Lesson video

Hello, my name is Ms. Chorekdjian.

I'm so excited to be learning with you today.

I will be guiding you through our lesson.

We are going to have a great time learning together today.

Let's start our learning.

Welcome to today's lesson from our unit on our local area, how do we read maps and plan routes? This lesson is called Mapping Our School Grounds.

You'll be learning to plan a route to show a visitor your school grounds using an aerial photograph and a large-scale plan or map.

Some of this learning is brand new but I am here to help you.

This links back to previous learning you might have done, exploring your school grounds and your local area, and completing some field work around your school grounds.

I'm really excited to get started, I hope you are too.

Let's have a look at the keywords that we'll be learning about later in our lesson.

Before we learn about them, let's practise saying them.

Let's do my turn, your turn.

Map.

Map.

Visitor.

Visitor.

Route.

Route.

Well done, everyone.

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

Are you ready to start your learning for today? Fantastic.

Let's begin.

Here are the learning cycles that we'll be working through together today.

First, we will be looking at important places around our school, and then we'll be recording a route on a map.

Let's start our lesson for today.

Imagine a visitor is coming to school.

I'm sure you always have visitors come to school and I'm sure you're really polite to them.

Let's think more about who this visitor could be.

It could be your friend, a visitor from another school, a family member, or an alien from another world.

The visitor would want to see the most important places around school, and I'm sure you all know where they are, don't you? You'd be the best people to help them find all of those important places around school.

Which places around our school grounds do you think the visitor should know about or would want to see? Pause the video now and answer that question.

Good job, everyone.

Did you talk about all of the important places around our school grounds that a visitor would want to see? Did you talk about these places? Here are some of the most important places in our school, the Key Stage 1 playground, the dining hall, the office, the head teacher's office, the medical room, the EYFS building, or our outdoor learning building.

Did you talk about these places or did you talk about other places? Now that we've talked about these important places, I'd like you to think about if there are any more important places, and maybe you can do this one as a think, pair, and share activity to collect all of your ideas together so that every pupil in the class has had a chance to share where they think are the most important places around your school grounds.

Pause the video and see if you can think of any more.

Great job, everyone.

I'm sure you had a really rich discussion there about all of the important places in your school.

Did you think of the playground, the medical room, the music room, the head teacher's room, the main building, the garden, the dinner hall, the EYFS building, the art room, the main office, the classrooms, toilets, the multi-use games area, or the outdoor gym? These places are all places that you've said are important around your school.

But why are these places important? I know that the medical room is a really important place because if you're not feeling well, that's where you should go to get some help.

The playground is also an important place because it's where you get to have a break and develop your body physically so that you're ready mentally to take on your next little bit of learning.

The dinner hall is also really important because that's where you go to have your lunch, and you need a good healthy lunch so that you can complete all of your lessons in the afternoon.

Pause the video now and pick a few of these places and tell your partner why these places are important.

Great, I'm sure you were all able to explain why these places were important.

Geographers share information about places.

They use images, words, drawings, and maps to help them explain why they like a place and how they use it.

I've got some pupils here that are sharing information about their favourite places.

Sophia says, "An important place in the school is the medical room.

It helps us if we are sick." Another pupil says, "An important place in school is the playground.

It keeps me fit and I meet friends." Were you able to explain to your partner why you liked a place and how you used it? Good job, I'm sure you were.

If you wanted to have another go at explaining why you like certain places and why you think they're important, pause the video here and see if you can add anything to the answers that you've already given or maybe you can work with a different partner or share your ideas as a whole class so that you can hear what everyone has to say about important places around their school.

Pause the video now.

Well done, geographers.

I'm sure you shared lots of information about special and important places around your school grounds.

Let's have a check here.

Geographers share information about places through, A, images or drawings, B, letters, C, maps, and D, words.

Pause the video here and complete this check.

How did you get on? Did you answer A, images or drawings, C, maps, or D, words? Well done.

Those are all how geographers share information about places.

Fantastic, everybody.

Let's give ourselves a thumbs up.

It's now time for your first task.

What I would like you to do is to write down all the important places in our school grounds that a visitor would want to see, and then I would like you to explain why.

You can write your answers down in this table.

So in the column on the left, I would like you to write all the important places, and then in the column on the right, I would like you to explain why those places are important.

Pause the video now and complete task A.

How did you get on? Here's an example of what I did for task A.

The important places I've written down are the medical room, the library, the MUGA, the main office, and the Key Stage 1 playground.

And then I've explained why those places are important.

So I've said, "The medical room helps us when we are sick.

The library is a place where we can borrow books before or after school.

The MUGA is somewhere where we can keep fit and play team sports.

The main office is a place where they can answer questions about our school, and the Key Stage 1 playground is important because we play here and we line up to go into school." So there's all the places that I think are important.

Well done, everybody.

You worked really hard for that first task.

Let's continue with our learning now.

We're going to look at recording a route on a map.

So we've been able to talk about our favourite places, let's see if we can form them into a route so that we can maybe show our visitor all those special places.

A map or a plan shows or represents an area.

So I've got an aerial photograph of my school on the left hand side, and then I've got a large scale map on the right, and both of those are showing the exact same place, which is my school.

Geographers plot important places on an aerial photograph or on a large-scale map.

That's what we're going to do today.

All the points that we plot can form a route.

Do you remember what a route means? Pause the video and see if you can answer that question.

What is a route? A route shows a starting point and an endpoint of a journey, sometimes with stops in between.

Did you say that? Well done if you did.

You can give yourselves a thumbs up.

Well done, everyone.

Geographers can follow or record a route on a map to find or share journeys and location.

So let's have a look here at our aerial photograph of our school.

We're going to record a route on a map so that we can show our visitor special locations and make a journey for them to follow as they visit our school.

We can create a route on our aerial photograph or map to show our visitors the most important places around our school, and that way, they get to see everything and they don't forget to miss off visiting one of our special places.

It's now time for a true or false check.

So you've got to think really carefully about whether or not this statement is true or false.

Geographers create routes on maps.

Is that true or false? Pause the video now and answer that question.

How did you get on? Did you say true? That's correct, well done.

Geographers do create routes on maps.

Now, let's think about justifying our answer and thinking about why it's true.

Is it true that geographers create routes on maps to find special locations or to find buried treasure? Pause the video now and justify the answer to that question.

How did you get on? Did you say, "Geographers create routes on maps to find special locations"? Well done, everyone.

I think it would be pirates that would create routes on maps to find buried treasure, not geographers.

Geographers like to create routes on maps to share information about special places so that others can visit them as well.

Well done, everyone.

You can give yourselves another thumbs up.

This is fantastic learning for today.

So what we're going to do together is we are going to record the most important places from task A on a map.

So you can see there that I've used my table from task A, and these are all the special places that I wanted to share with a visitor.

So I've got the medical room, the library, the multi-use games area, the main office, and the Key Stage 1 playground.

What I've done is I've plotted and labelled the most important places on the map and the aerial photograph.

So I've put a cross where all those places are, and you can see that they're both the same on the aerial photograph and the large-scale map as well.

So the first one I've located is the MUGA, and then I've located the library.

Then I've located the Key Stage 1 playground, the main office, and the medical room.

So those are all the special and important places that I wanted my visitor to have a look at and to see when they come to visit me.

Now, what we can do is we can join all these places together to form a route.

A route is what we're going to follow so that we can look at all of these places in order.

There you go.

You can see that I've joined them all together and I formed a route using those places as stops.

My route has a starting point and an endpoint.

There's the start and there's the end.

I wonder if you can remember where the start was and where the end is.

Let's think about the order.

Could the places be visited in a different order? Why might this order be the most sensible order? You might remember the location of the first point and the last point there, but I'll give you a clue.

My route starts in the office and it ends in the playground, in the MUGA in fact.

Why have I used those two places as the start point and the endpoint? Why might that be the best and most sensible order? Pause the video and answer those two questions as a think, pair, and share activity.

Good job, everyone.

So have you said that the sensible place to start is the office because that's where the visitors would join our school, and then it makes sense to visit the places in order.

And once they've come through the office, I need to show them the medical room because if they hurt themselves on their visit, they'd know exactly where to go.

Then I'm showing them the Key Stage 1 playground because it's quite close to where the medical room is.

And maybe if they don't want to play or they've had enough of playing in the playground, they can go to the library and they can get a book.

And once they've got their book from the library, they might decide they want some more fresh air and want to see what the MUGA looks like.

And that's why I've ended in the MUGA because then after we've at all of those special places, it might be break time.

So that might be a good place to end my route.

I'm sure you talked about similar things as well.

Good job, everyone.

We can describe our route using locational language.

Remember that locational language describes a place in relation to another place.

It helps us to describe where things are so that we can find places.

Let's have a look at this picture here and explore some locational language.

So we can see there that the apple is on top of the books.

So if I want to explain to somebody where the apple is, I can say that it's on top of the books.

And then if I want to explain where the colour pencils are, I can say that the colour pencils are in between the books and the blocks.

So I've used two examples of locational language there, on top of and in between to describe where things are in relation to other things.

Locational language can also be used to describe the location of something in relation to other places.

So it's not only about things, it can be about places as well.

Some examples of locational language to describe where places are include next to, in between, far away, above, and near.

So we can use this language to explain where places are in relation to other places.

It's now time for a check.

You can choose three from the list below.

Examples of locational language are, the examples you could choose from are next to, floor, above, or in between.

Which of these three are examples of locational language? Pause the video now and complete that check.

Great.

Did you say next to, above, and in between? Fantastic.

Those are all examples of locational language.

You can give yourselves a thumbs up.

Well done, everyone.

So now, I've plotted all of the important places around school, and I've joined them together to form a route.

It's now time to describe that route using locational language to help that visitor find their way around.

Remember, our route starts at the main office.

So if I want to describe where the main office is in relation to the medical room, I could say, "The main office is next to the medical room." And that's how I've described that place in relation to another place using locational language.

Let's look at another example here.

If I want to describe the location of the library in relation to the Key Stage 1 playground and the MUGA, I could say that the library is in between the Key Stage 1 playground and the MUGA, and that's helped me locate the library.

It's now time for task B.

What I would like you to do is to use a map of your school and locate the most important places you identified for task A.

Then I would like you to join those places together to form a route.

And finally, I'd like you to use geographical language to describe their location and why they're important.

So you're combining all of the learning that you've done together in this task.

Pause the video now and complete task B.

Great.

How did you get on with task B? Here's my example.

So you can see that I've located all of those important places from task A on my large-scale map, and then I've joined them together to form a route.

I've written labels to identify which place is which.

And then what I've done is described the location of the library in relation to two other places, and I've said why it's important.

I've said the library is in between the Key Stage 1 playground and the MUGA.

It is an important place to know because we can borrow books before or after school.

I'm sure you did something similar as well.

Good job, everybody.

That was really tricky learning, but you've worked through it so well.

I'm sure you were able to locate all of those important places on an aerial photograph or a map of your school, and you join them together so well to form a route.

Well done, everyone.

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

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

An imaginary scenario can help us to plan what we would show a visitor visiting our school.

Routes can be plotted on large-scale maps and aerial photographs of familiar places, for example, our school grounds.

Geographical vocabulary is used to name and describe familiar places, for example, features of our school grounds.

Well done, everyone.

You've been fantastic today.

You can give yourselves one last thumbs up.

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

I'll see you really soon for more geography lessons.

Goodbye.