Geography – Project – Interpret a map, create a map.

Target learning

Achieve the mapping requirements of KS1 or KS2 for the UK National Curriculum.

KS 1

• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right] , to describe the location of feature s and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

KS 2

• use the eight points of a compass, four and six – figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
• use fieldwork to observe, measure , record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Equipment

Students have tablets with detailed map and compass apps, a camera and an app to capture notes and comments.

Pre-project presentation in class

• What is a map – show satellite and map versions of same location
• Illustrate the concept of symbols representing physical objects in a standardised way – show on electronic map
• Compass directions/map orientation
• Scale – how the map represents distance

Project

Best located where there are a variety of features within a small area. e.g. in a country village

• Provide an electronic map without symbol key but with location indicator
• Provide an electronic compass
• Provide numbered tags on the map at certain locations – e.g. a road junction, a railway station, a hill, a church with tower, a river, parkland etc – but without naming them.
• The pupils orient the map, then navigate using the map to each location, following their progress with the location indicator and making decisions on navigation. They photograph and describe each location and link it to the symbol on the map. They try to interpret how the map shows physical objects – hills/contour lines, bridges over, major and minor roads, footpaths.
• The pupils pace out a distance on the map to try to demonstrate scale.

Feedback in class

Pupils describe what they saw and what the map showed for each object. They are encouraged to interpret and analyse:

• Which road has priority (major roads and minor roads)?
• Does the map give permission to enter (does it show no entry signs, private property)?
• Is the map up-to-date (maybe a building has been demolished)?
• How steep is the hill (contours and spacing)?

Group work in class

• Draw a map of the location of the school showing buildings, roads, special features, neighbouring buildings or land

Fit with Bloom’s taxonomy