- This topic has 300 replies, 124 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
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.
-
As Green Team coordinator, I begin each school year by completing a mapping activity of our school grounds with the new committee. Using tablets, the children download an aerial image of the school and use it as the base map. We then walk around the grounds together, identifying and marking biodiversity hotspots such as wildflower areas, mature trees, bird habitats and pollinator-friendly spaces. Pupils also map areas of concern, including litter hotspots, invasive species or places where biodiversity could be enhanced. Back in the classroom, they use online mapping tools to add layers, labels and photographs to create a digital biodiversity map. We then print it and display it on the Green Team board for the school to see and make use of throughout the year. This activity encourages observation, collaboration and critical thinking while developing digital skills. Questions we explore include: Where is biodiversity greatest? Which areas need improvement? How has the school environment changed over time? The completed map helps the Green Team plan realistic environmental projects throughout the year.
-
I love this idea. What a fantastic way to engage pupils in meaningful hands on learning. The combination of outdoor exploration and digital mapping is really inspiring. I can see how it builds not only environmental awareness but also collaboration and critical thinking skills. I would love to try something similar with my class, perhaps starting with simple grounds survey and gradually introduce digital mappin
-
-
-
-
This is an absolutely brilliant idea. I really love it and will be bringing it to my staff in September as an fun and effective way to engage pupils of all ages and ability. I think it would be particularly beneficial for newcomer children throughout the school along with the new junior infants. Integration across the curriculum would be natural with art, maths, oral language to name but a few coming into play straight away.
-
-
-
-
Hi CJ
Welcome to the course. Thanks for sharing your mapping activity from your Green Team. What a fantastic idea to use digital technologies to explore mapping the school environment. Creating a digital map allows for lots of critical thinking and discussion as you have mentioned, comparing the digital map with previous years would also show progress in supporting biodiversity. Such as great idea and one I might try myself with my own class next year.
-
-
-
-
-
That is such a great way to get Green Schools Team invested! I’m in a small school and its a struggle but I will be definitely looking into this, this year. We are on our travel theme and need to make proposals to our local council about extending footpaths etc. The mapping tool will be really useful for this.
-
-
Hi, I really enjoyed reading your post. I think using an aerial image of the school as the starting point is a brilliant idea and makes the activity very meaningful for the children. I also like how the map is updated with labels and photographs and then displayed for the whole school to use. It gives the pupils real ownership of the Green Team’s work while developing both their digital and environmental awareness.
-
-
This is a great example of pupils taking ownership of their learning while developing important STEM and digital skills. I especially like how the children identify both biodiversity hotspots and areas for improvement, as it encourages them to think critically about their environment and how they can make a positive impact. Creating a digital map that is displayed for the whole school is a great way to share their learning and inspire others to get involved. I also like the questions you use to prompt discussion, particularly how the environment has changed over time. This has given me some great ideas for incorporating mapping and digital tools into local studies and environmental awareness projects with my own class.
-
-
-
-
-
As a special school, mapping with the children would be a lovely activity that would support being in the community and purposeful. I would suggest teachers to complete a prior acivity in the school and this would be a follow up lesson. the children would walk to the local park/pond beside Naas hospital. use google maps to support location, use the ipad to take photos of the pond from various angles. when back at the school, teachers would print out the pictures and perhaps a more overall view on the IWB. lay out various tools for children to choose such as natural objects of sticks, twigs, stones etc and for some children they enjoy lego so this can be an option also. bloue crepe paper etc. the children can be invovled to discuss other options. then the children set about creating their own designs. As we are a moderate to severe learning school profile support and differentiation will be provided such as examples visual supports. for some childlren then they can showcase their work to the class and also use digital technologies to share their work to parents and wider shcool.
-
Hi Christina
Welcome to the course and thanks for sharing your ideas for using the mapping resources from this module withe your special school pupils. The lakes in Naas would be a lovely location for a walk and I like the idea of combining the children’s own observations and photographs of the location with an overall view of the area such as an online map or aerial photograph. I like the idea of giving children a chance to choose from a range of materials to create with or suggest their own and offering a range of supports for pupils to help create their maps.
-
-
That’s a lovely way to get the children out into the community and make the learning more meaningful. I like that there are lots of different materials to choose from, so every child can take part in a way that works for them. Sharing their finished work with the class or parents is a nice way to finish the activity.
-
-
-
-
I really enjoyed reading about this activity. I like how the mapping task has a real-life purpose and encourages children to observe and explore their local environment. It’s a great example of integrating geography, digital technology and environmental education while giving pupils ownership of meaningful projects.
-
-
-
-
-
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 a 2nd class lesson on map making, I would begin by assessing pupils’ prior knowledge through questioning, asking what they know about maps, where they have seen them, and what maps are used for. This helps identify existing understanding and misconceptions. I would then introduce the key features of a map, including a title, symbols, a key, and directions, using a simple classroom map as an example. Pupils could work in groups to create a map of the school grounds. As an extension, they could work outdoors to create a 3D map using natural materials, such as stones for paths or buildings, twigs for trees, and grass or leaves to represent fields and green spaces. To integrate digital technology, I would use Google Maps to view the school from above and compare it with the pupils’ maps. GeoHive could also be used to explore maps of Ireland and identify local landmarks. The lesson would conclude with pupils presenting and reflecting on their work. -
Hi Sharon,
Welcome to the course and thanks for sharing your lesson on mapping activities.
I like how you are planning to explore the features of maps first such as title, symbols and the key, and explore this in relation to the classroom which the learners would be very familiar with. I like the progression of your lesson to include map of the school, 3D map and then to use Google Maps to compare with the maps they have created. Lots of opportunities for skills development and critical thinking. Thanks for sharing, I hope you enjoy the course.
-
-
-
-
-
I would use Úna Halpins : Making a 3d Map pf your walk with the younger classes to create a lesson on map making. We would firstly look at this video before we went on our Nature environment in the village where our school is located. I would ask some Wondeing questions before we set out on our walk such as what do we know about our local area, what do we thin k we will see on our walk, will we map our whole walk or just part of it. We will then set out and explore our local area while answering questions such as do we need to cross many roads? Is there many hedges, trees, bridges? We will then plan our map together as a class and create it in groups/ individually depending on the needs of the class. We will then evaluate each others work at the end .
-
Hi Orla
Welcome to the course. I’m gald you like the idea of the mapping exercise. It certainly works well with younger groups and giving them the option of whether to map the whole walk or just part of it is a great idea. I also like that you have considered the needs of the class when deciding whether to work individually or as groups. I used to split classes into even groups for tasks like this but I find now that I am more flexible in my approach as some children love to approach a task like this on their own while others benefit from the group dynamic.
-
-
-
This is an excellent example of meaningful, pupil-led STEM learning. The mapping activity combines digital technology, biodiversity, and environmental stewardship while giving pupils ownership of their school environment. I particularly like how the completed map becomes a practical tool for planning Green Team initiatives, helping children see the real impact of their observations and decisions throughout the year.
-
-
Fair play to you CJ and wishing you every success in achieving your Green Flags. It certainly sounds like ye have nailed the Biodiversity mapping component. You have highlighted most of the course content for Module two here, with your digital mapping, biodiversity, use of photographs, use of google maps. It truly sounds fantastic and very well planned and executed. well done!
-
Wow CJ this is amazing! Our school has just gotten a plot donated for a school garden. The children were heavily involved in the design in that the older classes all submitted their own design of what it should look like. As works are almost complete and we will be ready to start implementing their suggestions, this activity would be an excellent start to the year! I’ll recommend it to our green school’s coordinator! Thanks so much!
-
I love this idea! It’s a fabulous, practical activity for Green Schools. The children are actively exploring their own environment while developing observation, collaboration, digital mapping and critical-thinking skills. I particularly like how the completed map becomes a useful tool throughout the year, helping the Green Team identify priorities and plan meaningful biodiversity projects. It makes the mapping activity purposeful and gives the children a real sense of ownership of their school environment.
-
For a mapmaking lesson with younger classes, I would incorporate the local area into the lesson. The class would first go on a walk around the local park, noting buildings, trees, paths, playgrounds and other items of significance that they observe. When they return to the classroom, students would share and compare their maps.
I would then display an aerial picture of the area explored from google maps on the interactive whiteboard, allowing the students to see the area from a bird eye view. With this, they can point out items of significance that they noted.
Students can use a compass to note the location of items on the map (e.g. the playground is on the east side of the park) developing their spatial awareness and use of directions.
This lesson includes all students using a range of methodologies where they can interact with the environment they will be making maps for, providing a sensory interaction with the area, view previous maps and aerial photographs of the area in the classroom, and create their own maps and use directions
-
Hi Brian,
Welcome to the course and thanks for sharing your lesson ideas on map making.I like how you are planning to explore the local park initially while on a walk and then the learners can create their own maps based on the important features they saw. I like how you will progress the learning to explore the park from an aerial perspective and introduce this concept to the learners.
As you have said, this allows for lots of interaction with the environment, develop graphicacy skills and allow for playful and sensory interaction with the area. Thanks for sharing, I hope you enjoy the course.
-
I really like your idea of using a sensory approach to mapmaking. I work in an Autism Class with children from 3rd to 5th class, so I think this type of activity could be adapted really well to suit different abilities and levels of understanding. Exploring the school grounds first would make the map much more meaningful, as the children could experience the spaces they are mapping.
I also think there is great scope for incorporating children’s special interests. For example, children who particularly enjoy Lego. They can use it to create a map of the school grounds, using different pieces to represent the classroom, playground, football pitch, sensory areas etc. Children interested in nature could use twigs, grass, leaves and stones from the school grounds to create their maps. They could also identify different textures, sounds and features around the school. I think using familiar places, sensory experiences and special interests would make the activity engaging, accessible and meaningful for all learners. -
-
-
Great example of the goals of the STEM policy. I love this idea. We recently completed an extensive building project at our school and I am hoping we will have a school garden soon. A mapping project, overlaying the various species present onsite would be a great way to engage all class levels throughout the school. I could see this being a useful activity for pairing up older and younger classes to work together.
-
-
-
I teach First Class and I would begin with a “Wondering” discussion on the mat: What is a map? What might we see on a walk around our school? We would then explore the school grounds, noting natural and human-made features. As our school has very little natural features to it, I would explore the park beside our school. Back inside, groups plan which area to map and what materials to use, before building simple 3D maps using natural and loose-part materials like twigs, stones and gravel. Each group presents their map, comparing it to the real school grounds. To finish, I’d show the class an aerial view of the school on Google Maps, letting them compare their model with a real satellite image, and briefly explore the OS Geohive viewer to see the wider local area. This links hands-on making with digital map literacy.
-
Hi CJ, I really enjoyed reading your post. I think this is a great way to combine STEM with the Green Team. I especially like the idea of creating a digital biodiversity map and displaying it for the whole school to see. It gives the children a real purpose for their work and encourages them to take care of their school environment.
-
I really like how practical and meaningful this mapping activity is for the Green Team. Using an aerial image as a base map gives pupils a clear starting point, while walking around the grounds allows them to connect the digital map with what they observe in their own environment. I particularly like the inclusion of both biodiversity hotspots and areas needing improvement, as this encourages pupils to think critically about how the school grounds could be developed. The digital map also provides a great opportunity to build pupils’ technology and mapping skills while working collaboratively. Displaying the completed map means that the wider school community can see the pupils’ work and understand the environmental priorities. I think comparing the map over time would be especially valuable, as pupils could see the impact of Green Team projects and understand how small changes can improve biodiversity.
-
-
I really like this idea! I think the children would really enjoy getting outside with the tablets and seeing their observations become part of a real map. It’s also great that you’re looking at both the positive areas and places that could be improved, as this gives the Green Team something practical to work on throughout the year. I especially like the idea of displaying the finished map so the whole school can see what they discovered and how the grounds might change over time.
-
-
-
I love this idea. What a fantastic way to engage pupils in meaningful hands on learning. The combination of outdoor exploration and digital mapping is really inspiring. I can see how it builds not only environmental awareness but also collaboration and critical thinking skills. I would love to try something similar with my class, perhaps starting with simple grounds survey and gradually introduce digital mapping.
-
-
I loved this module and the idea of mapping. I think in the younger classes the idea of going for a walk and then using eco friendly materials to create a map of the walk was such a lovely idea. Using the heritage video either before or after the walk to provide the children with inspiration is a great idea. I love how the different materials used represented so clearly the different aspects of the walk being mapped. I really thought it was lovely then to see the walk mapped out in the lego model which included the houses where the walk started, the river, bridges, trees and flowers. It would be lovely to compare and contrast the two maps and different materials might appeal to different children so the opportunity to explore materials is a lovely idea.
I think it would be lovely to plan a lesson for younger children even mapping part of the school grounds or a nearby walk way. I would then use the video in this module to help children understand the process and offer a variety of materials to use to map the area. It would be a lovely conclusion to look at each other’s maps and discuss them.
-
I agree, I really liked the mapping activities too. The idea of using natural materials after a walk is such a simple but engaging way to develop children’s understanding of maps. I also like your idea of mapping the school grounds first, as it’s something familiar to the children and would make a great hands-on lesson.
-
-
-
Hi Yvonne
Welcome to the course. I agree that the video has lovely ideas to map out the different aspects of the local area with a focus of the school grounds for younger classes. It is great to use natural materials which allows for curiosity and creativity and the learners can then recreate the map with other construction toys and resources such as Lego to create a different style of map. This would also provide for Universal Design for Learning as the learners can respond in multiple ways which allows for lots of discussion among the learners as you have mentioned.
Thanks for sharing, I hope you enjoy the course.
-
Using online data sets in the primary maths classroom provides meaningful opportunities for pupils to apply mathematical skills in real-world contexts. I would use age-appropriate data from sources such as Met Éireann or climate websites to investigate topics that are relevant to pupils’ lives. For example, pupils could compare monthly rainfall, temperatures or local population figures by creating bar charts, pictograms or line graphs. They could interpret trends, calculate averages and discuss what the data tells them.
Working with authentic data helps pupils see that mathematics is used to understand and solve real-life problems. It also develops critical thinking, problem-solving and digital literacy skills as they collect, organise and analyse information using digital tools. This approach links naturally with Maths, Science and Geography by exploring weather, habitats and sustainability, encouraging pupils to ask questions and draw evidence-based conclusions. By integrating online data into maths lessons, pupils experience interconnected subjects that are relevant, engaging and applicable to everyday life.
-
Hi Louise
Welcome to the course. I agree that online data sets can provide meaningful learning opportunities to apply maths skills in real life contexts. I like how you are considering the data sets to use such as Met Eireann records and make it relevant to the learners to further engage them. As you have mentioned there are lots of opportunities to explore maths topics within data such as averages and comparing trends. Comparing trends allows for lots of critical thinking also as you have mentioned.
Thanks for sharing, I hope you enjoy the course.
-
-
-
I agree Louise, that using real data can make maths more interesting and meaningful for students. As a SET teacher, I think it is very helpful for supporting children who may find maths difficult, as they can relate and understand the information better in most situations. Simple graphs, weather data and charts can help students to practise their basic numeracy skills, like counting, comparing and ordering.
-
-
Hi Yvonne,
I really like the idea of using both the natural material map and also the LEGO version of the map. With some children that are exceptionally creative with LEGO in my class it would be a really interesting idea. It would also be lovely to make a giant map using other classroom materials such as duplo, straws and pegs etc. I think the children would sometimes be even better than us when it comes to being creative with designs and the resources they have to hand.
-
I really enjoyed reading your reflection. I love your idea of using a local walk or the school grounds as the basis for a mapping activity. Comparing maps created with natural materials and LEGO is a fantastic way to encourage creativity while helping children understand that maps can be represented in different ways. It also provides great opportunities for discussion, collaboration, and linking Geography with Visual Arts.
-
Hi Yvonne,
I really like the mapping idea also and using the video before or after the lesson, whichever you think may suit your class best, is a great idea. The lego is an interesting way of displaying the map and I think that the children in my class would love this. I’m definitely going to give it a go!
-
-
For my 5th Class, I would setup a lesson that the children would lead an investigation on Irish weather patterns using historical data from Met Éireann. To start, the children would access Met Éireann’s open historical data to pull monthly rainfall averages for our local county Laois alongside a county from a different province, such as Galway.
Next, the children would work in pairs, extract the millimetre measurements. They would construct multiple bar charts or line graphs to visually compare the two locations. This offers a brilliant real-world lesson on why scales matter on the vertical axis (y-axis) when plotting heavy Atlantic rainfall versus drier midland figures.
Finally, the children would calculate the mean monthly rainfall for the year to determine the “true” average. We would wrap up by connecting the maths to geography: discussing how Ireland’s prevailing winds and mountain ranges impact the data numbers they just calculated, proving that statistics tell a real story about the landscape right outside their window.-
I think this sounds like a wonderful project. You would be exposing the children to so many different types of enquiry and thinking not to mind the variety of data representation they would see.
I also love the topic, we all love a good old weather discussion. The historical aspect of it gives a lovely springboard to discussion with older people at home and climate change of course.
-
Hilda and Mary ye are spot on! The historical changes to weather and looking at models of climate change are such relevant topics now. We all seem to be looking at the air con and keeping our houses cool now; while even ten to fifteen years ago the selling point of a house was its ability to keep in its heat!
-
-
-
When planning this lesson, I would use the Curious Minds framework to guide learning through questioning and exploration. I would begin by sparking curiosity with the question: “What is a map and why do we use it?” This invites children to share their own ideas and experiences. I would then deepen their thinking by asking: “What can we find on a map?” I would use you tube to show the video on making a 3D map to inspire the children. I would have materials ready and from here, I would move to a hands-on activity where students create a map of a familiar place, such as their school playground/ classroom. I would also ask for their suggestions on symbols to use, encouraging creativity and ownership. To support this, I would use Google Maps to explore the local area and Geohive to show simple visual data. Finally, we would reflect by comparing their maps with digital ones, helping them understand representation of the world around them better.
-
-
I love the idea of using questioning to begin this lesson such as ‘what is a map and what is it used for?’ I also love the idea of letting the children create 3D maps of any chosen area, rather than something prescribed like the school grounds or locality. I also had never thought of symbols and asking the children to create a key of symbols.
-
-
For a younger class, I would plan a simple and engaging lesson on map making by beginning with familiar places, such as the classroom or school playground. I would first discuss what maps are used for and introduce basic features such as symbols, colours, labels, and directions. Children could then work in pairs to create their own simple map of the classroom using drawings and symbols to represent objects and areas.
To extend learning, I would incorporate online tools such as Google Maps to help children view aerial images of their school or local area. This would support their understanding of how maps represent real places. I could also use Geohive to explore simple maps of Ireland, including counties or population maps, to develop geographical awareness. These digital tools would make the lesson more interactive and help pupils connect their own map-making activities to real-world examples in an engaging and age-appropriate way.
-
-
For younger classes I would start off using the 3D mapping model with a walk around the school. I know my First and Second Class will really respond well to this-whether its using natural found materials first, and then using Lego or other art/recyclable materials in the classroom to create a 3D model.
Then we would discuss who would use the map, what they would see etc. Then we would look at Google Earth/Maps to see how our school looks. Then I would bring them out again as “investigators” to identify the types of land uses around the school. They might look for a trundle wheel or metre sticks at this point, to get a more accurate measurement. As a class , we could decide then what symbols to use and create a 2D map in groups using the Biodiversity/Heritage in Ireland video as a guideline.
We could compare our results to Geohive or Biodiversity in Ireland results. These can be presented to the school at assembly and shown on the Green Schools Noticeboard.
-
-
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 younger classes, I feel there were a wide variety of useful resources provided in this module. I would begin a lesson with a discussion on maps….what are maps, where have they seen maps before, have they ever used a map, etc. Following on from this, I would show children images of different types of maps, eg, physical maps, satellite maps, etc and use the various layers on Google maps or hiking apps such as alltrails or hiiker. We would look at the concept of ‘birdseye’ view to develop an understanding of maps being created from above. We would then create a key of the symbols that we could use for our maps. Following on from this, we would take a walk of the school grounds and do a draft of a map while walking, discussing various features that could be included on our maps. On returning to the classroom, the children would work collaboratively to create a map of the school grounds, with the help of Google earth and Google maps. Children could include items that they may have found on their walk, such as twigs to represent trees. We would follow up by presenting each map and comparing and contrasting the ways in which each group chose to represent different elements and features of the school grounds.
-
-
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 geodrive.
The class I would have in mind is Senior Infants. To plan I would use the Curious Minds framework. I think that prompt, wondering, exploring, making and evaluating strategy will be so useful in many activities. The online tool would be google maps. My focus would be getting the pupils to identify with the river which is near us and learn about the biodiversity of the area.
Prompt The heritage in school little video would be a lovely prompt for Senior Infants. It’s a class of boys and seeing a peer is always a way into an activity. Also the fact that he uses lego ( one of their favourite toys) would be an immediate buy in.
WonderingDo we have a river in Skibbereen? Where is it? Who has been? What might it look like? Who might live there? Could we find it, would we need a map, what might we see?
ExploringI would elicit the use of google maps here and do more wondering. Lets find our town, maybe find our school, now what should we be looking for to see if we have a river, what colour on google maps do you think etc. Could you draw a river ect use something else to look like a river ( engineering /art link for another day, making bridges etc)
Before we go out to explore outside I would do a planning element.
Planning How will we know how to get there, should we draw it on the way with arrows ect who wants to do that. What else could we add to our getting there map. We will past the church and playground, should we take phots, draw them who want to do that etc.
When we find the river what will we do ect.
ExploringI would have the pupils in groups of their choice with each group knowing there role.
One to map how to get there, one to record the building s we see on the way, one to represent the river with whatever choice they make, one to notice and represent the flowers / animals.
So 4 groups with specifi jobs. Two adults.
Making I would encourage the pupils to do what they can as we are out and about to also to remember we can add on return to school so if you need more materials or things printed etc.
Evaluating We would make a display including all our elements. Talk about if we like, what we could do next time, can we swap groups , could we look other things up on google maps . We would invite our partner class 4th to see our map and discuss with them.-
Hi Hilda
That sounds like a fantastic map lesson for senior infants and I am glad that you find the tutorial and Curious Minds / ESERO Framework for Inquiry so useful the I love the focus on your local river and talking about how rivers are represented on Google maps and you have incorporated so many elements from the Framework for Inquiry in considering how pupils can plan the route and what to record. I also love that you are considering future cross curricular lesson plans on the theme of the river and I hope that the other modules in this course will provide lots more inspiration for lessons.
-
-
For infants/1st class, I’d plan a playful, concrete-to-digital sequence. Begin with a “treasure hunt” on the classroom floor: place three landmarks (reading corner, door, teacher’s desk) and model simple positional language (near, far, left, right, beside). Pupils draw a bird’s‑eye “map” of the room using shapes and a three‑symbol key. We co-construct a class map on chart paper, add a north arrow, and practice following/creating two‑step directions.
Next, step outside to map the yard: identify 4–5 features (gate, shelter, tree, pitch). Pupils sketch quick outlines, then compare to a printed outline plan (if available) to notice scale and orientation.
Bring this into digital: on Google Maps, locate the school, turn on satellite view, and toggle labels to spot our features. Use the “measure distance” tool to compare yard length to classroom length (rounded to nearest metre). On GeoHive (Map Viewer), switch basemaps (aerial vs. street), add a simple point marker for the school, and discuss why maps change with scale.
Assessment and differentiation: provide symbol cards and pre-drawn boxes for emerging writers; challenge confident learners to add a simple route with arrows and write two instructions. Close with a quick “map talk” where pupils explain their key and one mapping choice.
-
-
-
-
-
-
I love Diarmaids approach to mapping with the younger age groups. The treasure hunt is sure to grab their attention and build excitement around learning about mapping. I also think it is so important to consider the sequence of concrete to digital/abstract with younger children and starting with a small number of features to include on the map as children begin to explore the area from the bird eye view.
-
-
No. 4
With students who are following the Level 2 Learning Programme I will use online data sets such as the National Biodiversity Data Centre maps to bring the Numeracy PLU to life. For students working on Element 2.38 (identify uses of data) and 2.41 (interpret basic data), exploring local biodiversity maps will provide an authentic, real-world context for learning.
I will guide students to interact with these maps to identify local flora and fauna, transforming abstract data points into tangible connections with their local environment. By using tools like the Geohive viewer, students can visualise their own community, fulfilling Element 2.33 (use a simple map) and 2.35 (calculate distance) in a way that is highly motivating. This approach will hopefully embed numeracy within practical, meaningful activities, ensuring that data analysis is not just a classroom exercise, but a tool for understanding and engaging with the world around them.
-
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
First, we will look at our school yard on Google Maps using the classroom interactive board to see how it looks from above. Then we will go outside. Each group gets a basic drawing of the yard, a clipboard, and a clear polypocket. The children will walk around and use markers to draw different things on their polypocket.
We will map these simple variables:
Sunny and shady spots in the yard
Green spaces like grass, big trees, or bushes
Mini-beasts, marking where we find bugs or birdsBack in the classroom, the groups will layer their polypockets on top of each other to see how they mix. We can then look at the National Biodiversity Data Centre maps online to see pictures of the bugs and frogs found in our local area.
I will finish by questioning the children by asking qs such as ‘Did we find more bugs in the shady places or the sunny places?” and “Why do you think the birds stay near the trees?”
-
In Senior Infants, I would begin by reading a story linked to journeys or local places before discussing what a map is and why we use one. We would explore simple maps of the classroom and school, identifying key features such as doors, windows, the playground and the office. Pupils would then work in pairs to create their own simple map of the classroom using symbols and a basic key. To link the lesson to digital technology, I would use Google Maps on the interactive whiteboard to locate our school and explore the local area from above. Pupils would identify familiar landmarks such as the church, GAA grounds or local shops and compare the aerial view with their own maps. I could also use GeoHive to show simple maps of Ireland and discuss counties and where we live. The lesson would finish with a treasure hunt using the pupils’ maps to give directions around the classroom or school. This approach develops geographical skills, spatial awareness, communication and collaboration while introducing pupils to digital mapping tools in an engaging and age-appropriate 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
As an infants teacher, I can see lots of opportunities for the development of key skills such as creativity, problem solving and critical thinking in this activity. It is also a great opportunity for children to collaborate and communicate together.
I would begin the lesson with a trigger to find out the children’s knowledge about maps. I would use stories such as ” As the crow flies” by Gail Hardiman or “Me on the map” by Joan Sweeney to get the children interested and also to find out their understanding about maps. I would also have different maps, a globe and google maps on the interactive whiteboard that they could explore. We could use google maps to find our school and talk about where our classroom is on the map.
I will tell the children that today we are going to work together to make a map of our classroom. I really liked the idea of the 3D classroom in this module and it is something I would like to try out in my class.
We will first talk about our classroom, focusing on the language of location.my desk is beside the press, the sandbox is near the windows. There are so many opportunities for integration in this lesson.. shape and space( shape of our furniture, windows),counting, art and oral language.
In their groups I will get them first to draw a plan of our classroom . They will then make a 3D map of the classroom. Each group will be assigned different materials to work with.natural materials from outside, lego and playdough.
When the children create their map, each group will use their map for a treasure hunt. Using their map, they will indicate on the map where they have hidden the treasure in the classroom and the others have to find it, using the map they have created.
To finish the lesson, the children will look and respond at the other maps and reflect on their own maps and how they could improve on them and what they would do differently next time-
I think what you bring up about the language of location is so important and especially with infants – I have often seen older children struggling with maps and directions in lessons because they dont’ have the vocabulary at hand to describe to someone else where something is located. Simple blind drawing tasks would be great for these – two children back to back and one with a picture which they need to describe to their partner. I love these activities because they can set children up for success when it comes to map reading and making in the future.
-
-
For the hands on mapping activity I would firstly ask the children to brainstorm the monuments, buildings etc they know in their area, where they are, what they look like etc. We would share this in a class discussion. I would then demonstrate how to use google maps and Geohive to see the different layers of maps of our locality. I would also bring the children on a walking tour of our locality and allow them to point out the key monuments , buildings etc they spoke about and about their location in the town. Back at the school, the children would be put in groups and using tracing paper and chromebooks, would create maps of different layers of the locality. The children share their maps, how they made them and the layers they used for inspiration on Google Maps and Geohive. The children share what they had in common with some groups and what was different. The children revisit the sites on a walk in the locality, this time with the maps to see how accurate they are to use.
-
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 begin with a simple discussion about what maps are and why we use them. I would show the children a paper map before comparing it with Google Maps and Geo Hive, allowing them to zoom in on the school and local area. This would help them understand that maps can show the same place in different ways, such as satellite images, road maps or aerial views.
The main activity would involve taking the class on a short walk around the school grounds with the support of the SNAs. Pupils would recognise familiar landmarks such as the playground, trees, gates and pathways before creating their own simple map using drawings or their preferred symbols from Widget. I would encourage the children to ask questions, explore their surroundings, plan their map, create it and then share it with the class or at assembly. This would be a good unit of learning in the primary school and would also translate to the JC L2LP or new senior cycle modules
-
I would begin with a simple discussion about what maps are and why we use them. I would show the children a paper map before comparing it with Google Maps and Geo Hive, allowing them to zoom in on the school and local area. This would help them understand that maps can show the same place in different ways, such as satellite images, road maps or aerial views.
The main activity would involve taking the class on a short walk around the school grounds with the support of the SNAs. Pupils would recognise familiar landmarks such as the playground, trees, gates and pathways before creating their own simple map using drawings or their preferred symbols from Widget. I would encourage the children to ask questions, explore their surroundings, plan their map, create it and then share it with the class or at assembly. This would be a good unit of learning in the primary school and would also translate to the JC L2LP or new senior cycle modules
-
I would start with circle time, chatting all about it and listening/sharing ideas. I would then show a simple picture map of the classroom with clear symbols: door, teacher’s desk, reading corner, toilets. Explain that a map is a small picture that shows where things are. I’d then teach 3 symbols: a square for a table, a star for the reading corner, and an arrow for the door.
We would take a short “map walk” around the room. Children point to places and match them to symbols. At their tables, I’d give each child a large sheet with a blank rectangle (the room). Then they’d place stickers or draw simple shapes to show the carpet, their table, and one favourite area. Add a big X for “you are here” and a simple key.
Moving on, I’d use a projector to open Google Maps or GeoHive. Zoom in on our school in Tralee and ask things like: Where is the playground? The car park? They could work in pairs or groups to identify different areas or play a game of ‘I spy’, we’d finish with a show-and-tell of their maps.
-
This is a lovely, practical lesson and it is very suitable for a special school. I like that it starts with circle time and lots of talking, as this gives every child a chance to share their ideas. The use of simple symbols and a map walk around the classroom makes the learning meaningful and easy to understand. I also like that the children create their own maps using stickers and simple drawings, which allows them to work at their own level. Looking at the school on Google Maps or GeoHive is a nice way to connect classroom learning to the real world. Overall, the activities are engaging, visual and hands-on, which are very important for supporting children with additional needs.
-
-
-
-
For younger classes, I would introduce map making through a hands-on lesson based on the children’s own environment. We would begin with a discussion about what a map is, what we might see on one and why maps are useful. I would then bring the class on a short walk around the school grounds, encouraging them to observe familiar features such as the school building, playground, trees, paths and flower beds. Back in the classroom, the children would work in small groups to create a simple map of the area using drawings, symbols and a basic key. This practical approach helps children develop observation skills while making the learning meaningful and enjoyable.
To extend the lesson, I would use Google Maps to show the school from above and compare the aerial image with the maps the children created. This would help them recognise how real places are represented from different perspectives. I would also introduce GeoHive to explore simple map layers, such as green spaces or local landmarks, showing that maps can display different types of information.
This lesson links well with Geography, Science and STEM by encouraging children to observe, question and record information about their local environment. It also supports the use of digital technology.
-
For the hands on mapping activity, we would talk about maps and why they are useful, as well as what they are used for and what information they contain and why.
I think I would show the video of Una Halpin before we went outside, so that the children have a clear focus while they are on their walk and are aware of what to look out for (landmarks, buildings, etc.)
We would then take a look at the area on google maps to see what it looks like. I would give the children a base map so that they all had the same starting point. We would come up with a key as a whole class. I would then divide the children into groups and ask each group to concentrate on a different layer or aspect, such as buildings, wildlife, plants, etc. Each group would get a polypocket and would be asked to draw their aspect (buildings, plants, etc.) onto the polypocket. Afterwards, the children would be asked to brainstorm how to put all their findings together to make one map. When this is done, they could build a biodiversity map using natural materials form around the school, or Lego or play doh. There are lots of possibilities here, and I feel the engagement would be high, as it’s very hands on and there are plenty of possibilities for problem solving and critical thinking.
-
Planning the Lesson
When planning a lesson for my Senior Infant class, I would first identify clear learning objectives. By the end of the lesson, pupils should be able to:Recognise that maps represent real places.
Identify simple map features such as roads, buildings, parks, and rivers in Galway.
Use a simple key with symbols.
Create a basic map of a familiar place.I would gather resources including:
Large paper and pencils.
Coloured markers.
Picture symbols for map keys.
Interactive whiteboard or tablets.
Google Maps or Google Earth.
Geohive maps and population data suitable for children.
Introduction (10 minutes)
I would begin by discussing places that children know well, such as their classroom, playground, or route to school. I would ask questions such as:How do you find your way around?
What would someone need if they had never visited our school?
I would introduce the idea that maps help people find places. Using Google Maps on the interactive whiteboard, I would display the school from above and zoom in gradually. This helps children understand that maps are aerial representations of real places.Development (20–25 minutes)
We would explore the map together, identifying familiar landmarks such as:The school building.
Roads.
Green spaces.
Nearby shops or churches.
I would introduce simple map symbols and explain that maps use keys because drawing every object exactly would be difficult.Children would then work individually or in pairs to create a simple map of either:
Their classroom.
The playground.
Their route from the classroom to another location within the school.
They would include:A title.
Simple symbols.
A key.
Basic labels.
A north arrow (where appropriate).
Throughout the activity, I would circulate, question pupils, and provide support where necessary.Plenary (10 minutes)
Children would share their maps with the class and explain the symbols they used. We would compare different maps and discuss how everyone represented the same place slightly differently while still including important information.Assessment would take place through observation, questioning, and reviewing completed maps against the lesson objectives.
Using Google Maps
Google Maps can support learning by:Showing aerial photographs of the school and local area.
Zooming between local, national, and global scales.
Comparing satellite images with traditional map views.
Helping pupils identify landmarks and routes.
Encouraging discussions about human and physical features.
Google Street View can also be used to explore familiar streets safely from the classroom, helping pupils connect maps with real environments.Using Geohive
Geohive is an excellent Irish geographical resource that can be adapted for younger learners. It provides:Maps of Ireland at county and local level.
Aerial imagery.
Simple boundary maps.
Population maps and local information.
Using Geohive, pupils can:Locate their county.
Identify nearby towns, rivers, and mountains.
Compare urban and rural areas.
Explore how different maps show different types of information.
Differentiation
To support diverse learners:Provide pre-drawn map outlines for pupils who need additional support.
Offer symbol cards and word banks.
Pair less confident pupils with supportive peers.
Challenge more able pupils to include additional features, such as compass directions, distances, or more detailed keys.
Cross-Curricular Links
Mathematics: Position, direction, spatial awareness, and shape.
Visual Arts: Drawing and designing maps.
English: Oral language through discussion and presentation.
History: Mapping the local area and identifying historical buildings.
Digital Learning: Developing ICT skills through the use of online mapping tools.
Conclusion
A map-making lesson for younger children should be active, meaningful, and rooted in familiar environments. By combining hands-on map creation with digital tools such as Google Maps and Geohive, pupils develop geographical knowledge, spatial awareness, and digital literacy. Using real-world maps alongside their own creations helps children understand how maps represent places and prepares them for more advanced geographical learning in later classes. -
This is how I would plan and teach a lesson on map making for younger classes. I chose this activity because it encourages creativity and collaboration. It also links in nicely with the Wellbeing specification as the children will need to be observant and mindful while going on a walk.
First of all, I would use the Curious Minds/ESERO framework. I will engage the children by telling them we are going to go for a nature walk and when we come back we are going to show a story of our walk by creating maps. I will use some of the ‘Wondering’ questions to further focus them on their task. I will also give them some ideas of what we will be looking out for e.g. different buildings, hedges, trees, grass areas, tarmac areas as well as noticing both man made and natural materials. When the walk is completed, we will gather materials to create the 3D map in groups, pairs or solo. The children will be invited to present their maps and we will evaluate the activity through questioning, noting any complications that arose and taking a step back to see if they have accurately recorded the walk.
Next steps would include looking at Úna’s video of her walk and noticing what was similar and what was different to ours. I will suggest making a map using Lego if some of the children would like to try that. Other further steps will include looking at our school area on Google Maps, using both terrain and satellite view. We will note features that we saw on our walk as well as things we might have missed. We will chat about which view is more helpful, or does it depend on what you’re looking for? As mentioned in the slides, this could be a starting point for further research on the local area.
-
Hi Riona,
This sounds like a great way to introduce the mapping activity to the younger children. I think giving them the few things to look out for on their walk beforehand is important as it will help them to have a focus and a purpose during the walk itself. I wonder if a group or individual could be tasked with looking out for a particular feature like man made objects with a view to them creating a specific map layer later on.
-
-
I’m considering my senior infants last year when coming up witth a plan for map making and incorporating some of the online tools discussed in this module.
We would start with a discussion based on our classroom, their playground and the bigger school itself. I think it would be important for them to work with somewhere familiar. Pupils could make up their own simple map keys, title, symbols and colours. As the teacher I would lead the lesson and model ideas for my class. I would give all pupils a chance to come up with ideas and discuss with their peers. I would use Google maps to show the class an aerial view of our school and surrounding areas. They would love this and it would help make the connection between map symbols etc and somewhere real like their school.
-
Hi Richelle
I like the idea of junior pupils working collaboratively as a class and with the teacher to come up with map symbols and colours and to decide what features should appear on their map and key. Using the familiar territory of the school would help to make it more relevant to them as they discuss the familiar buildings, structures and surafces and decide how best to represent them.
-
-
For younger classes in a special school, I would make the lesson simple, fun, and hands-on. I would start by talking about places the pupils know, such as the classroom, playground, or school. We would walk around the school and look at different places together. Back in the classroom, the pupils would draw a simple map using pictures, colours, and a few easy labels. They could work with a partner or with support if needed.
I would use Google Maps to show the school from above so pupils can see what it looks like. I would also use GeoHive to show a simple map of Ireland and point to where we live. This helps pupils connect maps with real places they know. I would use short instructions, visual supports, repetition, and lots of encouragement so that every pupil can take part and enjoy the lesson
-
-
• 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 loved the lesson idea in this module on creating a 3d map from found materials around the school of the school itself.
I would begin this lesson by looking at google maps images of our school. I would discuss what bird’s eye perspective means, and how it is different from a picture. I would examine the satellite and terrain versions of the map too, to give the children different perspectives, and talk about the advantages and disadvantages of each. I would then get the children working in groups to come up with their own sketches of the school based on the map and their own knowledge of the school grounds. I would do this in groups to encourage discussion and allow different students to play to their strengths.
Next I would introduce the idea of maps made from natural resources. I would show the children some examples, and talk about what we might find around our own school to create maps of our own, and what kinds of material we could use for each part. I would then, after discussing some ground rules, take the children outside to build their own maps, directing them towards a quiet area to set them up. I would allow them to work in their groups to create their maps, then take our own ‘satellite’ pictures.
We would then return to the classroom, where we would put our own pictures next to the google maps images (perhaps during ict time where each group could use tablets to compare both.) to discuss what went well, what they found difficult, if there are any changes they would make. I would then allow the children some free time exploring google maps images, looking familiar places such as the local park, or their own houses. -
-
- 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
Just before the end of the last term this year, I asked a friend of mine who does drone photography to come into the school to take some video and photos of the school grounds with the children and staff included. This was to form part of a presentation we were putting together to mark the retirement of our Deputy Principal. It was done on a beautiful day and the footage and stills are excellent. It was a lovely part of our celebration on the last day of term but now I can see it as a valuable resource to help with a mapping activity for younger classes. The video footage in particular can be used as a reference to introduce the idea of a bird’s eye view of our school campus and how we can identify different and specific areas and what they may be used for. Google Maps would be a suitable resource to introduce at this stage as an “airplane view”. The video resource from this module will also be useful in helping the children visualise how they can use natural materials that can be collected on the school campus to create the various different parts of our map. I think it may be possible to introduce the concept of layers with maybe two groups taking on the task of mapping a specific land use or biodiversity feature but this may be over complicating things at this early stage. An assessment of the strengths of the children involved with the class teachers can be done to identify children whom this activity might suit. Whether this works or not can be assessed at the end of the activity. Maybe less is more. (I am an admin principal and think this would be excellent activity to allow the children to see me as a teacher and not just the fella up in the office!)
-
I really enjoyed reading your post. What a lovely idea to have the drone footage taken for your Deputy Principal’s retirement, and it’s great that you’ve found another meaningful way to use it. I think using the bird’s-eye view of the school will really help younger children understand maps and make the learning much more relevant to them. I also liked your reflection about keeping the activity simple at first. Sometimes starting with the basics gives children the confidence to explore more complex ideas later. I’m sure the pupils would love seeing you leading the lesson too – it’s a great opportunity for them to see you in a different role and to get involved in a fun, hands-on STEM activity.
-
Pat I absolutely love the idea of using drone footage as part of a lesson on Map Making. Not all of the available satellite imagery is useful or clear enough to properly teach a lesson on map making. Using drone footage to isolate and identify features of the playground would be so useful and make the concept of a birds eye view a lot more accessible to children
-
-
How I would introduce mapping skills with my Junior Infants. I think I would begin by connecting the idea of maps to places that are familiar to the children.
I would start with a discussion about our classroom and encourage the children to use positional language such as beside, behind, in front of, near, and far to describe where things and people are. I would then introduce the idea that a map is a drawing that shows us where things are and helps us find our way.
I would create a simple classroom map with the children, allowing them to identify important features such as the door, tables, windows, and different areas of the room. We could use pictures or simple symbols to represent these features and discuss how maps can show places from above.
I would also like to explore this further by showing them the school on google maps and pointing out the different roads that lead to the school and make reference to local houses, shops, hurling field. -
Exploring online tools such as Geohive, Google Maps and Met Éireann has shown me how valuable local data can be in supporting meaningful learning across the curriculum. I would use these resources to investigate the area around our school, looking at land use, local habitats, weather patterns and nearby natural features. Pupils could compare aerial maps with what they observe during a local walk, identifying green spaces, rivers, roads and buildings before discussing how the local environment has changed over time. We could also use weather data from Met Éireann to record and compare rainfall or temperature, linking this with mathematics through data handling and graphing. These activities would integrate Geography, Science, Mathematics and Digital Learning while encouraging observation, inquiry and critical thinking. Using real information about their own locality helps pupils develop a stronger sense of place and understand how digital mapping tools can be used to explore and care for their environment.
-
Hi Michaela,
Welcome to the course. I really like the idea of pupils comparing aerial maps from Google Maps or Geohive with what they observe during a local walk, as this would help them connect digital information with their own lived experience of the school environment.
Exploring land use, green spaces, roads, rivers and buildings would create great opportunities for inquiry questions such as: Where are the greenest areas around our school? How much space is used by buildings or roads? Where might we find the most biodiversity? How does the weather affect what we notice outdoors?
The link with Met Éireann data is also very strong, especially for integrating Mathematics through recording temperatures, rainfall and creating graphs. Pupils could also create their own layered maps afterwards, allowing for a strong engineering design element, showing habitats, built features, weather observations and possible areas for biodiversity improvement.
I hope that you enjoy the rest of the modules.
-
-
For younger classes, I would begin the lesson by discussing what maps are and why we use them. We would explore simple maps of familiar places, such as the classroom or school, identifying key features and symbols. The children would then work together to create a map of the classroom or playground, including a simple key and directional language. This hands-on activity would encourage observation, communication and spatial awareness. To extend the lesson, I would use Google Maps to show an aerial view of the school and local area, helping pupils make connections between their own maps and real-world maps. I could also use GeoHive to explore maps of Ireland, introducing children to counties, rivers or population maps in an age-appropriate way. These digital tools would support geographical understanding while developing pupils’ digital literacy and inquiry skills in an engaging and meaningful context.
-
First when planning a lesson on map making for younger classes, I would set out what I want my learning objectives to be such as recognising that maps represent real places. I would then start by an introduction of showing my students a picture of a treasure map to gain interest. I would use the online tool ‘Pathyn’ to create a treasure map of our yard. I would then show students a different version of our yard using google maps and where exactly it is located. Students would be questioned on why we use maps and what can we see on a map.
Next I would have students walk around the classroom to see where things are. I would then draw a simple picture on the board of the classroom from an above view and ask students what each thing is and from that create a symbol key for students.
After this students would then draw their own classroom map, using their symbols as a key. They could then walk around to clarify their map. Finally, I would give students Lego to try replicate their drawing of their map using Lego bricks. This will really give the students a sense of a map representing a real place. -
The outdoor mapping activity provides students with an opportunity to investigate their local environment while developing geographical, mathematical, scientific, and digital literacy skills. I would use this activity with my class to help students understand that maps can represent many different types of information through the use of layers.
The lesson would begin with a discussion about maps and how they are used to communicate information. Students would examine examples of digital maps, such as Google Maps or Ordnance Survey maps, and identify the different layers that can be displayed, including satellite imagery, terrain, roads, and points of interest. This would introduce the idea that one location can be represented in multiple ways depending on the information being collected.
Students would then work in small groups to explore the school grounds. Each group would be responsible for collecting data on a particular variable. Possible variables could include:
Areas of sunlight and shade at different times of the day.
Types and locations of trees and plants.
Bird or insect sightings.
Noise levels around the school.
Temperature in different locations.
Playground equipment and its usage.
Litter or recycling points.
Accessibility features such as ramps, pathways, and entrances.
Water drainage or puddle formation after rainfall.Students would use clipboards, simple recording sheets, measuring equipment where appropriate, and tablets or mobile devices to photograph locations and record observations. After collecting their data, they would return to the classroom to create digital map layers using online tools such as Google My Maps, ArcGIS Online, Padlet, or Google Earth. Students could upload photographs, add markers, create polygons, and annotate their findings to produce an interactive class map.
To encourage inquiry and critical thinking, I would ask students questions such as:
Why do you think this pattern appears on our map?
Which areas receive the most sunlight? Why?
Where are the quietest and noisiest places in the school grounds?
How does the location of trees affect temperature or shade?
Are there enough habitats for wildlife around our school?
Which areas are the most accessible for everyone?
What changes could improve our outdoor environment?
How would the map change if we collected data in another season or at a different time of day?Students would compare the different map layers to identify relationships between variables. For example, they might discover that shaded areas are cooler, that birds are more commonly found near trees, or that litter accumulates in high-traffic areas. These observations would encourage students to make evidence-based conclusions and suggest improvements for the school environment.
This lesson integrates STEM by combining scientific observation, mathematical data collection and analysis, geographical mapping skills, engineering thinking through environmental problem-solving, and technology through the use of digital mapping tools. It also promotes collaboration, communication, and critical thinking, while helping students appreciate how data can be used to understand and improve the world around them.
Overall, this activity provides an authentic and engaging learning experience that allows students to investigate their own environment, develop digital mapping skills, and see how STEM disciplines work together to solve real-world problems.
-
-
Teaching map-making to younger classes is all about transitioning them from their three-dimensional, hands-on world into a two-dimensional, bird’s-eye view. Children at this stage learn best by moving, touching, and relating spatial concepts back to their own bodies and familiar environments. Digital tools are a great way to keep the children interested as we live in a highly digital environment. Google maps and geohive are examples of such wonderful resources. My lesson is based on where we should build our new playground. On Google maps you could drop the pin and allow the children to point out familiar areas to them. The children could point out and discuss where we have space to build our playground and where it might be most used. This could be concluded with the children giving reasons for their final decision and designing their dream playground that could be built in this space. It involved teamwork and communication skills.
-
Hi Margaret
I love the idea of using the idea of a new playground as a way to look at maps. As you said Google maps is great for introducign the idea of maps as you can zoom in to find familair locations and switch to satellite view and stree view to show them the relationship between what they see on the ground and the 2-D view of a map. Using the map to look at where houses are located would help finding a space and also help determine how far people would have to walk to get there. Following up with a design challeneg to design the playground is also a lovely idea
-
-
If I were planning this lesson on mapping for my class, I would begin the lesson with discussing maps with the class and looking at google maps and google earth on the interactive whiteboard. I would use physical maps as a stimulus. The main body of the lesson would include the class working in small groups and explore school grounds and use printed base maps to record observations. The different groups would be responsible for creating one or more map layers. The groups will be looking at different variables including tree and plant species, shaded areas, seating areas etc. Each group must label their maps with symbols, colours and notes. The groups will reconvene in the classroom and design a map using iPads and google my maps. The class will look at all digital maps and discuss observations and patterns.
-
Using google earth and google maps is a good starting point because I believe it would be the maps most familiar to the children. Including physical maps also is great for the children to build an understanding of life in the past (connecting to history also).
Dividing the class into groups is great way to ensure a detailed map of the whole school grounds. Google my map is a great way to connect back to ict
-
-
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 younger classes I would complete a walk down the canal that is beside our school to conduct a map lesson. I will have the children a picture of a destination or flora that we will see on this route. As we go I will ask the children to look out for this picture. We will then put it on a whole class page that orders what we saw.
When returning to the class we will repeat orally the steps we took and what order we saw our landmarks in. THe children will then create their own maps, either using toys, classroom equipment or natural equipment.
When complete we will look and compare our maps to google map. We will discuss which is better, what elements are better, what would you add to improve
-
-
Map making in the junior classes:
I would firstly introduce the topic of map making by displaying our school on Google Maps on the whiteboard to show how we can see images of an area from above with the satellite view.
I would gauge prior learning with some questions and point out different features and areas on the map while zooming in and out and select a few students to pick out out their building/classroom/playground etc.New/key vocabulary will be introduced.
I will explain that we are going to create our own maps of the school but we need to do a short walk around the school building first to see what we need to include on our map. The children will be broken into groups and given the materials needed before we go for on our walk.
Back in the class a simple class key will be displayed on the board before the groups discuss and plan 3 features they want to include on their map eg school building, playground and car park.
Teacher will walk around and discuss the maps with each group asking questions to gauge understanding before the groups present their maps to the class. -
-
For younger classes, I would keep the lesson very practical and fun. I would start by asking the children to talk about places they know like their home, the school, the local park or the shop. We would then go on a short walk around the school grounds and look for important landmarks. Back in the classroom, I would model how to draw a simple map using basic symbols, a key and labels. The children would then create their own maps of the classroom, playground or their journey around the school. They could work in pairs so they can help each other and discuss what to include.
To make the lesson more engaging, I would use Google Maps on the interactive whiteboard to show the school from above and compare it with the children’s own maps. We could zoom in and out to show how maps change depending on scale. I would also use Geohive to explore simple maps of Ireland, helping the children recognise where they live and introducing them to digital maps. These online tools would support visual learning and help children understand that maps can be used in different ways to find and share information. -
-
Option 1
For this activity, I’d take my class outdoors to map our school yard using the layered mapping approach outlined in the module. Each group would be given a base map and acetate sheet, then assigned a different variable to record: sunlight/shade coverage, surface type (grass, tarmac, gravel), noise levels, or footfall/activity zones during break time.
Once each layer is mapped, we’d overlay them to look for patterns. Questions I’d ask: Does the sunniest area see the most activity at lunchtime? Do shaded areas correspond with quieter zones? Is there a link between surface type and where games like football or basketball tend to happen?
To integrate online tools, I’d follow up by comparing our hand-drawn base map with an aerial view on Google Maps or GeoHive, discussing why the digital and physical versions might differ slightly, and how scale and orientation work.
-
For younger classes, I would begin with a discussion about maps and why people use them. I would ask the students to explore simple maps such as a classroom mapvor a map of the school grounds. Through questioning they would identify common map features such as symbols, colours, landmarks and routes. As a whole-class activity, we would create a simple map of the classroom. Then I would ask them to create their own map of the classroom using simple symbols and labels. To extend the lesson, I would take the children on a short walk around the school grounds. They would identify important landmarks such as the school entrance, playground, garden and bike shelter. Back in the classroom, they could work in pairs to create a simple map of the school using drawings and symbols. They could then explain their maps to their classmates.I would also use digital technology to enhance the lesson. Google Maps could be used to show the children an aerial view of the school and they could compare their own maps with the aerial image and discuss similarities and differences. GeoHive could also be introduced in an age-appropriate way. Using the map viewer, I could show children where their school is located within their county and Ireland. This would help them develop a sense of place and understand that maps can be used at different scales.
-
Hi Hazel,
Welcome to the course and thank you for sharing your lesson plan. I really like how it focuses on building mapping skills gradually, in a way that would support pupils’ confidence and understanding. Beginning with familiar spaces such as the classroom and school grounds is a great approach, as it helps children understand maps through places they already know and recognise.
The collaborative element is also very strong, with pupils working together to identify landmarks, create symbols and explain their maps to one another. This would really support teamwork, communication and language development.
I also like how you would use Google Maps to compare pupils’ own maps with an aerial view of the school. This could lead to great discussion about what looks different from above and what details pupils chose to include. Introducing GeoHive at county and Ireland level is a lovely way to gently develop children’s understanding of scale and sense of place.
Hope you enjoy the rest of the course!
-
-
-
I really enjoyed reading this post and agree that using online mapping tools can make local geography much more meaningful for pupils. I also think combining outdoor learning with digital resources is a great way to develop observation, teamwork and ICT skills. In my own classroom, I would encourage pupils to collect information during a walk around the school, such as different tree species, traffic levels, litter, playground equipment or habitats for wildlife. Back in the classroom, they could use Google Maps or GeoHive to compare their findings with aerial photographs and existing maps. This would create opportunities to discuss why certain features are found in particular locations and how the local environment has changed over time. I also like the idea of linking this work with maths by creating graphs from the data collected and with science by exploring biodiversity. It is an engaging way to connect learning across several curriculum areas while developing important STEM skills.
-
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 begin the activity by introducing the children to a map of Ireland. I would give them a copy of the map and ask them to colour this map. I would engage the class on a whole class discussion about what maps are and ask children have they ever seen a map before. A simple definition might be that maps are flat drawings of places in the world seen from above.
I would explain that the map of Ireland that they have coloured is what Ireland looks like form the air looking down on it from above. I would continue to explain and get children to examine objects and to observe how they look from above. Children can draw around objects to make a simple plan of each. Children should notice that things viewed from above look different to things as we see them on the ground.
I would then draw attention teacher to the fact that the map they have painted now has colours. Explain that maps often use colours to show different places or things on them. Green is often used for land and blue to show water. Maps also use some dots, lines and pictures. Ask what picture might be used to show where a playground was on a map.
Introduce googlemaps to the class. Google Maps is a great free tool for teachers to engage their pupils. I will display a map of our local area and ask the children to name and locate local buildings.
-
Task 2:
If I was planning a map making lesson for the younger classes, I would start by showing the children the video from “The Heritage Council” website to begin. I would then start exploring areas that the children are familiar with like the school grounds. This would help them to understand that a map is a way of showing real spaces from above. We would take a short walk outside so children can notice important features, paths, and landmarks. Back in the classroom, they would draw what they remember, focusing on the main shapes and details rather than accuracy and starting with a small space.
To extend this, I would introduce digital maps. Using Google Maps, we could look at the school from a bird’s eye view and compare it with their sketches. This helps them see how maps use symbols and simplified outlines. With Geohive, I could show a more detailed Irish map and point out features like parks, roads, or rivers in the local area.
Finally, pupils would create a clearer, more organised map using simple symbols, colours, and a key, combining what they observed outdoors with what they explored online. -
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 been working in the junior end of the school over the last few years. A lesson I carried out last year with first class was creating a map of the school grounds. First, we went for a walk around the school premises and we looked at the different important aspects of our school grounds such as the school garden, prefabs, car park and so on. We then discussed how these items may look like on a map. We talked about different symbols we can use to represent different items for example drawings of cars representing the car park, and books to represent the school library. In pairs the children drew out their own map of the school grounds. After we had completed this, we then looked at our school premises on google maps. Google maps was a great hit in the classroom. The children were able to look at the school grounds and compare it to their map drawing. The children also enjoyed the aerial photograph view. We built on this learning anytime we were going on a school trip, for example for our school tour the children looked the location up on google maps in advance. The children were able to see how long it would take us by bus to reach our destination and look at the different things present there. This particularly worked well for children with additional needs who like structure and routine. They could see where we were going. Google maps allowed me to show the children where the bus would drop us off, where we would eat lunch where the bathrooms are and so on. It was a really meaningful tool and one I will definitely continue to use going forward.
-
Q. 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.
Response: Although the ease and accessibility of online mapping platforms such as Google Maps have transformed the way we navigate our surroundings, I believe they have also contributed to the perception that traditional map-making and map-reading skills are no longer necessary. However, developing these skills from an early age is essential for fostering children’s spatial awareness, reasoning and understanding of the relationships between real objects, symbols and representations.
To introduce map making in a younger classroom, I would begin by reading Martha Maps It Out to engage the children and introduce the concept of maps in a meaningful and age-appropriate way. Following the story, we would discuss the children’s immediate environment, beginning with our classroom before expanding our thinking to the wider school environment. This allows children to build on their prior knowledge and experiences.
Working collaboratively in small groups, the children would use a variety of 3D construction materials, such as LEGO, blocks and Unifix cubes, to create a model of the classroom or school. Once completed, we would compare and discuss the different models, introducing key map-making vocabulary such as *map, aerial view, symbol, legend, key* and *location*. Through discussion, children would begin to understand that maps represent places from a bird’s-eye view using agreed symbols.
To further develop this understanding, I would hide a piece of “treasure” somewhere in the classroom and ask the children to add its location to their model using an agreed symbol. This would provide an authentic opportunity to introduce the concept of a map key or legend and explain how symbols help us communicate information clearly.
The lesson would then incorporate technology by exploring our school using Google Maps. Children would compare the aerial image of the school with their own models, identifying similarities and differences and making any necessary adjustments to improve the accuracy of their representations. This comparison would help children make meaningful connections between real-world places, physical models and digital maps while developing their spatial thinking skills.
Assessment for learning would take place throughout the lesson through observation, questioning and discussion. The children’s understanding would inform subsequent lessons, which could include creating simple maps of the school grounds, using directional language, or exploring local landmarks using Google Maps or GeoHive to further develop their geographical knowledge and digital mapping skills.
-
Hi Claire,
I really like your practical ideas of using construction and Lego to create a model for the classroom. This would really get all of the pupils engaged, including those that sometimes feel overwhelmed by written work or even discussions. The treasure game is also a great idea and I wouldn’t have thought of. I will definitely try this with my class next year.
-
-
I decided to describe how I would plan and conduct a lesson on map making in the infant classroom for this assignment. As a precursor to the lesson on map making I would introduce the idea of using a map from two stories that are often used in the infant classroom. These are ‘What the ladybird heard’ which has a map of the farm and the story Spinderella in which the spider gives a birds eye view of a classroom, both of these books are written by Julia Donaldson. The heritage in schools 3D map making video could then be used before taking a walk around the school and to the local park. We could then use Google maps to identify the different areas we will visit before starting our walk or to decide the route we will take. It would also be useful to show the birds eye view concept with children as they view our school from above. The children could then gather materials on their walk to make a 3D map version of their walk on returning to the school garden. It would be lovely for the children to look at each others maps and have explanations by each small group.
-
Hi Lorna
Welcome to the course. I really like how you have used stories as a starting point for creating maps. I have always loved picture books no matter what class I have been teaching. While Rosie’s Walk came to mind initially, the books you have mentioned are nicely illustrated and engaging which would allow the learners to create their own maps. I like how this is only a starting point and that you will continue to build on the concept of map making by using digital tools and then creating a 3D map after the walk.
Great ideas, thanks for sharing. I hope you enjoy the other modules in the course.
-
<p data-pm-slice=”1 1 []”>I really enjoyed reading your ideas and completely agree with your approach. Using familiar stories to introduce map making is a fantastic way to make the concept meaningful and accessible for young children. I also like how you combine storytelling, outdoor learning, digital technology and hands-on creativity within one lesson. The use of Google Maps and a school walk provides authentic learning opportunities, while creating and sharing 3D maps encourages collaboration, communication and spatial awareness. This lesson would be engaging, memorable and highly effective for infant pupils.</p>
-
-
I would love to use the ESA’s ‘Climate from Space’ app with my class and have them zoom right into Offaly so they can see their own backyard from orbit. They’ll love checking out satellite heatmaps, soil moisture levels, and green biomass around the Shannon and local boglands, which instantly kicks off a great chat about geography, habitats, and how local land is actually used. From there, you can easily tie in History by comparing modern satellite views with old maps of Birr or some Maths by having them graph seasonal temperature changes from the data, and Visual Arts by letting them paint or build 3D models of the local landscape based on what they spotted from space.
-
Hi Seamus,
This sounds like a really engaging way to use the ESA Climate from Space app, and I love the idea of pupils being able to zoom in on their own local area from orbit! This would make it really interesting and engaging for them. Looking at Offaly, the Shannon and the local boglands through satellite data would be a fantastic way to help pupils connect global climate science with places they know.
There are great opportunities here for inquiry-based learning too. Pupils could ask questions such as: What areas appear greenest? Where do we see signs of wetland or bogland? How might soil moisture change across the seasons? How does land use around Birr compare now with older maps?
The cross-curricular links are really strong, especially with Geography, History, Maths and Visual Arts. Graphing seasonal temperature or moisture data would also help pupils see how maths is used in real scientific contexts.
Hope you enjoy the rest of the course!
-
Seamus , this would be a great use of the app. The idea that they could see their own surroundings from space and particularly for the younger children. So engaging for them. We have recently purchased a class set of chromebooks so this would be a great use of them in class. And the integration of Geography and art ideas. Thank you .
-
-
<p data-pm-slice=”1 1 []”>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. </p>
For younger classes, I would plan a simple map-making lesson based on familiar places within the school grounds. I would begin by discussing what maps are, why we use them, and the different features they include, such as symbols, keys, and directions. The children would then explore the playground, identifying landmarks such as the entrance, trees, benches, garden, and play equipment. Working in small groups, they would create their own maps using symbols, colours, and a simple key. This hands-on activity would develop spatial awareness, observation skills, and geography vocabulary.
To extend the lesson, I would use Google Maps to compare the children’s maps with an aerial view of the school and surrounding area. We could also use Geohive to explore facts about our local area, such as population or county boundaries. This lesson integrates geography, maths, oral language, art, and digital skills while making map-making engaging, relevant, and meaningful for young learners.
-
For younger classes, I loved the idea of making a bio diversity map of their garden or of the school garden. I think the children would really enjoy planning out the materials that they might use and working together as a team. It is an activity I could see working very well in our school as we have a beautiful school garden that includes a geo dome, an orchard, herb wheel etc. so lots of scope for taking even a section of it and mapping it out!
Google maps would be a useful tool to give them the idea of what an aerial viewpoint looks like. I love the idea of making the maps with natural materials and photographing them.
I also think that the children would love the challenge of making the maps using lego or jenga bricks and other resources that might be in the classroom. Some children would love to go home and map out their own garden too and draw or take pictures of this to show to their class.
-
I think there are so many possibilities for engaging lessons based on the material in this module.
I absolutely love the idea of making a map using found materials in the playground. This would probably be more suitable to younger / middle classes although there is no reason why it couldn’t be used in all classes. I would start off by revising the concept of maps / aerial views etc. We could then do a walk around the village. We could collect artefacts along the way to remind us of our walk. E.g. we could collect some water from the stream, a hurling ball from the local gaa club, a flower from the wildflower garden etc We would then use some of these in the maps we are making with found objects such as sticks etc
This could then be extended using a tool such as GeoHive. We could use a baselayer and draw over it putting in local features we have identified.
I also think GeoHive would be an excellent tool for History and heritage projects. We could use old base layers to explore how the village has changed over the years.
Finally, I think tools such as the biodiversity maps tool could open up opportunities for excellent integration between Science and Data in maths. I would also love to explore the possibility of a cooperative project between different schools where each school records some piece of biodiversity data e.g. number of blackbirds spotted during the winter We could compare data between schools. -
I would use this activity with my class by taking the pupils outside to explore the school grounds. In small groups, they would create simple map layers by recording different features such as trees, flowers, benches, playground equipment, sunny and shady areas, or places where insects are seen. They would use clipboards to record their observations and then return to the classroom to create a digital map using an online mapping tool. The pupils could compare their maps and discuss patterns they notice. Questions I would ask include: Where do we find the most plants? Which areas have the most insects? Why do some places stay shady all day? How could we make our school grounds more wildlife friendly? This lesson would help develop observation, teamwork, digital skills and problem-solving while making STEM learning active, enjoyable and connected to the local environment.
-
Hi Jonathan
Welcome to the course, thanks for sharing your lesson idea on exploring maps with your class.
I like how you will explore the school grounds as this is familiar for younger learners but also gives them the opportunity to focus on observing the wildlife, trees and flowers in the school grounds.
I like how you have included some questioning to encourage critical thinking and also promoting action as they make the school grounds more friendly for wildlife. Learners can also consider how to further support biodiversity within the school.
Thanks for sharing, I hope you enjoy the course.
-
-
I would use the Curious Minds framework to support an inquiry-based approach throughout this lesson. I would begin by asking the children about places they know well and how they would explain the route to someone visiting for the first time. This would encourage discussion and help me build on their prior knowledge before introducing maps. Next, I would use Google Maps to explore the local area, giving the children an opportunity to identify familiar landmarks such as the school, nearby roads and other local features. I think seeing a real map first would help them understand how maps represent places and give them ideas for creating their own. The children would then work in small groups to create a map of a familiar area, such as the school, classroom or playground. I would encourage them to decide on their own symbols and key, discussing which features are important to include. Throughout the activity, I would use questioning to prompt them to explain their thinking and consider how someone else might use their map. To finish the lesson, each group could share their map with the class and explain the choices they made. I think this approach would encourage collaboration, creativity and problem-solving while allowing children to develop their understanding of maps through exploration and discussion.
-
Module 2 Map-making
As a teacher in the junior end of the school, I can see lots of opportunities for development of key skills such as creativity, problem solving and critical thinking in this activity. It provides children with a great opportunity for team work and investigation
I would begin the lesson with a trigger to find out the children’s knowledge about maps. Oliver Jeffers has a wonderful book called ‘Here we are’ and it is also a short movie, this could peak the childrens interest in their own understanding of maps. I would provide the children with different maps, a globe and google maps on the interactive whiteboard that they could explore. We could use google maps to find our school and talk about where our classroom is on the map.
We are very lucky to have a brand new school building, which I think would provide ample opportunity for the children to create their own map.
We will first talk about the school focusing on the language of location and directions. There are so many opportunities for team work and collaboration while doing a walk of the school plotting important features. There are also so many opportunities for differentiation.
In their groups I will get them first to draw a plan of theschool . They will then make a 3D map of the classroom. Each group will be assigned different materials to work with..natural materials from outside, lego and playdough.
When the children create their map, we could introduce the ‘bee bots’. We can program the bee bots to go to particular areas of the school map.
To finish the lesson, the children will look and respond at the other maps and reflect on their own maps and how they could improve on them and what they would do differently next time-
Hi Serena
Welcome to the course. I like how you are planning to use picture books, I wasn’t familiar with the Oliver Jeffers one, but it sounds great to peak their interest as you have said.
How amazing to have a new school building and what a resource for the learners to make their own maps. I like how you plan to do a plan of the school first and use Beebots to move around the map, what a fantastic use of digital tools for this age group. Then the learners will create 3D maps of the classroom using multiple resources. You could also focus on the areas that are important to the learners within the school for 3D maps.
Great ideas for map making in the junior end, thanks for sharing. I hope you enjoy the other modules in this course.
-
-
As a junior school teacher, I enjoy planning outdoor activities that give children a tangible, hands-on learning experience. Last year, after completing my summer course, I introduced journey sticks and nature mandalas with my class, and they were a great success. This year, I am excited to try map making as an outdoor learning activity.
To prepare the children, I would begin by exploring Google Maps in the classroom and discussing simple maps that are relevant to their everyday lives. I would introduce mapping vocabulary appropriate to their age and stage of development, helping them to understand concepts such as symbols, landmarks, direction, and routes. One new term I learned during this module was abiotic, meaning non-living things, and I would incorporate this into our discussions where appropriate.
Outdoors, I would encourage the children to explore our school playground, a familiar environment, and work together to create their own maps. I also liked the idea of encouraging children to observe their surroundings from different levels and perspectives, as this helps them notice details they may otherwise overlook while developing their spatial awareness and observation skills.
-
Hi Aoife
Thanks for sharing your approaches when working in the junior school. While outdoor learning provides for hands on activities, sometimes we can think it is a junior end approach and forget the value for all classes. I really like the journey sticks and nature mandalas, they sound like a lovely learning experience.
I think it is important for the junior classes to focus on an area familiar to them, something they see every day but to focus on their observations of the world around them in more detail and then to build on the observations to create the maps as you have mentioned, allowing for multiple ways to present their learning. Such a lovely idea, thanks for sharing.
-
-
Module 2: Map Making
This lesson supports pupils in:
* Developing an awareness of familiar places.
* Using simple maps and plans.
* Recognising and using simple map symbols.
* Understanding positional language (e.g. beside, behind, in front of, left, right).
* Beginning to interpret aerial photographs and maps.Learning Objectives
The children should be able to:
* Explain that a map is a picture of a place viewed from above.
* Identify simple symbols used on a map.
* Create a simple map of the classroom or school.
* Use positional language accurately.
* Compare their own map with an online map.Resources
* Large sheet of paper/whiteboard
* Pencils, crayons and rulers
* Classroom objects
* Printed aerial photograph of the school
* Interactive whiteboard
* Google Maps
* GeoHive Ireland website## Lesson 1. Introduction
Questions:
* How do we find our way to school?
* Has anyone ever used a map?
* What does a map help us do?Display a simple treasure map or classroom map.
Introduce the idea that maps are pictures of places from **a bird’s-eye view** (looking down from above).
Discuss simple map symbols such as:
* Door
* Table
* Tree
* PlaygroundModel using this vocabulary:
* beside
* behind
* next to
* in front of
* left
* rightAfter that,as a whole class, we will create a simple map of the classroom.
Ask pupils where objects should be placed:
* “Where is the teacher’s desk?”
* “Where is the reading corner?”
* “Which symbol should we use?”Introduce the idea of a **map key (legend)** using pictures.
Next the children work individually or in pairs.
They draw a simple map of:
* the classroom
* or the route from the classroom to the playground.They should include:
* simple symbols
* labels
* a title
* a keyMore able pupils could include:
* a compass showing North
* arrows showing directionInvite pupils to explain their maps to the class.
Ask questions such as:
* How would someone find the library using your map?
* Which symbol did you use for the teacher’s desk?
* What was the hardest part of drawing your map?Finish by reinforcing that maps help us understand where places are.
## Assessment
**Assessment for Learning:**
* Teacher observation
* Questioning throughout the lesson
* Completed pupil maps
* Ability to use positional language correctlyGoogle Maps
Google Maps is an excellent way to help children connect their own maps with real-world maps.
I would:
* Display the school on Google Maps using satellite view.
* Compare the aerial image with the children’s classroom maps.
* Zoom in and out to show how maps change from local to global.
* Identify familiar landmarks such as the school, playground, church or park.
* Introduce Street View (where appropriate) so children can recognise familiar places.This helps pupils understand that maps are representations of real places and introduces the concept of different scales.
GeoHive
GeoHive, developed by Ordnance Survey Ireland, provides accurate Irish mapping and aerial imagery suitable for educational use.
I would use GeoHive to:
* Locate the school within the local community.
* Compare aerial photographs with maps.
* Explore local features such as rivers, roads, parks and buildings.
* Discuss how maps can be used by people such as firefighters, postal workers and builders.
* Show how maps can change over time by comparing different layers where available.GeoHive also introduces pupils to official Irish mapping and encourages exploration of their local environment.
-
Hi Lisa
You have outlined a very comprehensive plan for a lesson on map making from the use of symbols and keys to draw a classroom map, to the use of online maps such as Geohive with the various layers that can be turned on and off. Using the different maps and aerial photographs in Geohive is a nice way to look at their local area and see how it has changed over time. I like the way you have highlighted the various uses of maps. You have suggested a comparison between the children’s classroom maps and Google maps. This will not be possible as Google maps will only show the outline of the school building. In order to enable comparison between the maps the children make for themselves and Google maps, you would need to bring the learning outside and have the children draw or make maps of the whole school grounds, a section of the grounds or another outdoor location.
-
-
-
I would begin by displaying a simple map of the school using the interactive whiteboard and ask pupils to identify familiar locations such as their classroom, the office, playground, and entrance. We would discuss basic map features including symbols, colours, and a simple key. Pupils would then take part in a short “treasure hunt” around the classroom or school grounds, following simple picture clues to locate different places. This practical activity would develop their spatial awareness and understanding of direction.
The pupils working individually or in pairs to draw a simple map of the classroom or school. They would include key features such as tables, doors, windows, and the teacher’s desk, using simple symbols and creating a key to explain them. More able pupils could also include directional language such as left, right, near, beside, or behind.
I would use Google Maps to explore the local area. Pupils could view an aerial image of the school and identify familiar buildings, roads, parks, and landmarks. Comparing the aerial photograph with their own hand-drawn maps would help them understand how maps represent real places from above and reinforce spatial thinking.
I would also introduce GeoHive, Ireland’s national mapping website, to show different types of maps, including county boundaries, satellite imagery, and local features. -
I would begin by displaying a simple map of the school using the interactive whiteboard and ask pupils to identify familiar locations such as their classroom, the office, playground, and entrance. We would discuss basic map features including symbols, colours, and a simple key. Pupils would then take part in a short “treasure hunt” around the classroom or school grounds, following simple picture clues to locate different places. This practical activity would develop their spatial awareness and understanding of direction.
The pupils working individually or in pairs to draw a simple map of the classroom or school. They would include key features such as tables, doors, windows, and the teacher’s desk, using simple symbols and creating a key to explain them. More able pupils could also include directional language such as left, right, near, beside, or behind.
I would use Google Maps to explore the local area. Pupils could view an aerial image of the school and identify familiar buildings, roads, parks, and landmarks. Comparing the aerial photograph with their own hand-drawn maps would help them understand how maps represent real places from above and reinforce spatial thinking.
I would also introduce GeoHive, Ireland’s national mapping website, to show different types of maps, including county boundaries, satellite imagery, and local features.-
I like this idea of them looking at the school on the whiteboard but was also thinking how fun it might be to have a print out of the school and getting them to highlight bits they recognise in their groups. It’s very simple but would be affective to get them to engage and really try to figure out where locations are in the school!
-
-
If I was teaching a mapping lesson with my 5th class, I would begin by exploring different types of maps and discussing how we use them in everyday life. I would introduce Google Maps and Google Earth, comparing these digital tools with traditional paper maps to highlight their different features and uses.
The children would then work collaboratively in small groups to investigate the school grounds. Each group would be given a base map and assigned a different feature to survey, such as trees and plants, shaded areas, habitats, seating, or play spaces. They would record their observations using appropriate symbols, labels, colours, and a map key.
After completing their fieldwork, the groups would use the school iPads to create a digital version of their maps using Google My Maps or a similar mapping tool. Each group would present their finished map to the class, explaining the features they recorded and any patterns they noticed. This would encourage discussion, collaboration, and critical thinking while developing geographical and digital mapping skills.
This lesson also aligns well with our school’s Digital Learning Plan, as children use digital technologies to collect, organise, and present information. It provides meaningful opportunities to develop digital literacy alongside Geography, Science, and Maths through an engaging, hands-on learning experience.
-
Hi Ciara
Welcome to the course. Thanks for sharing your lesson on mapping skills in 5th class. I like how you are planning to explore different maps initially and allow for comparison with digital tools also. It would allow for lots of discussion and critical thinking.
I like how you are planning to explore different areas within the school grounds and consider biodiversity along with seating and play spaces in the grounds. This gives the learners the opportunity to create a physical map and then explore digital mapping features. As you have suggested lots of opportunities for critical thinking and skills development.
Many thanks for sharing, I hope you enjoy the course.
-
I really like the idea of using the ipads to make the maps as sometimes the ‘map drawing’ process can become frustrating and time consuming for children. Giving them the option to have the geometric base on the ipad and then potentially printing the base out so the children can write and draw on the printed map is integrating language, maths, art, and geography. It allows more time for enquiry, extension and further investigation.
-
-
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
, 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
-
Hi Helen
Welcome to the course. It is lovely to hear about the Grove across from your school. What a lovely amenity to be able to explore with your class and a great piece of local history too.
I like how you plan to explore the Grove with the learners and look at the trees and plants growing there which you can then place on the map back at school. I agree taking photos of the trees and plants or other aspects of the Grove would add to the map making and make it more interesting.
With the younger learners, a birds eye view may be difficult and while you can introduce the vocabulary, some learners may not get the concept as you have mentioned. I like how you plan to use digital tools to further support the learning and allow for comparisons and even critical thinking at this young age.
Thanks for sharing, I hope you enjoy the course.
-
-
-
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.
The idea of a map for younger children may seem daunting and quite tricky to teach. I think to begin before using anything, it would be a useful idea to do a mapping/sequencing task. Using a story book like Rosie’s Walk or We are going on a bear hunt it could be the beginning of sequencing places and the idea of going from point a to point b. Then moving on from that I think it would be of benefit to map a journey of places that the children are familiar with. I would look at the journey from our local church to our school on google maps with the class and take the aerial walk first and then ask the children to design their own map showing the journey. We could then use the function to look at the time to walk or drive the route and then also open up a discussion as to why there is no public transport option for this journey. A homework extension activity could be given where the children look at the journey from their home to school.
-
Hi Mairead
Welcome to the course. I agree that mapping as a concept can be a difficult one for infants but as you have outlined in your lesson plan for infants, it is a question of introducing some of the the basic ideas like sequencing a journey, making note of what landmarks the children might pass when walking from the school to the church and what order they see them in. Many children may have some familiarity with Google maps having seen parents use it in the car so thsi is a nice link. I like your idea of using the journey time function on Google maps. This could be used to emphasise the difference between short journeys we can walk or longer journeys we need a car or a bus for. You might even return to the idea when preparing for a school tour and showing the route on Google maps.
-
I love the idea of using We are going on a Bear Hunt to show the idea of maps to infants. The whole concept is very tricky and by making a story board the children can begin to see the sequence of a map in real time or at the very least as part of a story with a beginning, middle and end. Maybe they could bring in their teddy bears and reenact the story in the gymnastics hall as their first introduction to following a map physically too. The next time I have infants I will definitely give this a try.
-
-
-
Hi Mairead,
I really like your approach of introducing mapping through familiar stories and sequencing before moving onto digital maps. Using ‘Rosie’s Walk’ or ‘We’re Going on a Bear Hunt’ would make the concept more understanding and engaging for younger children. I also think using the familiar journey from the Church to the School is a brilliant way to connect the lesson to the children’s lives, it makes it’s so relatable. The discussion around different transport options would add another meaningful layer to the activity.
-
-
I would love to do a map making lesson with my 4th Class next year – We live in an area which is developing very fast and our environs is changing hugely as these children grow through primary school. I think it would be great to start the year with a map making lesson and record our changing school grounds and environs, and perhaps we could repeat the lesson every year as a school project for our School Council display board. I would teach the lesson as follows:
Prompt: I would show the children the local county council development plans for our local area – in particular the site closest to our school and how it is going to affect our environs.
Wondering: I wonder what this field beside our classroom will look like? Will they keep these trees? Will the path at the back of the school have to change? Will there be more or less birds now the hedgerow is going to be taken out? Will the light change as the buildings are built in our windows?
Exploring: Lets use Geo Hive to look at our school and our road over the last 100 years. When was the shop built? Were there more trees along here in the past? I wonder what kinds of animals were around back then? Where did they go as the shops and houses came?
The key question I will try to elicit is – What biodiversity will our area have after these new buildings are built next year? What will the area look like?Planning: The class will create as a group a base map with teacher using the Paint app and Google Maps as a guide. The children will take turns to suggest what should go on the base map – roads, fields etc and will help the teacher create the key.
Teacher will print this base map and then the children will split into groups of four and will then choose their own layer map to go on top.Exploring: Once they have chosen their focus – the groups will go out into the school grounds and will begin to note their chosen focus ie. Flora, buildings, trees, signs, water, etc. Each group will focus on a different aspect of our environment
Making: Back in the classroom the groups will draw out their maps on acetate (one side of a laminating sheet) on their chosen focus. They will then on the other side use the local county council development plans to draw a map of the area next year with the new buildings in place.
On a notice board the children will place their laminate sheets so that the two layered maps can be seen one on top of the other – by lifting the front of the laminate (the building map) you can see underneath what biodiversity will be lost by the new development (the wildlife map).Evaluating: The groups can then view each laminate sheet displayed and evaluate the impact that the new development will have on the area and what exactly we are going to lose. The class will discuss the pros and cons of this new development and what changes it will bring to our community.
-
For younger classes, I would plan a hands-on and interactive lesson to introduce basic map-making skills. I would begin by discussing familiar places, such as the classroom, playground or school and explain that maps help us find our way. Together, we would identify simple map features, including symbols, colour, a title and a key. As a whole-class activity, pupils would help create a map of the classroom using simple shapes and symbols. They would then work in pairs to draw their own map of the classroom or a route from the school gate to their classroom, adding a title, key and compass direction where appropriate.
To enhance learning, I would incorporate digital tools such as Google Maps to show aerial views of the school and surrounding area, helping children compare real places with their own maps. I would also use GeoHive to explore maps of Ireland and introduce counties in an age-appropriate way. These online resources make geography more engaging, develop digital literacy, and help pupils understand that maps represent real places from different perspectives.
-
To plan and conduct a lesson on map making I would firstly talk to the children about maps and question them on their knowledge of maps. What would we use maps for? What would you see on a map? Is anyone familiar with any map symbols? etc. I would then show the children a map and talk them through the meaning of different map symbols etc. I would show the children a map on google maps and again discuss what is seen on the map. I would get the class to take a walk around the school noting all the important areas they feel should be shown on a school map and also noting where objects are located in relation to one another. In the classroom with the help of the children I would model a simple drawing of the classroom on the board. Together we would decide what objects should be included. I would explain that maps are viewed from above and we use the symbols we spoke about rather than pictures. I would then ask the children to work individually to draw their own map of the school grounds including a title and simple symbols. At the end of the lesson the children would share their maps with the class. Together we would compare different maps, discussing similarities and differences
-
-
• Explore how you would use some of the online data sets in your teaching of data in maths and to highlight the application of maths in real world contexts.
I would use online data sets with my class to help children see that maths is part of everyday life. We could look at simple information like the weather, rainfall or local wildlife and make bar charts, pictograms and tables. We could compare the data, answer questions and talk about what we notice. This would help children practise maths skills in a fun and meaningful way. I would also link the data to our own school by collecting information, such as how pupils travel to school or favourite playground games, and compare it with the online data. This helps children see that maths is useful both in school and in the real world.
-
Next year I will be teaching Junior Infants. I decided to create a plan that I might use in the upcoming school year.
I would first introduce google maps to my class by looking at their homes, our school and our locality so that the children understand that google maps and other maps represent real places. I would begin by displaying an aerial view of the school on the interactive whiteboard and I would ask the children if they recognise any familiar features of the school and/or its grounds. We would identify the school building, our courtyards, the car park, the junior yard and senior yard, the autism classes, the picnic area and the local playground. Together we would discuss why we need maps and if we were to draw a map of our school’s area what symbols we would use.
I would then take my class on a walk around the area of the school. We would point out and discuss the landmarks. Back in the classroom I would split the children into pairs and ask them to create a simple map of or school adding symbols for the tree, the benches, carpark and playground, etc.
To ensure lesson accessibility I would include visual aids, model each step and provide suggestions for the symbols. We would look at google maps again to see if there was anything we missed and that we could add to our maps to improve them.
-
Michelle, I like how you begin with a familiar place, as it helps children understand that maps represent real locations. Using Google Maps before and after the activity is a great way to reinforce learning and encourage reflection. Your emphasis on modelling, visual supports and peers working together also makes the lesson accessible to all abilities and levels while promoting collaboration and observation skills.
-
I love the simplicity and structure of this lesson. Infants would love engaging in this lesson, seeing their homes on Google Maps would create such excitement and engagement. It would also be a nice lesson for linking home and school as children could find locations relevant to them at home with their family e.g. other family members homes, neighbours, sports grounds etc. They could follow the route they travel to school or to their family or friends homes.
-
-
-
For younger classes, I would introduce map making by starting with places that are familiar to the children. As I teach in Cong, I would plan a lesson where we map the village and its surrounding woodlands. We would begin by discussing important local landmarks such as the school, the abbey, the river, Ashford Castle, and nearby roads. After a short walk around the village, pupils would create simple maps using symbols, colours, and a basic key. To extend the lesson, I would use Google Maps to show an aerial view of Cong and compare it with the pupils’ own maps, helping them recognise how maps represent real places. I would also introduce GeoHive to explore county boundaries and locate Cong within County Mayo and Ireland. Using familiar locations and digital mapping tools would make the lesson meaningful, while developing pupils’ spatial awareness, observation skills, and understanding of their local community.
-
For a younger class, I would introduce map making through a familiar environment such as our school grounds or local area. I would begin by asking pupils, “How can we help someone find their way around our school?” We would explore examples of maps and discuss important features such as symbols, a key, a title and directions. I would demonstrate how to create a map first. In groups, pupils would walk around the school grounds, observe landmarks and create their own simple maps using drawings and symbols. They would compare their maps and discuss how they could be improved. This could be done using 3 stars and 1 wish. To extend learning, I would use Google Maps to allow pupils to view an aerial image of our school and compare it with their own maps. I would also introduce Geohive to explore maps of Ireland and local features. Pupils usually find this a fun and engaging way to look at a map as they reconize what they are looking at. This lesson develops spatial awareness, observation skills, creativity and an understanding of how technology helps us represent the world around us.
-
-
For young classes, I would start by teaching map-making. I would focus on places that the children know well. These places could be the classroom, the school grounds or the local area. I would begin by talking about why maps are useful. I would show some examples of maps. I would point out things like symbols, keys, titles and directions.
Then I would take the children on a walk around the school. We would look for landmarks. After that, the students would work in groups. They would draw their maps. They would use drawings and symbols. Then they would show their maps to others. They would group-think and peer-assess how they could make their maps better.
To make the lesson more interesting, I would use Google Maps. I would compare the students’ maps with a bird’s-eye view of the school. This would help them see how maps show places. I would also use GeoHive. I would find the area on a map of the county and on a map of Ireland.
This lesson helps children work together. It helps them pay attention to details. It helps them understand space and solve problems. It also helps them connect what they see around them with maps.-
Kevin
I like you idea of using map making in areas of interest that the children know well. I feel this is an important aspect as they have a better connection to the place and as children naturally love exploring they might know aspects of a palace other children or ourselves might not even know about. Great to use a familiar place as a starting base.
-
-
I think using online tools to explore the local environment provides a valuable opportunity to make learning more meaningful for pupils. In my classroom, I would use resources such as Google Maps, Geohive and local environmental databases to investigate the area around our school. Pupils could explore land use, identify different habitats, examine soil types and research local plants and animals. This information could then be used as part of a local studies project, linking Geography, Science, Maths and Digital Learning.
For example, pupils could create a map of the school surroundings, identifying green spaces, buildings, roads and areas of biodiversity. They could collect their own data outdoors and compare it with online information. This would encourage pupils to ask questions, analyse evidence and make connections between their local area and wider environmental issues. It would also develop important STEM skills such as investigation, collaboration and problem-solving.
-
As with any topic I would start from where the children are at. I would begin the lesson with a discussion about the maps students use in everyday life, encouraging them to share their experiences e.g. maps of the zoo, Google Maps in parents cars etc. This would activate prior knowledge and increase engagement.
The main activity would involve students creating their own map of the school, classroom, or local area. They would include a title, key, compass rose and symbols. Previously I have used our Jaggo blocks and other building blocks to create maps of the classroom but I like the idea of using natural materials as suggested in this module. Before beginning, I would model how to design an accurate and clear map and explain the importance of each feature. Students could work individually or in pairs, allowing opportunities for collaboration and peer learning.
To enhance the lesson, I would incorporate online resources such as GeoHive and Google Maps. Google Maps would allow students to examine satellite images, street maps, and local landmarks, making the lesson more interactive and relevant. Students could compare their own maps with these digital maps, discussing similarities and differences. The lesson would conclude with students presenting their maps and reflecting on what they learned about creating accurate and effective maps. -
I went with the 3rd task. Creating a plan on map making for younger classes. I actually did this last year and it worked out well. I started by integrating this map making lesson with our maths lesson on spatial awareness. This is where the concept of a birds eye view was introduced and discussed. I then began the geography lesson by gathering the children on the carpet and discussing what a map is and why we use maps. Using the GeoHive website on the interactive whiteboard, I zoomed in from a map of Ireland to our local area and then to the school. The children identified familiar places such as the school, playground, roads and nearby landmarks and discussed what they noticed.
After exploring the map, we took a short walk around the school grounds, where the children observed key features of the environment. Back in the classroom, the children created a simple map of the school using basic shapes, drawings and symbols. Together, we developed a class key using simple pictures to represent features such as a tree, gate and slide.
To conclude the lesson, the children shared their maps with a partner and explained the route from the classroom to another location in the school using positional language such as beside, behind, left and right. The lesson developed the children’s early mapping skills, observation, oral language and digital literacy and they really enjoyed the flow of the two lessons.
-
-
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
I think with the students in my class I would begin by creating a map of the classroom, school or school grounds. For my Students this might take the shape of them placing pre-cut areas or rooms onto a blank map of the school or playground. They would be completing a partially finished map essentially. Throughout the activity I would concentrate on essential vocabulary such as “next to,” “behind,” “left,” “right,” and “near”, etc; Any opportunity to work on vocabulary with ASD students is welcome. I think if this was successful I would zoom out a little and use google maps to show the schools position in the local area. The street view feature on google maps would be quite helpful here I feel. We could then look at how we find local amenities such as the shop, library, park or the bottle bank, all of which we visit during the week.
-
-
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.
Firstlym we would start the lesson by brainstorming what do the children think the word map is or what we use a map for? The children would be put in to small groups for this, differentiated groups and one person would report the findings back. We would discuss what a birds eye view in elation gto a piece of land built by lego in the classroom which was part of a previous STEM and Maths lesson. We would then goon a walk around our school as this is what we are going to draw a map of. We will talk about the directions and cardinal points and observe key features e.g. school garden, shrubs at the front of the school, school gate, water butt at the rear of the school. This will be important for creating a key for the maps. When we return inside to the classroom I will illustrate to the children how to draw a map but ask many probing questions and encourage the children to examine and problem solve. We would then go on google earth , type in the school eircode and locate our school . I would show the children the man/woman part of the google mapos where you can see street view. We would discuss the benefits and negatives of this. After the maps have been draw we would do a self- reflection e.g. what went well, what we would have done differently. All of the above will involve prompting, wondering, exploring, problem-solving, making and evualating.WE will also use Geohive to download official government mapping and spatial date of our school and surrounding area.
-
Hi Catherine
That sounds like a great lesson on map making. I love the reference to your Lego model when expliaing the bird’s eye view and it is always great to make connections with previous STEM projects. Pointing out the main features that should appear on your map and form part of the key is a great idea as it will get the children thinking about how to represent these features and the continued prompt questions once you return to the classroom is a also important. Questions such as is the shed bigger or smaller than the water butt may seem obvious but it is a reminder to the children to think about the relative sizes and shapes of objects on their map which is a precursor to thinking about scale in older classes. A reference back to your Lego might help here such as if this large Duplo brick here represents the school, what size piece might we use to represent the compost bin? I also like your plans for integrating Google Maps and Streetview into the lesson.
-
-
- 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
The online tools are vast and complicated. I would definitely take my time and commit to doing one new ‘project’ per term. I really like the Climate from Space data sets and stories. I think they are very informative for the senior classes.
We work very hard in school to be proactive around the Climate. The parish in which I work have developed a Climate Action Park beisde our school. The goal is to return the land to it’s original use. I think it would be beneficial for the children to make a map indicating how the land is used in their local area. I would hope to look at the Land use data set in the Climate from Space app. I think it can be hard for children to grasp that school buildings, housing developments, shopping complexes have not always been there and in fact before the land was farmed, it was covered in trees. I think to examine this idea and how that leads to the carbonisation of the planet would be quite ambitious. Again I would use the stories on the Climate from Space app to teach this. I would hope that using resource in this way would emable to teach curricular areas of Maths, geography, science and history.
Finally I would love to make a time lapse video and show how the Climate Action Park changes as we return it to it’s natural use.
-
Hi Jack,
Welcome to the course. I agree with your point about taking time with the online tools and focusing on one project per term. The resources can feel vast at first, so choosing one clear focus would make the learning more manageable.
The Climate Action Park beside your school sounds like a fantastic real-life context for exploring land use, climate and local change. Mapping is a great way to explore and make the learning tangible and real, while also offering a lot of cross-curricular opportunities.
The time-lapse video idea is lovely too. It would allow pupils to document change visually over the year and be a lovely show and tell moment that could be shared with families and the local community.
Hope you enjoy the rest of the course.
-
<span style=”font-weight: 400;”>I would begin a lesson on maps with the online game Globle to peek the children’s interest in maps and the globe. Once the country is chosen, we would look on google maps and discuss the different types of maps- terrain, traffic, transit. </span>
<span style=”font-weight: 400;”>Then we would look at our locality using the maps. We would discuss a local walk that includes streets, traffic lights, bridges, playgrounds etc. Then we would focus more closely on the school grounds itself and we would discuss the features- including build areas i.e. carpark, and more natural environments i.e. school garden, orchard. </span>
<span style=”font-weight: 400;”>We as a class would map it out on the board with input from the children discussing the legend/key, colours, symbols, etc. I would show the video clip ‘How to make a biodiversity map’. The children could work in groups, pairs or individually to make their own maps.</span>
<span style=”font-weight: 400;”>As an extension I would pose the question to the children about the biodiversity that we don’t see in the day- but that comes to the grounds at night- potentially foxes, bats, moths. Discuss how our school could be a more biodiverse space for wildlife in the day and in the night. How are the street lights impacting their life? etc.</span>
-
-
I am so excited to lead a lesson with my younger students on map making. Having used our interactive whiteboard to look at aerial photos of our school including our garden, yards and pitch, the children can join into groups to wonder how they could create a map of this outside using what they can find in nature.
They can enjoy wondering what they should use to represent the school walls, the garden, the trees, the grass areas, the yard etc.
They can chat and plan where they will create their map. Next they can have the fun of finding all of the items they have decided that they need…leaves, flowers, twigs, stones etc etc
Each group can identify what part of the yard they want to use to create their 3d map and off they go. This is such a natural way for younger children to map and to get a sense of place in our space.
On completion of their 3d maps they can choose who in their groups is the photographer. Each group can use our school tablets to take an aerial photo of their map.
On returning to the classroom using splitscreen to show their map alongside an aerial photo of the school would be fantastic. The children can then explain their maps to their peers
-
Hi Sinead
I love your idea of using the aerial photograph of the school as both the starting point and end point of your outdoor map making exercise. As I generally do this exercise as an external visitor to a school and have a limited time with each class, I often don’t have time to do a full introduction of this kind but I can see how it would really enhance the map making to have the children think about materials in advance and decide what they are going to use to represent each feature. While the teachers often photograph the maps, I love the idea of the children taking photos of their own maps and comparing them with the aerial view on the whiteboard.
-
-
I will use maps, satellite images, weather records, and environmental data to develop pupils’ skills in collecting, organising, representing, and interpreting data. For example, pupils could compare local weather patterns, measure distances using digital maps, or analyse changes in land use over time, presenting their findings using graphs and charts. These activities will strengthen mathematical understanding while developing digital literacy, critical thinking, and problem-solving skills. I also hope to incorporate the ESA Climate Detectives project to give pupils an authentic opportunity to investigate environmental issues using real data. By integrating these resources across subjects, I can demonstrate the relevance of mathematics in everyday life and support the development of STEM skills through engaging, inquiry-based learning.
-
In the younger classes I would use Google maps as a visual tool to begin promoting their spatial awareness and map-making skills using places that are familiar to them. I would use maps to encourage pupils to observe, ask questions, investigate and create. For example, the school I teach in is based in a village. There is a church right beside the school, a playground and a restaurant across the road. Because all pupils know this area I would use this map of the village to allow children to observe these places on a map and I would model language such as to the left of, right of, near, behind, across the road to, etc. I would discuss the function of maps in simple terms and allow them to identify the places they know on maps. I would then ask the children to create their own simple drawings of maps of the village and show the places they are familiar with however they like. It would be worthwhile for them then to observe and discuss each other’s maps and compare them as they were all recreating the same map.
-
-
I really liked the ideas in this module for using online resources to explore the local area. I would use google maps, Geohive and the Met Eireann website with my class to investigate our local environment. The children could look at different types of land use, check the weather, and identify local plants and animals. We could then go outside to see what we can find around the school and compare our observations with the information online.
This lesson would fit well with Science, Geography and Maths. The pupils could record what they find, create simple charts and maps, and discuss any patterns they notice. I think activities like this help children become more aware of their surroundings while also building their digital skills. It is a practical, hands-on way of learning that encourages curiosity and helps pupils make real-life connections with what they are learning in the classroom.
-
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
In Senior Infants I would begin with a visual stimulus – a picture book – ‘We’re going on a Picnic! I would use the book to ensure the children understand the language of mapping. On a 2nd reading of the book I would encourage the children to recreate the scene using real life objects – 3D map – using lego, jaggo blocks, stones & twigs etc. (outdoor learning) children can take turns being the birds going on the picnic and the animals following.
Teacher then asks the children how could I mark this journey so I could bring it with me – discuss options with children – photos, voice note, map! Invite the children to work together to create a map to represent the journey.
In further lessons children can learn about really simple map symbols and create some for their map. On the whiteboard they can locate the school on Google maps. Teacher tells them they will be writing letters to post home. They need to map their route to the post box. The class can look at this route on aerial view and street view. They can work in groups to create a 2d map on paper. Teacher can also print out the street view, cut the route into squares and place them in the bee bot laminated squares resources. Children can collaborate to bring the bee bot from the school to the post box.
-
Hi Edel, I think that linking the topic of maps and creating a map with a stimulus – especially a picture book – would be a great way to introduce the topics of maps and natural / geographical features to the junior classes in a fun and engaging way.
We’re Going on a Picnic or We’re Going on a Bear Hunt would be a great addition to the lessons, allowing students to successfully sequence event, identify natural features, creating a map / plan, using symbols (creating a key or legend). This can be linked across the curriculum to include aspects of the arts and wellbeing curricula.
-
-
Using Data Sets
It would be a fabulous resource to download on a class set of iPads. I was particularly struck by the data set of Garda Stations.
Lesson Plan
Exploring: Who keeps our local area safe? What resources have they?
Garda stations would be a great starting point. Have you ever visited a Garda station? Can you estimate the amount of Garda stations in our county?
As we live in a border area, it would be an idea to compare Garda stations in Laois, Offaly and Tipperary.Main Body
Using the data set of Garda stations in our three local counties, I would get the pupils to chart this information on a bar chart.
A further chart could then be compiled using the data set of Garda stations 30 years ago.Maths Exploration
Pupils would compare and contrast the amount of Garda stations 30 years ago and now.
These charts would be displayed, along with calculations showing the decline in the amount of Garda stations.Literacy Links
Pupils would explore reasons why Garda stations had to close.
Extension ideas including:
Class Debate: Imagine you are a local politician campaigning to keep our local station open. What would your argument be?
Then imagine you are the government wanting to close our local Garda station. What would your argument be?
Letter Writing: Write a letter to our local politician appealing to save our local Garda station, giving reasons why it should remain open.
Guest Speaker: Invite a local Garda into the class to explain their daily work and the importance of the local Garda station.SESE Links
History: Looking at our Garda station 50 years ago from online archives. Compare and contrast the changes and the features that remain the same.There is so much more that could be explored, but the Garda station decline was just a data set that grabbed my attention
-
I would start with circle time, talking all about it and listening to everyone’s ideas. Then I would show a simple picture map of the classroom with clear symbols: the door, the teacher’s desk, the reading corner, and the toilets. I explain that a map is a small picture that shows where things are. After that, I teach three symbols: a square for a table table symbol, a star for the reading corner reading corner symbol, and an arrow for the door door symbol.
We take a short “map walk” around the room. Children point to places and match them to the symbols. At their tables, I give each child a large sheet with a blank rectangle for the room. Then they add stickers or draw simple shapes to show the carpet, their table, and one favourite area. We add a big X for “you are here” and a simple key.
Next, I use a projector to open Google Maps or GeoHive Google Maps. We zoom in on our school in Tralee and look for places like the playground or car park. They work in pairs or groups to spot different areas or play “I spy,” and we finish with a show‑and‑tell of their maps.
-
-
A map-making lesson with younger classes could be practical, collaborative and anchored in the pupils’ own local natural environment – basing the lesson in the school setting. I would begin by discussing what a map is and why we use maps, introducing simple features such as a title, symbols, a key, roads, buildings and a compass direction. We could then take a short walk around the school grounds and identify features that we would like to include.
Back in the classroom, pupils could work in pairs or small groups to create a simple map of the school and its surroundings. I would model how to use symbols and create a basic key before allowing pupils to design their own maps. This would provide opportunities to develop spatial awareness, problem-solving and communication skills while also incorporating elements of STEM through observation, using simple measures and integrating design and technology.
To incorporate digital tools, I could use Google Maps or Google Earth to show pupils an aerial view of the school using the school iPads. We could compare the digital map with the maps they have created and identify similarities and differences. GeoHive could also be used to explore maps and geographical information about Ireland, helping pupils understand that maps can represent information at different scales. This would give pupils an opportunity to connect their classroom learning with real-world digital mapping tools -
For a younger class, I would make map making simple and connected to the children’s own lives. I would begin by talking about familiar places, such as their home and school. We could look at a simple map and discuss what we can see. The children could then draw their own home-to-school map, including roads, buildings, trees and other landmarks they recognise.I could use Google Maps on the interactive whiteboard to show the real route from the school to a nearby area. This would help children understand that maps represent real places. I could also briefly use GeoHive to explore maps of Ireland in a child friendly way. The lesson would be hands-on, with children creating their own maps using paper, crayons and symbols. I would encourage them to talk about their routes and explain what they have included.l in their maps.
-
I agree with this, especially the idea of making map making connected to the children’s own lives. This links well with using a familiar school map and taking the children on a short walk to notice landmarks before they make their own maps. I also think using Google Maps and GeoHive would make the lesson more intersting, as children could see how their simple drawings relate to real places.
-
-
-
For a Senior Infants class, I would start by asking the children what a map is and what things they might see on one. We could look at a simple map of the school and talk about buildings, trees, roads and the yard. Then I would take them on a walk around the school, asking them to notice important features. Back in the classroom, the childrens could work in small groups to draw their own map using paper, crayons and symbols. I would encourage them to add a key and explain what each symbol means. To bring in technology, I would show the class our school on Google Maps, switching between the normal map and aerial view. This would help them connect their drawing with a real place. I could also use Geohive to show the area around the school and compare it with their maps. At the end, each group could show their map and say one thing they learned.
-
Great lesson plan Natasha. I have Senior Infants also, and find that making maps is a very engaging lesson. It’s wonderful to see how they put their conceptual understanding of how the world looks onto paper. We drew maps of the classroom last year. They were so engaged and the final results were great fun to discuss.
-
-
I will definitely use this idea of creating a 3D map of our school grounds with my First Class pupils. This ticks all the boxes for an engaging and collaborative STEM activity. It will provide ample opportunity for talk and discussion around Maps. Questions can be raised… Who uses maps? What information do they provide us with? Does anyone use sat nav or google maps when travelling in the car? Would it be useful to map our school? Could we create a biodiversity map of all our trees, grasses and hedgerows? Lets use Google Maps to locate our school. What other buildings are nearby? The Church, the shop, the GAA field. What shape does the area of the school look like? Let’s take a walk and explore outdoors. Let’s bring a trundle wheel and measure the length and width of the school garden. Let’s measure the area of the tarmac and tennis court. How do they compare to each other? Allow the pupils an opportunity to actively engage with their surroundings and tell them we will make a 3D make of our school grounds. We will include the buildings, the playing field, the tarmac etc. Planning: Consider the size and scale of our map. Making: Gather Materials, ensuring everyone has a role. Will we use natural materials, recyclables or even LEGO? Evaluating: Pupils present their maps and explain the different features, what was their biggest challenge, what did they enjoy most about the process. Relish in the knowledge that they are all wonderful cartographers!
-
I would begin the lesson by asking the children what maps are used for and showing them a simple map of their school or local area. We would discuss important features such as roads, buildings, parks and symbols. I would then take the children outside to explore the school grounds. Working in small groups, they could draw a simple map, marking important places and creating their own symbols and a key. Back in the classroom, I would introduce online tools such as Google Maps to show the children an aerial view of the school and surrounding area. We could compare their maps with the online map and identify similarities and differences. I could also use GeoHive to explore maps and geographical information about Ireland in a child-friendly way. To finish the children could improve their maps using what they have learned. This activity would develop their observation, spatial awareness and basic digital mapping skills.
-
Map Making Lesson for Younger Classes
For a younger class, I would plan a practical and interactive lesson on map making that connects learning to the children’s own environment. I would start by discussing what a map is why we use maps. We could look at simple visual example and identify key features such as buildings, parks, rivers, symbols and roads. I would then present the idea of a a map key and explain how symbols can represent real places.
As a whole class, we could use Google Maps to explore our local area, around our school. I would show the pupils the satellite and map views and encourage them to identify familiar landmarks. If appropriate, GeoHive could be used to explore Irish maps and geographical information. The children could then work in groups or pairs to create their own map of the school or local area, including a title, symbols, a key and simple directions. The pupils could explain and present their maps to the rest of the class. Assessment would focus on their ability to use the symbols and include important features and communicate information clearly.-
Hi Marie,
Welcome to the course thanks for sharing your lesson idea for younger classes. I like how you are planning to explore the features of a map initially and discuss the relevance of a map key and using symbols and you develop on this by allowing the learners to create their own map key in a practical task. I also like how you are considering the use of symbols and the key as an assessment method when presenting their work to their peers. I also like your use of digital tools such as Google Maps and GeoHive to further extend their learning where appropriate.
Thanks for sharing, I hope you enjoy the other modules in this course.
-
-
-
-
For a First Class lesson, I would introduce map making in a simple, practical and engaging way. I would begin by showing the children different types of maps and asking questions such as, “What is a map?” and “What can we see on a map?” This would encourage curiosity and help children understand that maps can show different information.
We would then take a short walk around the school grounds, identifying familiar natural and human-made features such as trees, grass, paths, gates, the playground and school building. This could be linked to the Curious Minds approach by encouraging children to ask questions, investigate their surroundings and make observations. Back in the classroom, the children would create a simple map of the school, drawing and labelling key features and using symbols that they saw on our walk. We could then explore GeoHive as a way of exploring real maps and information about Ireland. Together, we could locate our school, explore aerial imagery, zoom in and out, and compare the school environment with the children’s own maps. Children could investigate simple questions such as, “What is near our school?” or “How does our area look from above?” The lesson would finish with children explaining their maps and sharing what they observed and discovered.-
-
Hi Laura,
Welcome to the course. This sounds like a lovely activity plan. I really like how you would begin by exploring what children already know about maps and encouraging them to ask questions about what maps can show.
Taking a walk around the school grounds is a great way to make the learning concrete and meaningful. Identifying familiar natural and human-made features such as trees, grass, paths, gates, the playground and school building would help pupils understand how real places can be represented on a map.
I also like how you would introduce GeoHive in a simple and guided way. Locating the school, zooming in and out, exploring aerial imagery and comparing it with pupils’ own maps would help them develop a sense of place and scale. The inquiry questions, such as “What is near our school?” and “How does our area look from above?”, would encourage observation, discussion and curiosity.
THere is also a lot of lovely cross-curricular links here with art and design – the maps they create could be layered or combined to create one large collaborative design.
Hope you enjoy the rest of the course.
-
-
For a younger class, I would plan a practical and interactive lesson on map making based on the children’s own local area. I would begin by discussing what maps are used for and show different types of maps. We could then explore the school grounds and identify important features such as the school, playground, gates, paths and trees. Back in the classroom, the children could work in groups to draw their own simple map, using symbols, a key and basic directions. This would develop observation, communication, creativity and problem-solving skills.
I would then introduce technology by using Google Maps to show the children an aerial view of the school and compare it with their hand-drawn maps. Google My Maps can also allow children to explore basic cartography using points and lines. I could use GeoHive to explore local maps and different layers of information, helping children understand how maps can show different features of an area. -
-
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
In order to plan for the lesson I would first do a little research about our local area, especially on placenames. I find the “logainm.ie” website extremely useful in this regard as I could also integrate the lesson with Irish. The names of places in Irish can be very revealing and literal – therefore we would look at the names of places in the locality in Irish and then look at the maps to see if we can match the reason for the name to its place. For example Castleconnell in county Limerick is called – Caisléan Uí Chonaill in Irish – the children would use google maps to locate the castle. Sixmilebridge in County Clare is called Droichead Abhann Ó gCearnaigh – can they find the bridge that flows over the Owengarney river etc. We would then look at the walk from our school to the local GAA pitch. We would look at the placenames that we pass through and see if we can find the reason for what they are called. We would then go for the walk and spot the places ourselves. On the way the children would gather the items required to make their map -sticks, flowers, stones, pebbles etc. On our return the children would create the map themselves.
-
Hi Kevin,
Welcome to the course and thanks for sharing your lesson ideas on map making. I really like how you plan to explore the placenames in the local area first and link with logainm.ie. I have done this previously and it adds to the maps when they are exploring the meaning of the Irish name and what is around the area. I taught in an area where there were lots of ‘Ráth’ in place names and my class recognised the link to fairy forts. It provided for lots of discussion and connections to other place names too.
It is a lovely way to explore the local area and maps of the local area, thanks for sharing. I hope you enjoy the other modules in this course.
-
-
-
For a younger class I would introduce the topic of maps by listening and responding to the story ‘Martha Maps it Out.’ This is a lovely picture book with beautiful illustrations. It allows for a wide discussion around maps, what we use them for and how they are drawn. I would use Google Maps to explore with the children an aerial view of Ireland. I would then zoom in to Dublin, our local area and finally zoom in on aerial view of the school itself.
I would focus on the school building with the class group and explore designing and making a map of our school to show how to get from our classroom to the school yard. We would walk this route and the students would work in pairs to record what they see along their route and the directions they move in. School iPads could be used to photograph and record their findings. We would discuss this as a whole class, record on the interactive whiteboard and begin to plan how we could design and create a map of this route.
I would give the children the opportunity to work collaboratively to draw a simple map using a variety of materials. I would integrate PE into this unit of work by inviting the children to take part in a variety of games that focuses on direction- move forwards, backwards, left, right.
-
Planning and conducting a map making lesson for younger classes:
Introduction: Prompt “If a friend from another country wanted to find your school, how would they know where to look?”
Wondering/Explore: Show an aerial map and ask the children can they locate their school. In pairs with ipads children will search the school address on google maps – going between satellite and map view. Discuss what’s the same/different. Zoom in out to explore the local area- what can they see. Discuss what a key is.
Do similar with Geohive – exploring the local area.
Main Activity: Students make their own map of the basketball court in the playground. They must include a title, three symbols, and together we will label NSEW.
Short reflection at the end of the lesson, how do their maps compare to Google Maps and Geohive. What was a difference between Google Maps and Geohive. What is the key for in a map.
-
Hi Therese,
Thank you for sharing your map making lesson plan. I really like your opening prompt about helping a friend from another country find the school, as it gives the lesson a clear and meaningful purpose and would spark curiosity from the beginning.
Using Google Maps and GeoHive to locate the school and compare satellite view with map view would help pupils understand that maps can represent the same place in different ways. The use of iPads in pairs also adds a lovely collaborative peer-to-peer learning element, encouraging pupils to discuss what they notice as they zoom in and out of the local area.
The main activity of mapping the basketball court is very interesting as it focuses on a familiar and manageable space. Including a title, symbols, a key and directions such as north, south, east and west would build important early mapping skills. The reflection questions at the end would really support pupils in comparing, explaining and consolidating their learning.
Hope you enjoy the rest of the modules.
-
-
Each September we look at our local environment in 1st and 2nd Class. I love the idea of making a 3D map using natural materials. It allows the children to be flexible and creative in what they use and how they depict the area. I would begin with the wondering section of the lesson by asking them what do they know about their area and what do they think they will see on the walk. Then I would gauge what they would include on their map. At this point I would introduce google maps and the concept of a birds eye view. We would explore how buildings and other features are depicted. The video in this course would be really helpful to show the children how to create the map after the walk. On the walk I would use various prompts to bring their attention to objects and their shapes. After the walk the children could depict their walk using natural materials. Usually I would use mixed ability groups and encourage all members during the process. After creating their map I would ask them what they like about their map and what part was the most fun to make. I would also encourage them to think about what was the biggest challenge and encourage them to ask each other about their maps. Allowing them time to go around and view other maps is brilliant to see other ideas and perspectives. Google maps could be used afterwards to see the area and compare to their maps.
-
Hi Claire,
This sounds like a lovely, creative mapping lesson for 1st and 2nd Class. I really like the idea of using natural materials to create a 3D map, as it gives pupils the freedom to represent their local area in different ways while developing observation, communication and spatial awareness skills. It also has lots of lovely cross-curricular links with art.
Beginning with wondering questions is a great way to activate prior knowledge and encourage pupils to think carefully about what they might notice on their walk. The mixed-ability group work and gallery walk afterwards are very strong elements, as pupils can learn from one another’s choices and perspectives. Comparing their 3D maps with Google Maps at the end would support reflection and help them connect their creative work with digital mapping tools.
Hope you enjoy the rest of the course.
-
-
Using the framework for inquiry, I would start with a prompt to engage their curiosity, such as the Galway Biodiversity Story Map on the GeoHive website. Selecting the Williamstown Bog tab on this Story Map brings up a beautiful watercolour drawing of the bog. Children in our school could be familiar with our local bogs and will enjoy the connection. Next comes a Google Map of the bog with lots of pins, which indicate locations of birds and plants in the bog.
I would encourage the children to think about how we might create our own map of our school grounds, with information about the plant and animal life we find out there. Children could work in teams, or individually to make a picture, build a map with natural materials, or use a printout from Google Maps, adding details of what they find. As they work on this, they have to work out how to place the items accurately on the map. They are thinking as mapmakers without even realising. Showing items on the map can lead to a discussion about creating a key.
The multi-disciplinary opportunities to build in maths, literacy in many languages, and art are endless with a lesson like this. We will definitely be doing this in Senior Infants this year.
-
Hi Irene
Welcome to the course. It was great to hear your thoughts on the Curious Minds framework in Module 1. Starting with a map of the local bog would be very engaging, as you have mentioned, this is an area that the learners are familiar with. This would be ideal to eplore the locations of birds and plants in the bogs through the pins on Google Maps.
I like how you have considered multiple ways for the learners to show their learning whether to draw a map using pictures or create one with natural materials when they are creating their own maps of the school grounds. It would be a lovely explorative lesson in senior infants.
Thanks for sharing, I hope you enjoy the course.
-
I really like how you have connected the GeoHive Story Map to something familiar in the children’s local environment. Using the local bog as a starting point would make the lesson much more meaningful and engaging for Senior Infants. I also like the idea of the children creating their own map of the school grounds and thinking about where to accurately place the plants and animals they discover. The use of a key is a great way to introduce an important map-making skill in an age-appropriate way. I agree that this activity provides so many opportunities for cross-curricular learning, particularly through maths, literacy and art. It would be a lovely hands-on activity that encourages children to explore and investigate their own surroundings while developing their understanding of maps.
-
-
For younger classes , I’d plan a simple, active map-making lesson focused on mapping out the school and the grounds.
We’d start indoors talking about maps, before heading outside. The children would gather natural materials—stones, leaves, twigs, pine cones—and use them on the ground to create a large collaborative map of the yard and school building. Each group could represent different features (a line of twigs for a path, leaves for the grass area, stones for the building).
Back inside, we’d photograph their nature maps and compare them with Google Maps or GeoHive on the interactive whiteboard, zooming in on our school so they can spot the same places from above. The lesson could finish with the class drawing a simpler version of their map on paper, adding a few symbols that the class have agreed on together.-
Hi Shane, I love the idea of gathering natural materials such as pinecones, twigs and stones to create a physical map with the pupils. I think this would be such a fun and engaging way for children to develop their understanding of maps through play and hands-on learning. Learning through play is so important for younger children, and I look forward to incorporating some of your ideas into my teaching with my pupils in September!
-
-
-
For a younger class, I would begin the lesson by using the picture book ‘Rosie’s Walk’ as an engaging introduction to map making. I would read the story aloud and encourage the children to follow the journey that Rosie the hen takes around the farmyard. We could discuss the different places and landmarks that Rosie passes and consider how we could represent her journey on a map.
I would then ask the children where they have seen maps before, such as treasure maps, Google maps when travelling in the car, or maps used when visiting places such as the zoo or pet farm. This would help the children make connections between the lesson and their own experiences.
Next, I would use GeoHive on the interactive whiteboard to explore a map in our local area. I would encourage the children to identify familiar places and landmarks, such as the school, local shops, parks or roads. We could discuss how symbols, colours and labels are used to represent different features. Finally, the children could work individually or in pairs to create their own simple map of a familiar place, using symbols and a key. Google Maps could then be used to compare their maps with a real-life map of the area.
-
Hi Edel,
Welcome to the course. I love the picture book Rosie’s walk and this would be a very engaging introduction to map making in a junior class. This is a lovely introduction to maps and exploring what the learners know about maps.
I like how you plan to explore when the learners use maps and incorporate play based learning such as treasure maps. You could also consider having maps of Dublin Zoo on the board or have copies for the learners to explore too.
These are great introductions to and time to explore maps which will then help as they create their own maps. Creating a map of a familiar place would also be very engaging as they choose their own symbols and key.
Thanks for sharing, I hope you enjoy the course.
-
-
For younger classes, I would begin a map-making lesson by discussing maps and asking pupils what they think maps are used for. I would show a simple map of the school or local area and identify familiar features such as the school, roads, houses and playground. I would then introduce basic map skills, including using symbols, a key and simple directions. Pupils could work together to create a map of the classroom or school, using drawings and symbols to represent important features.</p>
To incorporate digital tools, I would use Google Maps to explore the school and surrounding area from an aerial view. Pupils could identify familiar landmarks and compare the digital map with their own maps. GeoHive could also be used to explore maps of Ireland and introduce pupils to different types of maps. This combination of practical and digital activities would develop pupils’ spatial awareness and make map-making meaningful and engaging.-
I like the idea of starting with the classroom or school, as it gives younger children a familiar place to base their map on. Comparing their own maps with the aerial view on Google Maps would be really interesting too and would help them understand how the same place can be represented differently.
-
-
I could use online datasets alongside data collected from our own school environment to make maths more meaningful and connected to real life. My 2nd–4th class could investigate our polytunnel, playground and pitch by recording temperature, rainfall, shade, plant growth or how quickly the pitch dries after rain. They could represent and analyse this data using tables and graphs and compare their findings with online Earth observation data.
This links strongly to STEM as pupils use maths and science to investigate real questions, technology to access data, and engineering to think about possible solutions. Climate Detectives would provide a great context, allowing pupils to become “detectives” in their own school, identify patterns and investigate how weather and climate affect their environment. 3D mapping using raw materials from around the school is definitely a lesson I will be doing with my class
-
Hi Geraldine,
This sounds like a really great way to use data in Maths while connecting it to pupils’ own school environment. I really like how you would combine online datasets with data gathered from the polytunnel, playground and pitch, as this would help pupils see that Maths is not just something in a textbook but a tool for investigating real-life questions.
The Climate Detectives link is very strong here. Giving pupils the role of detectives would make the learning purposeful and engaging, especially as they investigate patterns in temperature, rainfall, shade, plant growth or how quickly the pitch dries after rain. These are all very relevant questions that pupils could observe directly and then compare with wider Earth observation data.
Thanks for sharing, and hope you enjoy the course.
-
-
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 use the outdoor mapping activity with my class to explore the school grounds in a more practical way. We could first walk around the grounds together and then, in small groups, create a simple map of the area. The children could add different layers to show things like trees, grass, buildings, paths, play areas and different types of surfaces.
When we return to the classroom, we could look at the same area on Google Maps or GeoHive and compare it with the maps we made ourselves. I would ask questions such as: Where are most of the trees? Which parts of the school have the most green space? Are there areas that are mainly concrete or tarmac?
This could also link easily with Maths by counting trees, measuring distances and creating graphs based on what we found. I think the practical element would make the mapping work more meaningful for the children.-
Hi Adrian,
This sounds like a lovely mapping lesson. I like how you would begin with a walk around the school grounds, as this would help pupils connect the map-making activity with real observation and familiar places.
The idea of creating different map layers is very strong. Mapping trees, grass, buildings, paths, play areas and different surfaces would encourage pupils to look more closely at how their school environment is organised. It could also lead to great inquiry questions around green space, biodiversity and how different areas of the school are used.
I also like how you would compare the pupils’ own maps with Google Maps or GeoHive back in the classroom. This would help them understand how maps represent places in different ways. The Maths links are very natural too.
Hope you enjoy the rest of the course.
-
I really like the practical approach you have taken. Allowing children to create different map layers would make the activity engaging and meaningful. Comparing their maps with Google Maps and GeoHive would also help develop observation, mapping and digital skills while linking naturally with Maths.
-
-
I would use Johnstown Castle, Wexford, and the nearby Teagasc research facilities as a local scientific heritage site. Online tools such as Teagasc soil maps, GeoHive, Met Éireann weather data, and biodiversity databases can provide information about soil types, land use, weather, plants and animals in the area. This information could be used to create an interdisciplinary local studies project. In Science, pupils could investigate soil composition, plant growth, biodiversity and the impact of weather on the environment. In Geography, they could examine maps, land use, drainage and how the landscape has changed over time. Mathematics could be incorporated by collecting and graphing rainfall, temperature or soil data. In History, pupils could investigate the development of Johnstown Castle and the history of agricultural research at Teagasc. English and Art could involve recording observations, writing reports and creating maps or nature journals. This would make local learning practical, relevant and connected to the community.
-
Planning and conducting lesson for younger classes:
I would begin with places that are familiar to the children, such as our classroom, playground and school. We could explore the school together and discuss where things are using simple positional language. Back in the classroom, we could create a simple map together using pictures, symbols and colours, deciding what should be included in the map key. I would then use Google Maps to show the children an aerial view of our school and local area, helping them make connections between their own map and a real map. GeoHive could also be used to introduce a simple map of Ireland and locate where we live.
-
I really like how you have connected map making to places that are familiar to children. Starting with the classroom and school makes the lesson meaningful and accessible. Using Google Maps and GeoHive would also provide a great visual experience, helping children understand how their simple maps relate to real maps and their local environment.
-
-
I loved this module and the idea of mapping. I think, particularly with younger classes, the idea of going for a walk and then using eco-friendly materials to create a map of the walk is such a lovely idea.
I loved how the different materials represented the different aspects of the walk so clearly. It was lovely to see the walk mapped out in the LEGO model, including the houses where the walk started, the river, bridges, trees and flowers. Comparing and contrasting the two maps would be a great discussion, as different materials may appeal to different children.
I think it would be lovely to plan a lesson where younger children map part of the school grounds or a nearby walkway. I would use the video alongside GeoHive to help children understand how real maps represent their local area. Children could then create their own maps using a variety of eco-friendly materials. Finally, they could compare each other’s maps and discuss the different materials and features represented.
-
I completely agree with you, Dervla. I think the idea of taking younger children on a walk and then creating a map using natural and recycled materials would be a really engaging activity. It would give the children a chance to learn about maps in a practical way rather than just looking at them on a page. I also like the idea of using different materials to represent features such as trees, rivers, roads and houses. It would be interesting to see how each child interprets the walk differently and chooses different materials to represent the same features. Using GeoHive alongside the activity would also be a great way to show children how their own maps compare to real maps. I think the final discussion would be really useful too, as children could explain their choices and learn from each other’s ideas. Overall, it sounds like a fun and creative way to teach mapping skills.
-
-
For younger pupils, I would introduce map making by starting with places they know well, such as their classroom, school or local area. I would first discuss the purpose of maps and ask pupils to identify familiar features, including roads, buildings, playgrounds and parks. A short walk around the school grounds would allow pupils to observe important landmarks and think about how these could be represented on a map.
Back in the classroom, I would demonstrate how to draw a simple map using symbols, labels, colours and a key. Pupils could then create their own map of the school or a familiar route, either independently or in pairs. They could also explain the route from one point to another using directional language.
Online resources could make the lesson more interesting. Google Maps could be used to view the school from above and compare the real image with the pupils’ maps. Geohive could introduce pupils to maps of Ireland and help them locate counties, towns and other geographical features. This would make map skills practical, visual and engaging.
-
Hi Patricia,
Welcome to the course. I really like how you would begin with familiar places such as the classroom, school grounds and local area, this will help the students understand maps through spaces they already know and can talk about confidently. The school walk is a great way to support observation skills and help pupils notice important landmarks, routes and features before representing them on a map. Demonstrating symbols, labels, colours and a key would also give pupils a clear structure before creating their own maps independently or in pairs.
There are also lots of lovely cross-curricular links here, with the history of maps or looking at maps aross different cultures. Maps can be great art and design projects. I also like how you would use directional language when pupils explain routes, as this links very naturally with Maths and Geography.
Hope you enjoy the rest of the course.
-
-
For my Autism Class, with children from 3rd to 5th class, I would adapt the hands-on mapping activity to focus on our school grounds. This would provide a sensory, practical experience while allowing the activity to be adapted to different abilities and levels of understanding. We could begin by exploring the school grounds and creating different map layers based on what we find, such as plants and trees, different surfaces, playground equipment, gates, carparks, quiet areas and noisy areas. We could ask questions such as: Where are the quietest areas? Where do we find the most plants? Which areas are busiest? Are there areas that are sunny or shaded?
Back in the classroom, we could use Google Maps or Google Earth to view the school from above and compare this with our own observations. Where appropriate, children could also explore digital mapping by adding simple markers or symbols to a digital map to show different features around the school. Photographs taken during the walk could be used alongside these digital maps to help children make connections between the real environment and its representation.
Children could then create their own final maps using symbols, photographs, natural materials or LEGO. Their special interests could also be incorporated to make the activity more engaging and meaningful. This would combine sensory exploration, technology, communication, problem-solving and creativity in an accessible way.
-
For a younger class, I would keep a map-making lesson simple, practical and fun. I would start by talking about maps and asking the children what they think maps are used for. We could look at a simple map of the school or local area and identify things they recognise, such as roads, houses, parks and rivers. I would then introduce basic map skills, like using symbols, a key and simple directions such as north, south, east and west.
The children could work in pairs to create their own map of the school or an imaginary town. They could draw different features and make a key to show what each symbol means. To bring technology into the lesson, I would use Google Maps to show the children an aerial view of our school and compare it with their own maps. Geohive could also be used to explore maps of Ireland and find different towns, counties and geographical features. This would make the lesson more interactive and help children see how maps are used in real life.
-
-
Hi Jennifer,
Welcome to the course. This sounds like a lovely, clear and age-appropriate mapping lesson for younger pupils. I really like how you would begin with a simple discussion about what maps are used for and then connect this to places children already recognise, such as roads, houses, parks and rivers. Starting with the familiar would help pupils build confidence before moving into new mapping skills.
The pair work element is also great, as pupils can talk through their ideas while creating maps. Using symbols, a key and simple directions such as north, south, east and west would introduce important mapping language in a practical way.
I love the suggestion of mapping an imaginary town. You could even use a fiction book you have been reading for this, and get students to do a map of the town in the book. It sounds like a really fun and creative way of introducing maps.
Hope you enjoy the rest of the modules.
-
-
For a younger class, I would introduce map making by focusing on places the pupils know well, such as their classroom, school grounds or playground. I would start by asking the children what they think a map is and why we use maps. We would then look at some basic map features, including symbols, colours, labels and simple directions. Working in pairs, pupils could create their own map of the classroom, using pictures or symbols to show where different objects are located.
I would then introduce Google Maps and allow the children to explore an aerial view of their school and surrounding area. This would help them recognise how a map can show a real location from above. GeoHive could also be used to explore simple maps of Ireland, such as county maps. Using these digital resources would make the lesson more engaging and help pupils develop their understanding of maps while building their digital and geographical skills. -
Hands-On Mapping Activity: Investigating Our School Garden
I would use our new school garden as the basis for a hands-on STEM mapping activity. The purpose of the lesson would be to investigate what flowers and vegetation might be best to plant in the garden and why. Rather than viewing mapping as an isolated activity, the children would use maps and different layers of information to investigate a real question within their own school environment and ultimately make informed decisions about what could be planted.
I would begin by showing the children a video from The Heritage Council on creating a 3D map. Then, in context of our school garden, I would pose the following question: ‘What currently grows in our garden and where does it grow?’ I would follow this up with a walk around the school garden to observe existing vegetation. They could take photographs of how the garden looks now, consider how it looked previously and how it might look in the future. This information could form an existing vegetation map layer. Initially, the children could create a map; allowing them to choose different ways; including a drawn 2D map, a 3D map using materials such as stones or LEGO, or a digital map, provides the opportunity for students to exercise choice within the context of their learning and increases student engagement and ownership.
The lesson would progress to cover the following questions:
‘Where is the light?’
The children could investigate which areas of the garden receive the most light, creating a sunlight map layer. A free light-meter app could be used to collect information. This is an important example of how my approach to technology within STEM has developed. Rather than technology being used as a separate activity or simply to practise another subject, it becomes a tool that helps the children further their investigation and answer a question.
‘What is the soil like?’
Soil depth and type could be investigated and recorded as another layer of information. This would create an opportunity for the children to research what specific conditions particular plants require. They could consider why particular flowers or vegetables might grow well in one area but not another and use the information they have collected to inform their thinking.
‘What do pupils want?’
The children could investigate the preferences of other pupils in the school through different types of surveys. A digital survey would provide an opportunity to use technology as a research tool, while a written questionnaire would incorporate literacy skills. The results could then be represented through hand-drawn charts and graphs, creating another form of data that could be considered alongside the physical characteristics of the garden.
And finally; ‘What should we plant?’
Rather than simply choosing their favourite flowers or vegetables, they would use the different layers of information they have gathered to research which of the suggestions are viable and record the reasons why. Their final map could therefore represent their interpretation of the evidence and show where different plants might be suitable within the garden.
This layered approach would allow the children to see that a map can contain and communicate different types of information. Poly pockets and markers could be used to create transparent layers, with a grid drawn onto the poly pocket. By placing the different layers over one another, the children could begin to identify relationships between the information they have collected. For example, they could consider the relationship between sunlight, soil conditions and existing vegetation when thinking about where a particular plant might grow best.
Differentiation would also be incorporated through the success criteria. For a child with fine motor difficulties, success could be demonstrated through the creation of the map and placement of its components. For a child with lower levels of engagement, an accurate depiction of the area and an appropriate key could provide a clear and achievable goal. For a higher-achieving child, expectations could include the use of scale, an accurate and useful key, and the creation of different representations of the same area, such as digital, 3D and 2D maps.
Throughout the lesson, I would also develop the children’s STEM vocabulary through a project book or STEM notebook, creating their own dictionary of new words as they encounter them. This would support the literacy element of the investigation while also helping the children to communicate their scientific and geographical thinking.
The investigation would therefore move from questioning and observation, to mapping and data collection, to interpretation and decision-making. The different map layers would allow the children to combine information from across the curriculum rather than treating Science, Technology, Engineering and Mathematics as separate areas. Following the lessons above, I would invite my friend James in to talk to the class as he works in the area of mapping and data collection using drones. In my lesson, the children would be using this knowledge to investigate a real problem within their own school environment and contribute to decisions about the future of their school garden. It could even become part of our green schools initiative this year. -
For the mapmaking lesson with a younger class, I would begin by bringing my class on a walk around the school grounds which are quite large. I would ask them to note any features of significance such as flowerbeds, trees, light poles etc. we would then go back to the classroom where we would examine an overhead view of the school on Google Maps. I would have a sample printed out for each group and ask them to circle in marker the different features that we met on our walk. I would then give the students out their own blank map with the outline of the school and ask them to create a map of the main features that we would’ve met. There is also nice scope for freedom at the end of the lesson. You could work on cardinal points and ask the students to go from x to y and to say what directions they are going in or ask them to draw their dream features on their map that the school would have. You could ask the students to present their ideas and we could pick 3 favourite improvements foe the school to bring in front of the green schools committee.
-
Maps with the younger classes (1st/2nd class)
Begin by eliciting and revisiting prior knowledge through questioning and looking at examples of maps. Some curious questions I would elicit from the children include:
What are maps? WHere have you seen one before?
Are there different types?
Do we need them? Why?
Do we use them? When would you use one?
How do we use a map? (Use of keys/ symbols, directions/ positional language, birds eye view, etc.)
These above questions could be complimented with visuals and samples of actual maps. Having a small collection of simple maps for the younger children to physically hold and discuss in partners would be useful. we receive maps when visiting pet farms (especially local ones), the zoo, Birr Castle etc. The children could work in pairs and prepare directions around different starting and finishing points on such little maps. Perhaps a guessing game to ignite interests as children follow directions from each other to find out a particular location on the map. It would be essential to talk about the use of symbols, etc. too.
A series of mapping lessons would be essential for the children to gain a fuller meaningful understanding and appreciation of maps and mapping. There are some lovely extension ideas to harness the learning;
Create a map of the classroom together as a whole group
Using maps of the class /school as treasure maps
Using lego to create a map of the school / local area and lego figures to playfully interact with the map.
Observing the local school ground/ area and collecting natural items to represent the area on a 3D map (twigs for trees etc.) to create offers a meaningful encounter for children as highlighted in Una Halpins work.
The use of Google maps as a comparison tool would allow us to introduce the children to mapping in digital technology as we compare digital mapping with our own creations. GeoHive would also allow us to look at local landmarks too.
-
As a SET teacher supporting 1st and 2nd class, I would use the CSO’ Ireland’s Top Motors dataset because many children in my groups are very interested in vehicles. I would aim to explore the most popular car makes in Ireland and use the information to create simple bar charts or pictograms. Students could compare which car brands are the most and least popular and answer questions on the findings. We could then continue to collect our own class data on favourite vehicles and compare with the national results. I feel using a topic that interests the students would encourgage more engagement while helping them develop their skills in collecting, organising and interpreting data. It would also show students that maths is used in everyday life to collect information, analyse it and make comparisons.
-
Hi Orla,
Welcome to the course and thanks for sharing your response. This sounds like a really engaging way to use real-world data in Maths. I really like how you would use the dataset to create simple bar charts or pictograms and ask pupils to compare the most and least popular car makes. Collecting your own class data on favourite vehicles is also a great idea, as pupils could then compare their small classroom sample with the national data.
This would help children develop skills in collecting, organising, representing and interpreting data in a meaningful way. It is also a lovely example of using pupils’ interests as a gateway into Maths and real-world data.
Hope you enjoy the rest of the course.
-
-
Module 2:
For a map-making lesson with 3rd class, I would start by taking the children outside the school. We could walk around the school grounds and look at the different features. These could include trees, buildings, paths, gates and playgrounds. The children could make notes or simple drawings of what they see.
Back in the classroom, we could talk about what we noticed. I would show the children the same area on Google Maps. We could look at the aerial view and compare it with what we saw outside. This would help the children understand a bird’s-eye view.
The children could then make their own maps of the school grounds. They could use simple symbols and create a key. We could also use a compass to practise directions such as north, south, east and west. For example, we could ask, “What is north of the playground?”
This lesson would make map work practical and enjoyable. It would also develop teamwork, observation and spatial awareness.
-
or younger classes, I would introduce map making through a familiar area, such as the school and its surroundings. I would begin by discussing what maps are used for and identifying common features such as roads, buildings, parks and landmarks. I would introduce simple concepts including symbols, a map key, direction and scale. Pupils could then work in pairs to draw a map of the school grounds or a familiar route, using their own symbols and creating a clear key.
I would incorporate Google Maps using an interactive whiteboard to explore the local area. Pupils could identify familiar landmarks, compare distances and discuss different routes. GeoHive, Ireland’s national geospatial data resource, could also be used to examine aerial images and local geographical features. Pupils could compare these digital maps with their own drawings and identify similarities and differences.The lesson would develop pupils’ spatial awareness, observation and basic digital mapping skills in an engaging and practical way.
-
The use of ICT is highly encouraged in our school and benefits all children, some more than others. There are great resources online which can be used by pupils to gather information about plants, animals and soils. Videos included in this module like ‘How to make a Biodiversity map of your garden’ and worksheets like the garden map challenge can all be used in lessons as stimulus and assessment activities. There are also great websites that name plants including ‘Vocabineer’ which lists 100 common plants with pictures. We are lucky enough to have a school garden in our school with a range of plants and a man made pond. There are so many opportunities to teach across the curriculum with examples being Science; investigating the life cycle of the plants, Maths; creating a bar chart or pie chart as part of a data lesson based on how many of each different type of flower is planted in the school garden or Visual Art; pupils can draw the different flowers as part of a project and/or design a map of the garden which can also incorporate ICT.
-
There was a wide variety of ideas and resources given in this module for younger classes and map making. For a younger class I would plan a lesson around mapping a familiar area such as the school playground. To begin the lesson I would show the pupils a map and create a discussion about what they are and what they are used for. I like the heritage video and that could be used at the start of the lesson for inspiration and motivation. The class would then go for a walk around the area and notice everything that they see. On the walk pupils could collect materials to use when making their maps such as twigs, leaves or stones. Upon returning to the classroom, the children would work in group to create a map of the area explored. Children would be encouraged to use materials collected on the walk. Each group could take turns presenting their maps to the class, highlighting the different elements and features they mapped in the school yard.
-
Hi Kelly,
This sounds like a lovely, practical mapping lesson for younger pupils. I really like how you would begin with a discussion about what maps are and what they are used for, as this would help activate pupils’ prior knowledge before they begin creating their own.
Using the school playground as the focus is a great idea, as it is a familiar and manageable space for younger children to observe closely. The walk around the area would encourage pupils to notice key features, and collecting natural materials such as twigs, leaves and stones would make the map-making activity very hands-on and creative.
The group work and presentation element is also great, as pupils would have opportunities to discuss, collaborate and explain their thinking. You could also extend this by introducing a simple map key or by comparing the pupils’ maps with an aerial image of the school on Google Maps or GeoHive.
Hope you enjoy the rest of the course.
-
-
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 done a similar lesson before. We first did some background work on the book ‘Handa’s Surprise’, a beautiful storybook that can be useful in identifying a ‘pathway’ or map to children.
We mapped out the locations or points as per the story as a whole class. The children then pasted pictures of the story in order, similar to a basic map.
From here, we used Google Maps to view our town. We discussed aerial and birds eye view as relevant vocabulary. We looked for obvious spots in our town (the river, the church, our school, the shopping centre, etc.) and tried to place ourselves and get a sense of perspective.
From here, the children talked about their walk to school and different landmarks they would pass on their way. The children then drew a map of their walk/drive to school. It was so interesting to see how they viewed the big world around them!
The children then shared within their groups their different journeys. Some children elected to show the whole class. They all enjoyed sharing their different journeys and maps, comparing and contrasting – “I see that shop too!” Or “My mam brings me this way..”.
There was lots of room for extension within the tasks where some children could be encouraged to label their maps, some children drew keys and some children really grasped the aerial view look of buildings and landmarks!
-
Hi Caitriona,
Thanks for sharing this lovely approach to the map making activity. Using the story Handa’s Surprise as a prompt is a great idea, as it sparks curiosity and play from the outset. The progression from mapping the story, to exploring the local town on Google Maps, to drawing their own journey to school is lovely. It helps pupils move from an imaginative context into their own lived experience, which makes the learning much more meaningful.
I also like how you introduced vocabulary such as aerial view and bird’s-eye view in a practical way by looking at familiar places in the town. There is great differentiation here, with some pupils sequencing images, others labelling maps, adding keys or beginning to understand aerial views. A really rich lesson overall.
I hope you enjoy the rest of the course.
-
-
For Junior Infants, I would begin by asking the children what a map is and what we might use one for. We could then take a short walk around the school, stopping at familiar places such as the classroom, yard, office and school gate. Back in the classroom, I would ask the children to help me create a simple map of our journey using photographs, drawings and symbols. We could discuss questions such as, “What did we pass?”, “Where was the yard?” and “How could we show this on our map?” I would then use Google Maps to show the school from above and compare it with our map. The children could identify familiar features and discuss why the two maps look different. This would develop spatial awareness and observation while linking Geography with Maths, oral language and digital learning.
-
For a junior class, perhaps Senior Infants/ 1<sup>st</sup> Class, we would do a bird’s eye map of our classroom. We would look to see where the teacher’s desk is, what shape it is, and then other desks and chairs in the classroom. We could include doors and other key places in the classroom e.g. if there are toilets, a nature table etc. We could draw this on either a large piece of chart paper or on an interactive whiteboard/panel. The children could then help to place an icon where the particular object/feature might go on our map. Taking this outside, the children at this age may not be fully familiar with all the rooms of the school or where teachers are. From standing outside our room, we could point at where the various classrooms are and then upon returning to the classroom, we could overlay the names of the various teachers on an aerial photo of the school from the likes of Google Maps. We could look to see where ‘North’ is and include that on our printed map. Taking more of a walk around the school, we could identify other features e.g our polytunnel, vegetable patch, forest, playing pitches etc.
-
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 teach 1st, 2nd and 3rd class and I really loved the idea of making a 3D map of the school grounds, or the local village in which I teach. I would begin by showing the heritage council video by Una Halpin about creating a 3D map as a prompt to the children. I would then illicit their own ideas of how they could make a 3D map. I would then scaffold and help the children plan what they need to look out for and how to approach our mapping walk. I think for my class I would ask them to work in small groups or pairs, as I have plenty who will benefit from the peer tutoring. I would definitely use Google maps and Google streetview to help but I think I would only use these after we’ve done our mapping walk. I’ve often tried to do map drawing before in the past with the children and I’ve found they’ve really struggled with it. I think a 3D map will be much easier for them to visualise. I would use Google maps to ask the children to check the details they’ve included, along with streetview to check shapes and sizes of things.
-
- You must be logged in to reply to this topic.