Australian Curriculum Year 5

Australian Curriculum Year 5 ACMMG113 - Use a grid reference system to describe loca4ons. Describe routes using landmarks and direc4onal language. General Capabili4es - Using spa4al reasoning This element involves students in making sense of the space around them. Students visualise, iden4fy and sort shapes and objects, describing their key features in the environment. They use symmetry, shapes and angles to solve problems in authen4c contexts and interpret maps and diagrams, using scales, legends and direc4onal language to iden4fy and describe routes and loca4ons. In developing and ac4ng with numeracy, students: visualise 2D shapes and 3D objects interpret maps and diagrams. Key Ideas What is a map? A representa4on, usually on a flat surface, as of the features of an area of the earth or a por4on of the heavens, showing them in their respec4ve forms, sizes, and rela4onships according to some conven4on of representa4on: compare aerial views of maps with grid referencesncreate a grid reference system locate objects and describe routes from one object to another using grid reference system iden4fy and use direc4onal language including compass points use scale, direc4on and coordinates on maps Context for Learning - Real life experiences: The purpose of this MAG is to ensure that students understand that the purpose of map grids are to specify loca4on and direc4on. They will learn how to use a compass to determine direc4on and how to read and interpret scale on maps. The MAG is divided into 3 concepts - 1.Grid References 2.Direc4on 3.Scale Ac4vity Process: Introduc4on The purpose of this ac4vity is to establish a real life context for this concept Tell the class - You have ordered a pizza home delivery and the driver is new to the area. You have to explain to him over the telephone where your house is. He may or may not have access to a street map, but you need to say where your house is. Ask students for responses. Determine the level of understanding through the language of direc4on used. Add direc4onal language to a chart for future reference. Discuss how difficult this task is without direc4ons which are referenced to a map to follow. You could give the students the following example also Show students image 1 and ask them how they could verbally explain the loca4on of the red oval to someone over the telephone who cannot see the image. From student sugges4ons, draw out the idea that distances could be marked horizontally and ver4cally, and we could use the resul4ng array (as in Image 2) to say where the red oval is. Resources FISH local street directories maps/atlases ippads grid paper Compasses Vocabulary grid, loca4on, direc4on, reference, alphanumeric, north, south, east, west, leu, right, point, landmark, up, down, clockwise, an4clockwise, degree, turn, route, maps, compass, compass rose, column, row, coordinates, angle, scale, mul4ply, ra4o, Cartesian plane, Cartesian co- ordinates, point, ordered pairs, topographical 1 2

We could say that the red oval is in the second column from the leu and that it is in the third row from the top. Observe that it would also be helpful to label the rows and columns, so everyone can work out which one is intended. Note that real maps have a grid with labels (Image 3) Source hzp:/ /bit.ly/1bimsxk Ac4vity Process: 1 - GRID REFERENCES The purpose of these ac4vi4es are to establish the use of grid references to locate and give direc4ons. Play Find the Shape to illustrate to learners that using a map with a grid would help the pizza delivery scenario and make it easier to give direc4ons. Divide learners into pairs and number them 1 and 2 for easy reference. Ask each member of the class to draw a grid with grid references. Explain if necessary how to reference a grid. Number 1 draws shapes on their grid and then describes it to their partner number 2 using only grid references. The partner draws the shapes in the respec4ve cells according to the described grid references. Alternate roles and repeat. Examples of descrip4on: draw a green circle in B4. Teacher anecdotally will be listening and looking for: Expressive use of and recep4ve understanding of basic loca4on and direc4on concepts Expressive ability to give one, two, three or more step direc4ves Recep4ve ability to follow one, two, three or more step direc4ves Ac4vity Process: Mystery Picture Discuss the term Ordered Pairs. Ordered pairs are 2 numbers wrizen in a certain order, usually in brackets. This is relevant to using grid references as the x- axis (horizontal) is wrizen first and the y - axis (ver4cal) is second - eg. (12,5) means 12 on the x axis and 5 on the y axis. It is used to determine a definite point on a map or grid. This is also known as Cartesian Co- ordinates. Use the following link for a demonstra4on on the IWB. hzp://www.mathsisfun.com/data/cartesian- coordinates.html Play Interac4ve Cartesian Points hzp://www.mathsisfun.com/data/cartesian- coordinates- interac4ve.html Prac4se using Grid references by comple4ng a Mystery Picture - for example hzp://www.superteacherworksheets.com/mystery- graph- picture/sailboat- easy- graph_wqwqd.pdf Using Street Directories (Ac;vity adapted from EdRugby Online Educa;onal Resource - Part 3 Using a Street Directory) Provide students with a copy of the street directory in the resource hzp://www.rugby.com.au/portals/18/files/teachers/classroomresources/edrugby/ EdRugby_Geeng_to_Game.pdf Ask the ques4on: What informa4on does this type of map provide? Some common responses may include streets, parks, roads, rivers and motorways. You may need to prompt students for addi4onal responses such as numbers, symbols, lezers, scale, a key and links to other maps. Discuss the features of the map with the class. Some suggested ques4ons may include: How do I know where a post office is? Can you find a fire sta4on? How do you describe the loca4on of the golf course? If I wanted to locate a feature precisely, how could I do that? Typical responses may include looking for the name on the map, look for symbols and use the key. Discuss each of the features men4oned, asking the class to suggest the purpose for each feature. Iden4fy the alpha- numeric grid as an example of one of the map features. Explain that the alpha- numeric grid helps the reader to find places on the map. Show students how to find the loca4on of the following on the map by reading the alpha numeric grid together. For example Stadium Australia is found at grid loca4on K1.

Ask students to record the grid references for the following features: Sydney Aqua4c Centre Lidcome railway sta4on Tennis Centre Paddy s Market Olympic Park railway sta4on Ask students to iden4fy the features found in the following grid loca4ons: M16 C16 L4 B5 Q5 Ask students to locate Myrna Road Homebush (Q16) and Stadium Australia (Telstra Stadium) (K1) on the map. Imagine a person walking from Myrna Road to Stadium Australia (Telstra Stadium). Trace the journey on the map using a pen or pencil. Record the direc4ons in a series of sentences, iden4fying landmarks and streets they would pass. For example: 1. Walk all the way to the end of Myrna Road (crossing Ada Avenue on the way) un4l you get to Newton Street. 2. Turn leu and walk un4l you pass a church on the right hand side, then turn right down Pemberton Street etc Ac4vity Process: Using Other Maps hzp://bit.ly/1nudisg Use this map of the Cairns Botanical Gardens to demosntrate on an IWB how to use grid references to find the loca4on of specific plant/flower species hzp://www.cairns.qld.gov.au/cbg/whats- on/whats- flowering Aerial Views Display an aerial photograph. Ask the students to try and draw a map for the area shown on the map. This can be done by simply looking at the photo, and reproducing the shapes onto paper in rela4on to the grid references, or by laying a piece of transparent film (OHP film) over the photo and tracing over the main shapes, using a suitable pen (which will not rub off). An example can be found here hzp://educa4on.usgs.gov/lessons/schoolyard/ MapSketch.html Google Maps can be used. Use the interac4ve whiteboard features to draw over the top of the map using the whiteboard pen tools. You could then compare this to the street map overlay, which Google provides. Inves4gate Topographical Maps where the land features are colour coded according to their height above sea level. Iden4fy on a chart the most common colour for: Highways and Roads Water Urban Areas Mountains Forest Areas Ac4vity Process: - DIRECTIONS The purpose of this ac4vity is to introduce the use of compasses and how to use them to give and follow direc4ons. Play North, South, East, West to determine if students have an understanding of the direc4ons. Show students where these direc4ons are in the classroom. Ask them to choose one and stand in that part of the room. Teacher calls out a compass point and those standing in that part of the room are out. Con4nue un4l only one student is leu. Using Compasses Students work in pairs or small groups depending on the number of compasses available. Groups stand in different parts of the room with a compass. Each group finds the direc4on of North and marks the direc4on on the floor using tape. By comparing results, note that the direc4on of north is the same for everyone (all the tapes should be parallel). This could be further verified by moving outside the classroom, preferably to a place where the direc4on of the tapes can s4ll be seen. Ask student how to iden4fy the direc4on of South, without using the compass. Repeat this for East with the compass and West without it. Giving direc4ons Next, focus on North, South, East and West in following instruc4ons. Suitable ac4vi4es would include: Students are given direc4ons to follow. For example, Walk 3 paces North, 3 paces East then 3 paces West. Where are the students now, compared to their star4ng point? (It is worthwhile drawing this on a map.)

Students write simple instruc4ons for others to follow and write direc4ons to get back to where they started. Students predict the direc4ons of objects in their classroom and outside, rela4ve to their own posi4on and check using the compass (e.g. I am about 20 giant steps (metres) south of the big tree.) AcKviKy adapted from hzp://www.educa4on.vic.gov.au/school/teachers/ teachingresources/discipline/maths/con4nuum/ pages/gridrefcompass30.aspx#a5 Make a compass rose using template hzp://www.montessoriprintshop.com/uploads/ GeoF- 100_Compass_Rose.pdf Ac4vity Process: SCALE The purpose of this ac4vity is for students to be able to calculate the distance between loca4ons using a simple scale. Watch hzp://www.quietyoutube.com/watch? v=wpir2aeyycu (Up tp 6.00) for an introduc4on to using scale on maps (Enjoy the accent!) Give students an atlas and find a map of Australia. Locate the scale and prac4se measuring from city to city. Demonstrate to students how to calculate the scale - using mul4plica4on. Students use a map of Europe (see link) They must plan a trip trying to visit as many ci4es beginning with different lezers as possible and record all distances travelled. Use the worksheet, map and PowerPoint in the link hzp://www.tes.co.uk/teaching- resource/reading- Map- scales- ac4vity- 6259783/ (need to register with TES Australia first - free). Students may like to work in pairs or groups for this ac4vity. Ac4vity Process: Extensions and VariaKons (DifferenKaKon) Play BaZleships - for instruc4ons go to WIkipedia hzp://en.wikipedia.org/wiki/bazleship_(game) Example of BaZleships game Solve a riddle using a grid here MATHEMATICS & ART: This mathema4cs topic can be linked to a Year 5 Visual Art Unit Where Land meets Sky Use hzp://sporkforge.com/imaging/grid.php to create a grid on a selected photo/image. Students then label the grid and use it to help them re- create the picture.

View hzp://aso.gov.au/4tles/documentaries/pain4ng- country/clip2/ This clip shows full- screen shots of Indigenous Australian pain4ngs that are maps of the ar4sts country or homeland. These pain4ngs trace the land s topography, but also contain personal history, mythology and the Dreaming tracks that crisscross this country. Aboriginal lawman Tjumpo Tjapanangka is shown talking about his land and demonstra4ng how he is able to find a living or perpetual waterhole. The clip shows that perpetual waterholes, which are essen4al to survival in remote regions, are recurring mo4fs in the pain4ngs. It includes examples of pain4ngs produced by Indigenous Australian ar4sts from the Warlayir4 Ar4sts Co- opera4ve at Balgo in Western Australia, and shows the Balgo ar4sts journeying back to their country. Contemporary Indigenous Resources should also be used for emersion. Learners should be asked How do you determine your country? Maingka Baker uses the tradi4onal Desert style of doeng as a basis for her work. Dots stand alone or are combined into lines, circles and pazerns. They fill the surface space completely. In her work Kura Ala she paints her country as seen from above. The whole work forms a grid of rectangles, each filled with a different pazern. Every mark is significant. Her view is referred to as bird s eye Digital Learning- Used for independent learning SCOOTLE RESOURCES: Posi;on: Using Compass Direc;ons and Co- ordinates - hzp://www.scootle.edu.au/ec/viewing/s5121/ index.html and accompanying worksheet hzp://www.scootle.edu.au/ec/viewing/s5121/pdf/ 32_Posi4on_5_06E.pdf Flash Maths for Middle Years - Crazy Co- ordinates - hzp://www.resources.det.nsw.edu.au/resource/ Access/ec794aa4-580f- 4567-8a57- e6319e5e48f9/1 (Note...this ac4vity has the students ploeng co- ordinates on the lines, not the spaces) Posi;on: Following Compass and Rela;ve Direc;ons - hzp://www.scootle.edu.au/ec/viewing/s5113/ index.html and accompanying worksheet hzp://www.scootle.edu.au/ec/viewing/s5113/pdf/ 23_Posi4on_4_01.pdf Numeracy Wrap: Find it Fast hzp://www.resources.det.nsw.edu.au/resource/ Access/82841e48- b4e4-4a50- bc7e- dcdcbbe6994e/1 Find objects on a grid given grid references or coordinates, locate places on a map with and without a grid, draw and label a grid on a map or plan. OTHERS: Hit the Coordinate hqp://www.mathsisfun.com/data/click- coordinate.html Find the ordered pairs on the graph - beginner levels up to hard. Ac4vity Process: Inves4ga4ons InvesKgaKon 1 Learning Inten4on - crea4ng a grid reference system for the classroom and using it to locate objects and describe routes from one object to another Students draw a scale drawing the classroom (birds- eye view) using grid paper. Students use grid references, prepare a key and add the scale. Create a set of instruc4ons to lead a friend through the classroom. Partner must draw the route taken to check if instruc4ons were accurate. InvesKgaKon 2 Learning Inten4on - locate objects and describe routes from one object to another using grid reference system Students use a street directory to find a significant landmark and write the direc4ons to get to it. Students give a partner their direc4ons and ask them to locate and iden4fy the landmark. InvesKgaKon 3 Learning Inten4on - use scale, direc4on and coordinates on maps Students use a street directory to plan a journey of about 10km. Students use a table to iden4fy the distance of each leg of the journey.

Australian Curriculum: Mathema4cs Assessment Task - Create a Treasure Map hzp://www.acara.edu.au/curriculum/worksamples/year_5_mathema4cs_porzolio_sa4sfactory.pdf Assessment- Demonstrated / Not demonstrated use alphanumeric grids to locate and plot features on a map? interpret and use direc4ons based on the eight compass points? interpret and use simple scales on a map read and interpret scales on maps to work out distances between loca4ons? use grid references or direc4ons to locate places on maps? use a variety of mapping skills to locate key features on a map? use grids and street names to describe pathways through maps? use scale and grid references when drawing maps of their own? Achievement Standard By the end of Year 5, students solve simple problems involving the four opera4ons using a range of strategies. They check the reasonableness of answers using es4ma4on and rounding. Students iden4fy and describe factors and mul4ples. They explain plans for simple budgets. Students connect three- dimensional objects with their two- dimensional representa4ons. They describe transforma4ons of two- dimensional shapes and iden4fy line and rota4onal symmetry. Students compare and interpret different data sets. Students order decimals and unit frac4ons and locate them on number lines. They add and subtract frac4ons with the same denominator. Students con4nue pazerns by adding and subtrac4ng frac4ons and decimals. They find unknown quan44es in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour 4me. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabili4es between 0 and 1. Students pose ques4ons to gather data, and construct data displays appropriate for the data. Background - Teacher Notes Map skills as literacy The skills needed to read and interpret maps are a part of visual literacy- a set of skills and habits of mind necessary to read images. Visual literacy means not just decoding an image but comprehending it- grasping the image s intended meaning, evalua4ng it and incorpora4ng it into other knowledge. A site for developing a greater understanding of map skills is hqp://www.learnnc.org/lp/edi;ons/mapping/ 6439 Using Street Directories - Street Directories help us to locate features such as streets, schools, churches, parks and they help us to find the route from one point to another. They are used in everyday life, par4cularly when travelling or visi4ng unknown loca4ons. Aerial View refers to view of the ground from above - birds- eye view, usually taken by a plane or satellite. Aerial view maps are commonly called topographic maps - topography being the study of the shape of the land. In Topographic maps, colours are used to depict the various forma4ons eg. water is blue, mountains are brown. This is directly related to the height above sea level of the feature. Map scale refers to the rela4onship (or ra4o) between distance on a map and the corresponding distance on the ground. For example, on a 1:100 000 scale map, 1cm on the map equals 1km on the ground. Interes4ng but strange Maps hzp://bigthink.com/strange- maps/673- nil- current- affairs- european- electricity- exports- and- imports Links to other MAGs topics and Learning Areas Angles, Measuring in cm/m, Geography - mapping skills Visual Art Year 5 Unit