Lesson video

Hello, my name is Ms. Chorekdjian, I'm so excited to be learning with you today.

I will be helping you with your geography lesson.

We're going to have such a great time learning together in this lesson.

Let's start our learning journey.

Welcome to today's lesson from our local area unit called Where Do We Go To School.

This lesson is called Describing Locations.

Today you'll be learning about and using locational language to describe where things are.

I have used some examples of locations from my school to help you think about your own school.

Some of the learning is brand new, but I'm here to help you.

This links back to previous learning you might have done exploring your school as a special place and using an aerial photograph to find key features of your school grounds.

I'm really excited to get started.

I hope you are too.

The key words we'll be using today are locational language, map and route.

We will be learning more about them throughout our lesson.

Let's do my turn, your turn.

Locational language, locational language.

Map, map.

Route, route.

Well done.

I want you to be using these key words throughout our lesson.

Every time you or your partner uses the key word, I want you to give yourselves a thumbs up like this.

These are the learning cycles we'll be working through together in today's lesson.

First, we'll be looking at what locational language is.

Then we'll be learning about how we use locational language to describe locations around our school.

And finally, we'll be looking at how we can describe routes on a map.

I'm really excited about today's learning.

Let's get started.

Locational language helps us describe where things are.

For example, if we use this picture, we can describe where some of the objects are.

Like the apple is on top of the books.

The pencils are in between the books and the blocks.

When might you use locational language? Think about this question as a group.

You can pause the video now and have a think.

Did you have a discussion about using locational language when you're trying to find something? That's good, well done.

That's exactly when we use locational language, where we're trying to find something and to describe where it is.

Locational language describes the location of something in relation to other places that you might know about already.

Here are some examples of locational language.

Next to, I can use this when I want someone to find something that is next to the reference object.

In between, I can use this when I want to find something that is in between something else or in the middle of two reference objects.

Far away, I can use this to describe if something is not close.

Above, this describes the location of something that is higher up than something else.

And finally, near, I can use this to describe something that's close.

All of these phrases and examples of locational language help to describe where an object is.

Let's see how we can use this language with an example in our classrooms. The cupboard is above the sink.

It's telling us where the cupboard is in relation to the sink.

Now using the sink as a reference point, we can say the soap is next to the sink.

If it's still hard to find the soap, we can then describe its location even more by saying the soap is under the paper towels.

If I want to find the other cupboard, I can use the reference point to the sink again and say the cupboard is below the sink.

If I'm looking for the colour pencils, I can say they are on top of the cupboard and that's the cupboard that I already found earlier.

And then if I'm looking for the bin to throw away my rubbish, I can describe its location by saying the black bin is in between the recycling bin and the sink.

The sink is already a reference object that I know about.

Pause the video and see if you can describe the location of any more objects in this picture or if you want to practise using locational language to describe something in your classroom.

Well done.

I'm sure you enjoy using locational language to describe the location of things in relation to something else.

It is time to check your learning now.

You can choose three of these answers.

Examples of locational language are A, above, B, below, C, table, or D, in between.

Pause the video now and have a think about this question.

Three examples of locational language are A, above, B, below, and D, in between.

Did you get that right? Well done if you got it right and you can give yourselves a thumbs up.

Let's move on with our learning now.

This is Barnaby Bear and he likes hiding around our school.

He's going to give us photo clues so that we can find him.

He'll be hiding in our school grounds.

This is where you get to link all of your learning about your school grounds and locational language.

We will describe where he's hiding in the photos using locational language.

Here is a photo that he sent us.

I can describe his location by saying, Barnaby is sitting above the cupboard.

In the next example I can say, Barnaby is sitting under the table in the art room.

In both of these examples, I've used locational language to describe where he is in relation to something else.

Let's look at more photos of Barnaby and more descriptions of the locations he's hiding in.

Can you see Barnaby here? He's sitting below the board.

And in this example, he's sitting in between the bench and the tree.

We've now had a practise at describing his location around our school.

It's time for your first task now.

You need to work in groups.

You need to hide Barnaby in the classroom and use locational language to describe his location to your friends.

Can they guess where he's hiding and find him? Remember to use language that describes his location in relation to something else.

Pause the video now and have a go at this task.

Well done.

I'm sure you had a lot of fun hiding Barnaby in your class and describing his location to your friends.

Were they able to locate him based on your description? Here's my example.

Barnaby is in the reading area, sitting on the chair next to the cushions.

There he is.

I found his location based on that description.

Good job, everyone.

Let's carry on with our learning for today.

Now we're going to think about describing locations around our school.

We can use different types of photographs to record the places that Barnaby hides around our school.

Here's an aerial photograph of my school.

Here's a photograph of Barnaby Bear in the playground.

I can describe his location by saying, he's sitting next to the slide.

Then I can use that locational language to locate him on my aerial photograph of the school.

He's in the playground.

There he is.

Here's another place that he's hiding.

He is sitting on top of the gazebo.

The gazebo is next to the outdoor gym and it's behind the shed.

Again, I can use that description of his location to find him on my aerial photograph of the school.

There's the top of the gazebo in the aerial photograph.

It's quite an easy shape to spot, and there he is.

It's now time for your second task.

You're going to go outside and work in groups and take photographs of Barnaby around our school grounds.

Then I want you to use locational language and describe his location to our classmates and friends.

Can they guess where he's hiding and find him? Pause the video now and complete Task B.

Well done for completing that task.

I think you worked really hard describing all the locations that Barnaby was hiding in around our school.

Here's my photograph and my description of his location.

Barnaby is in the playground sitting under the slide next to the ball in the cup game.

So I've described him using locational language in relation to other objects, and that's helped me to find him.

Good work, everyone.

Now we're on the final parts of our lesson today.

We're going to think about how we can describe routes on a map.

A map shows or represents an area.

This is an example of a map here.

Does it look similar to something you've seen before? This is a map of my school.

It looks similar to the aerial photograph of my school that I showed you earlier.

That's because it represents the same area that my aerial photograph did.

And there's a photo of my aerial photograph and the map side by side, so you can see it's the same area.

We can plot all the places that Barnaby was hiding in our school grounds on an aerial photograph or on a map.

You can see that I've plotted the same places on the map and on the aerial photograph with a blue cross.

This way, I can see all the places that he was hiding in, in my school grounds.

The locations on the aerial photographs are the same locations as on the map.

A route shows the starting points and the end points of a journey, sometimes with stops in between.

Here's an example of a route.

It has a start and an endpoint, and it has a few stops in between marked with a blue cross, just like the locations that had plotted on the previous slide that showed where Barnaby was hiding in our school grounds.

Geographers can follow or record a route on a map to find locations.

Here you can see I've joined all the crosses I had plotted before with some lines.

Just like this, we can create our route on our aerial photograph to show all the places where Barnaby was hiding around our school.

We can also create a route on our map to show all the places that Barnaby was hiding.

I've got a starting point and an end point and the stops in between.

Let's check our learning so far.

This is a true or false question, so you have to think carefully about this statement to see if it is true or not.

Geographers follow routes on maps? What do you think? Is that true or false? Answer the question now and pause the video.

It's true.

Geographers do follow routes on maps.

Well done if you got it right.

Give yourselves a thumbs up.

Let's think about why this is true and justifying our answer.

Which of these reasons supports why this is true? A, to find locations, or B, to hide from people.

Pause the video now and think about justifying your answer.

Did you say A? That's right, well done.

Geographers follow routes on maps to find locations.

Good job.

Give yourselves another thumbs up.

Here is a route of where Barnaby was hiding in our classroom.

It has a start point and an end point and stops in between.

It's now time for your final task of the lesson that links together all of your learning.

Use the photographs you took earlier to plot the locations that Barnaby was hiding on a map.

Join them together to form a route with a start point and an end point.

Use locational language to describe where he was hiding.

Pause the video and have a go at your final task.

How did you get on? Here's my answer to Task C.

I've plotted all the places that Barnaby was hiding on a map with a start point and an end point and all the stops in between.

Here's the locational language I've used to describe where he was hiding.

Barnaby is sitting on top of the gazebo.

Barnaby is sitting next to the slide.

Barnaby is sitting in between the bench and the tree.

Barnaby is sitting under the slide.

Barnaby is sitting above the shed and I have all of the photos that match where he was hiding as well.

Does your learning look similar? Well done.

You've worked really hard today and you've learn a lot about locational language, maps and routes.

We've now come to the end of our lesson.

Let's just go through a summary of all of the learning that we've completed together today.

We've learn that locational language describes the location or place of something in relation to something else.

We've learned that a map shows or represents an area, and we've learned that a route shows the starting point and the end points of a journey, sometimes with stops in between.

Well done for all of your learning today.

You've been fantastic.

Thank you for joining me and sharing your learning with me today.

See you next time for more geography lessons.

Goodbye.