, sticks, leaves, pebbles, flowers, feathers, to use in making a map outdoors that shows our walking route. Students are enabled to put the natural materials in place to make the map of their walking route: sticks for path, leaves for grass area, flowers for flower areas, pebbles for pond area, feathers for birds on pond. Students are enabled to feel, touch, smell all natural materials. Photos are taken during the activity.
To reinforce the lesson students are enabled to make a map of the walking route using lego. The photos taken of the activity are used to prompt and help students. When finished the photos are made into a class display.
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Hi Catherine,
Welcome to the course! Many thanks for your comprehensive post on how you would run this lesson with your class. I can see you have put considerable thought into making this activity a meaningful and accessible learning experience for your students with severe learning and physical disabilities.By focusing on the senses it will help your learners connect to the world around them, and using natural materials to reflect what is present on your grounds is a wonderful way to connect what they can see/feel/hear/smell to the map. Photos of the area are a great tool to help remind learners of the layout and help them recreate the scene with Lego.
I find big sheets of card work best for this activity so learners have enough space to incorporate all the details, especially when using natural materials for the map.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
Introduction
– **Objective**: Introduce maps and their purpose.
– **Activity**: Read the book Mapping Penney’s World by Loreen Leedy with the children and then Show a simple map of the classroom or school. (Which I have prepared) Explain how it represents a real place.
Main lesson
– **Objective**: Familiarize students with maps.
– **Activity**: Use Google Maps on a smartboard. Zoom in and out, showing how the map changes from a local view (school) to a global view (Earth). Highlight familiar landmarks.
Practical Activity
– **Objective**: Create a simple map.
– **Activity**: Provide paper, crayons, and stickers. Guide students to work in pairs to draw a map of their classroom. Include key features like desks, teacher’s table, and doors.
Integration of Online Tools
– **Objective**: Reinforce map concepts using digital tools.
– **Activity**: Show how to search for their home or a favorite place on Google Maps. Discuss how maps can help find directions.
Wrap-Up
– **Objective**: Review and reinforce learning.
– **Activity**: Let students share their maps with each other, with each pair presenting them to the class.
I hope that the lesson would be engaging, interactive, and age-appropriate, combining traditional and digital learning tools.
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Hi Orla
I love the way you have structured this lesson with a very clear progression from one activity to the next and a defined objectives for each part of the lesson. I love the way that you have used a story as a prompt and also incorporated digital maps and the practical activity of creating their own classroom map. I love the idea of using stickers to add to their map which will add to the fun for junior classes. It is also great how each part of the lesson reinforces what they learned in the previous parts.
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For a lesson on map making with younger classes, I would start by introducing basic concepts like symbols, directions (north, south, east, west), and the purpose of maps. We’d create our own classroom map, marking out key areas like desks, doors, and windows using colorful markers.
To incorporate online tools like Google Maps or Geohive, I would show them how to use these tools to explore real maps of their school or local area on a smartboard. We could identify landmarks and routes, and discuss how these maps are similar or different from our classroom map.
For an interactive activity, students could use Google Maps to find their school and explore the satellite view to recognize familiar places from above. This hands-on approach helps them understand how maps are made and used in everyday life, linking what they see on a screen to their own surroundings.
By the end of the lesson, students will have a basic understanding of mapping concepts and how technology can enhance our understanding of geography.
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Hi Andrea
I like your approach to the indoor study of maps, starting with mapping a familiar area such as their classroom and moving on to identify familiar landmarks and places such as their school on online maps. As you say, technology can be a great tool for understanding geography but we mustn’t forget the role of real life exploration of our surroundings. Like many aspects of geography, no study of maps would be complete without bringing the children outdoors to follow simple paper based maps of the school or to create their own maps
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Using online tools to gather information about local land use, soil types, plants and animals, and weather can enhance local studies and integrate various curriculum areas effectively. Here are a few examples of tools and how to use them:
Google Earth and Maps: These tools can provide detailed aerial views and maps of the local area. Students can explore land use, identify green spaces, residential areas, and industrial zones. In geography lessons, students can create maps of their own, marking significant local features.
SoilWeb: This tool offers detailed information about soil types in specific areas. In science classes, students can compare local soil data with national averages, discuss soil health, and its importance for plant growth.
iNaturalist: This platform helps identify local plants and animals. During biology lessons, students can document local flora and fauna, participate in citizen science projects, and contribute their findings to a global database.
Weather Websites (like Weather Underground): These sites provide real-time and historical weather data. In math lessons, students can track local weather patterns, create graphs, and analyze data to understand trends and anomalies.
Integration into Curriculum:Science: Use soil and plant data for experiments on plant growth. Study local ecosystems and the impact of weather on biodiversity.
Geography: Map local land use, discuss human impact on the environment, and plan field trips to study local physical features.
Math: Analyze weather data, create charts and graphs, and perform statistical analysis.
Language Arts: Write reports or stories based on local environmental observations.
Art: Draw or paint local landscapes, plants, and animals.
By integrating these online tools, students can gain a comprehensive understanding of their local environment, making learning relevant and engaging. -
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Using an Integrative approach to teaching about Maps in the Junior Classes:
1. Reading, ‘Martha Maps it Out’, by Leigh Hodgkinson as the stimulus. This book is full of immersive maps, with unusual details that younger children will discover new facts with every reading. It creates a basis for map discovery and creation.
2. Google Maps- to show the children the location of the school on the interactive whiteboard.
3. Local trail (link with SESE- My Locality) – take a trip around the school and the local area allowing the children to point out key features within the school community, e.g. pedestrian crossing, post office, local shop etc. and their proximity to the school.
4. The children could use the Tablets (Technology) to take photos of things on the trail. (With help of SET teachers, SNA ; maybe 1 tablet per group) The photos could be grouped into a slide show to consolidate the key features of the walking trail.
5. The children could sketch a map of the local area, working in pairs/ small groups marking key features as previously discussed in the classroom.
6. The children could work in pairs / groups to make a map using natural materials / Lego in the classroom.
7. The children could fill in a bar chart (Maths) (prepared by teacher, depending on age of class) filling in the findings of their maps / trail, e.g. How many trees on the school road? How many shops are there in the village? Etc
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Children I find can struggle with map work. I therefore think it is so critical to play a lot of games before getting the children to design their own maps.I use grid square maps with objects on them and get children to start at one spot and follow the instructions using north, south, east west; (I was suprised teaching a 6th class last year how many children didn’t know how to do this – it only took about 15 minutes to master and they really enjoyed the game). Even in 6th they love to play simple hide and seek games using maps inside the classroom as introductions to lessons. I’ll hide something record it on a map on the interactive whiteboard and a child will be selected to find it using the map, this will advance to a child leading this and next pair work.) We then can do a similar activity outside. You can give them a map to follow with missing information, this usually sparks good questions .
I make use of the school fire plan map and photocopy an a3 one for each pair. You can play several games using these; following a route to find the tresaure, orienteering and simple oral language games.Aerial photographs:
Using google maps the children can look at aerial photographs of the school. We will discuss what an aerial photograph is. Children will be given cameras to show different angle views of several objects. Discuss birds eye view and draw the school from the birds eye view.
3d maps
I think they are a cool idea. This is where the children would get a chance in 2s or threes to plan a 3d map of the field. The children in pairs would make a plan following the questions; materials? Space? Variables? Etc. Then they could go out and make it. We would do a gallery walk and could even play some games using the 3d maps.
Drawing maps
Children will then go out and map a small section of the school i.e yard and field. We will come together and compare different maps. Higher achievers in Maths could be stretched to measure the yard and do a drawing to scale. The next time they will be in charge of mapping the outside of the school. This is much harder and they can use google maps and aerial photographs to help them with their shape. Children will then design their maps and laminate it and play a treasure hunt/orienterring game with a group.-
Hi Megan,
Welcome to the course and thank you for your comments on this module. I like how you have used a map of your school environment to teach map reading skills and also learn about the area.
Children like to use aerial photographs, I often found mind exploring Google maps or Google street view to explore areas in Ireland.
3D maps can be a lovely task to explore the local environment and record what they have seen. All these activities will also support and develop their map reading skills.
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I really like the idea of map making and working as cartographers in the lower classes. I would introduce the idea of maps and trails by reading a story like ‘The Little Red Hen’ or showing what you can see from above from any animated scene on the interactive whiteboard. I would ask the class to put a lunch box or crayon or some object on the floor and to tell me what they can see looking down at the object. In pairs I would get the pupils to draw the object as if they were flying over like a bird. I would reinforce that this is what map making is all about.
I would then look up the school on google maps, and have a discussion going as to what they see, what is near, beside etc. Then I would show the pupils the aerial photos, which are available in the school of the building before extensions and after, using comparatives, bigger, smaller, nearer, further from etc.
I would explain that we would use different colours to draw a map of the school in our groups, e.g. black for the building, green for the grass area, brown for the paths etc. After each group has drawn their map, we will look at, discuss, and reflect on each group’s map. We could use the maps for orienteering in a PE lesson later on. At a later date we could return to 3D map making from expanding on their maps and their walks around the school.
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As part of the lesson I would use an older class( I have done it with 4th class) to peer and buddy teach. Using the story What the Ladybird Heard the older class will retell the story to the Junior Class using puppets and props. They also will have drawn out a map of the farmyard using street view and show and point to the different parts as the story is retold.
Introduction:
Older Class retell the story What the Ladybird Heard
Lesson:
1. Teacher uses map of the farmyard to first ask the Junior Class to identify the different buildings and then to establish different routes/ directions/instructions – turn right, turn left, straight ahead.
2. In mixed groups of the Junior Class and older class they have a smaller copy of the map and a small animal character. The older child gives directional instructions and the younger class move the animals appropriately. This can be reversed where the younger child gives the instruction.
3. Teacher using the interactive board now illustrates how the maps can be drawn from an aerial view. Using google maps the teacher shows an example of a farm and elict what the different buildings might be using the aerial views. Teacher puts up a picture of a map drawn from a aerial view.
Extension/ Development:
4. The groups now recreate the map of the farmyard from the story from an aerial view.-
Hi Colette
That sounds like a lovely lesson on mapmaking. I love the way you have combined the story with the drawing and use of the map. The collaboration with an older class is a fantastic way for the younger children to practice direction finding and for the older children to refine their own skills by helping to teach the younger ones.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
From experience, the ease and accessibility of online mapping platforms (Google maps etc.) is hugely beneficial but I believe it has led to a belief that traditional map reading skills are outdated. It is my hope that lessons on map making will develop spatial thinking, reasoning and spatial awareness, where the children begin to understand the relationships between pictures, symbols and objects.
- We will begin our journey into map making with a read aloud – Martha Maps It Out.
- We will then discuss the world known to the children, starting with our classroom/school.
- I will provide 3D materials for the children (Lego, blocks, Unifix cubes etc.) and challenge them to make a model of their classroom/school in groups. We will discuss our models and compare/contrast each model. I will introduce the relevant map making vocabulary.
- I will add ‘treasure’ to the classroom and encourage the children to add this to their map. We will begin to explore legends and how to use them to identify things within our classroom models.
- We will use Google maps to look and see the school and the children will be provided with the opportunity to alter or change their model based on what they now see/know.
Assessment for learning will determine subsequent lesson direction with the inclusion of further technology where required.
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Hi Claire
You make a very important point about the use of digital online maps. While digital maps are very useful tools not just for navigation but for studying changes in land use, many people rely on them exclusively and as such are missing out on some key skills and the tactile experience that will allow them to fully make the link between their surroundings and the map. I like your approach of first encouraging the children to create their maps and to then deepen the learning by using the maps to hide treasure. Moving from the classroom to creating or reading maps of the outdoor school environment would be an essential next step if you want to continue on to comparison with Google maps
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Module 2
Using Data SetsExplore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
The online Data sets are an incredible resource that took my breath away when I explored the amount of Data that is ready available.
It was amazing to see how easy it was to use and navigate.
It would be a fabulous resource to down load on a class set of I Pads. I was particularly struck by the data set of local Garda Stations
Lesson Plan
Exploring : Who keeps are local area safe? What resources have they? ( Garda stations) Have you ever visited a Garda station? Can you estimate the amount of Garda stations in our County.As we live in a border area it would be an idea to compare Garda stations in Laois, Offaly and Tipperary.
Main Body
Using the data set of Garda stations in our 3 local counties I would get the pupils to chart this information on a bar chart. A further chart then will be compiled using the data set of Garda stations 30 years ago.Maths Exploration
Pupils would compare and contrast the amount of Garda stations 30 years ago and now. These charts would be displayed. Calculations on the declining amount of Garda stations too would be displayedLiteracy Links
Pupils would explore reasons why Garda stations had to close. Extensions ideas includingClass Debate- Imagine you are a local politician campaigning to keep our local station open what would you argument be. V Imagine you are the government wanting to close our local Garda station.
Letter Writing: Write a letter to our local politician appealing to save our local Garda station with the reasons why it should remain open.
Guest Speaker : Invite a local Garda into the class to explain their daily work and the importance of the Local Garda Station.
SESE Links
History: Looking at our Garda staion 50 years ago from online archives. Compare and contrast changes and features that remain the same.There is so much more that could be explored but the Garda staion decline was just a Data set that grabbed my atention.
FABULOUS RESOURCE
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Hi Emma,
Thanks for your post. I am delighted to see that you are impressed with this resource, and have prepared a robust lesson plan to explore data sets.Exploring the topic of local Garda stations is a wonderful topic and one that has undergone considerable change over the past number of years. This will provide some interesting changes to bring to life through bar charts, etc.
I really like the holistic approach you plan on taking- exploring the various angles from a politician’s perspective, the government’s, and, importantly, talking to a Garda about their vital role in the local community.
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Module 2
Using Data SetsExplore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
The online Data sets are an incredible resource that took my breath away when I explored the amount of Data that is ready available.
It was amazing to see how easy it was to use and navigate.
It would be a fabulous resource to down load on a class set of I Pads. I was particularly struck by the data set of local Garda Stations
Lesson Plan
Exploring : Who keeps are local area safe? What resources have they? ( Garda stations) Have you ever visited a Garda station? Can you estimate the amount of Garda stations in our County.As we live in a border area it would be an idea to compare Garda stations in Laois, Offaly and Tipperary.
Main Body
Using the data set of Garda stations in our 3 local counties I would get the pupils to chart this information on a bar chart. A further chart then will be compiled using the data set of Garda stations 30 years ago.Maths Exploration
Pupils would compare and contrast the amount of Garda stations 30 years ago and now. These charts would be displayed. Calculations on the declining amount of Garda stations too would be displayedLiteracy Links
Pupils would explore reasons why Garda stations had to close. Extensions ideas includingClass Debate- Imagine you are a local politician campaigning to keep our local station open what would you argument be. V Imagine you are the government wanting to close our local Garda station.
Letter Writing: Write a letter to our local politician appealing to save our local Garda station with the reasons why it should remain open.
Guest Speaker : Invite a local Garda into the class to explain their daily work and the importance of the Local Garda Station.
SESE Links
History: Looking at our Garda staion 50 years ago from online archives. Compare and contrast changes and features that remain the same.There is so much more that could be explored but the Garda staion decline was just a Data set that grabbed my attention.
FABULOUS RESOURCE
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Hi Emma,
Thank you for sharing your thoughts on the data sets in this module. I am delighted that you have found this resource so worthwhile and have a plan to use it in your own class in September. Having used real life data with my own class I have seen how engaging it is and how they much prefer to work with real life data. The pupils can also make connections between the data and their own lives, like exploring the garda station as you have mentioned.
Thank you for your comments on this resource, I hope you enjoy the course.
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Conducting a lesson on map making with junior classes is something that would involve some significant planning and several materials. Initially, I would have the class working as one with me to design a map of the classroom on the interactive whiteboard or on an A1 sheet of paper. We would discuss what furniture is in the classroom and where it is located in relation to other pieces of furniture. This would extend to the children working in groups to construct a 3D map of the classroom using a variety of concrete materials, such as Lego, Stickle bricks, small world sets, art supplies, blocks, etc. They will use the image on the whiteboard/ sheet of paper as a reference point if needed, but I will encourage the students to observe and explore their surroundings themselves. I would follow this up in a subsequent lesson by taking the children on a Nature Walk, during which the children will be encouraged to observe the route. Following this, we would use Google Maps to find the school, and then try to plot out the route that we took during the Nature Walk.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
Introduction:
I would use the book “Martha Maps it Out” as a stimulus for this lesson.
As an introductory activity, I would enter the school’s eircode into GeoHive. The children could observe the aerial view of our locality and discuss some of the other buildings and features that are visible on the map.
I would then do the same using Google Maps. Using a split screen, the children could compare and contract the differences between the two maps (how the images are presented, etc.) and which they feel is more effective.
I then would encourage individuals to give simple oral directions to different landmarks surrounding the school (the park, the local shop, etc.). As a whole class, we could then trace the directions given on the map on the interactive board.
Development:
I would explain to the children that today we will be making a map of the school playground.
We would go outside and children would work with a partner to draw a rough sketch of a birds eye view of the playground. I would encourage them to compare maps with other pairs within the class and, based off this, to self-assess the accuracy of their map.
Pairs would then be encouraged to gather natural materials with which they could build a 3D map of the yard.
Closure:
Having built their 3D maps, children would have the opportunity to go around and observe/discuss the maps of others. I would encourage them to ask one another questions to prompt discussion. We could then use iPads to take photos of the maps before disassembling them and returning the materials to their rightful places.
Once back in the classroom, I would display the photos on the interactive board and the children could peer assess by sharing two stars and a wish about the maps.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
A few years ago I did a lesson with infants on map making which I think worked very well. I started the lesson by reading the book ‘Rosie’s Walk’ to the children and then in groups they worked together to make 3D models of the different things that Rosie walked past on her walk such as the pond, the haystack, the mill, etc. This helps the children to recall and sequence the story linking to history as well as mapping out her walk.
I have 1st class this year so I might start with that activity as an introduction and then progress to making a 3D map of our local park which we visit very regularly. The children could use sticks, stones, plants, grass, etc to create a 3D model of the park as explained in the video from heritage in schools. The boys I teach love playing with anything they’ve picked up along the way and using their imagination so this lesson would be perfect for them. I would use Google Maps to help them understand the idea of a birds eye view as this is often a very tricky concept for younger children to grasp.
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Hi Michelle,
Welcome to the course and thank you for sharing your own thoughts and ideas following this module. I love using Rosie’s Walk with infant classes too and I really like your idea to make 3D models for this.
Making a 3D map of the local area is a great starting point for 1st class, Google maps can be used to explore the birds eye point of view and then explore the local area to create a 3D map. As you have mentioned children in this age group love to collect items when out and about so they would really engage in the map activity.
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Describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
Lesson Plan
Introduction
Sing song songs about Gardens and Wildlife. There is a huge variety available
Then we would talk about all the flowers that grow in our school garden and at home.
We would create a quick map on the board of our own beautiful sensory garden at school. The caretaker will be involved to add an extra dimension to this.
After this is completed we will say that we are going on a little a walk and after we will create a map of our walk.
We will have prepared by this by having the correct walking and rain gear
Development
Introduce Geeohive. We will explain that we can do a quick search on what animals and wildlife might be in our area. We can print out photos of common animals and fauna that may be seen. This will lead to much excitement. I will explain that we may not see any animal at all but as we are walking to imagine where a squirrel may have been. We can get a print out of animal footprints and match them to any footprints can be seen .draw what we see
I will tell them to draw what we see in the environment such as bridges and houses and sheds as we will make physical map of this later
So off we go on our walk. We will have our paper for observing and drawing. We will talk about our Geohive findings and about the flora, fauna and footprints. I will allow these young children plenty of creative licence in telling me about footprints etc that they have found!!
We will return to schools and with our Geomap of the area we will talk about our findings and find them on the Geomap .
At this stage the children who are well versed in using I pads will have these to navigate the Geomap themselves.
This will lead to much oral expression on the local area.
Conclusion
Group work.
We will go outside and use physical material like sticks, grass and stones to recreate the little walk we went on.
We can discuss how different this would look perhaps during the other seasons.
We can discuss the difficulties like making the bridges and how best to solve that problem!
We can them take photos and make our class blog of our own maps!
We will of course return all physical stones etc. to where we found them!
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Creating Maps in Junior classes:
Before starting the lesson, we will discuss any background information about maps and plan out how we are going to make one using the following trigger questions:
Planning
What is a map used for?
Where have we used maps before?
Where will we go to create our own map?
What will we see on our walk?
What will we put on our map?
What will we use to make it?
How big will it be?
How much material will you need?Exploring:
After putting together a plan, we will go on a walk of the local area and take note pf the following:
Did we have to cross a road?
Did we see any streams, hedges, trees?
Did we walk along a path?
What man made and natural features did we see?Making:
Gather materials to create your map.
Organise group roles e.g. management of the map, creating the outline, building separate sections of the map, gathering materials, keeping track of time
Make sure that everyone in the group is includedEvaluating:
After creating their maps, children should present their maps to the class and explain the different features.
Discuss what they liked most about their map.
Which part was the most fun to make?
What was the biggest challenge and how they overcame it? -
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
When planning a lesson on map making, I’d start with a simple introduction to maps and their components, like symbols, legends, and scale. We’d discuss why maps are important and look at different types of maps.
To engage students, I’d organize a hands-on activity where they draw a map of the classroom, labeling key areas. Then, I’d introduce online tools like Google Maps and Geohive. Demonstrating Google Maps, I’d show students how to find our school and explore the surrounding area, highlighting features like roads, parks, and landmarks.
We’d then use Geohive to look at more detailed data, such as population density or geographic features. Students would compare these digital maps to their hand-drawn ones. By incorporating these tools, students can visualize real-world applications of map-making and develop digital literacy. The lesson would conclude with students creating their own maps of familiar places, integrating both physical and digital elements.
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As a teacher in the junior end of the school, I can see lots of opportunities for development of key skills such as creativity, problem solving and critical thinking in this activity. It provides children with a great opportunity for team work and investigation
I would begin the lesson with a trigger to find out the children’s knowledge about maps. Oliver Jeffers has a wonderful book called ‘Here we are’ and it is also a short movie, this could peak the childrens interest in their own understanding of maps. I would provide the children with different maps, a globe and google maps on the interactive whiteboard that they could explore. We could use google maps to find our school and talk about where our classroom is on the map.
We are very lucky to have a brand new school building, which I think would provide ample opportunity for the children to create their own map.
We will first talk about the school focusing on the language of location and directions. There are so many opportunities for team work and collaboration while doing a walk of the school plotting important features. There are also so many opportunities for differentiation.
In their groups I will get them first to draw a plan of theschool . They will then make a 3D map of the classroom. Each group will be assigned different materials to work with..natural materials from outside, lego and playdough.
When the children create their map, we could introduce the ‘bee bots’. We can program the bee bots to go to particular areas of the school map.
To finish the lesson, the children will look and respond at the other maps and reflect on their own maps and how they could improve on them and what they would do differently next time-
Hi Serena
Here We Are by Oliver Jeffers seems like a great book to get children thinking and talking about different types of maps that show us our place on Earth, Looking at different types of physical map as well as the globe and online maps will help children to understand that there are many types of maps for different purposes, some showing our country and its place in the world, some showing larger areas and some maps showing an area close up and highlighting different features. Exploring and mapping your new school building and its surroundings is a great way to explore and learn about the school and I love that you are encouraging each group to build using different materials. finally using the bee bots to navigate around the school map is a great way to integrate technology.
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Teaching Map Making to Young Students
Planning a lesson on map making for younger classes involves a mix of hands-on activities and digital tools to make learning engaging and informative.
Lesson Plan
.1. Introduction (10 minutes)- Begin with a discussion about maps: what they are, their importance, and where we see them in daily life. – Show different types of maps (world map, country map, city map) and discuss their features.
2. Activity 1: Drawing a Classroom Map (20 minutes) – Provide students with paper and markers. – Guide them to draw a simple map of the classroom, including desks, the teacher’s table, windows, and the door. – Discuss concepts like scale and symbols, helping them to create a legend for their map.
3. Activity 2: Exploring Google Maps (20 minutes) – Introduce Google Maps on a projector or smartboard. – Show how to find your school and explore the surrounding area. – Teach them to use basic features like zooming in and out, and switching between map and satellite views. – Let students try using Google Maps on tablets or computers in pairs.
4. Activity 3: Using GeoHive (15 minutes) – Introduce GeoHive as a tool for exploring demographic and geographical data. – Demonstrate a simple activity, like finding the population density of their city. – Discuss how maps can show more than just locations; they can display data about people and places.
5. Conclusion and Discussion (10 minutes) – Recap the day’s activities and ask students what they learned about maps. – Encourage them to think of ways maps can be useful in their daily lives. By incorporating tools like Google Maps and GeoHive, students can see real-world applications of map-making, enhancing their understanding and interest in geography.
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Hi Louise
That sounds like a great mix of activities to get your class interested in maps but it does seem a little rushed if considering it all as a single lesson, especially for younger pupils. Perhaps think about breaking it up over a number of days and integrating with other subjects. Other participants have suggested some lovely books that feature maps as a way to introduce the topic of maps which would incorporate literacy, drawing your classroom map would involve maths. You mentioned the use of geohive to study population density so perhaps this could integrate into a geography lesson on the topic allowing the children more time to explore Geohive independently.
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Module 2
Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.The online Data sets were a great resource and I would ensure they were down loaded onto all I pads. The following is a lesson using the online data sets. I saw data sets showing the amounts of libraries per county. Comparing rural and urban libraries with a 5th and 6th class.
Lesson Plan
Opening
Why do we need libraries? Why are there more libraries in some counties than others? What resources have they libraries? Estimate the total amount of libraries in the country. Look at aerial photos on Google maps pinning libraries in our area. Look at locations of libraries using satellite view and street view and reflect on where libraries are located.
Main
Compare the numbers of libraries in Dublin to a rural county? Is there enough libraries for the population of an area? Chart the libraries in a rural county and the amount of libraries in Dublin and the amount in a rural county using a bar line graph. Display on notice boards or use apps.
Pupils would compare and contrast the amount of libraries in Dublin an urban area and a rural county. Calculations on the total amount and how many more in rural and urban areas.
Integration
Class Debate- Libraries cant open on Saturday in our town due to staffing. Is this fair. Libraries in Dublin can open on Saturday? What’s is the solution.
Compose a class letter to invite a the librarian in to discuss their work.
History: Looking at our library through the ages and how they looked 30 years ago and how they may loo in the future.
ICT: Design a video highlighting what you can do at our local library after a trip there.
Art : Design posters encouraging pupils to attend the library.-
Hi David
That sounds like a great use of online data sets with lots of maths integration. There are so many examples of real world data sets that can be used and you have highlighted so well how that data on libraries and population densities can be used to great effect, in locating libraries on a map, comparing the numbers of libraries to population. You could also calculate the distances to libraries from some rural locations to see how far some people would have to travel to visit a library. I love the extension activities too as library facilities have changed so much in recent years and pupils may not be aware of the range of facilities they can avail of through their library.
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I really loved the ideas for hands on map making. Young children often find it very difficult to get the idea of how they are going to represent something on their map and the examples on the Garden Map Challenge of comparing how we see a tree and how a bird flying across the sky would see a tree was very practical. We have a small garden area attached to the school yard that would be a very suitable area for being mapped by young children in Junior/Senior Infants. Firstly, it has a fence around it so the children will have a very definite area to map. Secondly it has a path that goes around the garden so the children will have a very clear beginning and end. As a stimulus and a means of introducing the idea of a map I would use the story of “What the Ladybird Heard” which features two thieves who have a map of the farm and have come to steal the farmer’s prize cow. In this way we can discuss what a map is and what it is used for. The focus of our map making activity will be a senses walk around the garden. We will follow the path around the garden and concentrate on what we can see, hear, smell and touch in the garden as we go. After the walk we will discuss the things we saw, what we heard, what things we smelt and what surfaces did we feel. I would envisage that this work would need to be done prior to making the map. When we come to making the maps the children would be free to make many decisions about their own individual map. They can choose their materials – grass, fallen leaves and/or twigs, pebbles or stones from the school grounds and field. They can also decide what they want to show on the map. For example, one child might decide that they only want to represent what they saw in the garden while another child might want to show examples of each. Or the children might decide to work in groups of four allowing someone to take responsibility for representing each sense explored on the walk. The only restrictions the cartographers will face will be ones of size and space – the children will be given a space on the yard marked out with PE markers to build their maps in. On completion the children will show and explain their maps to their 6th class buddies. We would then use the I-pads to take a photograph of each map before tidying everything away. As a follow up on another day we could access the school on google maps and look at the garden. The children could then compare the pictures of their maps with this.
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Map Making for Infants
I would begin by reading What the Ladybird Heard by Julia Donaldson. It describes Hefty Hugh and Lanky Len’s cunning plan to steal the fine prize cow from the farm. The cunning plan involves a route around the farm, defined by the animal noises and shows the route they take on the map.
From there I would re-create the map of the farm on the white board with the pupils.
After this I would bring the pupils outside and allow them to source natural items from the outdoor environment and allow pupils in pairs create their own maps of their own farms.
I would then use one of the point to point orienteering activities from PSSI PE lessons (based on 5 farm animals) and asks the pupils to draw the map of the 5 clues and their route from each point to the next point.
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Hi Catherine
I was a big fan of the Julia Donaldson books when my son was younger but I’m not familiar with What the Ladybird Heard. Using a story with a map in it is a great way to introduce the concept of maps and by recreating the map on the whiteboard with the children’s help, you are demonstrating how maps can be used to plan or trace a route from place to place and encouraging them to remember the story through the visual representation. Creating their own farm maps outdoors is a lovely follow up idea where they have to think about the different features of their farm and how they will place them in relation to each other. Orienteering activities are another lovely way to build on mapwork.
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Thanks for the excellent suggestion to link STEM mapping with PE through orienteering, Catherine. I find it tricky to think of ways to give orienteering a bit of context. I have tried incorporating a maths trail into orienteering in the past. For younger classes, though, your idea sounds really suitable and engaging. Thanks!
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For younger classes, explain how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools, such as Google Maps and Geohive.
Introduction
The children are introduced to the concept of charting a route/mapping through the simple classroom ‘Lost in the Fog’ game, whereby a child (the ship’s captain) guides his/her blindfolded partner from one end of the room to the other, using instructions to help him/her avoid obstacles along the way. Those who are able might begin to use compass directions like north/south to guide the partner. Teacher can also demonstrate/play along, and the game offers a chance to those who do not wish to use a blindfold to be the ‘captain’.
Key questions: How would a map help in this situation? How would objects like lighthouses/rocks/other ships be shown on a map? Could you use a key? Could you use symbols? What features would be contained in a map of your own area/area around the school?
Highlight key vocabulary: man made/natural features, symbols, seasonal changes, tarmac yard. This will be useful for children for whom English is an additional language.
Development:
Display Geohives website on the Smartboard for the whole class. For five to ten minutes, children can opt to insert Eircode of the school/some local landmarks/youth club/GAA club/even their own if they wish, etc. Key question: How are buildings/other objects shown on the Geohives map?
Using the Smartboard, Google maps is used to trace the route from the school to the local leisure centre. Children are very familiar with the 800m walk, taking it each week for their PE lesson.
Key questions: What do we already know about the route from school to the leisure centre? What buildings/objects are along the route? What natural/man made features are present? Will the route look different depending on the season?
Check understanding of the route by having children sketch the map on their mini whiteboards.
Then, working in pairs, they recreate the route from school to leisure centre, using a variety of materials depending on interest and need. Some will use A3 chart paper and markers, others blocks and others modelling clay. All will need to show the key objects on the route and be able to describe them and represent them in a consistent way. The maps are then shared with the whole class.
As a follow up homework activity children can reproduce the map in a smaller version (A4 sketch for example) which they can carry with them on the next walk to the leisure centre.
Closure
On the next walk to the leisure centre from school, the class use their own, handmade maps and check their accuracy by observing as they walk.
Integrating with PE, a follow up yard activity can be the ‘Lost in the Fog’ paired game, this time using the natural and man made features in the school yard and travelling a longer distance while following a the instructions of their partner (ship’s captain).
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
In the junior classes I would start by using Beebot and a Treasure Island map mat. The pupils can direct Beebot to different parts of the map using directional language. We could discuss maps and what they are used for. I would then show the class an aerial view of the school on Google maps. We would discuss what we can see on view from Google Maps. I would bring children outside and walk around the school yard and outdoor spaces identifying different areas and objects we need to include on our maps and noting their proximity to each other. We would use IPads to take videos and photos of areas of interest. We would reflect on these findings when back in the classroom. I would then give the children large pieces of card and pencils to draw their own maps of the school. We would then show the class each groups map and point out areas we recognise. We would then make 3D maps of the school using blocks and small world resources. To conclude the class could look at real maps and make observations on how they could improve their own maps. Another class could take their card maps and try to identify places and objects or follow a trial on those maps.
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Outdoor Hands-On Mapping with Map Layers
Objectives
Understand how to create and use map layers.
Learn to collect and map various data points in an outdoor environment.
Integrate the use of online mapping tools to enhance the learning experience.
Lesson Structure1. Introduction to Map Layers
Objective: Engage students and introduce the concept of map layers.
Explain what map layers are and why they are useful (e.g., showing different types of information on the same map).
Show examples of layered maps using Google Maps (e.g., satellite view, traffic, terrain).
Discuss how layers can help us understand more about a location by displaying different variables.
2. Planning the Outdoor ActivityObjective: Prepare for the hands-on mapping activity.
Divide students into small groups and assign each group a specific variable to map (e.g., tree locations, types of plants, playground equipment, shaded areas, sunny areas).
Explain the purpose of each variable and why it is important to map them.
Provide each group with a printed map of the outdoor area and transparent sheets to overlay on the map.
3. Outdoor Data CollectionObjective: Collect data and create map layers.
Take the students outside to the designated mapping area (schoolyard or local park).
Each group uses clipboards, markers, and transparent sheets to map their assigned variable.
Variables to Map:
Tree locations and types
Types of plants and flowers
Locations of playground equipment
Areas of shade and sun
Water sources (e.g., fountains, ponds)
Paths and walkways
Encourage students to use symbols and a legend to represent different data points.
Circulate to assist and ensure accurate data collection.
4. Creating and Combining Map LayersObjective: Create final maps with multiple layers.
Back in the classroom, have each group finalize their transparent layer by refining their data points and adding a legend.
Combine all the transparent sheets on a base map to create a multi-layered map.
Discuss how each layer adds to the understanding of the area.
5. Integrating Online ToolsObjective: Enhance maps with online tools.
Demonstrate how to use Google Maps and Geohive to add digital layers.
For Google Maps, show how to create custom maps and add layers for different data points.
For Geohive, explore additional layers like population density or weather to see how they impact the outdoor area.
Allow students to recreate their outdoor map layers digitally using these tools.
6. Reflection and DiscussionObjective: Reflect on the mapping activity and discuss findings.
Each group presents their layer and explains the data they collected and why it is important.
Discuss questions like:
How do different layers help us understand the environment better?
What patterns or trends do you notice when looking at the combined map?
How might this information be useful for planning and decision-making?-
Hi Geraldine
I love how you have integrated digital maps into this activity by using geohive and google maps to add digital layers to the maps they have created and creating digital versions of their outdoor maps. While certain features such as trees, plants, playground features, paths and water features in your school are local features that are easy to include on your local small map, they are unlikely to feature on Geohive. On the other hand, there are lots of other data sets available on Geohive that could add extra information to the map data the pupils have gathered themselves and could help to explain some of what they mapped.
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Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
Introduction:
Use Google Earth to look at maps. Change from street view to map view. Ask the children to pick out features of a map that they notice. Show other online maps such as Geohive. Explore the different layers that are available.
Development:
Discuss the local area and what features are important and should be included in the map. Search a map of the area online and choose a base map to use for the activity. Brainstorm what layers could be added to the map and assign groups a specific may layer to create such as rock type, water sources, vegetation, animals, human developments and birds.
Groups create drawing and symbols to represent their layer on a piece of paper. When they are happy with their layer, then can transfer this layer onto a poly pocket using markers.
Each group presents their final piece to the class by placing their poly pocket over the base map. To finish all groups overlay their layers on the base map in the correct order and discuss.
Conclusion:
Using GeoHive, show the map of the area with the layer included and compare this with the own map.
Reflect on the activity by using self assessment and peer assessment on what went well and what could need more work.
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Hi Karena
I love the way you have integrated Geohive into this activity by using layers that are already included on Geohive and comparing to what the pupils have mapped on their own layers. As the scales are different, it may not be easy to find something that will show up on Geohive that can be directly compared but this is a great way to introduce the idea of different scales and purposes of maps. As the children are only mapping a small area that is unlikely to have been mapped in such detail previously, they are likely to record details that are not highlighted on the Geohive map. This can lead to great discussions on the purposes of different maps and the possible uses of their maps.
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To plan and conduct a lesson on map making for younger classes, I would turn it into an inquiry-based unit, beginning with the question, “What is marvellous about maps?” We would start by exploring different types of maps, encouraging the children to discuss what they observe. I would ask them what they see, think, and wonder about the maps.
Using storytelling, I would guide the children in creating a variety of maps. For instance, I would read the book *Rosie’s Walk* and then have the children create their own maps of Rosie’s journey. This activity would help assess their understanding of map creation and develop their oral language skills.
To incorporate online tools, I would use Google Maps and Geohive. I would show the children a map of Muckross Traditional Farms using Google Maps, utilising street view and layers to help them understand how these tools work. The children could explore different locations, observing various features and landmarks.
Using Seesaw, the children would make screen recordings of their maps, showing Rosie walking around. This would allow them to share their work and explain their thought process. Additionally, I would teach directional language through both literacy and maths lessons, exploring concepts like distance and estimation. This approach would make the lesson engaging and interactive, while integrating technology to enhance their learning experience.
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Hi Catherine
What a great idea to use Rosie’s Walk as a trigger for a mapmaking lesson. This would be adaptable to middle or senior classes too. I have found that 3rd and 4th Classes love using picture books in Building Bridges in Comprehension – they are never too old! So I’ll definitely take the idea of using picture books to get them engaged in mapmaking. I see other participants have mentioned using What the Ladybird Heard. I might curate a selection of picture books that wouls link to mapmaking and then each group could work off a different book.
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Lovely way to get the children’s attention by telling them a story. It will help to stimulate their enthusiasm. I like the idea of using maps and having Rosie walking around. It will captivate their attention. Enabling the children to take screen recordings of their map will empower them. It could be then shared with a potential buddy class and they can discuss their findings. Older classes might also be enable to ask questions to them a their level.
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In conducting a map making lesson with the junior classes I will take inspiration from the excellent map making ideas given in this module. To introduce the topic we will use the story ‘The Troll’ by Julia Donaldson and draw the treasure map from the story. Using a treasure map as a stimulus we will go on our own treasure hunt walk- a simple walk down the path outside the school, following a map and noting the features from the map as we pass them. This will aid the children in reading the symbols in the key or legend. The main body of the lesson will involve the children creating a 3D map of their walk using natural materials outside eg using sticks to mark out the road, grass for the ditch and rocks to symbolise houses. The children will be divided into groups with each group member being given a role. We will use the iPads to take photos of the finished 3D maps. The conclusion will consist of using Google maps to see how accurate the 3D maps were. The children will reflect on their maps by using WWW- What Worked Well and EBI, Even Better If. To extend the activity the next lesson will focus on the use of lego to map the same walk.
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Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
3rd Class Lessons on mapmaking
I am very inspired by the video on 3D mapmaking, I haven’t attempted this before and I’m excited to try it with my class. I would actually plan a series of lessons to span a few weeks so as to deepen the children’s understanding of maps.
I am lucky enough to teach in a rural school with a large outdoor space comprising tarmac yard, fields, herb garden, raised beds, trees, hedgerows, and shrubbery. We have an old railway close to the school which is in the process of being turned into a walking trail, which will be easily accessible by walking from the school.
I would plan to do a series of lessons on mapping the school grounds, followed by a series of lessons on mapping the local walking trail.
We would start by exploring our school grounds, observing what manmade and natural materials and structures there were. This would then lead to a discussion of how we could show others what is in the school grounds – by making a map. The children would be invited to make 3D maps outside as was shown in the video, using natural materials. I think this would be an excellent groupwork activity. The finished maps could be presented to other classes by the pupils, and also photographed – each child would glue a photo of their group’s map into their SESE copy and could write a short report about what they did.
I would then show the children satellite photos of the schoolyard from Google Maps so that they could compare their own maps.
The groups could then work together in the next lesson to draw maps of the schoolgrounds, using the images of their 3Dmodels and the Google maps image as inspiration – this would be a good time to introduce the idea of scale and to allow the children to take measurements with a trundle wheel before drawing their maps.
I would use a subsequent lesson to add another layer to the maps by investigating the biodiversity of the school grounds and adding details about plant and minibeast species.
I would repeat these lessons using the local walking trail, allowing the children to build on their experiences and improve on their map-making skills.
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Hello Maire,
Thanks for your post, and welcome to the course!
You are most fortunate to have such diversity on and near your school grounds, and it will make for very interesting maps with lots of different materials for your learners to represent on the 3D version.
I can see you have put considerable thought into your plans to do a series of lessons on mapping the school grounds, followed by a series of lessons on mapping the local walking trail. It’s great to see that with each step, the learners will be improving their skills and understanding, from the opening prompt of how we could show others what is on our school grounds to 3D maps and Google Maps imagery, introducing scale and biodiversity features. There is lovely progression, and it is wonderful to see you plan on allocating time over a series of classes to complete this.
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I would plan and conduct a lesson plan on map making with the junior classes by showing them a prompt first. I would go onto google maps and use the satellite view of the school grounds. I would zoom in and out and show the students how the level of detail changes and have a discussion on this. Then I will show the class a picture of what I want them to make.
Next I would have a discussion with the class in advance as to what they expect to see on our walk around the school grounds. I would ask them for example what do we know about our school already.
Then all of the class will go on a walk around the school grounds and observe it all.
Children will be put into groups and they will map a particular area of the school. Guidelines need to be set with the class at the start so they don’t break twigs off trees, pick flowers or take stones from an area.
Students will gather their materials.
Students will create their maps.
After students have created their maps they will present them to the teacher and the rest of the class.
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Hi Naomi
Using Google maps satellite view is a nice way for the children to visualise their school at the start of a lesson on mapmaking. Switching from satellite view to map view would also be a useful exercise to shop that a satellite is a picture from above of what is there and the map is used to highlight the features that are most useful. It could also help to show how some features will not be seen on satellite view e.g a path through a wood won’t always be visible because the trees block the view. Setting boundaries for the map making exercise and explaining which materials they are allowed to take and which should be left alone is a very good idea to teach respect for the environment and for property.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
I would engage in map making activities with my third class utilising ideas from the course.
Firstly I would use Google maps to identify where we are on the map. There is a canal close to the school and it forms part of our local trail. We would discuss key areas here including the train station and the GAA pitch etc.
We would take note of things of interest on our local trail walk. We could utilise the iPad to take pictures and document our learning at a later date using Google slides or Adobe Spark perhaps.
The children would collect vegetation and othet items to create a map similar to the video. I like the idea of also using lego. Perhaps different groups could utulisie different materials.
Time would be given for collaboration and reflection on finishing.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
I would conduct a lesson on 3D mapping in the Infant Classroom.
To engage the children I would read the book “10 minutes to Bed Little dinosaur”. I would spend time looking at day time and night time maps that feature before and after the story. I would ask them if they know what a picture like this is called (a map) and I would then ask them to think about where the person taking a picture like this would be located (overhead etc.) I would then use geohive and google earth to show the children some overhead pictures of the town where they leave and even our school.
I would then ask the children to consider their classroom and what it might look like if someone took a picture from above. Then I would show them some examples of 3d maps. I would separate the class into small groups and give them some materials from around the classroom with which to create a 3d map of their room (Lego, unifix cubes, playdoh, 2d shapes etc could be used.
I would walk around the room and ask questions and make observations using language above, beside, under etc to describe what I see them create. I would then take pictures of their 3D maps from above to display on our classroom wall along with an aerial view of our classroom to show how well they had done. We could then discuss each others work and state what we recognise from each others 3D maps. -
Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
Using the online data sets lets discover the number of fire stations in the county.
Intro:
- Is there a fire station nearby?
- Why do we need fire stations?
- Using google maps lets locate how many fire stations are in our county.
- Are there any full time stations? how many part time stations?
- What do they notice about the location of the stations
Body:
- Create a trend/bar line or bar chart based on the findings
- Log the distance between the areas they have to cover and record
- Retained firefighters must live or work within a 5 min response. Find areas within 5km and pin on the map
Conclusion/ further dev:
Are urban areas better serviced with firestations?
Ask a member of the fire station to come and talk to the class.
Make some google slides based on their findings.
Write to a local TD if they feel we need to have more stations and better conditions for our fire departments.
Lessons on fire safety
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Hi Colette
This is a great activity that not only makes use of real world data for maths but is also a great opportunity to explore maps and learn how to use them. In looking at the number of fire stations, you could also look at CSO figures on population and correlate those with the number of fire stations. I like the idea of looking at the area within a 5km radius of the fire stations and of working out the distances that a fire engine might need to travel. Another nice idea might be to get the children to pick some locations furthest from a fire station and use Google maps to work out the length of time it would take the a fire engine to arrive. Having done this type of research in advance, the children would have lots of questions to ask a visiting fire fighter.
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For a Junior Infants class, I would plan a lesson on map making by starting with a simple, interactive activity to introduce the concept of maps. First, we’d discuss what maps are and their purpose, using a storybook that features maps.
Next, we’d explore our classroom map. I’d create a large, colourful map of the classroom, labeling key areas like the reading corner, play area and lunch area-Junior Infants are all about their bellies and food!. Students would help place stickers on the map to represent these areas.
To incorporate technology, we’d use Google Maps. I’d show the students our school’s location on Google Maps, zooming in and out to demonstrate how maps can show different levels of detail. We’d explore the locality, identifying landmarks they recognise.
Finally, students would create their own simple maps. Using paper, crayons, and stickers, they’d draw maps of their homes or their favourite park, applying what they’ve learned. This activity would develop their spatial awareness and map-reading skills in a fun and hopefully not too chaotic way!
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· For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
(For 1st /2nd class)
I would being the lesson by using google maps and google world to gradually zoom onto the school on the interactive whiteboard, I would select a couple of the children to try to find their house on google earth- can you recognise Ireland? Where is Cork? Where is East cork etc to guide the exploration, after this I would let the children in small groups look for their homes on google Maps while I circle to check for learning and prompt questions, e.g. Where is your house near, so if I stop on the road by the church which way do I turn to get onto your road….etc, I’ve used this before in a lesson and the children love it , the more senor classes start looking for soccer stadiums ..
After this I would show the children some maps of the town, (we have some lovely ones provided by the local heritage centre that have lovely graphics of historical areas of interest) etc. and encourage some exploration.
The lesson would them progress into map making of our classroom, first on the whiteboard, together and then in their pairs, what would we need to mark out so people could find their bearings, like the church n our earlier example, and them gradually include desk groupings, nature table etc.
You could use a preformed template marking out the ‘road ‘ in the classroom and have the children draw and cut the key physical elements you have chosen which they them stick in place.
And then finally , teacher could select one of the maps to use for a treasure hunt in the classroom.
These could be done over and afternoon or over a series of 3 lessons.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
I think for the younger class it can be an enjoyable task to create a map, as they associate it with pirates and finding treasure. The concept of maps can be introduced through many stories, such as Rosie’s Walk by Pat Hutchins. Children can assist the teacher to recall Rosie’s Walk on the interactive whiteboard. This allows the teacher to teach the necessary language for mapping. It would be very important to make children aware of bird’s eye view in order to create maps. Google maps can be used to illustrate this idea to the children. You could also explore this through hands-on learning you may provide the children with toy farm animals and set up a farm on a mat. The children could then walk around looking down and explain what they saw. The children can assist the teacher to record this map on the IWB.
This year in my school the PE coordinator and I attended an orienteering course. It gave us great ideas to introduce mapping skills to the junior classes. We used some of the activities in our Active School Week and the children seemed to enjoy them. One of the activities was using coloured cones laid out with 4 cones in a line. The children were then given a map to follow. The starting point was marked with a circle and the end point was marked with a triangle. The children worked with partners to follow the map and complete the task. I will link the website below, as our staff found it really good and easy to use.
https://www.britishorienteering.org.uk/images/uploaded/downloads/schools_tri_o_resources.pdf
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I teach in the junior classes in a mixed, rural school. I have 1st class this year and I would plan a map-making lesson by starting with a fun, interactive activity to introduce basic map concepts. First, we would explore our classroom or school grounds, noting key landmarks (we are lucky to have a big school ground with lots of landmarks, eg. astro-turf, playscape, garden, basketball courts). Back in the classroom, students would create simple paper maps, using symbols and a legend to represent these landmarks.
To incorporate online tools, I would use Google Maps to show students an aerial view of their school and surrounding area. We would discuss how maps can look different from above and from the ground. Then, students would compare their paper maps with Google Maps, identifying similarities and differences.
Using GeoHive, we could explore more detailed and interactive maps. Students would use their iPads to learn to zoom in and out, switch between map types and use basic navigation tools. They could also find their own homes or favourite places, helping them make personal connections to the lesson.
Finally, we would create a digital class map using an online tool, where each student adds a location and a description. This collaborative activity would reinforce map skills and introduce digital literacy, making the lesson engaging and relevant.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
Lesson: Map Making
1. Engage
Prompt
– 3D Map of the Local Area using GeoHive on IWBWondering
– What do we know about our school and the surrounding areas?
– What do you notice about a aerial view of the map ? Is it easier to see different buildings and areas?
– How would you make your own map?
– Would you add anything that isn’t in these maps?
-Will map the school or the entire area?Exploring
– Walk around the school and surrounding area
Students take note of shapes of buildings, landmarks, trees, hedges, goalposts, streams, paths and natural features.2. Investigate
Starter q: Is your map going to be 2D or 3D?Predicting: What materials will you need? What materials will you use for buildings, grass, trees and goalposts? How big will your map be? Will you have enough materials? Will you have enough time to finish?
Conducting investigation:
– Divide class into groups and ensure each group member has a role- overall map management, creating map outline, time keeper, person to gather more materials if needed
– Gather appropriate materials to make your map
– Find an appropriate space to construct your 3D map
– Check if any parts of your 3D map need to be returned e.g. gravel, stonesInterpreting results:
– All pupils have the opportunity to present their maps to the class
– Explain each part of your map
– Explain your favourite part when making the map, what challenges did you face?Taking the next Step:
– Pupils compare 3D maps with the maps from Geohive -
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
Engaging the children from the get go is always important but especially in younger classes. I would try to introduce the concept
of map making by reading them a story; ‘The Boy Who Loved Maps’ by Kari Allen.Next we would make a class KWL chart through a class discussion. We would discuss what they know about maps already and what they would like to know. I would make use of Geohive or google maps here focusing on their locality (a built up town) and where I live (rural). We would compare and contrast (lots of buildings vs lots of fields for example) what they could see on the two maps.
Our next step would be identifying maps as a ‘bird eye view’ and imagining a bird flying above our classroom. As a class we would draw a map on our individual whiteboards/class whiteboard. Here we would focus on the key items in the room (tables, chairs, cupboards) and ensuring their sizes are to scale in relation to each other.
Our next activity would be the children working in groups. The class would create giant maps making use of different art materials where needed. We would focus on key areas; infant yard, basketball courts, roads and entrances for example. Geohive and Google maps would be particularly relevant here to help the children to identity the key items around our school grounds.
Finally, we would return to our class discussion in relation to what they have learned and complete our KWL chart.
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Map Making Lesson for younger classes
1. Introduction to Maps: – Start by explaining what maps are and why they are important. – Show examples of different types of maps (e.g., world map, local map) and discuss their uses.
2. Basic Map Elements: – Introduce basic map elements such as symbols, keys, compass rose, and scale. – Explain the purpose of each element and how they help in understanding a map.
3. Map Making Activity:- Ask students to create a simple map of their classroom or school playground. – Encourage them to include key elements like a legend with symbols for different objects (e.g., desks, chairs, trees)
4. Interactive Mapping Activity: – Divide the students into small groups and assign each group a specific location on Google Maps or Geohive. – Ask them to explore the area, identify landmarks, and create a digital map by taking screenshots or marking important points. – Encourage students to compare their digital maps with the hand-drawn maps they created earlier.
6. Discussion :- Gather the students together and have a discussion about their map-making experience. – Ask them to share what they learned about maps, key elements, and the differences between hand-drawn and digital maps. –
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Map Making Lesson for 2nd Class
How I would Plan and Conduct a map making lesson :
I would begin by showing the class the YouTube video about 3D mapmaking and making them aware of the need to observe features of the school buildings and grounds as they walk around the school.
On return to the classroom I would display a close up of the school on Google Maps on the Interactive Whiteboard. One of the students could be asked to do this. With the map of the school on the whiteboard the students will have an aid to making their 3D map. The main resource offered to them would be Lego but alternatives such as cardboard, cloth or any materials the children can thik of to use to make a 3D map of the school building.
The vocabulary I would use is : Bird’s Eye View and Scale.
The concept of looking from above can be quite difficult for children to grasp when it is applied to a sizable area. So the example of a jar could be used to compare the level view of it, compared to the view of it from above. With this preliminary exercise completed, we could move on to the concept of scale.
I would ask each pair or group what scale they will decide on, eg one average lego block to be the width and length of one classroom.
When the 3D maps are complete, each pair or group can walk around to each map and the students involved in making it can explain what features they have chosen to highlight.
Reflection could involve whether the maps actually reflect the map of the school and grounds. Children could suggest improvements that are possible to be made to their 3D maps.
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Map creating in 2nd/3rd class
Wondering: At the beginning of the lesson, I would use a visual prompt on the interactive whiteboard for example google maps of the local area which the children are familiar with and discuss what they can identify on the map. Introduce new vocabulary to do with maps. We would discuss the following questions
Exploring: Exploring different maps such as physical maps, tourists map, online maps. What other information could we put on a map? Vegetation, locations etc. What is a map? What sort of things are shown on a map? How would I make my own map? What types of information can be included on a map. What size will our map be and what if we can’t fit all of the information on
Discovering
After deciding where we will go on a walk of the local area, I will ask the children to take note of our route. Making them aware of their immediate environment. The children could use a simple check list prepared by the teacher and they can tick if they observe any of the items on the list for example: bridge, roads, houses, rivers, treesMaking: Gather materials to make a sensory map using small pebbles, twigs etc . Following our class trip and discussion the class can divide into pairs or groups Guide the children to make the basic outline of the map. Then the children can stick on the materials to represent the various structures, vegetation etc
Evaluating: :After creating their maps, children should present their maps to the class and explain the different features.
Discuss what they liked most about their map.
Which part was the most fun to make?
What was the biggest challenge and how they overcame it?-
Hi Veronica,
Thanks for your post. You have put together a wonderful lesson plan. I really like your questions during the exploration phase, and some physical examples could be provided here, from simple to more complex.
It can also be worthwhile to reflect both for students and teachers on what went well during this activity and what could be improved upon next time, nurturing a continuous improvement mindset. Home/School links can also be nurtured through this by giving the learners homework to create a 3D map of their garden/part of their local park.
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Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
As a 6th class teacher I can understand the importance of contextualising mathematics and ensuring the children have real life scenarios in which they can apply their mathematical skills as this will help them further develop their understanding and utilise these skills in future real life contexts. Showing the children a wide range of data will also help them understand the importance of data in our day-to-day lives. Where the children would have been exposed to various forms of data and forming their own data graphics in earlier years, showing the children maps as another form of data is an excellent way to expand data lessons for the older classes. I thought the example of exploring endangered species was a great example of data in the module. Using the biodiversity maps was a great and innovative way that children could explore data and form their own maps on their local environment. If I were to use this I would allow the children to work in groups exploring local areas to develop their own biodiversity maps.
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Hi Ciara
It is great that this module has given you inspiration to add something new to your exploration of data through the use of maps. With some introduction to tools such as Geohive and Biodiversity Maps the children could explore a wide range of data sets independently and come up with their own questions to answer. I love the idea of getting the children to explore biodiversity maps in groups and creating their own biodiversity maps of their local area.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
In the past I have used stories such as “We’re going on a bear hunt” to get young children thinking about maps. I used the school corridor to recreate what we see on the bear hunt. (This is also a visual arts project using crepe paper for tall wavy grass, river etc etc.)
From there I would begin a discussion on maps and their purpose in real life. I would use a KWL chart and discuss what they know about maps already and what they would like to know. I would use Geohive or google maps here focusing on our classroom, our school and where the children live.
I like the idea of making a biodiversity map with children, especially the younger classes so I would definitely incorporate this into my lessons on maps in the future. I would have the children working in small groups for this.
After spending some time on maps and once the children are more familiar with them, I have asked the children to make “treasure hunt maps” for other groups and this is always a fun activity.
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This generation of children are very familiar with the use of digital technology on a daily basis and at times are more capable of using and understanding most digital devices far quicker than some adults. However this ability to use and understand such quick sources of virtual information can come at the price of not developing the other important life skills an example of this is map reading. Children might observe their parents using a sat- nav when travelling to get to unknown destinations without realising that it is a virtual map. In our lesson I would like to get the children to create a 2D map drawing with the help of Google maps. I will set the children the task of creating a map that will bring them to the local playground but they also need to stop at various places to collect items we may need for our trip to the playground along the route eg. Somewhere to borrow a book (Library), a shop that sells sun hats, shop that sells items for a picnic etc. They will use google maps to find these places of interest and help plot them on the map.
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Explore some of the online tools to gather information about land use, soil types, plants and animals, weather
etc. in the area around your home or school and outline how you would integrate
this information into local studies linking various curriculum areas.This would be a very worthwhile and interesting project in my school as the school itself
Has a little display of stuffed local animals and the area I live in was once a vibrant mining area.
We could use the geohive hub to zone in on the soil type in our area and would make sure it
Is a wide area to get a great overall view. Secondly we could make use of the biodiversity maps to
Check on all the local wildlife from foxes to mink, badgers, owls and many more. I would be interested
To see if there is any connection to the type of soil to the local wildlife. This could be further studied
If we study similar information in areas similar to ours and areas totally different.
I would link all this to the history of our area and hopefully we could get a good
Overview of the type of soil underneath us right now. -
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Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
I was fascinated by the resources mentioned in this module. I had been aware of Biodiversity Ireland and Geohive, but it was really worthwhile spending a few hours figuring out what they can do, and learning how they could be used in the classroom setting. It is very common – as was mentioned in this module – for children to choose an exotic species such as a panda as their subject for a research project; however it would be definitely more relevant and beneficial for them to become aware of the many species on the extinction Red List here in Ireland. I would think it extremely worthwhile to spend some time researching endangered species in our own area, using data from Biodiversity Ireland. The children could use their Maths skills to decode the data available there – reading and interpreting bar charts, calculating the decrease in these species from earliest to most recent record and expressing this as a percentage. They could create their own data sets to display and explain their findings to the whole school, for example expressing the declining numbers of barn owls in their local village in terms of a pictogram that would be easily understood by all classes. They could theorize as to the reasons for the decline also, perhaps comparing historical maps on Geohive to demonstrate the destruction of old farm buildings over the years as a possible cause. Such practical and relevant Maths is so much more engaging than the unrealistic text-book examples often used for the Data strand in Maths.
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Hi Nicola
There are so many great sources out there and so many great educational resources but what is lacking is the time for teachers to actually sit down and explore them and work out how to use them in class. I’m so glad that this course gave you the time and opportunity to do this planning and to remind you of websites of which you were aware but hadn’t yet explored. You have some great ideas for how to use this data in your teaching of maths and integrate it with project work. The Biodiversity Data centre is also a reminder of why gathering data is important. We can only work with the information that has been submitted so the more people who are recording biodiversity, the better the data sets will be and the more information we will have on the state of our plant and animal species.
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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
As a prompt and to ignite curiosity and discussion in the infant classes, I would use the picture book ‘Martha Maps It Out’ by Leigh Hodgkison.
I would start by showing the students the page of ‘map of my bedroom’ and discussing what they can see. I think starting with mapping with something very relevant to their lives is important.
I would explain that many maps are show a ‘bird’s eye view’ or an aerial view and use finding places in our local environment e.g. the community centre, football field, local church on Google maps to demonstrate this.
The students would then be encourage to create an aerial view map of Martha’s bedroom. I would then move on to doing a similar activity of our classroom. There would be extension opportunities to using a grid to complete this. We could then play hide and seek with the classroom teddy bear by following hiding places on the map. The Cadbury’s online Easter egg hunt could work well with this also.
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Lesson about Maps
I have enjoyed doing this lesson with classes over the last few years
1. Introduction to Maps
• Discussion: Begin by asking students what they know about maps. Have they ever used one? What do maps help us do?
• Show and Tell: Present a simple map of the classroom, school, or playground. Point out key elements: the title, symbols, legend (key), and compass rose (directions).
• Interactive Demonstration: Use a familiar location, like the classroom, and show how it’s represented on a map. Highlight how objects in the room (like desks and doors) are turned into simple symbols on the map.
2. Hands-On Activity: Making a Simple Map
• Guided Mapping:
o Step 1: Provide students with blank paper and guide them in drawing the outline of a simple, familiar space like their classroom, schoolyard, or bedroom at home.
o Step 2: Ask them to add key features, such as furniture, doors, windows, or playground equipment, using simple symbols.
o Step 3: Teach them to create a legend (key) in a corner of the map to explain what each symbol represents.
o Step 4: Add a compass rose to indicate directions (North, South, East, West).
o Step 5: Have students title their maps.
3. Exploring Online Mapping Tools
• Introduction to Google Maps:
o Show students Google Maps on a computer or tablet. Start by showing them where the school is on the map, zooming in and out to explore different levels of detail.
o Explain how Google Maps represents the real world and how it uses symbols and labels to show information.
• Interactive Exploration:
o Ask students to find their homes or a local park on Google Maps. Let them use the map’s search function and explore Street View if available, to see how maps connect to real-world images.
• Introduction to GeoHive: If available, show how GeoHive (or a similar tool) displays different kinds of maps (e.g., population density, weather) and how it can be used to gather specific information.
4. Connecting Paper Maps to Online Maps
• Comparison Activity: Ask students to compare their hand-drawn maps with what they see on Google Maps. How are they similar? How are they different?
• Discussion: Discuss the importance of maps and how different types of maps are used for different purposes, from finding your way around to studying large areas like countries or continents.
5. Reflection and Sharing
• Classroom Sharing: Allow students to share their maps with the class, explaining what they drew and how they used symbols to represent real objects.
• Reflection Questions: Ask students what they learned about maps and how online maps can help us in our daily lives.
6. Wrap-Up and Take-Home Activity
• Wrap-Up: Summarize the main points, including the basics of map-making and the use of online tools like Google Maps.
• Take-Home Activity: Encourage students to create a map of their route from home to school or a map of their neighborhood, using what they learned in class.
Incorporating Online Tools
Google Maps:
• Interactive Exploration: Let students search for their homes, school, or other familiar places. Use Street View to show them what these places look like in real life.
• Measuring Distances: Show students how to measure distances on Google Maps, comparing it to the scale on their hand-drawn maps.
GeoHive:
• Exploring Data Layers: If appropriate for the students’ level, introduce them to different data layers on GeoHive, like weather maps or population maps, to show how maps can provide different types of information. -
Learning Outcome: The children will learn the basics of map making, including understanding what maps represent, how to create a simple map, and how to use online tools like Google Maps to explore their local area.
Introduction to Maps: What is a Map?
I will begin the lesson by asking the children if they know what a map is and if they have ever used one. I will show examples of different types of maps (e.g., world maps, road maps, treasure maps).
I will explain that maps are pictures that show us where things are in the world around us. They can help us find our way to different places.
I will introduce key map elements: symbols, labels and a map key/legend.
I will show students a simple map of the school and playground and point out these elements. We will discuss how symbols represent real things like trees, buildings, or roads.
Create a Classroom Map: I will explain that the class will make a map of the classroom or playground. We will start by discussing what objects and features are in the area (e.g., desks, doors, windows, playground equipment). As a whole class, we will decide on simple symbols to represent these objects (e.g., a square for a desk, a rectangle for a door).
We will draw a large outline of the classroom or playground on the white board. I will help the children in adding symbols to the map to represent different objects.
Activity 2: Model Map: The children will create a 3D model of the map using small objects (e.g., toy cars for vehicles, small blocks for buildings). The students will place the objects on a large sheet of paper or a mat where they think they should go, matching the map they just created. We will discuss how the model represents the same things as the map but in a different way.
Activity 3: Exploring Online Maps
I will explain that online maps like Google Maps help us see where we live, work, and play. They can even show us what places look like in real life with satellite images. I will demonstrate how to use Google Maps on the white board. I will show the children how to search for our school. The children can then explore Google Maps on tablets in small groups. They can find familiar landmarks like their homes, the school, or a nearby football pitch. I will encourage them to notice how the symbols on the map match the real places they know.
Conclusion: The children will discuss what they learned about maps and how they can use them in everyday life. The children will share their maps with the class and explain what symbols they used.-
Hi Deirdre
That sounds like a lovely plan for studying and making maps. I love how you start with the guided activity of creating a classroom or playground map as a whole class on the whiteboard and then use that map as a basis for the children creating their own 3D models which reinforces the learning. Following on with Google maps is a great way to continue the learning. Going outdoors to follow simple maps of the school yard and find hidden objects or participating in some orienteering activities would a great way to follow this up and give them some experience in using and following maps
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Explore some of the online tools to gather information about land use, soil types, plants and animals, weather etc. in the area around your home or school and outline how you would integrate this information into local studies linking various curriculum areas
I teach in the ASD class in our school. As the children love being out and about the mapping lesson would be one they would all enjoy. We do town trips for an 8 week block as it’s important for the children’s life and social skill.
I think making a map of our local town would be a great way to incorporating extra learning on these trips.
I would start by looking up our town on google maps. I would ask the children to name their favourite places in town. I would make a simple map of the town and mark out a route for us to follow, including some places we like to visit like the library.
For the following week I would get the children to make their own map. We would include places like the playground, a restaurant and a supermarket. As we go every week for 8 weeks we could build on the maps and work on doing a 3D over the weeks.
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Consider the hands-on mapping activity on creating map layers outdoors…
I thought the idea of using transparent material such as poly-pockets to make layered maps was great.
I would show children different maps online and introduce them to the concepts of layers, e.g., OSI maps with historical layers, available through Scoilnet and on biodiversity maps. I will show them the video on making a biodiversity map of a garden and explain that we will be making one of the school.
We will consider the shape of the school and children will discuss and attempt to draw it. The school is a very complex shape so after their attempts, we will look at the outline on Geohive, this will also be useful to see the shape of the school grounds.
We will consider which layers we need, for our map. (Base Layer, building, yard, shed, pitch, car park, flora, fauna, etc.) Different groups will be assigned to drawing different layers an areas of the school grounds can be designated as natural or man-made.
By combining different layers of our final map, the children will be able to see where in the school grounds is more biodiverse. This should allow us to plan a school or public area that is designed with biodiversity in mind.
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Hi Robert,
Welcome to the course and thank you for sharing your ideas on mapping activities for your class. Through mapping the school environment children can become familiar with the plants and animals along with the biodiversity in the school grounds. A tip I got from a heritage in schools expert is that he looked at our school on google maps and from there he was able to trace the outline to create a map. The classes then used this map to record habitats within the school. Adding layers to your map as you have suggested is a great idea to explore biodiversity.
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Map Making with Young Learners
A map-making lesson for younger students could begin with exploring their classroom environment. Students could create simple maps of the classroom, labeling key features like the door, windows, and their desks. This hands-on approach helps them understand the concept of symbols and orientation.
To introduce technology, Google Maps can be used to explore familiar locations. Students can identify landmarks and discuss the map’s symbols. Geohive could be used to create interactive maps where students can add their own points of interest. This digital element adds excitement and reinforces map-making skills.
By combining practical map-making with digital tools, students develop a strong foundation in geography and spatial awareness. This lesson can be extended to explore maps of their local community or even the world.
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Seasonal Biodiversity Project
A year-long biodiversity project can foster a deep connection to the natural world. Beginning with autumn, students could collect fallen leaves, identify tree types, and track changes in plant life. Resources like identification guides and nature journals would be essential. Outdoor exploration is crucial for direct observation.
In winter, focus shifts to birdlife and animal tracks. Birdwatching charts and tracking sheets can be used to record observations. Integrating art allows students to create bird or animal portraits. Spring brings new life with budding plants and returning animals. Students can create nature diaries to document changes. Summer involves studying insects, plant growth, and weather patterns. Weather charts and insect observation sheets can be used.
Throughout the year, math can be integrated through data analysis, graphing, and measuring growth. Language arts can be used for writing nature poems, stories, or reports. Science incorporates the study of life cycles, habitats, and ecosystems. This project cultivates environmental stewardship and a lifelong appreciation for nature.
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Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
Mapping in the middle room
Prompt: Look at birds eye view of the school on google maps. Discussion about the 2D aspect to it. Identifying easily recognisable features and zones from the map. Such as building, tarmac, astro, field and the carpark.
Activity: Design a birds eye view of the classroom in pairs. Share this design with the class and discuss the important elements that need to be included.Following on from this and linking in with the All Ireland Pollinator Plan for schools. The children will map with a purpose. Using the chrome books the children will do a photomap of the school environment. They will take photographs around the grounds identifying areas that are currently pollinator friendly areas.
Back in the classroom they will print and use these photographs to make a before/after log of our progress as a part of the pollinator plan.
This map could be added to as the plan progresses using the same methods.Extension- children could design an outdoor map with the natural materials as a plan on how to improve our school in terms of the pollinator plan.
Children could compare and contrast the maps over the seasons/years.
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