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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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I would start by introducing my class to the concept of maps. Discuss places where maps are used—at school, in the car, or on a treasure hunt.I would guide them in creating a simple “map” of a familiar space, like the classroom or their home. I would teach them how to use Google Maps and explore familiar locations like our local library, supermarket etc asking questions like: “Can you see the school on the map? What do you notice? Where is the playground?” I would then let children use Google Maps on their own devices to zoom in and out, showing them how maps change as they move closer or farther away. WHen I feel that they understand maps I would have each child create their own simple map. They could draw a map of the classroom, including where the door, windows, and tables are located. I would encourage them to use symbols, colors, and labels if possible. In the next lesson I would let children select a place to “find” on Google Maps such as their home or a favorite spot. I would ask them to find “something like a tree” or “a big building” on the map and compare it to what they drew on their own maps. After this I would ask the children to share their maps with the class, explaining what they drew and how they decided where to place things. The importance of maps and how they can help people find their way would be emphasised. It is important that at the end of the lesson children see maps as tools that help us and that drawing maps is fun and helps us understand the spaces around us. The focus of the lessons would be on making them playful and relatable.
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Task for module 2: 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 first introduce the class to maps, prompt by asking what their prior knowledge of maps is, where would you see them, have they used them before etc. I would show examples of different kinds of maps (paper maps, treasure maps, maps in books and Explain that maps help us find our way and understand the world around us. Using a large map displayed on IWB and/or printed maps I would teach the features on a map, symbols for roads, rivers etc.
Using Google maps on the IWB and the class ipads I would show the class our school, town, and local features. Show satellite view vs. map view. I would allow the class time to explore and spot familiar places: their homes, local shops etc.
Map of the Classroom
I would first introduce the idea of making a map of the classroom, discussing what is included in the room and the symbols we will use to include them on the map and including a legend to explain the symbols. Then letting children walk around the room and sketch a simple map layout.Map of Their Neighborhood or Journey to School
Have students draw their route to school or layout of their street using Google maps as their prompt. Again we would first discuss what symbols could be included and a legend to explain the symbols. Encourage use of compass directions and symbols.
In my school previously after looking at mapping in class, I have created an orienteering course for our school playground. The child would be given an aerial photograph of our school area with a particular symbol they would then need to collect. This brought the learning to real life and an element of fun.
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Great ideas here for mapping with first class. Drawing a map of the school is indeed a great starting point.
Mapping their route to school is also a lovely idea.
I’m sure that many kids would have seen a map over the summer on the various days out. The children always love to refer to the map at Dublin Zoo or Emerald Park etc.
Lots of these are on aps now so could be displayed on the IWB.
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Patricia I couldn’t agree more, this lesson feels engaging and relatable for younger children. It starts with what they already know, builds excitement through familiar places, and uses tools like Google Maps to make learning real. The hands-on mapping and orienteering add fun and adventure, helping the children learn without even realising they’re doing geography.
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Lesson for 1st class about map making.
Beginning: I would begin the lesson by asking the children what they know about maps? What do we use maps for? And can they give me some examples of maps e.g. of our local area, treasure maps etc. I would then show them both a physical and digital map and explain the basic elements, land, oceans etc.
Middle: I would then ask the children to select our village where the school is on Google Maps and show them how to use Street View to virtually look around and find different locations.
End: To conclude the lesson, I would get the children to work in pairs to make a simple map of our school using pencil and crayons showing the key features i.e. roads, trees and play areas. We will then display our maps in the classroom. -
I had a good look through some of the online tools mentioned and was surprised by how much useful local information is available. I used Geohive and the NPWS maps to explore land use and habitats around our school, and I can definitely see how this could tie into our local studies work in Geography and Science.
One idea I had was to compare different soil types or land uses near the school like fields, woodland, or housing and have the children think about why the land is used in that way. We could also keep a record of local weather using Met Éireann data and link it to seasonal changes or climate discussions.
This kind of lesson would work well across different subjects and really help the children connect what they’re learning to the place they live in. It’s also a good way to bring in digital skills without needing lots of complicated tech.
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Hi Niall
It’s great to hear your enthusiasm for the content and materials referenced in this course. As you said, there is so much local information at our fingertips when we start using online maps such as those on GeoHive and the NBDS and online data sets such as weather data. I love your point about the digital skills. As these are all free online tools, the children can gain valuable skills in the use of technology through coming up with questions about their local area and figuring out how to manipulate the tools to zone in and turn on the appropriate layers. There is also a lot of opportunity to develop maths skills through analysing and representing real life data.
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I am currently teaching senior infants and I found this module very benefical to help me to plan and conduct a lesson on map making.
I would commence the lesson by telling the children we were going on an autumn nature walk. I would explain to them that we would be making a 3-d map after the walk and they could gather materials for example twigs. autumn leaves and stones to help them create a 3-d map of there walk along the way.
As a teacher I always love to take children on a nature walk to spot the environmental changes in our environment during each season but I never developed this lesson by integrating mapping.
After the children make there 3d maps I will ask them to consider how their map would change for each season.
I think it is important also to challenge early finishers and encourage them to explore googlemaps on their own ipads and encourage them to reflect on their journey they explored on the nature walk.
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Hi Brid,
Thanks for your post and welcome to the course.
I am delighted to read that you found this module beneficial for preparing and carrying out a map-making lesson with your senior infants class.I really like your idea of tying in the seasons on the map and getting the learners to reflect on how the map may change-a nice opportunity to discuss deciduous and evergreen trees too.
I think it’s great that you plan on extending the activity to incorporate the use of technology and provide learners with further challenges once they have completed their initial task.
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I really enjoyed this answer. I too always love nature walks with the students, I feel like it is always an experience they get so much out of. Your idea on google maps is great also, I will definitely think about this on future nature walks as this is so aligned with the new curriculum and fostering digital learners.
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I teach at the junior end of the school and would aim this lesson at 1st class level.
I would start with the prompt of some aerial views of common objects and have the children guess what they are.
Moving on we would work in groups to make a map of the classroom with each group provided with cutouts that they can manipulate on a page to make a map of the classroom.
We would then pair up with our 4th class buddies to do a school yard treasure hunt to solve a word hunt puzzle with individual letters located at different landmarks on the map. By putting the letters in order as indicated by numbers of the landmarks on our maps they solve the word hunt.
As a reward in a follow up lesson we would take a walk to the playground from our school and work with our buddies on our return to map the route putting in the landmarks they pass.
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I resonate with your approach Joan. Children learning about map making through play will encourage and foster a love for geography and spatial reasoning. This enables children to learn to both read and make maps that show the spatial relationships among people, places, and environments. Using interactive activities like treasure hunts, creating personalised maps of their environment, and using map symbols in games like bingo will introduce children to the wonderful world of maps and navigation.
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With younger classes I would start the lesson by introducing the concept of maps. I’d begin with a short discussion and asking the children questions to help guide the discussion.
Have you ever used a map before? Where did you go with it?
What do you think is on a map? (Discuss symbols, roads, rivers, buildings, etc.)
Why do people make maps? How can they help us?
To make this more interactive, I would show a Google Map of the school’s area on the smartboard. I’d zoom in to show the school, the playground, and local streets, explaining how maps can show the real world, and we can use them to find places.Next, I would introduce the online tool Google Maps.We would explore the satellite view and the street view to give students a sense of how maps represent real places. As we are a very small school we often come together for STEM activities and so in this case I would invite some of the older kids to partner up with the younger children while they navigate the world of Google maps. They could decide then what way they would like to design their own map of the school, classroom or yard and they can discuss what shapes or symbols they would use as their key. Alternatively they may want to use Lego etc to recreate their map.-
Hi Lora,
Welcome to the course and thanks for sharing your ideas on creating maps in the classroom.
I think it is important to explore the children’s own knowledge of maps first as you have mentioned and even to have maps of parks, towns, shopping centres etc for them to explore initially before they develop their own map.
I really like how you plan to team up with the older pupils to explore maps and even to allow multiple means to create maps such as lego or on paper. So many meaningful learning opportunities for the pupils.
I hope you enjoy the course.
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Lorna, your lesson idea is lovely, I love how you’ve made the concept of maps both accessible and engaging for younger students, especially by using tools like Google Maps and peer collaboration with older students. It’s a great way to foster teamwork and curiosity. Another idea to build on this could be to take a short walk around the school grounds beforehand and let students take notes or photos. They can then use these to help design more accurate and personal maps.
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Hi Lora,
We are also a very small school – 20 students in total, so we often join up for certain activities. We have access to iPads so it would be an option for us to have the students take a video walk around the school and then use this as a reference to create a 3D version of the map using a variety of resources in the classroom – lego, recyclables etc.
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I think thats a lovely plan Lori. We often take for granted that children should know what a map is and what its use is, but the reality now is that children havent any concept regarding a map. They may have seen google maps, but it is important to show children physical versions and how they relate to real life and how to use maps in other ways that isnt just navigation. There is endless possibilities to explore when using Maps as a focus children could use a range of physical and digital methods to compare and contrast. Showing the children how maps locate real places in your locality will be important in bringing to life the necessity of maps and their many great uses.
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I think that it is a great idea to partner a younger child with an older child for this activity. This is a great opportunity for the older child to support and guide the other child, giving them a sense of responsibility and independence. Also, the younger child would really enjoy the opportunity to work with other classes.
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To learn about land, soil, plants, animals, and weather in our local area near Kells, Co. Meath, I would use online tools such as Geohive, Met Éireann, and Google Earth in the classroom. Using Geohive, the children can find maps that show how the land is used – for farming, housing, or forests. It also shows soil types, which helps us know what crops grow best and compare with what local farmers are growing. Met Éireann and Yr weather shows the local weather in detail like rainfall, temperature, and sunshine. Google Earth lets us look closely at Kells from above and spot green areas, rivers, and farms.
It is possible to use this information in so many subjects. In Geography, we learn about land and weather. In Science, we study local plants and animals and what grows in different soils. In Maths, we can measure rainfall or make charts. In English, we can write about our findings. In Art, we can draw local animals or maps. This makes learning fun and helps children understand more about the place where they live.
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Hi Emma,
Welcome to the course, I hope you enjoy it.
Using the local area is a great starting point for any class and as you have mentioned there are many online tools for the children to explore their local area in more detail such as Google Earth and Geo hive. Children can also track changes in their locality, such as changing in farming or landscape. Children can also look at the types of soil in an area to support farming as you have outlined. This is a great opportunity to connect with Science and Geography.
Thanks for sharing your thoughts and how this could also be integrated into other subject areas.
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Hi Emma, your plan is really clear and engaging! I like how you’ve linked Geohive, Met Éireann, and Google Earth to learning about the local environment. Making connections across subjects like Geography, science, maths, english, and art makes the lessons more meaningful. Activities like measuring rainfall, comparing crops, and drawing maps will help students explore and understand their local area in a fun, hands-on way. This has definitely given me food for thought.
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This is an excellent reflection and a really strong example of how digital tools can bring local geography and science to life for pupils. Your choice of resources—Geohive, Met Éireann, Yr, and Google Earth—shows how technology can make abstract concepts like soil types, land use, and weather patterns much more concrete and accessible.
I really like how you’ve thought carefully about cross-curricular links. The way you connect Geography, Science, Maths, English, and Art makes the learning holistic and meaningful for children, while also making efficient use of teaching time. Having pupils measure rainfall, chart weather data, and compare soil information with local farming practices will give them a genuine sense of how their environment works and why it matters.
This integrated approach not only builds STEM skills but also deepens pupils’ sense of place and connection to their own community around Kells.
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I wholeheartedly agree with your approach! I’ve seen first hand how powerful these tools are in engaging students with their local environment. Using Geohive to analyse land use and soil types, comparing it to what’s grown locally, truly brings geography and science to life. Met Éireann and Google Earth provide invaluable real-world data for discussions on weather patterns and local ecosystems. The cross-curricular potential you highlight is spot on; from data analysis in Maths to descriptive writing in English, these resources foster a deeper, more meaningful connection to the local area.
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Hi Emma. I like the idea of relating the soil type/weather etc. to what local farmers are growing as it helps to make the content more relatable. What I’ve found difficult in the past is trying to get children (and sometimes adults!) to grasp why biodiversity is so important. If they can understand and appreciate the myriad of factors that allow the local crops to grow, it could help them to respect and understand the reasons why we must protect and enhance our local biodiversity.
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Hi Emma,
You’ve pulled together a really nice mix of tools to explore the local environment. I hadn’t used GeoHive much before this module, but now I see how valuable it is, especially for things like soil and land use. I think children would be fascinated to compare what’s growing locally with the soil data!I’m in Dublin, and I agree with you that this kind of study connects beautifully across so many subjects — we’ve done simple bar charts from weather data before, but now I’d love to go a step further and map biodiversity like they suggested in the module. I also thought the layered mapping activity with acetate sheets was such a clever way to model GIS in a hands-on way — maybe something to try later in the year..
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Hi Emma,
I really like the sound of this project. I love how you have integrated so many subjects and really made the project cross-curricular.
There are so many resources, websites and apps now that we can use in our classrooms. I love integrating these resources in SESE lessons and they really make the lesson come to life for the child. These resources also help make connections for the child and extend their learning.
I look forward to using some of the websites mentioned during this module and course.
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This is a very interactive lesson for students. I like the way you have included suggestions for integration across some of the other subject areas. This will allow the children to gather data and to think critically about the information they have gathered. Your lesson is local which is really nice and makes the information relative for the children. There are many potential ways to extend the lessons you have suggested.
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Bullet point 2:
I would begin the lesson by discussing “What is a map? Where have you seen one?”
I would show examples of simple maps on the board (e.g., a treasure map or playground map).The children would then draw a map of their classroom or school.
They would add a key/legend using simple symbols (desk, board, door, etc.).
They would label features and draw a compass rose.Then using Google maps or Geohive we would investigate maps online. We would compare old maps (time slider) to modern ones, if relevant.
The children would present their maps to the class or in small groups.
Discuss: “What did you learn about making maps?” or “What was the hardest part?”To finish the lesson I would take pictures of the maps and print the maps for the children. They could swap their maps and discuss each others maps checking for labels, coordinates and directions.
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Hi Danielle,
I like the introduction to your topic. Straight away, you have related back to the personal and life experiences of the children. This captures and maintains the attention of the students straight away. The use of a key is a central part of developing their understanding. It also caters for visual learners in a much more time efficient and suitable way of showcasing their understanding. Asking the children questions such as ‘What was the hardest part?’ enabled them to self and peer assess also.
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I like your step-by-step approach, it’s really clear and age-appropriate. Starting with the question “What is a map?” is a great way to activate prior knowledge, and using fun examples like treasure maps makes it instantly engaging for younger pupils. I’ve done something similar with my own class and found that drawing maps of familiar spaces like the classroom really helps build spatial awareness and introduces key concepts like scale and orientation in a simple, visual way.
Using Google Maps or Geohive as a follow-up is a brilliant idea. It gives children a real-world connection to digital mapping and helps them see how maps are used outside of school. I really like the idea of comparing older maps to new ones, what a nice way to bring in a bit of history too!
Swapping and discussing each other’s maps is such a good way to encourage peer learning and reinforce key skills like direction, symbols, and layout.
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Hi Danielle,
I really like your plan. I had similar activities in my own plan. I really like the approach of having children draw their own maps before exploring existing ones is so important because it helps them build the foundational skills of map-making. By creating their own maps, they start to make sense of space and place, understanding key concepts like scale, symbols, and how they all connect to represent the world.
I think it’s brilliant how you’ve included a simple key/legend for them to use, letting them think about symbols and what they represent. The activity with Google Maps and Geohive is a nice way to bring in the digital element, and comparing old and modern maps gives the children a real sense of how maps have evolved over time. Having the children discuss their maps is a great way to reinforce their learning and reflect on the process.
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This lesson gives children a great mix of creativity, spatial thinking, and digital exploration. Drawing their own maps helps build map-reading skills, while using Google Maps and GeoHive makes it real and engaging. Sharing and discussing their work adds reflection and peer learning, making the activity both fun and meaningful.
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To begin a lesson I would display a map of the town where my school is located. I would encourage the children to explore the map and see what they notice. A discussion would then follow on how a map is taken from above and is like a birds-eye view of the location. We would discuss scale and how larger buildings appear bigger on the map, etc.
I would then encourage children to explore Google Maps and towns in the local area. I would pose prompt questions and children in pairs would need to explore the maps and investigate.
To create a hands-on map I would create a novel problem of the school principal wanting a map of the school made from natural materials. Children in groups would create the map outdoors and then I would take pictures using the school iPad. Children could then present their ideas and designs to the class and principal. I feel incorporating iPad and digital technologies would help with 21st Century Skills and would aid in making it a STEM lesson of kinds.
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I will begin by introducing the concept of maps through an engaging discussion using a large classroom map of Ireland. I will explain key features such as symbols, scale, compass directions, and the purpose of maps in everyday life. To make it meaningful, we will focus on mapping the local area around the school, here in Dublin city centre.
I will incorporate Google Maps by projecting our school’s location onto the board, zooming in and out to explore landmarks, streets, parks, and public buildings. Pupils will identify familiar places they know (GPO, Phoenix Park etc.) and trace routes from home to school. Using the Street View function, we will virtually “walk” through the local area to develop spatial awareness and context. I will then introduce Geohive, to show historical and contemporary views of the area, helping pupils understand how places change over time.
Following this exploration, pupils will draw their own simple maps of the local area, including key features, a compass rose, and a legend. They will be encouraged to use colour and symbols creatively. Tablets will allow small groups to access Google Maps independently to cross-check street names and landmarks. To conclude, we will display the maps and discuss what we learned about our local environment.
I love the way this lesson integrates geography, digital literacy, and art, while promoting curiosity about the local area. It encourages pupils to connect digital tools with real-world learning in a meaningful way.
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Hi Veronica,
Welcome to the course and thanks for sharing your thoughts on mapping activities. It is a great opportunity to explore the map of Ireland first and then narrow the focus to their own local area of Dublin as you have mentioned.
Google Maps is a great opportunity for the pupils to explore the city and develop their own digital learning skills. Exploring the areas that are familiar to the pupils will engage them and then exploring this area using GeoHive will allow the children to compare and contrast the area over time and develop many skills in both history and geography.
Creating their own maps is a fantastic opportunity for the pupils to demonstrated their learning in a meaningful context.
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The class would take part in a hands-on mapping activity where they create map layers of the school grounds. The focus is on observing and recording different variables outdoors and using online tools to deepen their understanding of the local environment. To begin, we’d introduce the idea of maps having layers such as land use, vegetation, and species sightings, and explain how this helps scientists and planners make decisions. Using Geohive, pupils can view aerial images and map features of the area around the school. We’ll then head outside with clipboards, base maps, and coloured pencils to create our own layers. Variables to map could include tree types, flower patches, insect sightings, bird sightings/calls, and areas of shade and sunlight. Swatches could be used to help identify different plant and animal species.
Back in class, we’d compare our findings with Biodiversity Ireland maps to see if similar species have been recorded locally. Pupils will be asked questions like: What part of the field has the most biodiversity? Why might that be? How could we protect or improve these areas? This lesson not only teaches mapping skills but also builds awareness of our impact on nature and the value of our local habitats.
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I teach Junior Infants – 2nd class in my classroom. I got some great ideas for map making in this module. The idea of using loose parts such as twigs and stones to make their own representation of a map of our school.
I would use Google Maps by projecting our school’s location onto the board, and asking the children to find our school on their own iPads using our eircode.
We would identify familiar places they know (Car Garage next door, local forest walk etc) and trace routes our school to various locations.
I have not used Geohive so this is something I am looking forward to engaging with.-
Hi Natasha,
Welcome to the course and I am glad that you will continue to explore GeoHive with your class next year.
Children in the junior end love to explore their school and their own local area and creating their own map using twigs, stones and other materials from nature would be a fantastic learning opportunity for them.
Google Maps is great also. You can show the children the school and zoom in. And as I learned from a visitor to our school last year, if you bring it up on the screen and trace over the school grounds you can create your own scale map of the school for children to use as they explore the school grounds for insects, trees etc.
As you have said for these younger classes it is important to focus on the places they are familiar with.
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I love the hands-on approach of using loose parts like twigs and stones—what a great way to make mapping tangible and age-appropriate for Junior Infants to 2nd class. It’s such a powerful way for young learners to connect spatial concepts with their real-world environment.
Using Google Maps and the school’s Eircode is a fantastic way to bridge physical and digital learning.
I’m in the same boat with Geohive—it’s new to me too, but I’m looking forward to exploring it and seeing how it can add another layer to local geography and map skills.
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How I would plan and conduct a lesson on map making in the younger classes and how I would incorporate some online tools such as Google maps or Geohive
I would begin by showing different types of maps and asking students what they know about maps. I would then use Google Maps on the Interactive whiteboard to explore the school and local area, switching between map and satellite views, and using Street View for a virtual walk. I would also briefly explore GeoHive to show how maps can display layers like population or terrain.
I would then ask the students to create their own simple maps—of the classroom, their route to school, or a favorite place—using symbols and a legend. I would encourage sharing and discussion as rhe children are working and after the activity is complete.
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Hi Jacqui,
This is a great idea. I also love using Street View with classes; being able to virtually walk down the street of their town, village etc. helps them to visualise their locality. Likewise, it enables them to identify buildings and roads in an area which may not be accessible on foot from the school. As you teach junior-2nd class there is a lot of potential to form mixed-ability groups during map work tasks, allowing the older children in 1st/2nd to support younger kids in infants.
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Assignment
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
Learning Objectives
– Understand what maps are and why we use them.
– Identify basic map features (symbols, key/legend, compass directions).
– Begin creating simple maps of familiar spaces (e.g. classroom, school yard).
– Use digital tools (e.g. Google Maps) to explore real-world locations.
Introduction (10–15 mins)
Begin by asking: What is a map? Where have you seen one?
Show examples of different types of maps: treasure maps, park maps, road maps.
Discuss what maps show: places, directions, and important features.
Introduce key map elements: title, legend/key, compass, symbols.
Exploration with Google Maps (15 mins)
– Open Google Maps on a smartboard or tablets:
Search for your school and zoom in/out to show aerial and street views.
Identify roads, parks, buildings, rivers nearby.
– Use Street View to “walk” around the area and discuss what they see.– Highlight features like the compass (N, S, E, W), scale, and labels.
– Use Geohive to look at local area maps, old/historic maps, or different land uses (urban vs rural).
Hands-on Activity: Map Your Classroom/School (20–25 mins)
Have students draw a map of their classroom, school, or playground:
Add a title and legend (e.g. blue = water fountain, brown = desks).
Include simple symbols and use cardinal directions (N, S, E, W).
Encourage creativity but reinforce spatial awareness (e.g. desk near window).Use pre-drawn map templates for those who need support.
Extend for early finishers: “Can you add a path to the library or car park?”Discussion and Sharing (10 mins)
Have students share their maps in pairs or with the class.
Reflect: How is your map similar or different to Google Maps?
What did you learn about your space from making a map? -
For younger classes, I would plan an interactive map-making lesson using a teddy bear as the central character. Firstly, I would take photos of Teddy at five local landmarks including the school gate, GAA pitch, post office, church and shop. These images would be presented to the class in a story format –Teddy’s Adventures. I would explain to the children that Teddy is lost and we need to retrace his journey to lead him home to the hill. Using Google Maps, I would show the class the real locations of these places in order to help them spot familiar roads and buildings in their local village. Using Google Maps, I would be able to ‘walk’ Teddy’s path. Together we would trace Teddy’s journey in chronological order, discussing landmarks and direction. Finally, the children would draw their own maps using a template I have created with five boxes and arrows. The children will draw the locations where Teddy stopped on this journey in chronological order (e.g. school gate/school building, GAA pitch etc.). This lesson integrates sequencing, spatial awareness and basic map work, while making learning meaningful and enjoyable for the children.
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What a lovely and engaging idea! Using Teddy’s journey to teach sequencing, spatial awareness, and map skills is a brilliant way to make geography and maths meaningful for younger children. The integration of Google Maps adds a real-world connection, while the creative storytelling keeps it playful and accessible. A great example of cross-curricular, child-centred learning!
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For younger classes, these are the steps I would use to plan and conduct a lesson on map making and also how I would incorporate online tools such as Google maps or Geohive into a lesson for 1st class children.
I would open my lesson with a provocation question. This would state ‘What is a map?’ This would follow by think, pair and share work with these questions: Have you seen one before? Have you used one before? why do we need them? What do you think should be on a map?
At this point we would go outside the classroom with clipboards and walk around the school grounds. The children would only have a starting point marked on an A4 page. AT various points we would draw images of important areas of the school e.g yard, pitch, courts, school entrance/boundary, junior end/senior end etc.
Children would then return to the classroom to label and colour their maps, while also being introduced to the concept of a key. Using Geohive, children on Ipads in pairs could look at aerial photographs of the map of the school and compare and contrast both.
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Hi Niamh
Your think, pair, share idea is a great way to start off a lesson on maps as it encourages children to think about the maps they may have seen and the types of information that can be seen on a map. This will help them to consider the purpose of their own maps and the types of information they want to display on them. I love the idea of the children drawing the features of the school to aid in their observation outside and their creation of the maps in the classroom. Finally the use of the iPads to link what they have drawn on their own map to online maps and aerial photographs of the local area will help to deepen their understanding of the use of maps.
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For younger classes, a lesson on map making would begin with exploring what maps are and why we use them. I would start with a discussion using a simple storybook map to introduce key features like symbols, a legend, compass directions, and scale. To make it engaging, students could create a hand-drawn map of their classroom or school, adding their own symbols and landmarks.
To incorporate online tools, I would use Google Maps in a guided session on the interactive whiteboard. We could explore our local area, zoom in on familiar places, and compare satellite and map views. This helps students connect real-world locations to the concept of mapping. For a more data-based exploration, Geohive could be used at a very basic level to show population maps or colour-coded regions, allowing students to see how maps can represent information.
Students could then use a simple digital tool like Google My Maps (with teacher guidance) to drop pins on locations they know—home, school, playgrounds—and add notes or pictures. This digital mapping builds their spatial awareness and links to digital literacy. Overall, combining hands-on drawing with interactive technology makes map making meaningful, age-appropriate, and fun for younger learners.
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Being an urban school and with limited outdoor space, we often use the local park for outdoor activities, such as athletics, GAA training sessions, forest school etc….On our many walks to and from the park(about 15mins each way) we could map the journey and locate and mark all the main streets and amenities on our walk – local supermarket, coffee shop, newsagent, chemist, playground, hardware shop etc…
Give the children their mini white boards and get them to locate and mark or draw the streets and attractions/amenities as we walk to the park.
On our return to the classroom, discuss and share our observations and knowledge of our locality.
Use the Google Maps app and select ‘Street View’ and compare and contrast the children’s individual work with the Google image.
Create a whole classroom map, using colour and symbols, and display it on one of the large display boards. Úna Halpin’s idea of a 3D map using Lego would go down a treat with some of the children. Both types of maps could be shared with the whole school community at our weekly ‘tionól’.
I think this activity is very enjoyable, and children like being creative and would like to research and design the local map. While researching, they begin to get curious and want to explore and wonder more. The cross curricular linkage is very valuable and different subject areas touched on is always advantageous to the children.-
Hi Noreen
It is fantastic that you make such good use of the local park to compensate for the lack of green space in your school. Using the walk to and from the park as inspiration for map making is a lovely idea and one that can be built on throughout the school year as the children could observe and record different details on each walk such as shops and businesses; historical buildings, signs and landmarks; biodiversity aspects such as street trees or wild plants coming up through cracks in the footpaths. They could then record this information in different ways such as Lego maps in the classroom or maps made from natural items in the park itself.
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Using online datasets in teaching mathematics offers students authentic, real-world contexts to explore mathematical concepts and develop data literacy. For Gaelscoil Uí Choimín in Kilrush, this approach can be particularly powerful in making maths feel more relevant and engaging for students, especially when tied to local, national, or global issues.
Topic: Interpreting charts, measures of central tendency (mean, median, mode), data representation
Activity:
Explore population trends in County Clare or Kilrush over the last few censuses.
Students create bar charts or line graphs to show how the population has changed.
Calculate averages (e.g. household size, age).
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The lesson that I would like to make a plan for younger classes will be one on map making. In this post I will explain how I will incorporate some online tools such as Google maps and Geohive.
The class group I would target would be Junior Infants. After mid-term break, I would continue to call upon the Buddy system our school uses between 6th class and Junior Infants students. We have encouraged our 6th class students to work with a junior class to help build relationships, community spirit and foster the spirit of Meitheal in our school. The lesson would begin with infants only, discussing how we get from home to school, home to holidays, to the Church, to a different county etc. Children would then talk about what maps are and why we use them. At this point, 6th class students would have Ipads set up on Google maps. 6th class would scaffold children in Junior Infants as to why we use google maps. They would then ask the Junior Infants where they would like to go from school and then research how long it takes. By exposing Junior Infants to this type of technology, they will become more confident and competent learners in using useful technology and tools online.
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Using online data sets in my 4th class maths lessons would give us an opportunity to make our learning more meaningful and connected to real life.
I would introduce simple, relatable data sets such as local weather records, sports scores, or wildlife surveys, which are easily accessible, interesting and understandable for this age group.
For example, students could track weekly temperatures and create graphs to observe patterns or compare rainfall across seasons.
I would also explore data sets about popular children’s interests, like favourite books or football teams, to make lessons more engaging. These activities would not only develop their skills in data collection, representation, and interpretation but also help them see how maths is used in everyday life.
By working with real data, students can ask questions, make predictions, and draw conclusions, promoting critical thinking and curiosity. This would make maths more relevant and encourage students to see its value and importance beyond the classroom.
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Great ideas here. We carried out a whole school simple but effective survey during the last school year on native birds in our school environment. each classroom had a tally sheet with a list of birds. The children not only learned facts about the individual birds but took great interest in identifying them in their locality and taking pictures, drawing conclusions etc
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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?
For 5th and 6th class, I would introduce a map-making lesson by posing a series of thought-provoking questions to spark curiosity and activate prior knowledge. Most pupils will already have some familiarity with maps from their parents using sat-nav systems in their cars or using Google Maps to find their own home or favourite places. Some key questions to open the lesson might include:
What would someone new to our town use to find their way to places like the community centre, GAA club, playground, or supermarket?
How do we decide what’s important to include on a map?
How are different features represented visually?
Can you brainstorm and draw any map symbols you’ve seen before?
What stories can maps tell us about how we use land?
Can two people map the same place in different ways? Why?
How has our area changed over time, and how might it change in the future?Following this discussion, I would take the class on a guided walk around the school grounds and local area. Pupils would use clipboards to sketch features and take observational notes, focusing on landmarks such as roads, buildings, green spaces, signage, and natural elements.
Back in the classroom, we would discuss orientation, scale, and the use of symbols. Pupils would then work in pairs to create scaled sketch maps, complete with compass roses, legends, and labels.
To build on this foundation and develop digital literacy, I would introduce Google Maps (satellite and street view) and Geohive. Pupils would compare their hand-drawn maps to the digital versions, identify additional features such as land use or infrastructure, and explore how different map layers (e.g. soil type, population density, or elevation) convey complex information.
Next, we would use Google My Maps to create interactive maps of the local area. Pupils could drop pins on familiar locations (e.g. school, GAA pitch, library), add photos or descriptions, and create thematic layers such as ‘Historical Sites’, ‘Natural Features’, or ‘Transport Links’.
To deepen critical thinking, I would pose reflective questions such as:
Why do maps have different layers?
How has land use in our area evolved?
What natural features influence where people live?
How could the layout or safety of our local area be improved?I think children would enjoy this lesson because they are active, involved in inquiry-based learning outside of the classroom while developing mapping skills, collaboration, and digital competence.
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Hi Claire
That sounds like a very comprehensive plan for a mapping project incorporating all the elements of outdoor observation and exploration, map making with the key features of direction, scale, symbols and a key and the integration of digital technology. I love the idea of using Google My Maps to create thematic layers. It’s something I must explore more myself as my experience of this has so far extended only to creating maps of sites to visit on holidays in Ireland. Using their experience of creating and exploring maps of their area to consider deeper questions about land use, settlement and planning is a great way to round out the lesson.
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Before beginning the hands-on mapping activity, I would start by exploring my 5th class’s existing knowledge about maps. We’d have a class discussion about different types of maps they’ve seen before—road maps, treasure maps, Google Maps, etc.—and talk about what kind of information maps can show. I’d introduce key features like symbols, scale, and map layers, and we’d examine examples such as tourist maps and satellite views on GeoHive or Google Maps.
Next, we’d go outside for a walk around the school grounds, with pupils making notes or taking photos of features like trees, benches, paths, buildings, and green areas. Back in class, they would work in small groups to create large-scale maps using natural materials—twigs, leaves, stones, etc. Each group could focus on a different layer: vegetation, man-made structures, shaded spots, or areas of frequent use.
Once our physical maps are complete, we’d use GeoHive to compare them to real satellite maps and discuss what’s similar or different. We’d finish with some inquiry questions: Which areas are most shaded? Where is the most biodiversity? What part of the yard is used the most? This lesson would blend geography, science, and digital skills in a really engaging, collaborative way.
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Chosen Topic: 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.
After exploring the tools in this module, I’m looking forward to trying out a cross-curricular local study with my 4th class in Dublin. Using GeoHive, we can explore maps showing land use and even zoom in on different soil types — which is perfect for linking with science topics like plants and habitats. The National Biodiversity Data Centre will be great for spotting species we might see around the school yard (especially if we’re doing a bug hunt or bird tally!).
We’ll link with maths by tracking rainfall from Met Éireann or comparing soil types with bar charts. I really like how it naturally integrates with geography, science, SPHE, and English. The EO Browser looks a bit advanced, but I think it’s something I could dip into as a teacher to source satellite visuals — even just showing the local area from space is a great way to spark curiosity. -
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Response to point 4:
Based in a rural school in North Offaly, the locality has seen an increased emphasis placed on wind energy in recent times. There is a wind farm in the locality which generates enough electricity to power in excess of 40,000 homes annually. Based on this, I would use the EO Browser to explore the changes in this area over the past decade with my 5th Class. Maps could also be used to calculate the change in vegetation levels and students would be asked to consider both the factors influencing these changes and the positive and / or negative implications. In addition, pupils would be asked to consider what the area may look like in another ten years, paying particular attention to vegetation levels, if similar trends were to persist.
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Hi Laura
That sounds like a lovely plan to use the satellite imagery from the EO browser to study changes in vegetation and land use in your area over time and to relate it to the children’s own experiences. Using it as a prompt for wider discussions about changes in land use and to encourage the children to consider what might happen in the future is also a good idea. Geohive would be a good complement to this study as you can look at not only a variety of maps and aerial photographs of the local area but also add information from census data and other data sets. Also some practical map making outdoors would greatly add to the children’s understanding of how this map data is gathered
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For younger classes, I would start a map-making lesson by talking about what maps are and why we use them. I would show simple maps of places the children know, like a park or school. Then, we would walk around the school grounds and draw what we see paths, trees, playgrounds, and buildings making a simple map together. Back in the classroom, I would use Google Maps to show our school from above. This helps children connect their drawings to real-life maps. We could zoom in and out to see where the school is in the town or country. I could also use Geohive to show fun map features, like different land uses or terrain. The children would then colour and label their own maps. This lesson helps with spatial awareness and gives them an early understanding of geography. It’s fun, hands-on, and uses both outdoor learning and technology.
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I love how you combined outdoor exploration with technology in your lesson. Using familiar places and simple maps makes it so accessible for younger children, and tools like Google Maps really help bring their learning to life. It’s a great way to build early geography skills in a fun and meaningful way.
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To introduce this lesson I would display a map of the zoo or a local amenity such as Lough Boora discovery park. I would then pose some questions to the students e.g. do you know what this is? What information does it tell us? Where is this place? Why would you need to use this? Etc. Once we have had an active discussion in small groups and whole class I would then show the children their locality on Google Maps or Geohive again asking the children questions to get them thinking. In groups I would then ask the children to come up with some places that we could create maps of. I would try to steer the children in the direction of creating a map of the school, the yard or their local area. They would make their maps in groups using A3 paper. If they are doing their local area. They can use Google maps or Geohive to help them complete their maps. We have Beebots in our school. I would like to use them some way as the children use Beebot maps.
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Below are some mapping activities I would facilitate with younger classes (over a number of weeks):
I’d plan a lesson on map-making that’s hands-on and interactive. We’d kick things off with a sound mapping activity, where children would sit quietly and listen to all the different sounds around them, starting off in the class as an example and then moving it outdoors. The children would draw or write the sounds they hear on a blank map e.g. “tick-tock” from the clock or a “whoosh” of wind. This helps them understand how we can represent our surroundings in different ways, and also introduce them to the use of symbols.
Next, I’d introduce emotion mapping. Children would think about different places they’ve been in the school, like the yard, sensory room or classroom, and mark on a map where they feel happy, excited, calm etc. This gives them a chance to connect emotions with physical locations, which makes geography a lot more personal.
I would then bring in journey sticks, where children collect bits and pieces from a walk or their own imagination and tie them to a stick using pipe cleaners. It’s a nice way to get them thinking about journeys and facilitates oral discussion. They could then represent their journeys on their own maps, 2D line drawings or aerial maps, however they choose.
I’d use Google Maps and we’d zoom in on where we live, looking at streets, parks, and landmarks. I’d also use Geohive to show them some simple Irish maps, like where people live or where it rains most in Ireland. This way, they’d see how maps can tell different stories, and how tech can help us explore our world, too.
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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 am a teacher in the Junior end of a vertical school and I have often incorporated map work e.g. Google Maps in various lessons. One lesson in particular on map making that I planned and conducted began with me holding up a paper map for the class and asking higher-order and lower-order questions about it in order to gain an insight into their prior knowledge. I then put Google Maps (set to our local community) on the Interactive Whiteboard and asked the children to point out where they think our school is. We examined the various features of the map e.g. Street View, Satellite and Map view and then practiced giving directions from the school to our local church, playground and supermarket.
We then made use of our spatial awareness vocabulary to give directions to our homes from our school.-
I have also done a lesson with my class similar to this Laura and the children absolutely loved the idea of creating directions to their house to and from school. Then we would test out the directions we had created on google maps on the interactive whiteboard to see if it led us to the correct house or not!
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For younger classes, I would begin a map-making lesson by exploring familiar spaces, like the classroom or school grounds. We’d start with a story or picture book about maps to spark curiosity. Using simple symbols and a large sheet, the children would help create a basic floor plan of the classroom, labelling key areas. Next, we’d take a walk outside and sketch a simple map of the school yard.
To introduce online tools, I’d use the interactive whiteboard to show our school’s location on Google Maps, zooming in and out to help children understand scale and perspective. We could compare the satellite view with our own map and spot familiar landmarks. For an extension, I’d explore Geohive to show more detailed maps of Ireland and spark curiosity about different landscapes. This hands-on, visual approach helps young children grasp spatial awareness and connect mapping to real-world contexts.-
Hi Daniel
Welcome to the course.
Map making is a great opportunity for younger classes to explore their own classroom and school environment. Picture books are a great way to spark curiosity as you have said, with the infant classes I have used Rosie’s walk as an introduction to map making as they follow her trip around the farmyard.
GeoHive allows pupils to explore different landscapes as you have mentioned and it would introduce the pupils to real world contexts for mapping and make connections between their own maps and those online. You could also use it as a reflection with older classes, if they developed their own map first and then explored GeoHive and Google Maps and then reflected on how to enhance their own map.
Thanks for sharing your ideas.
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Before I started with the map skills, I would try to assess where the children’s knowledge was at by playing a game, focusing on mapping concepts such as symbols, keys, scale, and orientation. This would give me a good starting point.
Using online tools like Google Maps or Ordnance Survey Ireland (OSI) maps, students can explore digital representations of their local area. Taking examples of maps outside into the local area and trying to read them to find places would be a good practical way to get the children familiar with using them.
In the classroom, we would practice sketching simple maps starting with the school grounds. In the past, I have got the children to walk around the school with clipboards, noting key landmarks like classrooms, exits, the yard, and trees, and then draw scaled versions using grid paper.
For the local area, we might take a short walk to observe features like roads, buildings, parks, and signage. Following this, the children would collaborate to create group maps, incorporating symbols and a legend.
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Map making in primary. This was a great module. Maps and mapping can be challenging to make interesting but there were lots of tools and ideas to teaching this topic in a fun and engaging way. I intend to do a novel next term- Kensuke’s Kingdom and I can incorporate maps into this book easily by mapping the family’s journey. First, the pupils need to become familiar with maps and mapping. Concepts such as coordinates(play battleships), legends and keys, scale, contour lines, physical feature and natural features, borders etc. National geographic is a great site for explaining these concepts. Online map makers are also freely available and pupils can create their own maps using legends, colour coding etc. (mapchart.net and mymaps.google.com ) Of course I have Google Earth on my interactive board and the pupils love to discover new places here. All in all there are lots of resources for map making and lots of opportunities to link to other subjects.
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Hi Mary,
I love your idea of using the novel Kensuke’s Kingdom to link in with maps, I’ve read it before with my own class and probably will be again next year so I’d love to do similar to you. I’ve also used National Geographic Kids a lot with my classes over the years and its very child friendly, colourful and informative. When my students are using the website, I will make a QR code for them and have it up on the board for them to use freely. It’s great for projects. I have also spent countless hours with my class using Google Eart during ICT time. The opportunities on it are endless and recently I’ve discovered the ‘virtual trips’ feature where they can explore a particularly interesting location in the world virtually, whether it be an interesting geographical location or historical site. I’d recommend any teacher to spend a little time having a look through it.
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I absolutely loved using Biodiversity Maps. I got lost in all of the information, looking at endangered species and sightings in my local area. I think this would be a wonderful tool to use with the children they would love to investigate about the different flora and fauna in our locality. There are also opportunities to learn about protected areas, walkways, and places to visit in our locality through the use of the map. I think it would be a great tool to spark the children’s interest in biodiversity and the local landscape. In my opinion I think Met.ie is the best weather website. I think there are great opportunities to investigate our local soil, plants and animals in person on a nature walk we can then compare our findings with the website biodiversity Maps. We could also compare out own weather diary with local weather reports and Met.ie to see does the data correlate.
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Hi Liadhan
I am so pleased that you enjoyed this module and in particular the Biodiversity Maps. It is a fantastic resource that can tell us so much about our local areas and the different species of plants and animals we have in Ireland and it is great to be able to spread awareness of this fantastic online tool. As you said, it has so many applications in the classroom. I love the idea of comparing the children’s own discoveries with what they find on Biodiversity Maps. Of course, much of the information on these maps comes from Citizen Scientists recording their Biodiversity finds on the website. In the next module, you will learn more about recording Biodiversity and how your pupils could get involved in contributing information to the Biodiversity Maps. I also agree with you on Met.ie. I use the app and website all the time and find it very accurate.
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Children will map our school park which has several plants and trees around it. Students will explore the school park to map vegetation at different heights. Working in small groups, they’ll observe and draw what plants grow at three levels:
1. On the ground (e.g., grass, moss, small flowers),
2. At 1 metre high (e.g., shrubs, tall wildflowers),
3. Above 1 metre (e.g., trees).
Each group will use a clear poly pocket placed over a printed base map and draw one layer using coloured markers. Alternatively they can draw on the map and transfer it in the classroom. They’ll label what they find and mark location. The children can then bring out the Ipads and use PlantNet to identify the plants they found and mark them in the key using numbers as suggested in the video. When they go back to the classroom they could research some of this plants finding questions like are bees attracted to this type of plant. -
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For the hands-on mapping lesson with my 4th class, I would use A3 sized tourist maps of Offaly that I came upon and collected from my local café in Kinnitty outside Birr (I laminated them in order to keep them for years). Working in pairs outdoors, I would have the pupils use the maps to identify local landmarks and create their own map layers based on chosen variables such as land use (woodlands, farmlands, boglands), elevation, or human features like walking trails and historic sites. They could use chalk, cones or any PE equipment that worked to create large-scale maps in the yard, physically layering data. Back in class, pupils would transfer their findings to digital tools such as Google My Maps, Mapme, comparing physical and online maps on GeoHive or Biodiversity Maps. This integrates geography, data handling, digital literacy, teamwork and creativity. Questions might include: ‘Which areas are most suitable for tourism?’ or ‘Where would you add a new walking trail and why?’ This approach promotes spatial awareness and supports active, inquiry-based STEM learning.
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Hi Lisa,
As teachers we can often underestimate the level of resources available in our local tourist office when exploring maps. I really like how you plan to use the tourist map to build on it and create layers to represent woodland, human features etc. This would draw on the pupils’ observation skills and allow for lots of critical thinking and discussion. Linking it with digital tools will allow for more real life connections to their learning and mapping skills.
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As a teacher of First and Second class I would use some of the following online data sets in my teaching of data in maths;
· Simple online data sets, like weather reports, zoo animal counts, or sports scores, help children see how maths is used every day. For example, weather websites can show daily temperatures. Children can record this and create bar charts, learning to compare numbers and talk about the hottest or coldest days. Using real-world data makes learning more fun and meaningful.
· Animal data from a zoo site can help students make pictograms or tally charts. They can count how many of each animal there are and answer questions like “Which animal is most common?” A class survey, such as favourite fruit or pets, can be turned into a simple graph. This helps children collect, organise, and talk about data from their own lives.
· These activities connect maths to real-world situations like shopping, weather forecasting, transport, and sport. They also build early skills in reasoning and communication. Using colourful visuals and digital tools, students stay engaged while developing important maths skills. Overall, real data shows children that maths is not just numbers on a page, it is something we use every day to understand and make decisions about the world around us.
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HI Maria,
I love how you have explained how we can bring mathematics to life for children as they see that it is so much a part, of their daily life. Looking at the weather and considering the number of wet days in each month, utilising Met Eireann to support this work. Making use of Biodiversity Ireland and assessing the change in numbers in relation to particular animals in Ireland. Taking this data and constructing pie charts and analysing this data, considering percentage decreases in particular regions of the country. Thank you for sharing your ideas.
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Activity: Have students map their own classroom. Give them paper, and ask them to draw a simple map of the classroom layout. Remind them to include features like doors, windows, tables, and the teacher’s desk.
Discussion:
As they draw, ask questions like:“Where is the door? Where is the window?”
“How can we show the direction of the door (north)?”
Incorporating Scale:
For added challenge, students can estimate how far objects are from each other and include a scale on their map (e.g., 1 cm = 1 meter).Google Maps Exploration:
Project Google Maps on the screen and walk students through zooming in and out, using the satellite view, and identifying key landmarks in their local area. You could choose a place near the school or a well-known city to examine.Activity:
Have students pick a location they are familiar with (like a park, zoo, or library) and use Google Maps to find it. Ask them to note what features they see in the satellite view (buildings, roads, rivers, parks, etc.).
Geohive:
Introduce Geohive, an online tool that visualizes geographic data such as population, climate, or land use. Show students how to access different layers of data on the map (e.g., population density or terrain).Activity:
Ask students to pick a country or region on Geohive and explore its population, weather, or terrain. How do these maps look different from the ones they see in Google Maps? Discuss how different maps serve different purposes.Class Discussion:
Have each group share their maps with the class. Discuss what was easy or challenging about creating the maps. Ask questions like:“What features did you include in your map and why?”
“How did using Google Maps or Geohive help you understand more about the world?”
Wrap-Up:
To wrap up, summarize key points from the lesson. Reinforce the idea that maps are useful tools for understanding and navigating the world, and explain that there are many different types of maps based on what they are showing.-
Hi Ellen
That is a very detailed plan for introducing maps with a clear step by step approach. I like the way you plan to introduce questions on things like scale and direction while they are drawing their classroom maps, so that they start the process and have to figure out how to represent the size of the classroom and the relative positions of objects in the room. The knowledge that they gain through this simple exercise can then be carried forwards into their study of Google Maps and GeoHive. Remember that as an Ordnance Survey of Ireland mapping tool, GeoHive can only be used to study different regions in Ireland and not other countries.
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For my second class, I would use simple and visual online tools such as Google Earth, National Biodiversity Data Centre (NBDC) maps, and Met Éireann’s kids weather page to help children explore their local environment. Using Google Earth, we could zoom in on our school and surrounding area to identify land use—fields, roads, rivers, parks—and discuss what each area is used for. The NBDC maps would allow us to look up common plants and animals found locally, which links directly to the Living Things and Environmental Awareness strands of SESE. We would record our weather over a week and compare it with Met Éireann’s real data. These tools would support cross-curricular learning—mapping in geography, data handling in maths (e.g. creating simple bar charts), and nature journals in English. This approach also encourages children to connect what they learn in class to the world around them, fostering curiosity, observation skills, and a stronger sense of place.
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I really like your approach and how you have combined different online tools to make the learning meaningful and connected to the children’s environment. I have used Google Earth with my class as well and they really enjoyed zooming in on their homes and spotting familiar places. I had not considered using the NBDC maps before but that is a great way to link with biodiversity and the SESE strands. I also like the idea of recording the weather and comparing it with Met Éireann’s data. It is a simple activity but really effective for building data handling skills. I agree that this kind of learning helps to build curiosity and observation skills while making strong cross-curricular links.
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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 an Infant class, I would begin with a discussion about familiar places like home, school and the local park. We would create a simple map of the classroom together, introducing symbols and basic directions. Then, we could take a short walk around the school grounds to spot landmarks and practise using language like left, right, beside and in front. Back in the classroom, I would use Google Maps to show the school from above and use Street View to help children recognise familiar places. Geohive could be used to show how maps can look different but still show the same area. Finally, children could draw their own simple maps of the school or their journey to school, using symbols and pictures. This keeps the learning active, visual and rooted in their own experiences.
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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
We would begin our work, considering what we know already about maps and mapping, creating a KWL chart. We would engage the pupils with a prompt, using digital and paper images of different types of maps, the map of the forest in Winnie the Pooh, the map related to Narnia and the school grounds in Harry Potter.
We would use Wondering, through questioning, for example what does a map tell us? What does a map show us?
We would look at the vocabulary of map work, with a key, navigation, scale and cartography.
We would then bring this work to the mapping of our school locality, and the learning activities of our class in going for a walk and how we shall map this walk on our return to our school grounds.
Through talk and discussion we would consider the following in relation to our map of our walk: what will we see on our walk, what places will we see, what buildings might we see, how will we create our map? The pupils will create a 3-d map of their walk, using natural materials, this work will take place outside, in our outdoor classroom. They will photograph these 3-d maps using the iPads. These photographs shall be used in a digital presentation, created by each child in their Google Classroom.
Our alternative work will make use of Lego and Minecraft online. With our digital work, the pupils will be shown Google Maps and Geo Hive Map viewer. These shall support our visual learners and provide opportunities to look at street views, buildings and local places of interest, historically. We shall investigate and examine the locality around our school, through these digital technologies. This pair work shall then be shared with the class to assess the teaching and learning. We shall also share our map work with other classes.
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Creating a biodiversity map using layers
Explore
Watch a video about Biodiversity in Ireland, such as ‘This is Ireland’ produced by the Irish Forum on Natural Capital for the National Biodiversity Conference in 2019 to start a discussion about Irish Biodiversity and the work of scientists in monitoring and protecting it. Take a look at some online maps such as Geohive (see list of maps provided). Learners can try turning on and off layers to see what information they can find about their local area, including rivers and catchment areas.
Plan
Ask learners to think about their local environment. Without looking at a paper or online map what features do they think will be important to include in their map? Begin with an ideas session, where learners select a local study area, which will be mapped. Base maps for the area could be found online or in class atlases. If looking online, a good place to start is google maps, or search for images of maps of your local area. You may need to select the image search function on your online search tool. Once the study area has been selected, learners should consider what layers they will need to produce from under the ground upwards. Chose layers to be included based on available resources and ease of measurement. Examples could include: Rock Type – online maps of geology are available from Google Maps or Geohive. Substrate – what type of surface is on the ground? (clay/ soil/ leaf litter/ sand) Water Sources (is there a stream/ river/ lake or coastal area) Vegetation – ground level Vegetation – 1 metre in height Vegetation – over 1 metre in height Animals Human developments Birds Flight paths (examples of free flight tracking applications include Flightradar24) Cloud type on the day (a field guide to clouds that can be purchased from the Field Studies Council or downloaded from an app store if you have access to a smart device with a camera) Light intensity (using a light meter app)
Make
Working in pairs or small groups outside, learners will produce a paper map of their layer within the study area. Each pair/group should be working from the same base map. A compass should be used to mark in north, and the length and width of the area should also be marked. Once groups are happy with their maps, they can transfer the details to an acetate sheet using markers. Once the sheets have dried, the learners should present their layer to the class and explain how it was created and what it shows. Once the learners have had time to observe and examine each layer, the layers can be combined to show all the trophic levels and non-living factors. Use a combination of layers to show just the rock type and vegetation, or birds observed and the human development. Images of layers can be placed on display within the school or on the school website.
Evaluate
Were you happy with your map layer? Was it easy to gather the information you needed? Was it easy to plot the information on your map? What was difficult about drawing your map layer?
Were the class able to draw conclusion about the local area by combining the map layers. e.g. did the type of land use affect the number of birds seen? Compare your maps to old paper maps of the local area, or online mapping tools-
Hi Vera,
Welcome to the course, and thanks for your post. Your plan for your learners is well laid out, opening with a wonderful prompt in the form of the This is Ireland video. I can see how it adheres closely to the Curious Minds Framework and incorporates important steps, including reflections.
I love how you have included the use of strategic questions throughout this activity to elicit knowledge, for reflections, etc. It’s also great to see how you plan on comparing learners’ maps with old maps and online tools.
Mathematics can be applied in many ways to this activity, and tools like trundle wheels can be utilized effectively for measuring sites and creating scale for map dimensions, among other uses.
It is wonderful to see how you plan on getting learners to present their work to the class. STEM provides so many wonderful opportunities to develop transferable skills, including the ability to communicate ideas.
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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 this lesson described I feel that it lends itself very naturally to integration across the curriculum, maths, oral language, procedural writing, visual arts, science, geography etc. Firstly I would show the children a variety of maps- map of classroom/ school, local ameneties, local town. map of Ireland. I would ask them to compare them and ask them what they notice about thee maps. I would then expose the children and explicity teach them map related language such as scale, directions, etc. I would then set an activity for the class. I would ask them to draw a map and write a set of directions to a local ammentiy e.g. Birr Castle- somewhere they should all be familiar with and in close proximity to the school. Working in groups then the children could swap maps and directions to check their accuracy. Pictures, symbols and a key would be encouraged. Following this the children could use online tools such as Google Maps or Geohive to check accuracy too.
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I think your plan works well because it keeps the lesson clear and focused while still engaging the children. Starting with different types of maps is a strong way to get them noticing similarities and differences. Teaching map vocabulary early gives them the tools they need to use later in the activity. The idea of drawing maps and writing directions to a familiar place is practical and achievable for younger classes. I also like the group element where they swap and test each other’s work. Using Google Maps or Geohive at the end ties it all together with a real-world link.
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The outdoor map layering activity is a great way to get pupils learning through hands-on work. I would use it to help them explore the school grounds and link what they find to digital tools like Geohive and Google Maps.
Lesson Plan Idea:
We would start by looking at maps in the classroom. Using Google Maps, pupils would find the school and nearby roads, parks, and buildings. Then we’d use Geohive to look at land use and other map layers like trees, water, and buildings in the local area. This would help pupils understand how maps show real-world information.Outdoor Activity:
Pupils would work in groups to map things in the school yard such as:Light and shade (using phone apps or light meters)
Noise levels (using decibel apps)
Ground types (grass, concrete, tarmac)
Litter (counting pieces in certain areas)
Plants and insects (biodiversity)
Each group would create a map layer. Back in class, we would combine their maps by drawing on clear plastic sheets or using online tools.Questions to Explore:
Where is there the most litter?
Do quiet places have more plants or animals?
How does shade affect plant growth?
This lesson helps pupils learn to observe, record, and understand their local environment in a fun and meaningful way. -
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 chose this question as I will be teaching Senior Infants next year. I was lucky to have this class last year and will be carrying them on and am looking forward to doing more hands on activities with them. I would open the lesson by asking the children: ‘What is a map?’ They will discuss what they know in pairs and then share what they know with the rest of the class. I will ask them if they have ever seen a map and where have they seen maps. I remember doing a similar lesson with my class last year and some of their answers included, at the bus stop, at the luas stop, in the car or on Dora. I would bring the class outside with clipboards so they could get an idea of the school grounds and draw important parts of the school. Children would then return to the classroom to label and colour their maps, while also being introduced to the concept of a key. Using Geohive, children on Ipads in pairs could look at aerial photographs of the map of the school and compare their maps.
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Module 2
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 Geohiveo
This sort of activity is exactly what the Infants would love. It is such a practical and hands on learning activity
We have a Grove across the road from the school. It is the site of the first settlers in the town in ancient times. The children love going over there to wander around the trees and the exotic plants growing there. The river walk is very peaceful.
We would go over and talk about where everything is. We would walk around and take note and discuss where all some trees and plants are in relation to the river On return to class we would map this as a collective on the whiteboard.
We could also use our IPad to take photos to make the activity more interesting.
We could discuss symbols /legend to use to mark the spot of the original settlement.
Yes, I would mention a bird’s eye view aspect of the map but only as a vocabulary word as I feel they might this concept difficult to understand.
When we have this done the children can attempt to draw this map themselves on their whiteboards. This will allow them to have trial and error built into the learning process.
Finally, I would talk about Google maps. By now they have a good understanding of basic mapping and what to look for in a map.
I would bring up the Grove on Google maps and I am certain they will know what they need to look for, compare it to their maps, talk about the photos/videos they have on their iPad and be confident that they have a good understanding of basic mapping.
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For younger classes, a map-making lesson should be hands-on, engaging, and rooted in the students’ own experiences. I would begin by discussing what maps are and why we use them, using simple examples like treasure maps or school maps. To introduce the concept, we could read a story that involves a journey or navigation, helping children relate maps to real-life situations. Then, we’d explore our classroom or school grounds and create a basic hand-drawn map showing key features such as the classroom, library, and playground.
To integrate technology, I would use an interactive whiteboard or tablets to explore Google Maps, showing students an aerial view of our school and surrounding area. We’d zoom in and out to discuss scale and identify landmarks. Tools like Street View would help students visualize familiar places from different perspectives. For more detail, I might introduce Geohive to show simple maps of our local area, comparing them with our hand-drawn versions.
Throughout the lesson, students would work in pairs to create their own maps of the school or a familiar route, labeling key features. This lesson builds spatial awareness, introduces basic geography skills, and encourages the use of digital tools in a meaningful, age-appropriate way.
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With younger classes, I’d start a map-making lesson by exploring the classroom or school grounds. We’d talk about what a map is and look at simple examples together. Then, the children would draw their own maps of the classroom, using symbols for things like tables, doors, or the teacher’s desk. To connect this to the wider world, I’d use Google Maps on the interactive whiteboard to show where our school is. We could zoom out to see the local town or village and talk about nearby landmarks. With support, we might also explore Geohive to look at aerial views or simple maps of Ireland. This gives the children a real sense of place. We’d finish the lesson by creating a simple treasure map or walking route around the school, combining imagination and real-world mapping. The key is keeping it visual, hands-on, and linked to their everyday environment.
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To begin the mapping activity, I would first gauge my 3rd class pupils’ prior understanding of maps. We’d have a group discussion about various maps they’re familiar with—road maps, treasure maps, or digital platforms like Google Maps—and explore what kind of details maps can reveal and show us. I’d introduce essential features such as scale, symbols, and map layers, using examples like tourist maps and satellite imagery from GeoHive or Google Maps to deepen their comprehension. Following this, we’d take a walk around the school grounds. Students would record observations or take photos of notable features like trees, pathways, buildings, and seating areas. Back in the classroom, they’d collaborate in small groups to construct large, tactile maps using items like leaves, stones, and twigs. Each group could represent a different aspect—plant life, human-made features, shaded zones, or frequently used spaces. Once the maps are built, we’d revisit GeoHive to compare our creations with actual satellite views, sparking discussions about similarities and differences. To wrap up, we’d reflect through questions like: Where are the shadiest spots? Which area shows the most biodiversity? What parts of the yard are used most often? This activity would integrate and link in with geography, environmental science, and digital literacy in a hands-on, student-led format.
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For my first class, I’d plan a fun, hands-on lesson to create layered maps of our school yard. After a nature walk, children would work in groups to map features like trees, buildings, and playgrounds using natural materials. Each group could focus on a different layer—trees, human-made structures, sunny/shady spots, etc. We’d use iPads to explore Google Maps, helping them match real-world observations to digital satellite views. Questions we’d ask would include Where are the sunniest spots?, Where do we see the most insects?, What changes in springtime? This encourages observation, critical thinking, and spatial awareness. Combining digital tools with hands-on learning brings mapping to life and supports cross-curricular links with SESE, maths, and even art. We’d finish with group presentations and discussion to reflect on what we’ve learned and how each map layer tells a different part of the story.
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First Class – Map Skills
With younger children, it is important to teach concepts using things that are familiar. I would begin by mapping our classroom and our school. Google maps and Google Earth are very useful resources to give the location of the school on the map and to give an aerial view of our school. Subsequently, I would work with children to map our local village showing the major locations on the map such as shops, church, river, bridges, hotels, gaa pitch, handball alley, playground, bus stops, school etc Learning the symbols for these locations would also be part of the lesson.
The children could learn to read simple maps of their locality including estates where they live eventually mapping routes from different locations such as from their own home to school. The children could try to guess which child has the longest journey to school. We could use Google Maps or another mapping technology to measure this.
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I really like how this lesson builds from the familiar to the wider world — starting with the classroom map is such a smart way to make the idea of mapping concrete for younger children. Bringing in Google Maps and Google Earth will definitely grab their attention, especially when they spot their own school and local landmarks. The village mapping activity sounds like it would be great for teamwork and learning new symbols in a meaningful way. I think the “who has the longest journey to school” challenge will be a real hit — it’s fun, relatable, and sneaks in some maths too!
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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 this lesson, I would tell the children that we are going to make a map of our daily walk using the natural materials from our yard. I would ask prompt questions of what the are going to see on the walk, the shape of the route, things we will see on the walk etc.
When we return, I would let the children decide if they want to work in pairs, groups or individually and to plan what they are going use for their maps, build their maps and then explain their maps to the rest of the class, answering any questions they may have.
We would the return the class and use google maps to revisit the walk/area and explore it through the different layers available.-
Hi Kate,
Thanks for sharing, and welcome to the course.
I am delighted to read that your learners benefit from a daily walk in your school-what a wonderful way to incorporate a movement break in the fresh air and observe biodiversity throughout the seasons. By asking questions, learners will become conscious of the need to be observant throughout the walk to best prepare for mapping the area, and pay attention to the details we all so often overlook!
It’s wonderful to see how you plan to make this a truly child-led experience, with autonomy over how this activity will run in groups, pairs, etc. Presenting to the class will develop their communication skills and extend this activity, providing learners with an opportunity to compare maps-how do they differ? Do they all include the same features? Etc.
By concluding with an exploration of Google Maps, learners can see how their locality is presented and the real-life application of 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.
For this lesson, I would tell the children that we are going to make a map of our daily walk using the natural materials from our yard. I would ask prompt questions of what the are going to see on the walk, the shape of the route, things we will see on the walk etc.
When we return, I would let the children decide if they want to work in pairs, groups or individually and to plan what they are going use for their maps, build their maps and then explain their maps to the rest of the class, answering any questions they may have.
We would the return the class and use google maps to revisit the walk/area and explore it through the different layers available. -
To plan a map making lesson for a Senior Infant class, I would begin with a short, engaging story involving a treasure hunt to spark curiosity. I would introduce basic map concepts such as symbols, landmarks, and directions using visual aids. Using the classroom or school grounds as a reference, we would explore and discuss familiar features like the teacher’s desk, doors, and playground. Next, I would guide students in drawing simple maps of the classroom, labelling key items with symbols. To incorporate Google Maps, I would project it on the Interactive whiteboard and zoom into our school’s location. We would identify places like the school, local shops, or parks. This would help children understand real world connections to mapping. Finally, students could create their own “home to school” journey map. Activities would be hands on, visual, and discussion based. There is also a section in the Small World first class book that I would use to reinforce what we learned.
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Wondering- A prompt for this lesson could be a picture of a map. Children will be asked what is a map? What kinds of things can maps show? What is purpose of maps. Children can engage in Think Pair Share a class Brainstorm can be completed.
Exploring- Children can explore different types of maps -OS Maps, tourist maps and look at different settings on Google Maps.
Introduce the idea of map layers (physical, environmental, man-made, sounds, biodiversity)Making:
In groups, pupils map different variables using base maps: Children can all be given the same base map and will mark out their assigned variable on a polypocket. Variables could include:
Trees / natural vegetation
Vegetation up to 2m height
Locations of different types of birds
Biodiversity sightings (birds, insects, plants)Children can then display their maps and discuss their findings.
A follow up lesson could be done on Digital mapping where children compare their maps to maps on the likes of Geohive and Irelands Biodiversity Maps- layers can be explored (e.g., land use, tree cover, habitats, protected areas)and questions could be asked comparing to their own Maps.What features are shown digitally that we didn’t notice?
Do our maps match satellite views?
Use Google Maps Street View:
Take a virtual walk around mapped areas to verify and discuss changes.-
Hi Niamh
That sounds like a great lesson plan on map making, which makes great use of the resources in this module. I have recently done the map layers activity with a number of groups and discovered that Mr Price do A4 pads of tracing paper that work really well for layering over a base map printed from openstreetmaps.ie. I get the children to draw around the frame of the base map onto the tracing paper so it can be placed back again very easily if it happens to move and mark the features such as building outlines etc. I like the idea of comparing their own maps to the satellite view to see what features are easier to spot from the air and which are easier to spot from the ground.
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For Senior Infants, map-making can be introduced through the theme “Let’s Find Our Way!” Begin with a story-based context, like helping a lost teddy find its way home. Start in the classroom by creating a simple floor map using toy figures and blocks. Let children place objects and label areas like “desk,” “door,” or “mat,” building spatial awareness. Then, explore the school grounds and draw simple maps of the yard, using symbols for trees, benches, and gates. To incorporate online tools, use Google Maps or GeoHive on the whiteboard to show a bird’s-eye view of the school or local area. Zoom in and out to discuss what they see—buildings, roads, parks—linking real places to their map symbols. Encourage children to ask questions and describe locations using prepositions like “beside,” “under,” and “next to.” Keep it active and playful, supporting learning through movement, visuals, and stories. This approach nurtures early geographical awareness in an age-appropriate, engaging way.
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HI Andrea,
Thanks for sharing.
What a lovely lesson plan to engage younger learners in senior infants by integrating a story into this map-making activity. Great to start with inside the classroom-there is a lot to map there too-and it’s a great alternative if the weather is not suitable for heading out, too.
I like your idea to use symbols for trees on the school grounds. Young learners often enjoy the sensory aspect of using natural materials to add a fun third dimension to their maps.
Learners can explore the apps, connect maps to their own and begin to build a vocabulary and spatial awareness of their locality and landmarks therein.
A great plan that includes movement, visuals, and stories to engage your learners and help them develop their STEM skills.
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Your lesson idea for introducing map-making to Senior Infants is creative, engaging, and perfectly pitched for their developmental stage. Using the theme “Let’s Find Our Way!” and incorporating a story about a lost teddy is a brilliant way to spark curiosity and emotional connection. The hands-on activities with toy figures and classroom mapping support spatial awareness in a fun, accessible way. Expanding the experience to the school yard and then linking it to real-world tools like Google Maps beautifully bridges the gap between play and real-life geography. Including prepositions and encouraging language use further enriches learning. A well-rounded, thoughtful approach! I will definitley be using this as inspiration in my infant class!
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Task 1: Hands on Mapping activity
I would start the lesson by showing the class examples of a variety of maps on the IWB. I would look for some prior knowledge by asking simple questions such as ‘What do we use maps for?’. I would then model how to draw a map on the Interactive Whiteboard. I would draw a map of the school playground. I would explain the idea of Scale to the class.
I would then ask the class to draw a map of their bedroom/favourite room in their house. I would ask the students to share their maps with the class using the ladybug projector and explain their map to their classmates.
Google maps is a tool I use a lot in my SESE lessons. I would ask the class to look up a map of somewhere that interests them on their ipads e.g. they could look up their house, the school etc.
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To teach data in Maths to an infant class and show its real-world application, I would use GeoHive and the National Biodiversity Data Centre’s maps in an interactive and age-appropriate way. Starting with Biodiversity Maps, we would look at common animals spotted in our local area—like birds, butterflies, or frogs. Using photos and symbols, children would keep a simple tally of wildlife they notice during nature walks or from classroom windows. We would then record this data as pictograms or bar charts and use maths language like “more than,” “less than,” and “same as.”
Using GeoHive, I would show the children a zoomed-in view of the school and nearby places they recognise. Together, we’d count features such as trees, roads, or buildings and record the results on a class chart. This helps children connect Maths to real spaces and supports early mapping and categorising skills. Both tools encourage questioning, observing, and engaging with Maths as something useful, visual, and fun in their everyday world.
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Hi Elaine,
Thanks for sharing the lovely ways to connect both data and the wildlife in the local area. With the New Maths Curriculum upon us I think this is a fantastic opportunity to explore data in real life scenarios while also exploring the wildlife around their school to support categorising as you have mentioned.
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To conduct a lesson on map making with younger classes I would begin with a short discussion to elicit the children’s prior knowledge and make connections-“What is a map? Where have you seen a map before? I would then show some real-life examples: a treasure map, a Google Map, a map of Ireland, etc. The next step would be to introduce some key vocabulary: map, legend, compass, symbol, scale, etc. I would then display a simple map in hard copy or display on white board and point out the map elements.
To make use of an online tool such as Geohive I would again use the whiteboard, explaining that it’s an online map of Ireland. Together we would experiment with zooming in/out, switching layers, then moving on to locating our school/village/town, county, river, mountain etc.
To extend the lesson we would move on to creating a map of our classroom using a template containing a compass rose. As a whole class activity, we would begin by identifying key objects such as desks, windows, chair, teacher’s desk. Add symbols and a simple legend. To conclude the lesson children can share and discuss their work in pairs/small group and whole class.
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Hi Michelle,
I really like how you’ve structured this lesson—starting with prior knowledge and gradually building up to hands-on map creation is a great way to scaffold learning. Using real-life examples like treasure maps and Google Maps makes the topic relatable and engaging for younger pupils. I think your use of Geohive is a fantastic way to integrate digital tools in a meaningful way—it not only builds geographical awareness but also introduces basic digital literacy skills. The classroom mapping activity is a lovely way to reinforce key concepts like symbols and legends while giving pupils ownership of the learning. I also really like the collaborative element at the end—sharing their maps helps develop communication skills and reinforces learning through peer discussion. A really thoughtful and well-rounded lesson!
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To teach data in maths and highlight its real-world applications, I would use online datasets from accessible sources like CSO Ireland, Our World in Data, or NASA. For example, when exploring climate change, pupils could analyse temperature changes over time or compare CO₂ emissions by country using bar graphs and line charts. We’d discuss trends, make predictions, and pose questions about causes and consequences.
In a local context, I might use census data from the CSO to explore population trends in our county—encouraging pupils to calculate percentages, means, and medians, or to interpret pie charts. This helps them see how maths connects to geography, history, and social issues.
For younger pupils, I’d use online surveys (e.g. favourite foods, school transport) and input data into spreadsheets to create simple graphs. These activities help pupils develop data literacy while showing that maths isn’t just about numbers—it’s a tool for understanding the world.
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Hi Tommy.
Welcome to the course. You have shared lots of data sets that could be used to develop real-life uses of maths in the classroom. I have used data from CSO to generate different graphs and also data from different weather stations on Met Eireann to explore trend graphs and compare the data from each weather station. It is more meaningful for the pupils and they could also record their own data such as the temperature on a daily basis and compare that with Met Eireann.
With the younger pupils, as you have mentioned, it is important to use their own interests or their local area and how they travel to school is one option. It makes connections to their real life and use of Maths to display this information.
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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.
A simple lesson idea I would have done would be something like this ( older classes )
we use GAA scoring charts , The lesson could start with a short chat about GAA. Ask the class if they watch or play, and how scores work in matches. Make sure they understand that a goal is worth 3 points, and show an example on the board, like:
Team A: 2–10 = (2×3) + 10 = 16 points.we give scoring charts from real GAA matches. In pairs or small groups, look at the data and answer simple questions like:
Who won the match?
Which team scored more goals?
What was the total score for each team?
What was the score difference?After this, put data into a bar chart………
At the end of the lesson, invite some students to show their work and explain what they found.
for finish discussion how maths is used in sports reporting, coaching, and analysis.
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I would begin the lesson by showing prompts of different maps on the Interactive Whiteboard. I would show maps of treasure chests and video games that the children might already be aware of. I will ask the children questions such as “What is the point of a map?” and “What would be important if we were making a map of the classroom?”
I would hand out iPads to each table and will tell the children to open up Google Maps and find their local area. I will ask the children “What do we see?” and “How do we know that this is a river?” I will explain the importance of colour in a map (e.g grass = green, river = blue)
The class will then create a map of the classroom. The class will begin this map together, creating the windows and door. The teacher will then instruct the children to finish the map in pairs. The teacher will give the children a list of resources to include (sink, interactive whiteboard, etc.)
At the end of the lesson, the children will compare their map to the teacher’s map of the classroom.
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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 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 Deforestation
Lesson Plan
Exploring : Who keeps are forests safe? What resources have they? ( Coillte) Have you ever visited a Forest? Can you estimate the amounts of forests in our country ? .
As we live in a border area it would be an idea to compare Deforestation in Laois, Offaly and Tipperary.
Main Body
Using the data set of Forestation 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 Forests 30 years ago.
Maths Exploration
Pupils would compare and contrast the amount of Forests 30 years ago and now. These charts would be displayed.Calculations on the declining amount of Forests too would be displayed
Literacy Links
Pupils would explore reasons why Forests were demolished. Extensions ideas including
Class Debate- Imagine you are a local politician campaigning to keep our local forest from deforestation what would you argument be. Imagine you are the government wanting to close our local forest and demolish it for houses
Letter Writing: Write a letter to our local politician appealing to save our forests with the reasons why it should be saved and not cut down for housing.
Guest Speaker : Invite a local Coillte officer into the class to explain their daily work and the importance of forestation’s.
SESE Links
History: Looking at our Forest size 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 Deforestation figures and satellite images was just a Data set that grabbed my attention.
FABULOUS RESOURCE
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David
I was struck by the idea of comparing the children’s map work to your map work as the teacher. I think this would be a fantastic fun and heartfelt way to evaluate the lesson and reflect on pupils learning and your assessment of their learning. A great simple way to evaluae AOL ( assessment of learning ) and AFL ( assessment for learning) very handy.
Thank You
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I teach at the junior end of the school and would aim this lesson at 1st class level.
I would start with the prompt of some aerial views of common objects and have the children guess what they are.
Moving on we would work in groups to make a map of the classroom with each group provided with cutouts that they can manipulate on a page to make a map of the classroom.
We would then pair up with our 4th class buddies to do a school yard treasure hunt to solve a word hunt puzzle with individual letters located at different landmarks on the map. By putting the letters in order as indicated by numbers of the landmarks on our maps they solve the word hunt.
As a reward in a follow up lesson we would take a walk to the playground from our school and work with our buddies on our return to map the route putting in the landmarks they pass.
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Hello Lorraine,
Thanks for sharing, and welcome to the course.
You have created a lovely plan to engage your first-class learners, and I really like your opening prompt of aerial views of objects to guess what they are.
By starting with a classroom they are all very familiar with, they will be well positioned to create a map-and it may surprise them how many things they did not notice in the room until they started mapping it!
A word hunt with older learners sounds like a fun-filled way to add to their map reading knowledge and excitement for the topic, even a reward for good measure! It could be interesting for them to compare their maps of the route to the playground to that on Google Maps.
It sounds like a wonderfully memorable and engaging experience for your junior learners. I hope you get a chance to carry it out in the rapidly approaching term!
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For a 1st class lesson on map making, I’d start by talking with the children about what maps are and why we use them, showing a simple printed map of the school or neighborhood. Then, open Google Maps on a screen and zoom in on their local area, pointing out roads, buildings, and parks to help them connect real places to the map. Next, take the class outside to collect natural materials like leaves, sticks, stones, and flowers. Back inside or outside, help the children arrange these items on the ground or on a large sheet of paper to represent different parts of their environment — sticks can be paths or roads, leaves can be trees, and stones can mark buildings. Encourage them to think about where things are placed and help label their maps with simple words or symbols. After this hands-on activity, briefly show them an online mapping tool like Geohive, explaining how maps can be interactive and show different colors or features, then compare this to their natural maps. Finally, discuss what they learned about maps, how they made their own using natural materials, and how maps help people find places.
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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
To begin this lesson with a senior infant class, I would read the story ‘We’re all going on a Bear Hunt’. This would engage the children. As the story moves from place to place, we could talk about the various places mentioned throughout the story.
I would then ask the children to think about what we would see if we went on a walk from our school grounds to a small bridge about 1km from the school. We would then complete the walk noting the natural and and man made features we see along the way – hedgerows, trees, a small stream, houses and a bridge.
On our return to school, I would split the class into groups and each group would make a 3D map of the journey using natural materials to represent the various features – stones, leaves, grass, twigs and branches.
To incorporate ICT, as a class group, we would then look at Google Maps and find the area we had just walked, discussing the various features we had seen and how these features look in Google Map.
A further lesson around this topic could be to print out the walk area from Google Maps and enlarge it. The children could the use BEEBOTS to recreate the walk using the BEEBOTS to move from the school to the bridge.
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Hi Anita,
Thanks for sharing. This is a lovely plan for senior infants. I think it’s wonderful to use natural materials, particularly with younger learners when creating maps, to add the tactile experience and sensory learning about these natural materials too.
As it is a 1km walk, there will be plenty of landmarks for learners to represent and look out for while using Google Maps.
I think the Bee Bot idea is a terrific extension of this activity, and one I have never come across before! It’s a great way to tie in technology in addition to the use of Google Maps, and undoubtedly will be a fun-filled hit for your learners too!
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Here’s how I would structure and explain a map making lesson for 7- 10 year olds keeping it hands on,visual and curiosity driven while using tools like Google Maps and Geohive.
My warm up question would be “If a friend came to visit our school for the first time, how would you help them find the playground?” Let children share ideas.This introduces the concept of maps as tools for giving directions. I would show an example of a treasure map,a simple road map and a digital google map side by side and ask “what’s the same? and what’s different?”
I would then project Google Maps on the board. i would start with the school’s location and would zoom in and out to show streets, town, country. I woud then switch it to satelitte view so they could see buildings and fields. i would use the measure distance tool to show how far the playground is from the front gate.
Using the Geohive online tool I would show them how to search for a place, how to turn on/off different maps and compare an older map wih today’s one.
I woud then teach key map parts using a poster, title,compass rose,symbols and keys and scale.
I would then give them a blank sheet of paper and ask them to draw a map of the classroom or school grounds. I would encourage them to add a title, include symbols and legends, show directions with a compass rode and use colour coding. The children will then present their maps and show how their maps match what’s seen in Google Maps or Geohive eg school building outline or nearby road.
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This is a really strong, hands-on mapping lesson with a perfect balance of curiosity, visuals, and real-world tools. I like how you’ve started with an open-ended, relatable question to hook their interest and build the idea of maps as tools for giving directions. Comparing a treasure map, a road map, and a digital map side by side is an excellent way to encourage observation and critical thinking.
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I will introduce the children to what a ‘map’ is by using a map stimulus on the IWB to elicit prior knowledge. I will ask the children why we use ‘maps’. We will go through key features of maps in simple terms for the young children e.g. compass etc., To help the children create the map of their own school we will explore ‘google maps’ and look up the children’s local village and show the children the various aspects of their locality e.g. post office, football pitch, school etc., and how to read maps using various keys. As a whole class activity we will create a map together on the interactive white board of our own school yard as there is a lot we can discuss e.g. astro turf, afterschool, back/front of school etc., we will add various key features to our map also to represent various buildings and areas. We will also discuss how we get to school using directions etc., Next, I will get the children to draw their own version of their map of their school. At the end of the lesson I will get the children to show their maps to the class using authors chair. We will discuss what the children have learned.
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For younger classes, a map-making lesson would begin with a simple discussion about what maps are and why we use them. I would start by exploring familiar spaces such as the classroom or school grounds, helping students to understand direction, landmarks, and basic symbols. We would then create a large, collaborative floor map using classroom objects, followed by individual drawings of their own simple maps of the school or route from home to school.
To incorporate online tools, I would use Google Maps to show an aerial view of the school and its surroundings. Together, we would identify familiar landmarks like parks, shops, or roads. I would zoom in and out to demonstrate how maps can show different levels of detail. GeoHive could be used to show more detailed maps of the local area, allowing children to compare them with their own drawings.
This hands-on, visual approach supports spatial awareness, ICT skills, and links well with geography and SESE curriculum objectives for early primary levels.
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For young learners, a map-making lesson should be playful and grounded in familiar places. Begin by discussing what maps represent and showing simple examples (school grounds, classroom layout). Take students on a short walk around the school or a nearby playground, asking them to note landmarks like the entrance, trees and playground equipment. Back in class, let them draw their own “bird’s-eye view” map on paper with symbols for landmarks, and teach them to create a simple key.
Introduce online tools by projecting Google Maps or GeoHive, searching for the school and zooming in to show satellite and map views. Highlight how roads, fields and buildings look from above and discuss scale. To keep it safe, use the teacher’s account and avoid entering personal addresses. Challenge pupils to locate their town or a familiar landmark and compare the online map with their hand‑drawn versions. Integrating digital and hands‑on mapping reinforces spatial thinking and digital literacy.
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Hi James
Welcome to the course.
As you have mentioned map making should be playful in the younger classes with a focus on the familiar areas around them. You could also introduce the concept of map making through picture books such as Rosie’s walk. This could be used prior to your activity in exploring a nearby playground. It could introduce the pupils to noticing landmarks at the playground too.
With the older classes, exploring Google Maps or Geo Hive allows for comparison of their local area over the last few years and integration with maths for scale as you have mentioned. Pupils could also create their own map of the local area and as you have said compare their map with that seen on Google Maps to further develop their critical thinking and integrate digital skills and tools. Thanks for sharing, I hope you enjoy the other modules in this course.
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For younger classes, I would begin the lesson with a short discussion on “What is a map?” and show examples of physical maps and online maps using Google Maps and Geohive. Pupils would explore their school location online, switching between aerial and map views, and identifying familiar features such as playgrounds, roads, or parks.
Next, we would take a short walk around the school grounds, noting buildings, trees, paths, and other landmarks. Back in class, pupils would work in small groups to create simple paper maps, using symbols and colours to represent what they saw. I would project Google Maps onto the board so they could compare their maps with the online version, discussing similarities and differences.
Finally, pupils would present their maps to the class, explaining their chosen symbols. This approach links observation skills with digital literacy, while introducing basic cartography in a hands-on, age-appropriate way.
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To introduce the lesson, I would display a map of a familiar location, such as the zoo or Lough Boora Discovery Park. I’d prompt pupils with questions like: Do you know what this is? What information does it give us? Where is it located? Why might we use it? After an active discussion in small groups and as a whole class, we would then explore our own locality on Google Maps or Geohive, again encouraging pupils to think critically through guided questions.
Working in groups, pupils would brainstorm possible places to create maps of, with guidance towards mapping the school grounds, yard, or local area. They would then make their maps in groups on A3 paper, using Google Maps or Geohive to help them if mapping the local area.
From here, the activity would shift to a hands-on mapping project where pupils create map layers of the school grounds. We would begin by introducing the concept of map layers—such as land use, vegetation, and species sightings—and explain how scientists and planners use them to make informed decisions. Using Geohive, pupils would examine aerial images and map features around the school.
We would then head outside with clipboards, base maps, and coloured pencils to create our own layers. Groups could map variables such as tree species, flower patches, insect sightings, bird calls, and areas of shade or sunlight. Swatches and field guides would be provided to help identify plants and animals.
Back in the classroom, pupils’ findings would be compared with Biodiversity Ireland maps to see if similar species have been recorded nearby. They would discuss questions like: Which part of the school grounds has the most biodiversity? Why might that be? How could we protect or enhance these areas?
To extend the activity, we could integrate our Beebots. Pupils could design Beebot maps of the school or their chosen area, incorporating key features from their fieldwork. This would combine digital skills, navigation, and problem-solving in a playful, hands-on way.
This approach not only develops mapping and observation skills, but also builds pupils’ awareness of local habitats and their role in protecting them.
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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?
I would love to do a hands-on mapping activity to create map layers. I would use our local woodland area as our area for mapping. There has recently been a trail added by Coillte and the school regularly use it for walks and hunts/orienteering so it is an area they are familiar with.
To prompt the children, I would show them a map of the woods from the Coillte website. We could also examine the area using Geohive, Google Maps and Met Eireann. I would ask them if they recognise the area and what sort of things do they see in the woods when they are there. I would encourage the pupils to work in groups to think about the different biodiversity we see in the woods – wildlife, trees, ring forts etc and to think about the surface area of the woods – whether it is all flat or sloped. We would then break into groups and map different layers of the woods. Upon return to school, we would discuss our maps and the different layers. These could be displayed in the school corridor or shared with other classes as the woods is used by the whole-school. We could also use iPads to send images of the maps home to encourage further follow-up and discussion at home.
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Thank you for your excellent reflection and ideas above Louise. On the topic of creating map layers specific to the local woodland as mentioned in your post above, when I was engaging with the Maps page on Biodiversity Ireland website following this module one of the filters that can be explored in the ‘Habitats’ section is “Ancient and Long Established Woodland”. This filter would be particularly relevant to the hands on mapping activity you plan on doing with your students and could encourage great debate and consideration relating to Irish woodland in your locality and beyond. When using this filter I found it striking how few forests and woodlands in Ireland are considered ancient or long established, particularly in the midlands and west of the country and including the few wooded areas close to my locality.
Other information available on this website that could be useful in your project could be looking at the terrestrial mammals [including red squirrels, foxes, badgers, etc.], insects, birds, protected species and invasive species all recorded in the locality from the data provided on the Maps page on the Biodiversity website. Thanks for the great ideas above Louise. I look forward to putting these to use in the coming school year.
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Module 2 Assignment:
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.
One of the online mapping resources I spent some time engaging with following this module was the Biodiversity Ireland website, looking at the information shared on a national and local scale, focusing on the areas where I’m from, where I teach and where I live. The information available on this website is excellent, ranging from information relating to land use, soil types, plants, animal species, protected habitats in the locality and ancient long established woodlands, among many others.
Senior students in particular could have endless open-ended learning opportunities from engaging with the wide variety of information and data shared on this website. It could be used, in conjunction with a local map overlay from Google Maps Satellite view, to create maps of the locality representing the variety of data available from the Biodiversity website, all the while being mindful of the ESERO Framework for Enquiry shared in this module and in module 1 to encourage active learning in my class.
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Hi Sean,
Thanks for sharing.
I like your idea to use a Google Map overlay and embed information from the biodiversity website, and as you say, this is a site that senior students in particular can have endless open-ended learning opportunities from.
It would be wonderful if this could be brought to life with a class visit, perhaps incorporating a hands-on soil sampling and testing activity or talk from a local expert(always worth asking if any parents have relevant expertise to share!)
I hope you enjoy the rest of the course.
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Module 2
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 GeohiveI would first introduce maps to the young children through story and try to build the connection for them using The Three Little Pigs as a starting point. After reading the story I would pose the problem of another new wolf coming to the area and being unable to find each of the little pig’s houses. The children would discuss how to solve the problem for the wolf. I would try to bridge their knowledge with how we use google maps to find where we are going on long journeys to help the wolf.
We would then explore google maps on the IWB finding how we would get from our school travelling by car to Dublin Zoo/ Emerald Park and other areas of interest for the children. We would then narrow our search and look to google maps to show how we would get from our school to the local church on foot. Using the different tools, I would highlight to the children how we can explore google maps to look at different types of maps for different modes of transport: 2D road maps and satellite photographic maps. This would lead to discussing satellites with me asking where we would get these photographic maps from?
I would then introduce them to PAXI and we would watch the clip from the eesa website which I found very useful during this module. The children would then create a 3D map in groups using blocks and lego for the wolf to follow, sequencing his journey of finding each pig’s house. If time allows the children, then in pairs would draw a 2D map for the wolf to use. This lesson would then led to follow up lessons of the children creating 2D maps of the journey from our school to the church for PAXI to follow. They first would undertake the journey by foot taking note and photos of what we would have to put on our maps. We then would compare and contrast our finished maps with the maps of the same journey produced by Google Maps.
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Module 2:
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 GeohiveWith my second class we usually do some work on maps and looking at things from a bird’s-eye view. This year I will alter my approach slightly using some of the resources mentioned in this module. Firstly, I will take the children for a walk around the school grounds. The children will work in their groups and take note of the different areas on the grounds, the astro yard, the separate building structures, and what is in each area, like sheds, sheltered areas, etc. We will then look at the school on Google Maps and discuss each area, the shape, its use, and so on. Using GeoHive we will then look at the basic shape of the school site and buildings on it. I will print a screenshot of this for the children to have as support. We will then create our own bird’s-eye view maps—this will be a separate lesson, linking with art. We would plan ahead for making the map, and children would be asked to gather ‘junk’ from home to make the map along with some art supplies. This work would also feed into looking at the area around and what facilities we have near us.
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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 -
I want the students to recognise and investigate human activities which have positive or adverse effects on local and wider environments. I think it is very important to link our local area to their learning. I would integrate the hands-on mapping activity with the use of the following online tools and resources. I would try to teach the activity in tandem with Space Week. At first I would teach the students about satellites using resources from http://www.esero.ie and http://www.sfi.ie. http://www.esa.com has great videos I would use. Their mascot Paxi is great and easily relatable for kids of all ages. I would ask the students to make a map outdoors using natural materials from our local area. I would show the students the tutorial from Una Halpin. The tutorial encourages children to explore and record their local heritage by taking a walk locally and making a 3D map of what they have seen. I would map the following variables. We would have a conversation about what to include on the map – whether it would be a good idea to map the entire school or part of it. We will discuss what would happen if we can’t fit all the information onto our maps. I would ask the following questions to extend the students’ learning opportunities such as What do we know about our school? What do we know about our local area? What natural resources could we use? What man made and natural resources can you see?
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Module 2:
For my younger classes, I’d plan a fun and hands-on lesson on map making that mixes drawing skills with some digital exploration. We’d start with a simple discussion about what maps are, why we use them, and the kinds of things we might find on a map—like symbols, directions, and landmarks. I’d then have the children create a map of their classroom or school grounds, using paper, rulers, and colouring pencils. We’d talk about scale and direction (introducing the compass rose), and I’d guide them to add things like desks, the teacher’s desk, doors, playground, etc.
To bring in some digital tools, we’d then explore Google Maps. I’d show them how to find our school and look at it in both map view and satellite view. We’d zoom in and out to see how the world is mapped digitally and spot landmarks near our school. Then, I’d introduce GeoHive and let them explore different map layers, maybe comparing rural vs urban areas.
To finish off, we’d compare our hand-drawn maps to the real online versions and talk about what we noticed. It’s a great way to mix geography, digital skills, and creativity all in one lesson—and the kids love it!
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Hi Patricia
Welcome to the course, thanks for sharing your lesson idea on map making.
I agree that it is best to explore familiar areas first such as the classroom as you have mentioned. This allows the learners to apply skills such as developing the use of symbols or keys and cardinal points for direction.
I also like how you plan to develop these skills on paper initially before the digital tools. The learners could then apply what they know about symbols etc to the digital maps. As you have said it is a great opportunity to mix the graphicacy skills of geography with digital skills and creativity in one lesson.
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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 have 5th class buddied with Senior Infants. As part of a collaborative buddy activity I could do a sound walk around our area, from the school, through the castle and gardens, by the church, down by the marina and along the beach… I would call out stop a few times along the way and the kids listen, record and answer questions.
The kids could work in groups of 4 – 2 older, w younger. The younger kids pointing out and recording the sounds on ipads and taking pictures of where they are at, the older ones, making notes of where they are and drawing pictures….
They could fill out a questionnaire with questions like – is the sound near or far, loud or soft, natural or manmade… etc….
Once they are back in class, we could look at the route we took on google maps and point out where we stopped and talk about what we heard there.
On the whiteboard and chromebooks they could then look up all kinds of other styles of Maps of Malahide and decide what style they would chose to draw – 5th class could cdraw the route and landmarks, buddies could draw the things they heard at those particular spots.
following on from this, there could be a lesson on noise pollution – why were the sounds to be heard in those particular locations, why were sounds that were heard elsewhere not heard in certain locations. (Trees, beach booats etc) How do you think the loud sounds affect the area, how do manmade sounds affect natural sounds and vice versa.
This walk could also be done moorning and afternoon and the sounds compared.
It could also lead to a discussion on the concerts in the castle and how they affect the neighbourhood and the wildlife….. and what we can do to find a balance for all
I have used the heritage in schools website to create a biodiversity map of the school and its surroundings and the kids loved it and I also love the idea of creating a riddle poem about your favourite heritage site in the area without mentioning where it is!
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Task for module 2: 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
Firstly, I would introduce the class to maps, using a stimulus of a map on the IWB. I would then explore prior knowledge of maps asking questions such as:- where would you see a map, have you used a map before? I would then show examples of different kinds of maps and explain that maps help us find our way and understand the world around us. Using a large map displayed on IWB, I would teach the features on a map, symbols for roads, rivers and so on. Using Google maps on the IWB, I would show the class our school, town, and local features, allowing the class time to explore their local area using Google maps on the class iPads. I would then introduce the idea of making a map of the classroom, discussing what is included in the room and the symbols we will use to include them on the map, and including a legend to explain the symbols. The children will then walk around the room and sketch a simple 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
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 directions with the inclusion of further technology where required.
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I love the idea of adding treasure to the classroom to encourage engagement from the children. I also love the idea of starting the lesson with a read aloud, this really helps with engagement right from the start of a lesson. Definitely going to have to add that to my list of books to read this year!
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There are some great ideas here. It is true that students need both artefacts presented to them and it is good to use the atlas and real maps in this unit of work. I love the idea of creating a 3D model of the classroom and hiding treasure in the room. This would be great for learning coordinates with my 5th class. I can also see myself using Lego to create 3D models here – a great idea.
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In a younger classroom, I would introduce map making by starting with the children’s immediate environment, the classroom itself. Together, we would create a simple floor plan using shapes to represent desks, doors, and windows. This develops spatial awareness and introduces key concepts like symbols and scale. Next, we could map the school grounds, using a walkabout to notice landmarks such as the playground, garden, or hall. Back in class, pupils would sketch these features onto their maps, using colours and a simple key.
To extend this, I would introduce online tools like Google Maps or Geohive, showing an aerial view of the school and surrounding area. Children could spot familiar places like the church or in our case, the lake or the castle before we compare them to their own hand-drawn maps. Using digital tools alongside drawing supports visual literacy, highlights different map perspectives, and sparks curiosity about their community. This hands-on, blended approach makes map making concrete, engaging, and relevant to their world.
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In second class this is how I would introduce the concept of maps and mapping .
Ask children: What is a map? Why do we use them?
I would share examples of where they might see maps (books, phones, cars). Explain the word Atlas ?Taking this idea from another poster , we would do a walk collecting items or taking photos from the school area, I would print these photos out ( laminate and reuse) and display them on a large sheet of paper , from there and using the 3d version , i would get the children to draw their own maps .
I would then Open Google Maps on the whiteboard.
After showing our school, I would then zoom out to see the town, county, and country.
Following this I would use GeoHive to look at different map views (aerial, street).
Point out landmarks the children recognise.The children would draw a simple map of the classroom or school yard.
Add symbols for doors, desks, windows, playground, etc.Using a visualiser the children could present their maps to the class.
If it was possible we could compare their maps with google maps.
I think its important to show the children that maps can show the same place in different ways. 2 d, 3 d .-
Hi Paula
Welcome to the course. There has been lots of lovely ideas for map making shared in the forum and for your second class exploring the area around them and as you have mentioned going out on a walk with the class to collect items would be a great starting point. They could then create a 3D map such as the one on the video with Una in this module and then use this to design their own map on paper. As you have also mentioned it it’s important to show the pupils that maps can show the same place in different ways. Thanks for sharing, I hope you enjoy the course.
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Hi Paula,
I really like your idea of regularly showing Google Maps to the class and showing maps of towns, counties and countries. I also love how Google Maps has Google Street View incorporated and how you can show what maps look like in 3D and in real life. A discussion can take place on what the 3D object looks like on a 2D map and vice versa.
This is real practical math and geography learning for the children and it is something I look forward to doing with my own class when I return to school in the coming weeks.
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Seo plean ceachta do rang a dó i nGaelscoil.
Cruthaímid ár Léarscáil Féin!
Cuspóirí Foghlama:
Tar éis an cheachta, beidh na daltaí in ann:
Léarscáil shimplí a léamh agus a chruthú.
Treoracha bunúsacha a thuiscint agus a thabhairt (suas, síos, clé, deas).
Google Maps a úsáid le suíomhanna a aimsiú.
Léarscáil a nascadh le spás fisiciúil (an seomra ranga nó timpeall na scoile).Acmhainní
Páipéar mór
Marcóirí, pinn luaidhe, criáin
Réada beaga (lego, pionnaí, srl.)
Ríomhaire / Táibléad le google maps
Cártaí le siombailí: scoil, siopa, teach, páirc, srl.NASC A CHRUTHÚ
1. Plé gníomhach leis na bpáistí:
Cad is léarscáil ann?
An bhfaca tú léarscáil riamh?2. Taispeáin léarscáil ar Google Maps
Téigh go dtí suíomh na scoile3. Aimsigh cén chaoi a thaispeánann sé bóithre, tithe, páirceanna, srl.
AG FIOSRÚ
Mapáil an Seomra Ranga-
Roinn an páipéar le greille simplí
Tabhair ainmneacha do shuíomhanna sa seomrabo. (bord an mhúinteora, doras, fuinneog)
Leag amach rudaí beaga ar an léarscáil le cur síos: cuir pionna gorm ar an doras, an féidir leat do bhord féin a chur ar an léarscáil?Cruthaímid Léarscáil den Ceantar Scoile
I ngrúpaí beaga, déan léarscáil shimplí de shráidbhaile / ceantar timpeall na scoile.
* Úsáid siombailí: m.sh Teach = △
* Plé suíomhanna éagsúla (ag úsáid treoracha: suas, síos, clé, deas)NA CÉAD CÉIMEANNA EILE
Iarr ar chuile grúpa a léarscáil a thaispeáint agus ceisteanna a chur:
m.sh Cén áit ina bhfuil an pháirc ar do léarscáil?
Céard atá ar thaobh na láimhe clé den siopa? -
For younger classes, I would start by talking about maps of places we see every day, like our classroom or school. We would then explore basic map features—symbols, keys, and directions—I would ask pupils to create their own maps of our local village including key areas like the park/shop/school/GAA field etc. . To incorporate technology, we could use Google Maps to explore familiar places and Geohive to look at simple visual data, showing how maps can provide information beyond just locations. The lesson would finish with students sharing their maps and explaining why they made the choices they did. This would help them to build spatial awareness skills & encourage their creativity, and observation skills. By combining hands-on activities with interactive online tools, students will be given the opportunity to gain a solid foundation in map-making while seeing how digital maps can make learning engaging, interactive, and fun.
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I would discuss the use of the various graphs and bar charts with the children. We could look at some current news clips or view the ‘News Today’ for kids on RTE player. We could discuss the use of data in elections like in the upcoming presidential election in November. Look at opinion polls and have a whole class discussion.. who’s the favourite? Most Popular? Least Popular? Etc Look at percentages…
We could obtain data sets to link Maths and Science and therefore Maths to the real world on http://www.geohive.ie. We could look at common rock types in a chosen area, various soils. There is also a link to the census which would be great for 6th class.
I think I’d focus on the Irish Marine Section or the EPA link. We could consult Ireland’s Marine Atlas through http://www.geohive.ie We could examine the fish species distribution in our local area. How many blue whiting, haddock, hake, herring, horse maceral? Draw a bar chart in copy. Decide on scale, X and Y axis. Then we could also draw graphs with this data using an ap on ipads.-
Hi Breda,
Thanks for sharing your plans, this sounds like an interesting session you have planned for your class, with plenty of math integration and some really well-chosen links too, such as the marine section of the EPA link. I like how you are including a learner-friendly News Today to see the real-life application of math in our world, a great idea.
With fish numbers in decline and sprat levels in particular an area of concern, it could be a springboard for a future project on the shifting baselines of marine life.
I hope you enjoy the rest of the course and the last few days of holidays!
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If teaching the younger classes I would begin by displaying a map of the local area, around the school from Google Maps, on the interactive whiteboard. I would encourage the children to examine the map. I would ask them to discuss what they see and through questioning I would encourage them to identify that it is their local area. We would discuss how maps work and their purpose.
I would then take the learning outdoors and in groups I would encourage the children to use what is around them to make an outdoor map of their classroom. Children then work together to find the different materials and collaboratively piece the map together.
I would ask each group to present their map to the class and together we would see and investigate first hand the applications of maps. -
I think it is important to spend some time discussing the concept of maps & mapping with the children first. How do maps work & why do we need them?
Then I would get the 3rd class children into groups to go on a walk around the school at first to observe what we know and ask them what they think we should put in their 3d map? Observe the shape of the school building, the tarmac, the grass/garden, hedges, walls and trees.
We would then discuss the materials that we would use. Each grouo would take photos of their maps and present them to the class. We would evaluate our maps as a whole class and then look at taking the next step.
I would encouragevthe children to look at making a biodiversity map of our school garden using the online resources available on biodiversity ireland. We would participate in the ” Garden Map Challenge” and following this the children in their groups woukd get markers and acetate sheet to focus on map layers for our school garden. E.g vegetation at ground level, vegetation to 1mheight, vegetation to 2m height, locations of different types of birds, soil type, depth & temperature. The children will be encouraged to use Geohive and the NPWS maps to explore land use and habitats around our school, and I can definitely see how this could tie into our local studies work in Geography and Science. We could also keep a record of local weather using Met Éireann data and link it to seasonal changes or climate discussions.This lesson would work well across different subjects and really help the children connect what they’re learning about our school garden to their own gardens and the local area in which they live in.
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I think it is important to spend some time discussing the concept of maps & mapping with the children first. How do maps work & why do we need them?
Then I would get the 3rd class children into groups to go on a walk around the school at first to observe what we know and ask them what they think we should put in their 3d map? Observe the shape of the school building, the tarmac, the grass/garden, hedges, walls and trees.
We would then discuss the materials that we would use. Each group would take photos of their maps and present them to the class. We would evaluate our maps as a whole class and then look at taking the next step.
I would encourage the children to look at making a biodiversity map of our school garden using the online resources available on biodiversity ireland. We would participate in the “Garden Map Challenge” and following this the children in their groups woukd get markers and acetate sheet to focus on map layers for our school garden. E.g vegetation at ground level, vegetation to 1m height, vegetation to 2m height, locations of different types of birds, soil type, depth & temperature. The children will be encouraged to use Geohive and the NPWS maps to explore land use and habitats around our school, and I can definitely see how this could tie into our local studies work in Geography and Science. We could also keep a record of local weather using Met Éireann data and link it to seasonal changes or climate discussions.This lesson would work well across different subjects and really help the children connect what they’re learning about our school garden to their own gardens and the local area in which they live in.
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Integrating online data sets into my 3rd class maths lessons would provide a valuable opportunity to make learning more meaningful, engaging, and closely connected to the real world. Rather than relying solely on textbook examples or abstract figures, using real-life data would allow students to see the practical applications of maths in their everyday lives, helping them understand that maths is not just something we do in school but something that helps us make sense of the world around us.
To begin, I would introduce simple, age-appropriate data sets that are both relatable and interesting to my students. These could include local weather data, such as daily or weekly temperature readings, rainfall amounts, or hours of sunshine. By using this information, students could create bar charts or line graphs to identify trends over time, such as how the temperature changes from week to week or how rainfall differs between seasons. This would not only strengthen their ability to collect and represent data visually but also develop their skills in analysing patterns and drawing conclusions.
In addition to environmental data, I would incorporate data sets that connect directly to students’ personal interests. For example, we could look at statistics related to popular sports, such as football match results, top scorers, or league tables. Alternatively, we could explore class surveys on favourite books, hobbies, or types of pets. These kinds of familiar and engaging topics would capture students’ attention and make the learning feel more relevant to their lives. The students could then present their findings through various formats, including pictograms, bar graphs, and pie charts, depending on the level of complexity appropriate for the class.
Working with real-world data also encourages the development of essential mathematical and cognitive skills. As students interact with these data sets, they would learn how to formulate questions, make reasonable predictions, and interpret results. For instance, they might wonder which season has the highest rainfall, predict future temperatures based on past trends, or compare their own preferences with those of their classmates. These activities would foster inquiry, curiosity, and problem-solving abilities, all of which are key aspects of effective STEM education.
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The mapping activity in this module seems like a very effective way to get children engaged with their surroundings in a hands-on and meaningful way. Asking them to plot features such as trees, pavements, playing fields and buildings onto paper makes the process of mapping far more real than simply copying from a textbook. It also connects well to school self evaluation because it gives children a sense of ownership over their environment. Introducing tools like Geohive or the ESA EO Browser could add a layer of technology that is practical and easy to manage in the classroom. What stands out to me is how this type of activity moves beyond geography. It pushes children to ask questions about why certain areas look the way they do, what species are living nearby or why water collects in a particular place. It is lowcost, easy to organise and makes learning active. STEM teaching should create curiosity, and this activity does exactly that
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For younger classes, I would plan a fun and interactive map-making lesson by starting with familiar spaces, such as the classroom or school grounds. First, we’d explore what maps are and why we use them, using storybooks or simple picture maps. Then, we’d take a short walk around the school, noting key landmarks like the playground, garden, or main door. Pupils would help draw a simple map of this space using symbols for each feature (e.g., a tree for the garden).
To introduce digital tools, I would use Google Maps or Geohive on the interactive whiteboard to show our school from above. We’d zoom in and out to see how maps can show small and large areas. Pupils could help spot landmarks they recognise, reinforcing spatial awareness.
Finally, they would create their own simple “treasure maps” using what they learned. This lesson combines geography, art, and ICT, supporting early skills in observation, representation, and digital literacy in a fun, age-appropriate way.
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H Clodagh.
Welcome to the course. I really like how you are planning to use storybooks to explore the concepts of maps. I love picture books and Rosie’s Walk or The Jolly Postman are fabulous picture books that allow for map making and discussion about maps.
I also like how you are planning to walk around the school to encourage the learners to observe and record what they can add to their map. It would be interesting to see what are the important landmarks for each learner. Great ideas to link with digital technology too. Thanks for sharing, I hope you enjoy the course.
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In younger classes, there are a variety of ways that I would plan series of lessons on map making.
To begin, I would read a book such as “Mapping Penny’s World” or “What a Map can do” to the class. Then we would take a look at some simple maps. After this we would go on a walk around the yard, taking note of the things we see. When we go back to the classroom, we would draw a simple map of the yard on the whiteboard. Children would then work in groups to make a map of the classroom using lego and lego baseboards.
Following on from this lesson, the children will be asked to draw other simple maps, i.e from the classroom to the office/bathroom etc. After a few lessons, children would be encouraged to create a simple map of their journey to school in the morning. When the children have drawn their maps, we would use Google Maps and google Earth on the IWB to show the children’s journey to school. -
Hands On Mapping Activity
I am so keen to try this lesson with my 5th class in September. I am engaged in the JDO project and we usually do the “Take a Walk” exercise to begin with. This involves using Google maps to map your route, measure distance etc from home to school and to other points of interest in our town. I have learned so much from this module and am really keen to use the Geohive maps and look at how our town has changed over the years. I really really loved the YouTube clip from the last module where a history of Dublin was included and I spent ages looking through the resources that he used. There are maps of Kilcullen dotted around the school that I recognised in the Geohive app but using the app is way more beneficial as they can layer the development of the town in a better way. I will also attempt to use the biodiversity maps – it is not an area that I am hugely confident with but willing to give it a go. I even found myself out for a walk yesterday and trying to find the names of trees and wildflowers. I thought the resources presented here were excellent and will defo enhance my Take a Walk lesson.
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Hi Marguerite.
Welcome to the course. It is great to hear your feedback from this module and that you are looking forward to using the resources from this module with your own class.
I am interested to know more about the JDO project and it sounds like it links to practical use of Google maps to allow for development of skills. I must look into the Take a Walk lesson and JDO further.
I also hope to use the GeoHive resource more effectively in my class this year. We are a rural school but it would be interesting to see how the land has changed with housing and also new roads and to also make more use of the biodiversity maps which would also link with Green Schools.
Thanks for sharing, I hope you enjoy the course.
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