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Titles in this series: Australian Curriculum Mapping skills (Book 1) Australian Curriculum Mapping skills (Book 2) Australian Curriculum Mapping skills (Book 3) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2017. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Teachers notes

Foreword Using Australian Curriculum Mapping skills, students will develop mapping skills through activities based on the Location and transformation sub-strand of Australian Curriculum Mathematics. Students will learn how to read and create maps as they learn about standard mapping conventions. Mapping literacy will be developed through activities based on the Inquiry and skills strand of Australian Curriculum Humanities and Social Sciences. Students will see maps as a resource for finding information and a tool for communicating information and ideas. TITLES IN THIS SERIES ARE: ❂❂ Australian Curriculum Mapping skills Book 1 (Foundation, Year 1 and Year 2) ❂❂ Australian Curriculum Mapping skills Book 2 (Year 3 and Year 4) ❂❂ Australian Curriculum Mapping skills Book 3 (Year 5 and Year 6)

Contents Teachers notes................................................................. iv–vi Development activities Year 3..........................................vii–viii Development activities Year 4...........................................viii–ix Resources.......................................................................x–xvii Glossary.......................................................................xviii–xix Mapping and HASS Inquiry and skills..................................... xx Scope and sequence chart Year 3........................................ xxi Scope and sequence chart Year 4....................................... xxii Student checklist Year 3......................................................xxiii Student checklist Year 4......................................................xxiv Links to other curriculum areas............................................xxv

YEAR 4 Different types of maps.................................................. 36–37 Political maps............................................................... 38–39 Physical maps............................................................... 40–41 Resource maps............................................................. 42–43 Road maps................................................................... 44–45 Thematic maps............................................................. 46–47 Satellite maps............................................................... 48–49 Grid maps..................................................................... 50–51 Compass directions....................................................... 52–53 Maps and scales........................................................... 54–55 Maps and scales: area................................................... 56–57 Maps and scales: distance............................................. 58–59 Creating a map............................................................. 60–61 Lines around the globe.................................................. 62–63 Locating places............................................................. 64–65 Assessment 1: Grid maps..................................................... 66 Assessment 2: Distance and direction.................................. 67 Assessment 3: Political maps............................................... 68 Assessment 4: Physical features and population................... 69

YEAR 3 Different views................................................................... 2–3 Describing location: a classroom........................................ 4–5 Describing location: a bedroom.......................................... 6–7 Grid maps: an animal farm................................................ 8–9 Grid maps: a shopping centre........................................ 10–11 Creating a grid map: an aquarium.................................. 12–13 Community map: past and present................................. 14–15 Map features................................................................. 16–17 Reading a map.............................................................. 18–19 Natural, maintained and constructed features................. 20–21 Compass directions....................................................... 22–23 Data on maps: showing numbers................................... 24–25 Data on maps: showing resources.................................. 26–27 Mapping the weather..................................................... 28–29 Maps and scales........................................................... 30–31 Assessment 1: Grid maps..................................................... 32 Assessment 2: Map features................................................. 33 Assessment 3: Data on maps............................................... 34 Assessment 4: Comparing maps.......................................... 35

ANSWERS 70–73

ANIL EMIL

JOE

CARLOS Scale: 1 cm = 0.5 km

AMY australian curriculum

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Teachers notes

Why teach mapping skills? Learning the conventions of mapping skills is akin to learning to read. Once they are mastered, the understanding of the maps follows. Mapping literacy is important in all areas of the Humanities and Social Sciences curriculum. It relates not simply to the decoding of maps but to the understanding of them. As in English comprehension, there are literal, inferential and applied questions that may be asked of maps.

Examining maps promotes questioning which leads to research. Establishing the integrity and validity of maps promotes discernment in the choice of resources for research. Maps can be used to show evidence of research and as support for arguments. The ease with which data on maps can be examined helps the reader to reflect on and evaluate the information and to make informed decisions and judgements.

Comparing different types of maps of the same area and maps from different eras and from different perspectives, promotes discussion of how things have changed over time and how the information from one map helps us understand the reasons for information in another; e.g. the spread of population in a place related to its physical features.

Delivering the results of investigations and research with maps allows the information to be given in context, related to place, and makes it available to a wider audience.

The skills of mapping Mapping literacy is developed through learning the skills required to create a map, to add data and information, and to analyse the information supplied.

Different views

Direction

A map is generally accepted as being a plan of an area: a vertical or bird’s-eye view in which the viewer is directly above the area being represented. Everything can be seen and the spatial relationships among features are accurately portrayed.

Knowledge of the four cardinal directions (north, south, east, west) and later the four ordinal directions (northeast, north-west, south-east, south-west) is essential in creating and reading maps. Students learn that the ordinal directions are described with north or south coming before east or west.

Oblique views are also taken from above, but not directly above. The image is presented at an angle, so (depending on the height) not all things can be seen. It is not possible to accurately judge relationships among features.

Students also use natural features and knowledge of Earth’s movement in relation to the sun, to orientate themselves and features around them.

Horizontal views are taken at ground level where only features in the direct line of sight can be seen. Students of all ages should be able to recognise the difference between the three views. Older students should appreciate that vertical views are the best choice for maps.

oblique view

horizontal view

vertical view

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Teachers notes

Location and grid-references Students move from locating and placing features somewhere within a square, labelled with a ‘letter, number’ grid, to using the labelled lines of latitude and longitude. Lines of latitude are parallel to each other with only the equator dividing the globe in half. Lines of longitude meet at the poles and are furthest apart from each other at the equator. Lines of latitude are labelled N or S, relating to their position north or south of the equator. Lines of longitude are labelled E or W, relating to their position east or west of the Prime meridian. Students learn that representing a map of the globe on paper results in distortion. Different projections show slightly different shapes of the land.

Scale Students learn that in a map which is a scaled-down image of the place it represents, everything has been reduced by the same factor. They consider potential problems of using a map in which features are not to scale. They interpret scales and calculate real distances, using a given scale. Students use the line diagram scale and ratio scale.

120 150 km

1:200 000 0

5 cm

Students learn that the amount of detail on a map is related to scale.The larger the scale, the larger the map for a given area so the greater the amount of detail that can be put on it. A large-scale map covers a smaller area so the ratio of the scale is smaller; e.g. 1:25

A small-scale map covers a larger area so the ratio of the scale is greater; e.g. 1:250

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Teachers notes

Interpreting legends Students learn that legends are the key to unlocking the information provided on a map. Features on the ground are represented on a map in three main ways: point, line, area.The weight of shading of an area gives additional information.

Church points – individual features

Road lines – roads, boundaries,

Forest area – expanse of land

0–100 weight of shading – difference in height, depth, density

pathways

Traffic lights

Rail

Sea

100–200

Library

River

Desert

200–500

Adding features

Adding icons

Students learn that moving features are not included on maps; e.g. people, animals, traffic; and not all stationary features are included. Exactly what is included depends on the scale and purpose of the map.

Identifying the location of resources or events can be done with icons as in a weather map.

Adding statistics

Different colours can be used to show how different levels or groups of the same feature are spread over the mapped area; e.g. climate and vegetation, rainfall, sunshine.

Adding colour

Information relating to numbers can be added to a map; e.g. population density can be represented by single symbols equivalent to any number, or different weights of colour shading.

Mapping and HASS Inquiry

Format of the book

Teachers resource – Book

and skills

These suggestions illustrate how mapping can be related to the HASS Inquiry and skills find and to present information – how maps can be used across all the knowledge to and understanding strands Geography, and Civics and of the HASS curriculum— Citizenship. History,

QUESTIONING

❂❂ When, why and from where did migrants come to Australia? ❂❂ How did settlements in Australia spread in the early years? ❂❂ Who played a significant role in shaping the colony of Australia and the country Federation? since

Australian Curriculum Mapping skills has been written to develop skills so that maps as a resource for finding information and as a tool for communicating information and ideas, can be used to their full potential in the Humanities and Social Sciences curriculum.

Locate and collect information and data from different sources, including observations (ACHASSI053, ACHASSI074)

❂❂ The purpose of the development activities (Year 3 pages vii–viii, Year 4 pages viii–ix) is for students to develop their mapping skills and literacy with reference to the local area. ❂❂ The scope and sequence chart (Year 3 pages xxi, Year 4 pages xxii) highlights the sub-strands of the HASS Inquiry and skills that are being developed with each activity.

❂❂ Use maps of the appropriate size and scale and highlight mentioned in any research. with map pins all places ❂❂ Use coloured string to connect map pins in places mentioned along different journeys. ❂❂ Use an appropriate legend to represent statistics about place. ❂❂ Design symbols to represent the origins of different migrants to Australia. ❂❂ Design and date symbols to represent natural disasters that have occurred in Australia over time.

RESEARCHING

Record, sort and represent data and of places and their characteristics the location in different formats, including simple graphs, tables and maps, using discipline-appro priate conventions (ACHASSI054, ACHASSI075)

ANALYSING

Sequence information about people’s lives and events (ACHASSI055, ACHASSI076)

❂❂ Pages are presented in pairs with a map and a page of related activities focusing on a combination of mapping skill development and mapping literacy.

❂❂ Place images of iconic constructed features on maps. ❂❂ Research and record in maps the major natural features, the natural resources, and the native flora and fauna the climate of Australia. Compare with those of other continents.

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056, ACHASSI077)

❂❂ Make a collection of maps relevant to an area of study and compare their and value to you. origin, purpose

❂❂ Examine a map of an area of proposed development to visualise effect of changes. ❂❂ Examine a map of an area where a disruption to Interpret data and information normal activities is taking effect on movement within displayed in place to see its the area. different formats to identify and describe ❂❂ Examine different maps distributions and simple patterns of the same area to identify cause and effect of one another.2 (ACHASSI057, ACHASSI078) Teachers resource – Book thing on ❂❂ Compare information in a table and the same information on a map. Draw simple conclusions based on analysis of information and data (ACHASSI058, ACHASSI079) ❂❂ Compare a variety of maps to validate information Interact with others with respect on the same topic. to share points ❂ ❂ Use maps of different sizes and of view scales to present responses. (ACHASSI059, ACHASSI080) ❂❂ Compare the same information from a range of maps and rate them based on responses to pre-determined criteria. Reflect on learning to propose ❂❂ Use maps with a clear actions in legend to collate discussed response to an issue or challenge responses to a challenge ideas for a solution with a and consider and present possible outcome. possible effects of proposed actions (ACHASSI060, ACHASSI081)

EVALUATING AND REFLECTING

Four-point compass – Feature

I can see ... COMMUNICATING

❂❂ The table of Mapping and HASS Inquiry and skills (page xx) offers suggestions of how maps and mapping skills can be incorporated into the HASS curriculum.

❂❂ Why do populations grow and merge with one another? ❂❂ How is the natural environment affected by human activity? ❂❂ Who are the world’s indigenous people and where do they live? ❂❂ How do the economies, demographics and social characteristics of world compare? countries ❂❂ How do the physical features of the Asian continent and the countries within it, compare? ❂❂ With which countries does Australia connect and what changes have these brought? relationships ❂❂ How is the population distributed across the states and territories of Australia?

Pose questions to investigate people, events, places and issues (ACHASSI052, ACHASSI073)

Present ideas, findings and conclusions in texts and modes that incorporate digital and nondigital representations and discipline-specific terms (ACHASSI061, ACHASSI082)

❂❂ Use a range of maps of different sizes and scales, complete with an appropriate present a range of information. legend

I can see ...

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❂❂ The mapping skills student checklist (Year 3 pages xxiii, Year 4 pages xxiv) offers a way to record each student’s performance of the skills.

Teachers resource – Book

S I can see ...

a view of a place or object from high above, either directly or at an angle the line of latitude at approximate ly 66º south of the Equator the line of latitude at approximate ly 66º north of the Equator a book using maps to illustrate information relating to the world and human influences upon it

Arctic Circle atlas cardinal directions

north, south, east, west a grid of numbered horizontal and vertical lines allowing location to be determined by coordinates

Cartesian coordinate system cartographer compass rose

a person who draws maps a diagram on a map showing

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cyclone

❂❂ Links to other curriculum areas (page xxv) offers ideas and activities based on mapping skills that cover a variety of different learning areas.

Glossary

aerial view Antarctic Circle

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direction

in which direction North lies features on a map that have been built by humans; e.g. roads, buildings, street furniture a set ofcurriculum numbers representing the australian horizontal and vertical lines Mapping skills of a Cartesian grid tropical storm BOOK 2developing over the Indian Ocean and the South Pacific Ocean typically between November and April the location of one feature relative to another, or the course along which something moves or extends

distance

the measured space between locations the line of latitude at 0º that divides the globe into the northern and southern hemispheres the areas of the globe between the Arctic Circle and the North Pole in the northern hemisphere and the Antarctic Circle and the South Pole in the southern hemisphere a labelled grid of horizontal and vertical lines allowing location within an area to determined by a pair of letter/numb be er coordinates from eye level

Equator frigid zone grid reference system horizontal view hurricane

❂❂ A glossary of mapping-related vocabulary (pages xviii and xix) provides simple explanations of frequently used words.

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constructed features

❂❂ Teacher resources (pages x–xvii) provide templates of useful charts and maps.

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International Date Line legend line scale lines of latitude

tropical storm developing over the Atlantic and north-east Pacific oceans typically between June and November each year the line of longitude at 180º east and west of the prime meridian; places immediately to its west are 24 hours ahead of places immediately to its east the key to unlocking the information represented on a map; using representations point, line or area a linear diagram showing the link between distance on the ground and distance the map on the parallel horizontal lines running across the globe, decreasing in diameter from Equator to the North Pole the and the Equator to the South Pole the vertical lines running from pole to pole, the distance between them expanding between each pole and the Equator, where the distance is at its greatest; all lines bisect the globe into hemisphere s the exact place, identifiable by coordinates, where a feature exists (absolute) or the place, identifiable by direction, where one feature exists in relation to another (relative) features on a map that may appear natural but require maintenance; e.g. parks and gardens

lines of longitude

location managed features

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Teachers notes

Development activities Year 3 DIFFERENT VIEWS – PAGES 2 AND 3 ❂❂ Photograph objects from different perspectives and angles. See how many different images of the same object can be taken. Display them in groups and contrast and compare. Group them into three categories: vertical (directly above or below), oblique (at an angle, up or down), horizontal (at eye level). ❂❂ Each student secretly sketches a line drawing of an everyday object as viewed from directly above. Collate all sketches to create a picture puzzle quiz. How many sketches can each student correctly name?

DESCRIBING LOCATION – PAGES 4 TO 7 ❂❂ Draw a map detailing the arrangement of desks and other features in your classroom. ❂❂ Write ‘Who am I?’ ‘direction word’ clues from the perspective of different students, for students to solve. ❂❂ Describe a route around the classroom for others to follow. ❂❂ Determine how the school is oriented in relation to north. From a central location on the school grounds, describe the direction of each area first using the four points of the compass, and then eight. Draw a mud map to show the location of areas in relation to each other. ❂❂ Draw a plan of a room at home and describe the location of each feature. ❂❂ Draw a mud map of the local area. Determine north and describe the location of each feature in relation to each other.

GRID MAPS – PAGES 8 TO 13 ❂❂ Use 2-cm2 grid paper to play a version of battleships, including Treasure Hunt: select a number of squares on which to ‘hide’ treasure. Students take turns to suggest coordinates to find the treasure.

❂❂ Draw maps to tell a story of the establishment and growth of a fictitious town. Begin with just a few people clearing a small area of land. Discuss the different facilities the growing town would need; e.g. shops, schools, roads etc.

MAP FEATURES – PAGES 16 AND 17 ❂❂ Create maps from familiar fictional tales. Make a list of potential titles for each. Vote for the most appropriate title. ❂❂ View a collection of legends for online maps. Compare different ways to represent similar things. Determine a class standard for commonly used map features. ❂❂ Draw a map of a favourite or imaginary outdoor play area. Mark each feature with a point. Measure the distance between different points on the map. Use a range of scales to make the map represent a very small area to a very large area (within the students’ understanding of distance). ❂❂ Print satellite images of the local area onto A4 paper. Zoom in so a smaller but more detailed area is shown. Compare the features that can be seen on the different maps. ❂❂ Print satellite images of the local area onto A4 paper. Zoom in so a smaller but more detailed area is shown. Measure the real length of a feature visible on all maps. Measure the distance of that feature on each map. From this, calculate the approximate scale of each map. ❂❂ Draw a map of a favourite or imaginary outdoor play area. Mark each feature with a point. Draw lines between different points on the map. Discuss the direction of features relative to each other. ❂❂ Draw a map of a favourite or imaginary outdoor play area on 2-cm2 grid paper. Use Letter/Number coordinates to locate each feature.

READING A MAP – PAGES 18 AND 19

❂❂ In groups, map the school on a grid. Evaluate them, discussing how can they be improved.

❂❂ Print satellite images of the local area. Use points, lines and colours in a legend to draw a map from the images.

❂❂ Print a satellite image of the local area. Place a labelled acetate grid over the image. Discuss the location of features using Letter/Number coordinates.

❂❂ Compare different maps of the same place. For what audience is each intended? Is each map adequately detailed for its purpose?

COMMUNITY MAP: PAST AND PRESENT – PAGES 14 AND 15

NATURAL, MAINTAINED AND CONSTRUCTED FEATURES – PAGES 20 AND 21

❂❂ Make a collection of images of the local area from different time periods. Discuss possible reasons for the continuity and change. From the images, draw maps for each time period. Evaluate the maps, discussing how accurately they reflect the images.

❂❂ Make a third category of features in the local area: maintained features; e.g. parks and gardens. Discuss how they are similar to and different from natural and constructed features. ❂❂ Draw a map of the school grounds with natural and constructed features. Compare and evaluate maps.

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Teachers notes ❂❂ Discuss how to share information about the different sections of books in the school library. List the different sections and create a symbol for each one. Draw a map of the library with a legend to show the location of each section.

COMPASS DIRECTIONS – PAGES 22 AND 23 ❂❂ Stand at different locations around the school, use resource sheet on page xiii and write the features that lie in each direction. ❂❂ On local and national political maps of different countries, highlight a number of major cities and towns. Plan a route to visit them all. Describe the journey using the eight points of the compass.

❂❂ Draw a map to represent the number of books in the school library. ❂❂ Draw maps of different storage areas in school with legends to show where things can be found and returned.

❂❂ On tourist maps of different locations, highlight popular features. Plan a route to visit them all. Describe the journey using the eight points of the compass.

MAPPING THE WEATHER – PAGES 28 AND 29 ❂❂ Research weather conditions in different parts of the country or world and prepare a national or international weather report. Prepare symbols to attach to a map of the area as the report is being delivered.

DATA ON MAPS – PAGES 24 TO 27 ❂❂ Mark out six ‘home’ bases in a confined running area. Represent the whole area and the six bases on grid paper. Allow students to run around in different directions before blowing a whistle. At the sound of the whistle, they run to their nearest home base. On the map, write the number of students at each base. Discuss how else this information could be marked on the map; e.g. one face for each child or for a given number of children. Introduce shades of colour; e.g. light for up to 10 per base, medium for 11–20 per base and dark for 21–30 per base. Discuss advantages and disadvantages of different ways to represent numbers on a map.

MAPS AND SCALES – PAGES 30 AND 31 ❂❂ On to A3 paper, download a satellite map of the local area including student homes and community features. Determine the scale of the map by measuring a onecentimetre distance on the map and the real distance it represents. Using the scale determined, calculate real distances between features by measuring on the map.

Year 4 DIFFERENT TYPES OF MAPS – PAGES 36 AND 37

PHYSICAL MAPS – PAGES 40 AND 41

❂❂ Find and display different maps of the same location. Contrast and compare the maps. Discuss the purpose and intended audience of each map.

❂❂ Create cardboard mountains using randomly shaped pieces of card of decreasing area. Colour the pieces in increasingly darker shades of brown from very pale for the largest card to very dark for the smallest. Glue the cards in place, ensuring each successive shape fits entirely within the previous one. Discuss how easy it would be to climb their mountains. Where the edges of two cards are close together, the gradient of the climb is steep and the going tough. Where the edges are further apart, the gradient is more gentle and the climb much easier.

❂❂ Suggest different maps of the local area that would be useful for different audiences; e.g. a public transport map highlighting railway lines and stations, bus routes and bus stops; a sports facilities map highlighting leisure centres, sports clubs and safe swimming beaches; a shopping map highlighting shopping centres and commercial areas.

❂❂ Investigate the three stages of a river’s course: upper, middle and lower. Draw the course of a river on blue card and cut it out.

POLITICAL MAPS – PAGES 38 AND 39 ❂❂ Choose a country of interest and research the layers of political divisions; e.g. Italy: one country, five areas, 20 regions. Explain that divisions in successive layers are smaller than those in the layer above. Challenge students to find a link between the population of the country and the number of political layers.

❂❂ Cut out an area of green card that will hold your mountain and river. Glue them onto the card to make a physical map.

RESOURCE MAPS – PAGES 42 AND 43 ❂❂ Investigate the different sections of any local shop. Draw a map of the shop and decide how to represent each section in the legend and on the map.

❂❂ Create a layer chart for your country and your place within it; e.g. country: population 20 million, state: population 7 million, county: population 3 million, city: population 1 million, suburb: population 750 000. Represent this information on circles of decreasing diameter proportional to population.

❂❂ Investigate countries where gemstones and precious metals are mined. Decide how to represent each resource in the legend and on a world map.

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Teachers notes ❂❂ Investigate the world’s major oil refining countries. Decide how to represent each resource in the legend and on a world map. ❂❂ Investigate the different mined resources in your country. Decide how to represent each resource in the legend and on a map. ❂❂ Investigate the different types of farming in your country. Decide how to represent each type in the legend and on a map.

ROAD MAPS – PAGES 44 AND 45 ❂❂ Use a road map of any country to plan a long distance car journey. List the main towns and cities you would pass through and use the scale on the map to calculate approximate distances between them. Describe your journey and the physical features you pass along the way. ❂❂ Investigate major modern and ancient bridges and tunnels that have overcome natural barriers to travel; e.g. Channel Tunnel between UK and France; Sydney Harbour Bridge, Australia; Millau Viaduct, France; Pont du Gard, France; friendship bridges between countries, for example: Iguazu between Brazil and Paraguay in South America; Chapel Bridge, Switzerland.

THEMATIC MAPS – PAGES 46 AND 47 ❂❂ Create world resource maps of endangered animal species or country maps of endangered native animal species that compare numbers of species in locations now with numbers and locations in the past. ❂❂ Create a map to show the extent of deforestation of the planet in the modern era. Investigate the irreversible effect of deforestation and add this information to the map; e.g. North Africa, ‘the granary of the world’, destroyed by Roman deforestation in ancient times.

its potential as an illustration for the story. Which type of map would be better? ❂❂ Repeat the above activity, drawing a mud map of a community venue; e.g. a zoo, an amusement park, a sports complex. Which type of map would be better?

COMPASS DIRECTIONS – PAGES 52 AND 53 ❂❂ Piece together and display pages of a local street directory with the school at the centre. Highlight home and a selection of community venues. Determine the direction from home to each venue; e.g. to school, northwest; to the shops, west; to the movies, north. Determine the direction from one venue to another; e.g. from movies to school, west; from school to shops, south. ❂❂ Write a list of three venues to visit. Draw a closed shape showing the directions taken travelling from one place to the next and finally back home.

MAPS AND SCALES – PAGES 54 TO 59 ❂❂ Make a set of three cards showing the three ways to represent scale on a map. Measure the length of an object in the classroom and write the three ways to represent it at different scales. Show scales and measurements to others to check for accuracy. ❂❂ Find the real distance between three locations in the local area and their relative directions to one another. Draw scaled triangles to represent the distances and directions between them.

CREATING A MAP – PAGES 60 AND 61

❂❂ Some sports are played in many countries, some in just a few. Create a map to show the spread of sports across the world.

❂❂ Draw a mud map of the school buildings and near grounds. Determine distances that need to be measured. Use appropriate measuring tools to measure them. Determine the size of map required and the appropriate scale, using squared paper. Draw the buildings to scale. Determine colours and shades for different areas. Determine other features to be included and lines or points to represent them.

SATELLITE MAPS – PAGES 48 AND 49

LINES AROUND THE GLOBE – PAGES 62 AND 63

❂❂ Examine a satellite image of the local area. Compare it with drawn maps of the same area. Discuss and record similarities and differences among them. Discuss different uses of maps: to locate specific places, to find a route between places, to research facilities in a local area. Discuss the uses for which a satellite map would be the best choice.

❂❂ Devise quiz questions based on locating large areas— e.g. countries, islands, seas, mountain ranges—with reference to their proximity to the main lines of latitude and longitude.

GRID MAPS – PAGES 50 AND 51 ❂❂ View a collection of grid maps from local community places. Discuss the value of each and any improvements that could be made. ❂❂ On plain paper, draw a mud map of the setting of a popular story. Add colour and detail to the map. On the same-sized square paper, draw a grid map of the same location with the same features. Compare and contrast the maps, discussing the information each provides and

LOCATING PLACES – PAGES 64 AND 65 ❂❂ Devise quiz questions based on locating more specific areas using four-figure grid references. ❂❂ Research lists of global iconic features; e.g. seven wonders of the modern world; top five most famous bridges; top five largest waterfalls. Locate them with four-figure grid references.

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Teachers resource

Grid map 12 11 10 9 8 7 6 5 4 3 2 1 A

Legend Points

Lines

Area

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Teachers resource

Map features Title:

Scale

Legend

N NW

S australian curriculum

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Four-point compass

Teachers resource australian curriculum

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Teachers resource

Four-point compass – Features

I can see ...

S I can see ...

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Eight-point compass

Teachers resource australian curriculum

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north-west

south-west

WEST

I can see ...

SOUTH

NORTH

north-east

I can see ...

south-east

I can see ...

Eight-point compass – Features

EAST

Teachers resource

Major lines of latitude and longitude Latitude or Longitude

Measurement degrees N, S, E, W

Line

Latitude or Longitude

Measurement degrees N, S, E, W

Equator

Latitude

0º

Tropic of Cancer

Latitude

23º N (approx.)

Tropic of Capricorn

Latitude

23º S (approx.)

Arctic Circle

Latitude

66º N (approx.)

Antarctic Circle

Latitude

66º S (approx.)

North Pole

Latitude

90º N

South Pole

Latitude

90º S

Prime meridian

Longitude

0º

International Date Line

Longitude

180º

Line Equator Tropic of Cancer Tropic of Capricorn Arctic Circle Antarctic Circle North Pole South Pole Prime meridian International Date Line

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Teachers resource

Major lines of latitude and longitude

Prime meridian 0° Tropic of Cancer 23° N Antarctic Circle 66° S (approx.)

International Date Line 180°

South Pole 90° S North Pole 90° N

Tropic of Capricorn 23° S

Arctic Circle 66° N (approx.) Prime meridian 0°

International Date Line 180°

Equator 0° Tropic of Cancer 23° N Prime meridian 0°

Tropic of Cancer 23° N

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Teachers resource – Book 2

Glossary aerial view

a view of a place or object from high above, either directly or at an angle

Antarctic Circle

the line of latitude at approximately 66º south of the Equator

Arctic Circle

the line of latitude at approximately 66º north of the Equator

atlas

a book using maps to illustrate information relating to the world and human influences upon it

cardinal directions

north, south, east, west

Cartesian coordinate system

a grid of numbered horizontal and vertical lines allowing location to be determined by coordinates

cartographer

a person who draws maps

compass rose

a diagram on a map showing in which direction north lies

constructed features

features on a map that have been built by humans; e.g. roads, buildings, street furniture

coordinates

a set of numbers representing the horizontal and vertical lines of a Cartesian grid

cyclone

tropical storm developing over the Indian Ocean and the South Pacific Ocean typically between November and April

direction

the location of one feature relative to another, or the course along which something moves or extends

distance

the measured space between locations

Equator

the line of latitude at 0º that divides the globe into the northern and southern hemispheres

frigid zone

the areas of the globe between the Arctic Circle and the North Pole in the northern hemisphere and the Antarctic Circle and the South Pole in the southern hemisphere

grid reference system

a labelled grid of horizontal and vertical lines allowing location within an area to be determined by a pair of letter/number coordinates

horizontal view

from eye level

hurricane

tropical storm developing over the Atlantic and north-east Pacific oceans typically between June and November each year

International Date Line

the line of longitude at 180º east and west of the prime meridian; places immediately to its west are 24 hours ahead of places immediately to its east

legend

the key to unlocking the information represented on a map; using point, line or area representations

line scale

a linear diagram showing the link between distance on the ground and distance on the map

lines of latitude

the parallel horizontal lines running across the globe, decreasing in diameter from the equator to the North Pole and the equator to the South Pole

lines of longitude

the vertical lines running from pole to pole, the distance between them expanding between each pole and the equator where the distance is at its greatest; all lines bisect the globe into hemispheres

location

the exact place, identifiable by coordinates, where a feature exists (absolute) or the place, identifiable by direction, where one feature exists in relation to another (relative)

managed features

features on a map that may appear natural but require maintenance; e.g. parks and gardens

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Teachers resource – Book 2 map

a visual representation of information: of a space and its features or of data

mud map

to show relative position and direction of a destination from a starting point, highlighting specific features to note; not to scale

natural features

features on a map that exist without interference from humans

North Pole

the northernmost point of Earth where the planet’s axis intersects with its surface at line of latitude at 90º north of the equator; the sun rises above the horizon once a year at the March equinox and sets once per year at the September equinox

oblique view

as see from above, at an angle

ordinal directions

north-east, north-west, south-east, south-west

physical map

showing natural features and land forms

political map

showing local, national and international borders

position

see location

prime meridian

the line of longitude at 0º, passing through the Royal Observatory at Greenwich, London

quadrant

one of four possible sections made by the intersection of one x axis perpendicular (at right angles) to one y axis

ratio scale

a ratio showing how many units of length on the ground are represented by one unit of length on the map; e.g. 1:100 000 could mean 1 cm on the map represents 100 000 cm (or 1 km) on the ground

satellite image

photograph taken from high above capable of showing vertical view

scale

ratio of distance and size between the map and the area it is representing

South Pole

the southernmost point of Earth where the planet’s axis intersects with its surface at line of latitude at 90º south of the equator; the sun rises above the horizon once a year at the September equinox and sets once per year at the March equinox

street furniture

constructed features on a map that form part of a community’s infrastructure; e.g. telegraph poles, letterboxes, bus stops, park benches

street map

showing road systems and land use within populated areas

temperate zone

the areas of the globe between the Tropic of Cancer and the Arctic Circle in the northern hemisphere and the Tropic of Capricorn and the Antarctic Circle in the southern hemisphere

thematic map

giving information about a specific subject; e.g. climate, vegetation

time zone

a geographical division of the globe allowing for a standardised calculation of time relative to Greenwich; from Greenwich east to the International Date Line, places are ‘ahead’ in time; west of Greenwich to the date line, places are ‘behind’ in time

Tropic of Cancer

the line of latitude at approximately 23º north of the equator

Tropic of Capricorn

the line of latitude at approximately 23º south of the equator

tropics (torrid zone)

the area of the globe on either side of the equator, extending north to the Tropic of Cancer and south to the Tropic of Capricorn

typhoon

tropical storm developing over the north-west Pacific Ocean typically between May and October

vertical view

from directly above

written scale

a statement describing the representation of distance on the map compared with distance on the ground; e.g. 1 cm represents 10 km australian curriculum

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Teachers notes

Mapping and HASS Inquiry and skills These suggestions illustrate how mapping can be related to the HASS Inquiry and skills – how maps can be used to find and to present information across all the knowledge and understanding strands of the HASS curriculum—History, Geography, and Civics and Citizenship. ❂❂ When, why and from where did migrants come to Australia? ❂❂ How did settlements in Australia spread in the early years? ❂❂ Who played a significant role in shaping the colony of Australia and the country since Federation? QUESTIONING

❂❂ Why do populations grow and merge with one another? Pose questions to investigate people, events, places and issues (ACHASSI052, ACHASSI073)

❂❂ How is the natural environment affected by human activity? ❂❂ Who are the world’s indigenous people and where do they live? ❂❂ How do the economies, demographics and social characteristics of world countries compare? ❂❂ How do the physical features of the Asian continent and the countries within it, compare? ❂❂ With which countries does Australia connect and what changes have these relationships brought?

RESEARCHING

❂❂ How is the population distributed across the states and territories of Australia? Locate and collect information and data from different sources, including observations (ACHASSI053, ACHASSI074)

❂❂ Use maps of the appropriate size and scale and highlight with map pins all places mentioned in any research.

Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054, ACHASSI075)

❂❂ Use an appropriate legend to represent statistics about place.

COMMUNICATING

EVALUATING AND REFLECTING

ANALYSING

Sequence information about people’s lives and events (ACHASSI055, ACHASSI076) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056, ACHASSI077) Interpret data and information displayed in different formats to identify and describe distributions and simple patterns (ACHASSI057, ACHASSI078) Draw simple conclusions based on analysis of information and data (ACHASSI058, ACHASSI079) Interact with others with respect to share points of view (ACHASSI059, ACHASSI080) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060, ACHASSI081) Present ideas, findings and conclusions in texts and modes that incorporate digital and nondigital representations and discipline-specific terms (ACHASSI061, ACHASSI082)

❂❂ Use coloured string to connect map pins in places mentioned along different journeys.

❂❂ Design symbols to represent the origins of different migrants to Australia. ❂❂ Design and date symbols to represent natural disasters that have occurred in Australia over time. ❂❂ Place images of iconic constructed features on maps. ❂❂ Research and record in maps the major natural features, the natural resources, the climate and the native flora and fauna of Australia. Compare with those of other continents. ❂❂ Make a collection of maps relevant to an area of study and compare their origin, purpose and value to you. ❂❂ Examine a map of an area of proposed development to visualise effect of changes. ❂❂ Examine a map of an area where a disruption to normal activities is taking place to see its effect on movement within the area. ❂❂ Examine different maps of the same area to identify cause and effect of one thing on another. ❂❂ Compare information in a table and the same information on a map.

❂❂ Compare a variety of maps to validate information on the same topic. ❂❂ Use maps of different sizes and scales to present responses. ❂❂ Compare the same information from a range of maps and rate them based on responses to pre-determined criteria. ❂❂ Use maps with a clear legend to collate discussed responses to a challenge and present ideas for a solution with a possible outcome.

❂❂ Use a range of maps of different sizes and scales, complete with an appropriate legend to present a range of information.

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Map features

Reading a map

Natural, maintained and constructed features

Compass directions

Data on maps: showing numbers

Data on maps: showing resources

Mapping the weather

16–17

18–19

20–21

22–23

24–25

26–27

28–29

Maps and scales

Community map: past and present

14–15

30–31

Creating a grid map: an aquarium

12–13

Grid maps: an animal farm

8–9

Grid maps: a shopping centre

Describing location: a bedroom

6–7

10–11

Describing location: a classroom

Different views TITLE

4–5

2–3

PAGE

Year 3 Scope and sequence chart

✔

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Create and interpret simple grid maps to show position and pathways (ACMMG065)

QUESTIONING

Pose questions to investigate people, events, places and issues (ACHASSI052)

✔

Locate and collect information and data from different sources, including observations (ACHASSI053)

✔

RESEARCHING

ANALYSING

✔

EVALUATING AND REFLECTING

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

Sequence information about people’s lives, and events (ACHASSI055)

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)

Interpret data and information displayed in different formats to identify and describe distributions and simple patterns (ACHASSI057)

Draw simple conclusions based on analysis of information and data (ACHASSI058)

Interact with others with respect to share points of view (ACHASSI059)

Teachers notes

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

COMMUNICATING

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

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Different types of maps

Political maps

Physical maps

Resource maps

Road maps

Thematic maps

Satellite maps

Grid maps

Compass directions

Maps and scales

Maps and scales: area

Maps and scales: distance

Creating a map

Lines around the globe

Locating places

38–39

40–41

42–43

44–45

46–47

48–49

50–51

52–53

54–55

56–57

58–59

60–61

62–63

64–65

TITLE

36–37

PAGE

Year 4 Scope and sequence chart

✔

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

✔

QUESTIONING

Pose questions to investigate people, events, places and issues (ACHASSI073)

✔

Locate and collect information and data from different sources, including observations (ACHASSI074)

✔

RESEARCHING

ANALYSING

✔

EVALUATING AND REFLECTING

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

Sequence information about people’s lives, events (ACHASSI076)

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)

Interpret data and information displayed in different formats to identify and describe distributions and simple patterns (ACHASSI078)

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Interact with others with respect to share points of view (ACHASSI080)

Teachers notes

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

COMMUNICATING

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

NAME

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Uses simple scales to represent real size and distance; and understands that all features represented are enlarged or reduced to maintain proportion

Uses maps to represent data as well as real features

Recognises the three types of symbols used in a map legend: point, line, area

Understands the purpose of the main features of a map: title, legend, scale, compass, coordinates

Recognises change over time by comparing features on maps of the same area taken at different times

Uses regular horizontal and vertical lines of a grid to place and locate features on a map

Identifies the location of one feature to another using direction words and phrases, and the eight points of the compass

Understands that objects and places can be viewed from different levels and angles, each giving a different perspective; and that maps are drawn from the vertical, bird’s-eye plan view

Teachers resource – Year 3

Year 3 Checklist

COMMENT

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Recognises the nine main lines of latitude and longitude and uses four-figure references to locate a feature on a map

Uses two different ways to represent scale on a map

Recognises that a map scale represents distance and area and therefore proportion

Compares satellite images with drawn road maps to determine the value of each for different purposes

Recognises that maps can be used to show natural resources of land and land use

Uses the legend of elevation to recognise height and depth of land above and below sea level

Understands that political maps can also show administrative divisions of a country

Understands the purpose of different types of maps

Teachers resource – Year 4

Year 4 Checklist

COMMENT

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Teachers notes

Links to other curriculum areas English ❂❂ Look at mapping words such as compass, latitude, longitude, scale and key. Where do these words come from and what do they mean? ❂❂ Read some stories about mapping Australia; for example: –– The monster who ate Australia by Michael Salmon – a monster named Burra travels around the states and capital cities of Australia and highlights some of the special features of each area. –– Possum magic by Mem Fox – A story about travelling around Australia. –– Are we there yet by Alison Lester –– Me on the map by Joan Sweeney ❂❂ Create some funny statements for the compass directions north, east, south and west; for example, Never Eat Soggy Weetbix™. ❂❂ Pretend you have visited a state or capital city of your choice in Australia. Write a letter back home or send an email telling your friends all about this part of Australia. ❂❂ Write facts about Australia or another country you may have visited. Share them with the class.

Information and Communication Technology ❂❂ The world wide web has bought countries closer together—discuss and make a list of how computers have helped our world. ❂❂ Use the internet to investigate Australia or another country. ❂❂ Investigate a country of your choice – where is it in the world, what is the capital city, population, climate etc. Share with a classmate.

Health and Physical Education ❂❂ Play a direction game using the compass directions north, south, east and west. Students start the game by moving around an area (as directed by the teacher; e.g. walking, running, skipping, hopping or jumping), then when the teacher signals with a whistle or action students need to choose a direction to stand in. The teacher draws our a direction (N, S, E or W) from a hat or uses a spinner and calls out a direction. Students standing at that direction are out. The game continues until only one student is left. The eight compass points may also be introduced.

Humanities and Social Sciences ❂❂ Investigate the weather in Australia and weather around the world. What factors affect our weather? For example, where countries are located in the world. ❂❂ Investigate the water cycle and how it affects our weather.

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Different views – 1

Year 3

It is easy to recognise images of different objects if they have been drawn or photographed at the same angles we would usually view them. Viewed from above, they may not be so easy to recognise. 1. Look at the two sets of images. The first set shows objects as you would normally see them. This is known as an oblique or sideways view. The second set shows the same objects, in different positions, as seen from above. This is known as an aerial or plan view. Write the correct letter to match the aerial view of each object with the oblique view. E A

C B

H G K

L J

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Different views – 2

Year 3

When maps are drawn, things on the ground are always drawn from an aerial or plan view. 1. (a) Make simple oblique and aerial drawings of different things that might be represented on a map. (b) Add two more objects that might be found on a map. Object

Oblique view

Aerial view

Tree

Picnic table

Barbecue

House

Bus shelter

See-saw

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Windows

Mapping skills

BOOK 2

978-1-925431-87-2

Flynn

Henry

Gilbert

Yong

Hugo

Jack

Jessica

Kym

Chiara

Luey

Harry

Freya

Whiteboard

James

Lily

Violet

This is a plan of the teacher and student desks in Miss Clark’s classroom.

Describing location: a classroom – 1

Luke

Georgia

Ally

Miss Clark

Year 3

Door

australian curriculum

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Describing location: a classroom – 2

Year 3

You will need a copy of Describing location: a classroom – 1. 1. Look at the map of the classroom from Miss Clark’s perspective. Name the person sitting at each position. (a) to the right of Kym

(b) to the left of Freya

(d) behind Ally

(e) to the right of Ally

(f) to the left of Luey

(g) behind Hugo

(h) in front of Jessica

2. Complete these position statements from the perspective of each student. (a) Violet is sitting

of Ally.

(b) Yong is sitting

of Flynn.

Lily and Kym.

(d) Georgia is sitting

Ally.

3. Who am I? (a) From Miss Clark’s perspective, I am sitting to the right of Jack and in front of Henry.

I am

(b) Luey is on my left and Luke is on my right. Lily is in front of me.

I am

4. Georgia follows the route marked on the map back to her own desk from Miss Clark. Name the students she passes: (a) on her right (b) on her left (c) in front of (d) behind australian curriculum

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Describing location: a bedroom – 1

Year 3

This is a plan of a child’s bedroom. The compass rose shows which direction is north.

Bookshelf

Door

Desk

Wardrobe

Bed

Panda

Table W

E S

Window australian curriculum

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Describing location: a bedroom – 2

Year 3

You will need a copy of Describing location: a bedroom – 1. 1. Look at the plan of the bedroom. It is an

aerial

oblique

view of the room. Circle.

2. Use location words or phrases from the box to describe the location of these bedroom features. The first one is done for you. to  the  left to  the  right beside opposite beneath on  top  of under next  to north south east (a) The bed

above west

is on the east wall, opposite the wardrobe, next to the bedside table.

(b) The bookshelf (c) The lamp (d) The door (e) The wardrobe (f) The window 3. Read the clues and guess the bedroom feature. (a) I am next to the bed and underneath the lamp. (b) I am next to the door and along the north wall. (c) I am on the south wall. (d) I am on top of the bed and the pillow. (e) I am to the right of the bookshelf and north of the bed. (f) I am south of the bed and on top of a table. 4. Add two more features to the plan of the bedroom and describe the location of each one. Feature

Location

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Grid maps: an animal farm – 1

Year 3

Grid maps use letter and number references for locating features on a plan or map.

8 TRACTOR SHED

7 TOILETS

6 PICNIC AREA

SHEEP

5 PIGS

4 COWS

COWS

3 PONIES

MILKING SHED

PONY RIDES

GOATS

ANIMAL FARM Entrance

SOUVENIR SHOP

TOILETS

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Grid maps: an animal farm – 2

Year 3

1. What is located at each reference? (a) B2:

(b) B3:

(d) A8:

(e) F6:

(f) G2:

2. Why do you think the cows and goats are located close to the milking shed? 3. Where would be a good place to add a playground? Explain your choice and mark it on the map. 4. Choose two squares to locate farm birds such as chickens, ducks, geese and turkeys. Mark them on the map. 5. On a visit to the farm, Faith wanted to see the pigs, goats, sheep and farm birds, and have a pony ride. She also wanted a picnic lunch and some free time to play on the playground. She had brought money to buy a souvenir of her visit. In red, mark on the map a route Faith could follow around the farm. 6. On the map, write two other features you would like to add. Write their names and letter/ number references. • • 7. (a) In blue, mark on the map the route you would follow around the farm. (b) In order, list the features you would see on your route. australian curriculum

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Grid maps: a shopping centre – 1

Year 3

For locating features, grid maps use letter and number references known as coordinates. A

1 Homewares

2 Supermarket

Sandwich bar Indian food

Sport store

Linen world

3 Sushi bar

Hot potatoes

Fast food

Craft shop

Cap world

Cafe

Burgers

Salad world

Gift shop

Card shop

4 car park

5 Make-up

6 Shoes

entrance

Super store

7 Jeans

Play area

Ice-cream parlour

Toilets

8 Surf shop

Bread shop

9 Eye wear

Kids wear

Mobile world

Fruit shop

10 Designer wear

Flowers

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Grid maps: a shopping centre – 2

Year 3

You will need a copy of Grid maps: a shopping centre – 1. 1. What store would you find at each coordinate? (a) H2:

(b) J7:

(d) D9:

(e) G3:

(f) I8:

2. Locate and write the grid references for each store: (a) Make-up:

(b) Cap world:

(d) Salad world:

(e) Cafe:

(f) Gift shop:

3. Write the coordinates and names of the stores that take up more than one space. 4. Evan and Helena went shopping with their parents. They needed glasses for Mum, a mobile for Dad, a cap for Evan and Helena wanted a new pair of jeans and to buy flowers for a friend. They planned to have lunch at the Sandwich bar. Describe a route they could take from the entrance to visit the six stores. Include the names and coordinates of the shops they visited in order. Mark the route on the map in red. 5. (a) Write the coordinates of five stores you would visit in the order you would visit them. (b) In blue, mark on the map the route you would take to visit these stores. (c) Explain why you chose that route. australian curriculum

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Creating a grid map: an aquarium – 1

Year 3

Use the grid for creating a plan of an aquarium.

1 A

australian curriculum

Mapping skills BOOK 2

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R.I.C. Publications® – www.ricpublications.com.au

Creating a grid map: an aquarium – 2

Year 3

You will need a copy of Creating a grid map: an aquarium – 1. 1. Discuss and write some features other than exhibits to include for visitors. You may want more than one of some features. Add the coordinates for each feature. Feature

Coordinates

2. Where will the path around the aquarium go? There must be a path to all exhibits. Shade the path on the map. 3. (a) List 12 creatures you might find in an aquarium. (b) Add the coordinates to show where the creatures will be located. Creature

Coordinates

Creature

Coordinates

4. On the map, draw a simple image of each creature in its correct location. 5. Use coordinates to describe a route you would take around the aquarium. Ask a partner to draw the route on your map. ,

, australian curriculum

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13 978-1-925431-87-2 Mapping skills BOOK 2

Community map: past and present – 1

Year 3 HILLTOP 1950

Legend House

Shop

Primary school

Hotel

Lake

Post office

Place of worship

Parkland Woodland

Doctor

HILLTOP 2017

Legend House

Shopping centre

Primary school

Hotel

High school

Post office

Library

Parkland

Place of worship

Woodland

Medical centre Leisure centre

Community centre

Lake

Ambulance Fire station

Cafe

Police station

Pool

Shop australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

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Community map: past and present – 2

Year 3

1. Make a list of differences between the two maps of Hilltop. Differences

Hilltop 1950

Hilltop 2017

2. Why do you think there is now a high school in Hilltop? 3. Suggest some advantages and disadvantages of life in Hilltop in 2017 compared with 1950. Advantages

Disadvantages

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15 978-1-925431-87-2 Mapping skills BOOK 2

Mapping skills

australian curriculum

BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Map of Victory Island

Map features – 1

River

Railway

Major road

Lighthouse

80 km

Major towns

Capital city

Grassland

Scrubland

High ground > 1000 m

Legend

Year 3

Map features – 2

Year 3

You will need a copy of Map features – 1. A map is a visual display of information. All maps include some features that help us to interpret this information. 1. The information in the table has been jumbled up. Match each feature with its correct purpose by shading them both the same colour. Use a different colour for each feature. Feature

Purpose

Title

A This figure explains the direction of the land and features of a map.

Legend

B These labelled horizontal and vertical lines or spaces explain where features are located on a map.

Scale

Compass

Coordinates

C This chart is the key to unlocking the information in a map. It explains the meaning of the different symbols, lines or coloured areas on a map. D This word or phrase explains what a map is about. E This line diagram explains the distance on a map compared with the distance on the ground.

2. Label each box on the map with the name of the correct feature. 3. Use the features to help you interpret the information given in the map. In your own words, describe the information the map is showing.

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17 978-1-925431-87-2 Mapping skills BOOK 2

Reading a map – 1

Year 3

Legend

FERNTREE 2017

House Primary school High school Medical centre Major road Railway River Parkland Woodland

australian curriculum

Mapping skills BOOK 2

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Reading a map – 2

Year 3

You will need a copy of Reading a map – 1. A map legend uses symbols, lines or colours to explain the features on a map. 1. The information in the table has been jumbled up. Match each type of symbol with its correct purpose by shading them both the same colour. Use a different colour for each symbol. Symbol

Purpose

Point symbols

A Different colours or patterns show areas of different land or land use such as forest, desert, mining or farming.

B Simple diagrams mark the specific location of a special feature such Line symbols as a hospital, a library or a school on a large-scale map of a town; or a city or town on a small-scale map of a country. Area colour/ shading

C Lines of different colour, thickness or pattern represent a feature of length such a river, road, railway line or border.

2. Look at the legend on the map. Complete the table to show features represented by each type of symbol. Symbol

Features

Point Line Area 3. Create a simple map using the three types of symbols. Complete the legend. Point

Line

Area

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19 978-1-925431-87-2 Mapping skills BOOK 2

Mapping skills

australian curriculum

BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Garden

Desert

Ocean

Sports Oval

Road

Park

Playground

Grassland

Cliff

Hospital

Beach

Forest

Legend

Bridge

Cemetery

Cave

Traffic lights River

Lake

Natural, maintained and constructed features – 1

Year 3

Natural, maintained and constructed features – 2

Year 3

You will need a copy of Natural, maintained and constructed features – 1. 1. Which is which? Shade the feature and its definition in the same colour.

Natural feature Maintained feature Constructed feature

Built by people Found naturally in the environment Natural features looked after by people

2. Study the features on the map. Write them in the correct column in the table. Natural

Maintained

Constructed

3. Draw a legend for natural, maintained and constructed features you would include on a map of your local area. Natural

Maintained

Constructed

4. (a) Which has a bigger population? Tick the box.

• an area with more constructed and maintained features than natural features

• an area with more natural features than constructed and maintained features

(b) Explain your answer.

australian curriculum

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21 978-1-925431-87-2 Mapping skills BOOK 2

Compass directions – 1

Year 3

N W

CR YR 3 S

CR YR 4 C

O CR YR 5

HIGH STREET

FERNBROOK PRIMARY SCHOOL CR YR 6

S LP H

CR YR 1

CR YR 2 BBC

GA BBC

LOW STREET

Legend BBC Basketball CR Classroom court

Toilets

SR Staff room A

Hall

Resources

Library

Entrance

Store room

CP Car park

Canteen

LP Lost property

Admin

GA Grass area

PG Playground SP Swimming pool O

Office

BR Bike racks

australian curriculum

Mapping skills BOOK 2

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Compass directions – 2

Year 3

You will need a copy of Compass directions – 1. 1. Fill in the middle compass points of the compass rose on the map. north-east

south-east

north-west

south-west

2. Study the map of Fernbrook Primary School. In which direction will you find: (a) The school entrance from the playground? (b) The swimming pool from the canteen? (c) The hall from the grass area? (d) The basketball courts from the car park? 3. (a) Use compass directions to describe a good location for a shower block for the swimming pool. (b) Explain your reasons for choosing this location.

(c) Add the shower block to the map and mark it on the legend. 4. (a) Use compass directions to describe a good location for an outdoor eating area. (b) Explain your reasons for choosing this location.

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23 978-1-925431-87-2 Mapping skills BOOK 2

Data on maps: showing numbers – 1

Year 3

PHYSICAL MAP OF BROADACRE ESTATE

Legend Lake Woodland Open grassland Rocky cliffs

MAP OF THE POPULATION DENSITY OF DEER LIVING ON BROADACRE ESTATE

Legend Lake > 15/sq k 7−15/sq k < 7/sq k

australian curriculum

Mapping skills BOOK 2

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Data on maps: showing numbers – 2

Year 3

You will need a copy of Data on maps: showing numbers – 1 and access to the internet. Maps can be used to give information that tells ‘how much’ or ‘how many’. Population density is a measure of how many people (or animals) live in a given area. The legend explains what numbers the marked areas on the map represent. A population is never spread evenly across an area. Some parts are more densely populated than others. 1. Study the two maps of Broadacre Estate. What reasons can you give for the numbers of deer in each area? Area

Population density

Reason for population density

Woodland

Open grassland

Rocky cliffs

2. The owners of Broadacre want to keep all the deer but they want to spread the population more evenly over the estate. How do you think they could do this?

3. On the internet, compare the physical and population density maps of Australia, Canada or China. What did you discover about the physical environment and where people live?

australian curriculum

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25 978-1-925431-87-2 Mapping skills BOOK 2

Data on maps: showing resources – 1

Year 3

N W

MAP OF MEADOW HOBBY FARM

E S

Legend Llamas

Chickens

Building

Carrots

Tomatoes

Sheep

Garden

Potatoes

Cabbages

Herbs

Goats

Farmhouse

Pumpkins

Lettuce

Soft fruits

australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Data on maps: showing resources – 2

Year 3

You will need a copy of Data on maps: showing resources – 1. Maps can be used to give information that tells ‘what and where’ things can be found. The legend identifies what the marked areas on the map represent. The map of Meadow Hobby Farm shows what crops are grown, what animals are raised and where each can be found on the farm. 1. (a) What animals are reared at the hobby farm? (b) What crops are grown at the hobby farm? 2. In what direction from the house and farm buildings are: (a) the crops?

(b) the animals?

3. Give your opinion. (a) Why is the garden close to the house? (b) Why are the crops and animals in separate parts of the hobby farm? 4. (a) In the space on Data on maps: showing resources – 1, draw a map for another hobby farm. Include some crops, some animals and some buildings. Draw a legend to explain the features on your map. (b) Explain the information your map is giving about your hobby farm.

australian curriculum

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27 978-1-925431-87-2 Mapping skills BOOK 2

Mapping the weather – 1

Year 3

Barton Norton

Sheperton

Monkton

Garston

Legend Beach

ACTON

Farmland Woodland Mountains

Weather map for Acton Island

Ocean

australian curriculum

Mapping skills BOOK 2

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Mapping the weather – 2

Year 3

You will need a copy of Mapping the weather – 1. Maps are used to give information about the weather. Weather symbols are placed on the map to show the expected weather for each day. 1. Label each symbol with its correct meaning.

showers

mostly sunny

storm

sunny

light rain

light cloud

light snow

light winds

heavy cloud

heavy rain

strong winds

heavy snow

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

(k)

(l)

2. (a) Draw icons in the boxes on the map to create a weather map. (b) Use the information you have added to the map to write a weather report.

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29 978-1-925431-87-2 Mapping skills BOOK 2

Maps and scales – 1

Year 3

Map showing distances between bird hides in Forest Park A C

B 4 cm

10 cm 7 cm

6 cm

D m

6c m

8.5 cm

australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Maps and scales – 2

Year 3

You will need a copy of Maps and scales – 1. The scale of a map tells us how much smaller everything on the map is compared with the real place or thing it represents. This scaled image of a carpet measures 1 cm × 2 cm but the real carpet measures 100 cm × 200 cm (1 m × 2 m). 0

The scale of the image is 1 cm : 100 cm (1 m).

(b) Scale: 1 cm : 300 cm

Scale: 1 cm : 100 cm

1. What would the real carpet measure for each scale? (a) Scale: 1 cm : 200 cm

2. For each scale, what would be the real distance between bird hides in Forest Park? Distance between hides on the map (a)

A to E –

(b) C to B –

(c)

B to D –

(d) E to F –

Real distance between bird hides Scale 1 cm = 5 m

1 cm = 10 m

1 cm = 50 m

3. Starting and finishing at the same hide, plan a route to visit some, or all, of the bird hides in Forest Park. (a) How many hides did you visit? (b) How far did you walk altogether? Use the scale, 1 cm = 25 m.

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31 978-1-925431-87-2 Mapping skills BOOK 2

Year 3

Assessment 1

Name

Grid maps 1. Look at the grid map. What is the name of the store? N

HOPPER’S PET STORE

E S

Tropical fish

Cats

Dogs

Mice

Goldfish

Pet food

Entry

Rabbits

Turtles Checkout

Guinea pigs

Lizards

2 1

Chicks

2. At what grid reference would you find these animals? (a) rabbits:

(b) guinea pigs:

(d) lizards:

(e) turtles:

(f) goldfish:

3. What would you find at these grid references? (a) H5:

(b) A8:

(d) H2:

(e) C5, D5, E5:

(f) E7:

4. What feature would you find at these directions? (a) North of the goldfish:

(b) South-west of the turtles:

(d) West of the pet food:

(e) South of the dogs:

(f) North of the rabbits:

5. Describe a route from the entry to the tropical fish using compass directions: australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Name

Assessment 2

Year 3

Map features 1. Explain the purpose of each feature on a map. (a) title (b) legend (c) compass rose (d) scale (e) coordinates Legend

MAP OF MARSHFIELD NATURE RESERVE

Car park

Barbeque Picnic table

Shelter Toilets

Playground Nature trail

Cycle path Picnic area

Grassed area

Bushland

Lake

Scale: 1 cm = 1 km

2. Use each feature to write something about the place the map represents. title

legend compass rose scale

grid lines australian curriculum

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33 978-1-925431-87-2 Mapping skills BOOK 2

Year 3

Assessment 3

Name

Data on maps 1. Write three things about the place each map represents. (a) Map of wild pony population on Bray Island

Road Beach Woodland Open land

Ponies W

= 50 ponies

E Small village

Harbour / Small village

(b) Map of fruit trees in Pippin Orchard

Apples Pears Oranges Lemons Peaches Apricots Olives Figs

1 Fruit = 10 trees

Road

Lighthouse

Boat service Swimming beach

Watersports Picnic area

Scenic lookout

Horseriding

Campsite

Toilets

Scale: 1 cm = 1 km

australian curriculum

Mapping skills BOOK 2

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Name

Assessment 4

Year 3

Comparing maps BELLEVILLE 2001

BELLEVILLE 2017

Lake

Legend

Lake

Legend House

Hotel

Primary school High school

Post office

Doctor

Cafe

Woodland

House

Shop

Place of worship

Pool

Primary school Place of worship

Hotel

Library

Shopping centre

Post office

Leisure centre

Fire station

Doctor

Woodland

Shop

Police station

1. List similarities and differences between the two maps of Belleville. Similarities

Differences

Belleville 2001

Belleville 2017

2. Describe how life would have been different in Belleville in 2001 from 2017.

australian curriculum

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35 978-1-925431-87-2 Mapping skills BOOK 2

Different types of maps – 1

Year 4

LEGEND Mountains River Lake Forest Sea

TEMPERATURE ˚C > 30 20 to 30 10 to 20 0 to 10 –10 to 0 < –10

Hugo Stiglitz Scale at Equator

1000

Tehran Kabul

Baghdad

IRAQ

2000 3000 km

KUWAIT

IRAN

AFGHANISTAN

Islamabad

PAKISTAN

Riyadh

SAUDI ARABIA ARABIAN SEA

australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

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Different types of maps – 2

Year 4

You will need a copy of Different types of maps – 1. There are many different types of maps. 1. Draw a line to match each type of map with its description. (a) Political map •

• Maps showing the natural features of a country or place

(b) Physical map •

• Images of places taken from the air

• Maps showing a country’s or continent’s borders and major cities

(d) Road map

• Maps showing information about things such as climate or population

•

(e) Thematic map •

• Maps showing resources that can be grown or found in an area

(f) Satellite map •

• Maps showing roads, railways and other constructed features of a place

2. Write the letters A–F to match each map on Different types of maps – 1 with its correct name. 3. Write ways you might use each type of map. Political map

Physical map

Resource map

Road map

Thematic map

Satellite map

australian curriculum

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37 978-1-925431-87-2 Mapping skills BOOK 2

Political maps – 1

Year 4

REGIONS OF ITALY

LEGEND REGIONAL BORDER AREA BORDER NATIONAL BORDER

SE º

13 5

º 25

90º

270º

º 45

31 5º

360º

180º australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

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Political maps – 2

Year 4

You will need a copy of Political maps – 1 and access to the internet. Political maps show the divisions of a country or a continent that are ruled by local or national governments. Each of the six populated continents are divided into separate countries and most of these countries are divided into smaller regions. 1. The map shows Italy, a country in Europe which is divided into twenty separate regions. Each region belongs to one of five main areas. (a) Choose a different colour for each main area. Add the colour codes to the table. Colour each region in a light shade of the correct colour. (b) Use the internet to find the Italian name of each region and its three-letter code. Write the code in each region on the map. (c) Use your colour code to shade each region on the map. Main areas

Colour code

Name and code of each region

Northwest Northeast

Emilia-Romagna – EMI;

Central South Islands 2. Suggest some advantages and disadvantages of dividing a country into separate regions. Advantages

Disadvantages

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39 978-1-925431-87-2 Mapping skills BOOK 2

Physical maps – 1

Year 4

50+ m

150–300 m

0–5 m

5–50 m

50+ m

300–600 m 600–1500 m

0–

15 0

1500–3000 m

15 0

0m 00 m

300–6

150–300 m

0–5 m

5–50 m

Land above sea level medium green

0–150 m

Land below sea level

Natural landforms

light blue

0–5 m

River

light green

150–300 m

medium blue

5–50 m

Lake

yellow

300–600 m

dark blue

50+ m

Wetland

orange

600–1500 m

Forest

light brown

1500–3000 m

Beach

dark brown

3000+ m

Cliff Cave

australian curriculum

Mapping skills BOOK 2

978-1-925431-87-2

R.I.C. Publications® – www.ricpublications.com.au

Physical maps – 2

Year 4

You will need a copy of Physical maps – 1. Physical maps use colour to show how high or low the land lies compared with sea level. Sea level is always measured at 0 metres. Physical maps also show other natural landforms. A legend explains what each colour and symbol represents. 1. Natural landforms do not occur just anywhere. (a) Write some questions to help you research the best place to put each natural landform in the legend.

(b) In the legend, draw a symbol for each natural landform. (c) Use your symbols to locate each feature on the map. 2. On the map, draw a symbol to show where you would locate each constructed feature. Explain the reasons for your choice. Feature

Symbol

Reasons for location

Harbour

Surf life saving club Footpath up each mountain

Wind farm

3. Use the legends to colour the areas of the map above and below sea level. australian curriculum

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41 978-1-925431-87-2 Mapping skills BOOK 2

Resource maps – 1

Year 4

LEGEND 100 sheep 100 cattle 1 hectare wheat 1 hectare maize 1 hectare apples 1 hectare woodland dam

MAP OF MILLTOWN FARM

MAP OF MILLTOWN MINING COMPANY

LEGEND GOLD 1 hectare NICKEL 1 hectare PETROLEUM 1 hectare IRON ORE 1 hectare ALUMINA 1 hectare

australian curriculum

Mapping skills BOOK 2

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Resource maps – 2

Year 4

You will need a copy of Resource maps – 1. Resource maps show areas that produce or mine resources. Farmed resources are crops that are sown and harvested or animals that are bred and reared. Natural resources are those occurring naturally on the planet. They include water, trees, rocks, soils, minerals and fossil fuels. 1. Use the legend to find information about the farmed resources at Milltown Farm. (a) Why are all the animals and plants not drawn on the map? (b) What information does the legend give you about the crops and animals on the farm? (c) How many animals are on the farm?

sheep

cattle

(d) What area of the farm is used for crops?

maize wheat apples

2. Use the legend to find information about the natural resources at Milltown Mining company. (a) Which natural resource takes up the greatest area of the mining company’s land and what fraction of the land is this? (b) How do you know how much more land is mined for petroleum than for gold, alumina or nickel?

australian curriculum

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43 978-1-925431-87-2 Mapping skills BOOK 2

Road maps – 1

Year 4

BLEASDALE GYM

POLICE STATION

THEATRE

PETROL STATION

TRAIN STATION

PLAYGROUND

SUPERMARKET

ZOO

PARK

SCHOOL

MINOR ROAD

MAIN ROAD

TOWN HALL

FISH AND CHIPS

CHEMIST

MEDICAL CENTRE

BASKETBALL

FIRE STATION

BUS STATION

POOL

BANK

LIBRARY

BAKERY

SHOP

HIGHWAY

RAILWAY

POST OFFICE

BUTCHER

CAFE ART SUPPLIES

australian curriculum

Mapping skills BOOK 2

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Road maps – 2

Year 4

You will need a copy of Road maps – 1. Road maps help us to find places and work out routes from one place to another. Some road maps show the individual streets in a town and the location of places of interest. Other road maps show how towns and cities are linked by a network of main roads. The road map shows the town of Bleasdale. 1. (a) Highlight six places of interest that you would visit regularly if you lived there. (b) Draw a star to mark the place on a street where you would like to live. 2. (a) Use a pencil to mark a bus route from the bus station that passes near to your house and the places you would visit. (b) Draw a symbol for a bus stop. your reasons for their locations.

Mark bus stops along your route. Explain

3. Draw a symbol for traffic lights. Study the map and add some sets of traffic lights. Explain your reasons for their locations.

4. Draw a symbol for a car park. Explain your reasons for their locations.

Highlight locations for some car parks.

australian curriculum

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45 978-1-925431-87-2 Mapping skills BOOK 2

Thematic maps – 1

Year 4

LEGEND 1000 LEOPARD FANS

1000 TIGER FANS COUNTY TOWN 1000 PUMA FANS TOWN 1000 CHEETAH FANS

1000 LION FANS

australian curriculum

Mapping skills BOOK 2

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Thematic maps – 2

Year 4

You will need a copy of Thematic maps – 1. Thematic maps give information about any aspect of a place from its weather, climate and vegetation to the different types of birds or insects that can be found there. If you have any data about a place, you can present it in a thematic map. Basketball is very popular in Gordon County. It has five teams, each based in a different part of the county. 1. Use the legend to find information about the teams. (a) Write the teams in order from the biggest fan base to the one with the smallest.

(b) How do you know how many fans each team has?

2. (a) What does the map tell you about the spread of fans across the county?

(b) Suggest a possible link between the size of the fan base for each team and its location.

australian curriculum

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47 978-1-925431-87-2 Mapping skills BOOK 2

Satellite maps – 1

Year 4

MARSHALL TOWN – PAST

MARSHALL TOWN – PRESENT

australian curriculum

Mapping skills BOOK 2

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Satellite maps – 2

Year 4

You will need a copy of Satellite maps – 1. Satellite maps are images taken from high up in the sky. They show large areas of the landscape, a true ‘bird’s-eye view’. One important use of satellite maps is to see changes that have occurred over time. 1. Compare the two maps of Marshall Town. Record the similarities and differences. Similarities

Differences

Marshall Town past

Marshall Town present

2. Describe what you think it would be like to live in Marshall Town in each era.

Marshall Town past

Marshall Town present 3. More people live in Marshall Town now than in the past. Look at the map for clues and suggest why this may be.

australian curriculum

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49 978-1-925431-87-2 Mapping skills BOOK 2

Grid maps – 1

Year 4

9 8 7 6 5 4 3 2 1 A

LYREBIRDS

KOOKABURRAS

JOEYS

TASMANIAN DEVIL

DINGOES

PARROTS

LIZARDS

WALLABIES

KOALAS

ENTRY

COCKATOOS

FROGS

KANGAROO

ECHIDNAS

BBQ

ANIMAL HOSPITAL

EAGLES

SNAKES

WOMBATS

BUTTERFLY ENCLOSURE

CAFE

TOILETS

PICNIC AREA

WOODLAND

SHOP

australian curriculum

Mapping skills BOOK 2

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Grid maps – 2

Year 4

You will need a copy of Grid maps – 1. Grid maps use letters and numbers to label sections of a map. 1. Why is this map useful to visitors? 2. Write the grid reference for each animal. (a) kangaroos

(b) joeys

(d) koalas

(e) reptiles

(f) Tasmanian devils

3. Locate and name the feature at each grid reference. Draw the legend symbol for each feature. Grid reference

A8, A9

H1, H2, I2, C8, D8

D10

Feature Symbol 4. Add three more animal enclosures to the grid map, using symbols you have drawn.

Feature

Symbol

Feature

Symbol

Feature

Symbol

5. To go directly to the BBQ area from the eagles, name the features would you pass and give their grid references. 6. Draw a pathway on the map that passes all of the enclosures including those you have added. Describe what you would see as you walk around the sanctuary, starting from the entry. australian curriculum

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51 978-1-925431-87-2 Mapping skills BOOK 2

Compass directions – 1

Year 4

Ge or ge to Pa wn ra m ar ibo

Caracas

VENEZUELA

FRENCH GUIANA

GUYANA

Bogota

10 North Atlantic Ocean

SURINAME Cayenne

COLOMBIA Quito

ECUADOR

Amazon River

PERU

BRAZIL

Lima

La Paz

Brasilia

BOLIVIA

PARAGUAY Asunción

Pacific Ocean

Tropic of Capricorn

ARGENTINA Santiago

CHILE

URUGUAY Buenos Aires

Montevideo

0 0

500 250

South Atlantic Ocean

1000 km 500

Stanley

FALKLAND ISLANDS

South America

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Mapping skills BOOK 2

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Compass directions – 2

Year 4

You will need a copy of Compass directions – 1. Most maps include a compass to show which direction is north. Knowing the direction of one place allows us to compare its direction with another place. 1. Abbreviate each direction with a letter or letters. north

south

east

west

north-east

north-west

south-east

south-west

2. For each capital city, write another capital city lying in each direction. If there is no capital city in one direction, name the body of water instead.

La Paz

Asunción

Brasilia

Buenos Aires

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53 978-1-925431-87-2 Mapping skills BOOK 2

Maps and scales – 1

Year 4

Alston Carlton

Beacon

Dayton MAP A Alston Carlton

Beacon

Dayton

MAP B Alston Carlton

Beacon

Dayton

MAP C

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Maps and scales – 2

Year 4

You will need a copy of Maps and scales – 1. It is not possible to represent an area of land on paper or screen without using a scale. Map scales explain the link between the distance on the map and the real distance on the ground. Map scales can be given in different ways: as a statement e.g. 1 cm = 1 km or as a line diagram e.g. 0 0.5 1 1.5 2 2.5 km 0

5 cm

When creating a map, the size of the scale depends on the area to be represented, how much detail is required and the size of the map. 1. The three maps are of the same place but at different scales. Match each map to the correct scale. (a) Map A •

• 1 cm = 0.5 km

(b) Map B •

• 1 cm = 1 km

• 1 cm = 0.25 km

2. Complete the table.

0.5

1.5

2.5 km

5 cm

5 km

5 cm

0.25

0.5

0.75

1.25 km

5 cm

(a) On each map, measure the distances between towns. (b) Use the scale for any map to calculate the real distance between each town. Use the scales of the other two maps to check your answers. Map A

Map B

Map C

Real distance

Alston and Beacon Alston and Carlton Beacon and Dayton Carlton and Dayton 3. (a) On which map could you add the most detail? (b) Explain the link between the size of a map, the scale and the amount of detail the map can show.

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55 978-1-925431-87-2 Mapping skills BOOK 2

Maps and scales: area – 1

Year 4

WINDOW DESK

WARDROBE

DOOR BED

WINDOW

DOOR

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Mapping skills BOOK 2

SCALE: 978-1-925431-87-2

100 125 150 cm 4

6 cm R.I.C. Publications® – www.ricpublications.com.au

Maps and scales: area – 2

Year 4

You will need a copy of Maps and scales: area – 1. In a scaled image of a place, everything is reduced in size by the same factor. Most maps include a scale which explains by how much the real area or distance has been reduced to fit on the map. 1. The map is drawn to scale. Calculate the real measurement of each feature. (a) length of room

(b) width of room

(d) width of bed

(e) width of window

(f) width of wardrobe

2. The bed is moved so a second bedside table, identical to the first, can be added between the bed and the wall. The gaps on either side of this table are the same as the gap between the bed and the first table. (a) Draw a new map of the bedroom with the second bedside table and the bed in its new place. (b) Choose a different place to put the desk. (c) Add a rug on the floor. What is the size of the rug? 3. (a) On a separate piece of paper, draw a map of your dream bedroom to scale. How much of the furniture can you fit in? Remember to leave space between furniture for access. (b) Complete the table. furniture I put in the room

length and width on the map

real length and width

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57 978-1-925431-87-2 Mapping skills BOOK 2

Maps and scales: distance – 1

Year 4

SHEARING SHED

DAM

ORCHARD

ST A

FEED

BARN

MILKING SHED SHED

POOL

FARMHOUSE

LEGEND COWS

SHEEP

PIGS

CHICKENS

SCALE: 1 CM = 100 M

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Mapping skills BOOK 2

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Maps and scales: distance – 2

Year 4

You will need a copy of Maps and scales: distance – 1. A scale is needed to find out the real distance of roads and pathways on a map. When a distance is known, it is possible to work out how long a journey at a known speed will take. 1. Draw the scale as a line diagram. 2. Use the scale to find out the direct distance between each feature on the map. (a) farmhouse to dam (b) poultry house to farmhouse (c) cow paddock to dam (d) pig paddock to orchard (e) dam to stables (f) milking shed to shearing shed 3. Every day, the farmer walks around the farm. (a) On the map, use a ruler to draw a route he might take from the farmhouse, visiting all the features. Calculate how far he walks in total.

(b) The farmer walks 1 km in 10 minutes. Calculate how long it takes him to complete the route you have drawn.

4. The farmer wants to build a new house for his family on the farm. On the map, mark where you think the new house should be built. Explain your choice of location.

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59 978-1-925431-87-2 Mapping skills BOOK 2

Mapping skills

BOOK 2

978-1-925431-87-2

TRAIN STATION BUS STATION

PARK

PETROL STATION TRAFFIC LIGHTS LIBRARY

POLICE STATION

COMMUNITY CENTRE POST OFFICE

MAP OF LAKETON

PLAYGROUND FISH AND CHIPS ZOO

SUPERMARKET TOWN HALL

CHEMIST

CARD SHOP

BASKETBALL

THEATRE

Creating a map – 1

SHOP

PIZZA PARLOUR GYM

BAKERY

FRUIT AND VEG SHOP BANK

FIRE STATION

RESTURAUNT

PORT

PARKING

POOL

SCHOOL

Year 4

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Creating a map – 2

Year 4

You will need a copy of Creating a map – 1, access to the internet and grid paper. The first things to think about when creating a map are scale and detail. Large-scale means more detail; small-scale means less detail. 1. Use a pencil to draw a light route around Laketon. What features would you include or leave out on a map you might draw? Features to include

Features to leave out

2. A legend explains the meaning of symbols, lines or colours on a map. (a) Look at legends in atlases and online maps to see how different features are represented. (b) Create a legend explaining some extra features to include on your map. Legend Feature

Symbol, Line, Colour

3. On grid paper, use your symbols, lines and colours to create a map of a small town. Remember to give it a title, a scale and include a legend. 4. Compare your map with the maps of others in the class. How would you rate your map? Make a mark on the line to show your score. 1

Poor

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61 978-1-925431-87-2 Mapping skills BOOK 2

Lines around the globe – 1

Year 4

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Mapping skills BOOK 2

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63 978-1-925431-87-2 Mapping skills

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BOOK 2

Year 4

North Pole

(f) There are two seven main lines of longitude.

(k) Another word for lines of latitude longitude is meridians.

Latitude or Longitude

Measurement degrees N, S, E, W

(b) Colour and label the nine lines on the images of the globe.

International Date Line

(i) Most lines of latitude longitude are measured in degrees east or west.

(j) Another word for lines of latitude longitude is parallels.

Prime meridian

(h) Most lines of latitude longitude are measured in degrees north or south.

South Pole

Antarctic Circle

(e) Lines of latitude longitude are closest to each other at the poles and furthest apart at the equator.

(g) There are two seven main lines of latitude.

Arctic Circle

Tropic of Capricorn

Tropic of Cancer

Equator

Line

2. (a) To complete the table, research the information for each line.

(d) All lines of latitude longitude are parallel to each other.

(b) Lines of longitude are the horizontal vertical lines drawn on a globe.

(a) Lines of latitude are the horizontal vertical lines drawn on a globe.

1. Research and circle the correct word to make each statement true.

The location of anything, anywhere on the surface of the planet, can be found by using the two different types of lines drawn around a globe. The lines divide the map of Earth into sections which make it easier for us to locate places.

You will need a copy of Lines around the globe – 1, a globe and access to the internet.

Lines around the globe – 2

Locating places – 1

Year 4

80° W

70° W

60° W

40° W

Ge or ge to Pa wn ra m ar ibo

Caracas

50° W

VENEZUELA

FRENCH GUIANA

GUYANA

Bogota

10° N North Atlantic Ocean

SURINAME Cayenne

COLOMBIA Quito

ECUADOR

0°

Amazon River

PERU

BRAZIL

Lima

10° S La Paz

Brasilia

BOLIVIA

20° S

PARAGUAY Asunción

Pacific Ocean

Tropic of Capricorn

ARGENTINA Santiago

CHILE

30° S

URUGUAY Buenos Aires

Montevideo

South Atlantic Ocean

40° S 0 0

500 250

1000 km 500

Stanley

FALKLAND ISLANDS

South America

50° S

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Locating places – 2

Year 4

You will need a copy of Locating places – 1 and an atlas. Lines of latitude and longitude can be used to locate any place on Earth. 1. Locate the capital city of each country. Colour the section where it lies and name the lines of latitude and longitude that create it. The first one has been done for you. Country

Capital City

Lines of latitude

Lines of longitude

Argentina

Buenos Aires

30º S to 40º S

50º W to 60º W

Bolivia Brazil Chile Colombia Ecuador Guyana Paraguay Peru Suriname Uruguay Venezuela * French Guiana is an overseas region of France. The Falkland Islands are British overseas territory.

2. Summarise the information you have collected.

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65 978-1-925431-87-2 Mapping skills BOOK 2

Assessment 1

Name

DOLPHIN ISLAND

N W

SW S

1. Why are grid lines useful in mapping?

E N

Grid maps

Year 4

11 Fish Bay

Turtle Beach

Waterfall Walk

West End

Coconut Village

Sandy Beach

5 4

Lake Gold

Whale Lookout Keeper’s Cave

Jetty

Lighthouse

2. Use the grid and compass to complete the table. Feature

1 A

SCALE: 1 cm = 100 m

Grid reference

Compass direction from Waterfall Walk

Fish Bay Coconut Village Jetty Lighthouse Keeper’s Cave Turtle Beach 3. Solve the ‘What am I?’ clues to find the map feature. (a) I am north of the lighthouse and south of Waterfall Walk. (b) I am west of Keeper’s Cave and south-east of West End. (c) I am east of Coconut Village and north-east of the lighthouse. 4. Add each feature to the map. (a) Dolphin Cove at (N,8)

(b) Rocky Beach at (J,11)

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Name

Assessment 2

Year 4

Distance and direction 1. (a) Explain why all maps need to be drawn to scale. 10

100 m

10 cm

(b) Write this scale in another way. 2. (a) Label the compass rose. (b) Shade the two sets of directions in different colours.

3. Write the direction from A to B and use the scale to calculate the distance. (a) A

(b) B

Scale: 1 cm = 1 m

Scale: 1 cm = 100 km

Direction:

Distance:

(c)

(d)

B 5

20 km

4 cm

A 100

200

300

Direction:

Distance:

400 m

4 cm

4. How far does the postie ride between Joe’s and Amy’s house if she delivers to all the other houses along the way?

ANIL

EMIL

AMY

JOE CARLOS

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67 978-1-925431-87-2 Mapping skills BOOK 2

Year 4

Assessment 3

Name

Political maps The map of the island of Ireland shows the island is divided into four provinces.

DERRY DONEGAL

Each province has a different number of counties within it.

TYRONE ARMAGH

FEMANAGH

The map also shows the seven largest cities on the island. 1. How many counties are in each province?

ANTRIM

DOWN

LEITRIM MONAGHAN SLIGO

CAVAN

LOUTH

MAYO ROSCOMMON

MEATH

LONGFORD

WESTMEATH

(a) Connaught

KILDARE

GALWAY OFFALY

WICKLOW

LAOIS

(b) Leinster

CARLOW

CLARE

KILKENNY

TIPPERARY

WEXFORD

LIMERICK

WATERFORD KERRY

(d) Ulster

LEGEND

2. Some counties of Ireland do not belong to the country of Ireland; they are a part of the United Kingdom. These counties are known as Northern Ireland.

National border

Capital

Provincial border

Major city

County border

Lake

(a) How many counties are in Northern Ireland? (b) On the map, colour Northern Ireland orange. (c) Which province do the counties of Northern Ireland belong to? (d) On the map, colour the remaining counties of this province green. (e) How many of Ireland’s major cities are located in Northern Ireland? 3. (a) In which province is the capital city of Ireland? (b) Which province has the most number of major cities? australian curriculum

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Name

Assessment 4

Year 4

Physical features and population MAJOR TOWNS AND ROADS OF ICELAND

LEGEND Capital city

Main towns

Main road

PHYSICAL MAP OF ICELAND

ELEVATION METRES ABOVE SEA LEVEL 0–500

500–1000

1000–1500

1500–2000

LEGEND Glacier Volcano

Use the information given in both maps to help you answer the questions. 1. (a) Describe the location of the main towns of Iceland. (b) Suggest a reason why there are no main roads through the centre of Iceland. 2. Summarise the information the maps are giving about Iceland.

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69 978-1-925431-87-2 Mapping skills BOOK 2

Answers

YEAR 3 ANSWERS DIFFERENT VIEWS – 1

1. Teacher check

3.–7. Teacher check

DIFFERENT VIEWS – 2

1. Teacher check

DESCRIBING LOCATION: A CLASSROOM – 2 1. (a) Hugo (c) Henry (e) Violet (g) Yong

(b) Violet (d) Georgia (f) James (h) Kym

2. (a) to the left (b) to the right (c) between (d) behind 3. (a) Gilbert (c) Hugo

2. so they don’t have far to go to be milked

(b) James

4. (a) Chiara, Hugo, Flynn, James (b) Ally, Violet, Freya, Kym, Yong, Jessica, Luey, Lily (c) Ally, Violet, Freya, Kym, Yong, James (d) Chiara, Hugo, Yong, Jessica, Luey, Lily

DESCRIBING LOCATION: A BEDROOM – 2

1. aerial

READING A MAP – 2 11

1. (a) Linen world (b) Ice-cream parlour (c) Cafe (d) Eye wear (e) Craft shop (f) Bread shop

4.–5. Teacher check

1. Answers may include: toilets, cafe, gift shop, cloakroom 2.–5. Teacher check

1. Answers may include: 1950: lots of woodland and farmland, only one place of worship, 11 houses, two roads and one primary school 2017: four places of worship, more shops, a shopping centre, traffic lights, leisure facilities, emergency services, one primary school, one high school

3. (a) table (b) bookshelf (c) window (d) panda (e) desk (f) lamp 4. Teacher check

1. (a) pony rides (b) ponies (c) picnic area (d) tractor shed (e) sheep (f) goats

2. The population has grown and there are enough children in the area for Hilltop to have its own high school. 3. Teacher check

MAP FEATURES – 2 1. Title – D Legend – C Scale – E

1. Point symbols – B Line symbols – C Area colour/shading – A

3. Teacher check

3. Supermarket (A1, A2, B1, B2), Sports store (G1, G2), Superstore (D5, D6, E5, E6), Fruit shop (H8, H9)

CREATING A GRID MAP: AN AQUARIUM – 2

2. Point: medical centre, house, primary school, high school Line: major road, river, railway Area: parkland, woodland

(b) H3 (d) E4 (f) G4

COMMUNITY MAP: PAST AND PRESENT – 2

2. Answers may include: (b) north wall, left/west of desk, right/east of door (c) on top of table, east wall (d) west wall, north of wardrobe (e) left/west of bed, south of door (f) south wall

GRID MAPS: AN ANIMAL FARM – 2

2.–3. Teacher check

GRID MAPS: A SHOPPING CENTRE – 2

2. (a) A5 (c) E9 (e) A4

Compass – A Coordinates – B

NATURAL, MAINTAINED AND CONSTRUCTED FEATURES – 2

1. Natural features – found naturally in the environment Maintained features – natural features looked after by people Constructed features – built by people 2. Natural: grassland, desert, ocean, forest, beach, cliff, cave, river, lake Maintained: sports oval, park, garden, forest, cemetery Constructed: playground, road, hospital, traffic lights, cemetery, bridge, lake Some features could fit into more than one category; e.g. forest, cemetery, lake 3. Teacher check 4. (a) an area with more maintained and constructed features (b) As a population grows, more constructed and maintained features are required.

COMPASS DIRECTIONS – 2

1. Teacher check 2. (a) north-east (b) north-west (c) north-west (d) south-west 3.–4. Teacher check

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Answers DATA ON MAPS: SHOWING NUMBERS – 2

MAPS AND SCALES – 2 25

1. Woodland > 15/sq km; more shelter from the weather and predators, tree bark to feed on Open grassland 7–15/sq km; feeding on grassland, more space to run but less protection from weather and predators Rocky cliffs < 7/sq km; difficult terrain, less food, exposed to weather and predators 2. Answers could include: plant more trees in grassland area, clear pathways on rocky cliffs. 3. People less likely to live where physical conditions make survival difficult; e.g. desert and high mountains. More likely to live where land is fertile and climate more hospitable. Greater proportion of Chinese population live in eastern part of country, Canadians close to the US border, Australians around the coast.

DATA ON MAPS: SHOWING NUMBERS – 2

1. (a) llamas, sheep, goats, chickens (b) potatoes, pumpkins, carrots, cabbages, lettuce, tomatoes, herbs, soft fruits 2. (a) west and south (b) east and north 3.–4. Teacher check

MAPPING THE WEATHER – 2

1. (a) sunny (b) mostly sunny (c) light cloud (d) heavy cloud (e) showers (f) light rain (g) heavy rain (h) light winds (i) strong winds (j) storm (k) light snow (l) heavy snow 2. Teacher check

1. (a) 2 m × 4 m (b) 3 m × 6 m (c) 4 m × 8 m 2. (a) 9 cm, 45 m, 90 m, 450 m (b) 10 cm, 50 m, 100 m, 500 m (c) 7 cm, 35 m, 70 m, 350 m (d) 6 cm, 30 m, 60 m, 300 m 3. Teacher check

GRID MAPS: ASSESSMENT 1

1. Hopper’s Pet Store 2. (a) G4 (c) G6 (e) B3

(b) F2 (d) A2 (f) A5

3. (a) shop entry (b) tropical fish (c) chicks (d) checkout (e) pet food (f) dogs 4. (a) tropical fish (b) lizards (c) dogs (d) goldfish (e) pet food (f) mice 5. Teacher check

MAP FEATURES: ASSESSMENT 2

1. (a) to say what the map is about (b) to say what the symbols on the map mean (c) to show the direction of the land and features on the map (d) to compare the distance on the map and the ground (e) to locate features on the map and to see the distance between features 2. Teacher check

DATA ON MAPS: ASSESSMENT 3

1. Answers may include: (a) There is a small village in the centre of the island and three villages around the coast. One village, on the western side also has the island’s only harbour. The other coastal villages lie to

the north and to the east of the island. A large number of ponies can be found in the three forested areas on the island. Small numbers of ponies can sometimes be seen in the open land and on the beach. The island has beaches to the north, along the east coast and to the south. A road runs around the edge of the island and roads connect the villages to the harbour. (b) There are eight types of fruit grown in Pippin Farm. There are 260 trees of oranges and of lemons, 250 trees of apples and of pears, 170 peach trees, 160 apricot trees, 140 fig trees and 130 olive trees. The apple trees are to the north-west of the orchard, the pears to the north-east, the lemons to the south-east and the oranges to the south-west. The olives are south-east of the apples, the peaches south-west of the pears. The figs are in the centre of the orchard. The apricots are south of the figs. (c) A boat service runs all around the island. Swimming beaches are on the east and west coasts. Water sports are on the north coast. There are plenty of camping, picnic and toilet facilities scattered around the island.

COMPARING MAPS: ASSESSMENT 4

1. Answers may include: Similarities: lake, primary school, place of worship to the north of Belleville, post office Differences 2001: Doctor on north side of road, lots of woodland, only two roads Differences 2017: Doctor on south side of road near lake, less woodland, more roads, more houses, traffic lights, more facilities. 2. Teacher check australian curriculum

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71 978-1-925431-87-2 Mapping skills BOOK 2

Answers

YEAR 4 ANSWERS DIFFERENT TYPES OF MAPS – 2

1. (a) Political map – Maps showing a country’s or continent’s borders and major cities (b) Physical map – Maps showing the natural features of a country or place (c) Resource map – Maps showing resources that can be found or grown in an area (d) Road map – Maps showing roads, railways and other constructed features of a place (e) Thematic map – Maps showing information about things such as climate or population (f) Satellite map – Images of places taken from the air 2.–3. Teacher check

POLITICAL MAPS – 2

1. Teacher check North-west: Lombardia, LOM; Piemonte, PIE; Liguria, LIG; Valle D’Aosta, VAL North-east: Emilia-Romagna, EMI; Veneto, VEN; Friuli-Venezia Giulia, FRI; Trentino Alto Adige, TRE Central: Lazio, LAZ; Umbria, UMB; Marche, MAR; Toscana, TOS South: Calabria, CAL; Basilicata, BAS; Puglia, PUG; Campania, CAM; Molise, MOL; Abruzzo, ABR Islands: Sardegna, SAR; Sicilia, SIC 2. Teacher check

PHYSICAL MAPS – 2

(b) It tells how many animals or hectares each symbol represents. (c) 700 sheep, 400 cattle (d) 5 hectares of maize, 4 hectares of wheat, 2 hectares of apples 2. (a) iron ore, 6 hectares, 6⁄15 (2⁄5) (b) There is one more symbol for petroleum than for gold, alumina or nickel, which represents one more hectare.

ROAD MAPS – 2

1.–4. Teacher check

THEMATIC MAPS – 2

1. (a) Pumas, Leopards, Tigers, Lions, Cheetahs (b) The legend explains that each shirt symbol represents 1000 fans. The fans of each team are represented by a number of shirts symbols with a different pattern. The number of team shirts × 1000 equals the number of fans. 2. (a) Each team is supported in a different part of the county: central, north-west, north-east, south-west, south-east. (b) There are more fans where there are more towns. Maybe the size of the fan base mimics the size of the general population in each area. There could also be natural features that have affected the location of population centres.

41 SATELLITE MAPS – 2

1.–3. Teacher check

RESOURCE MAPS – 2

1. (a) There are too many and a map shows ways to represent large numbers.

GRID MAPS – 2

1. so they can plan a route, knowing where features are

2. (a) A6 (b) B6 (c) C6 (d) B10 (e) B1, C1, D1 (f) E5 3.–4. Teacher check 5. Kookaburras J9, Cockatoos J8, Lyrebirds J7, Parrots J6, Wombats I4 6. Teacher check

COMPASS DIRECTIONS – 2

1. north N, south S, east E, west W, north-east NE, north-west NW, south-east SE, south-west SW 2. Choose from: La Paz north – Caracas; north-east – Cayenne, Paramaribo, Cayenne; east – Brasilia; south-east – Asuncion; south – Santiago; south-west – Pacific Ocean; west – Pacific Ocean; northwest – Lima, Quito Asuncion north – Georgetown, Paramaribo, Cayenne; north-east – Brasilia; east – South Atlantic Ocean; south-east – South Atlantic Ocean; south – Buenos Aires, Montevideo; south-west – Santiago; west – Pacific Ocean; north-west – Lima, Quito, La Paz Brasilia north – North Atlantic Ocean; north-east – North Atlantic Ocean; east – South Atlantic Ocean; south-east – South Atlantic Ocean; south – South Atlantic Ocean; south-west – Asunción, Montevideo, Buenos Aires, Santiago; west – La Paz, Lima; north-west – Quito, Bogota, Caracas Buenos Aires north – Asunción; north-east – Brasilia; east – Montevideo; south-east – South Atlantic Ocean; south – Stanley; southwest – Pacific Ocean; west – Santiago; North-west – Lima, La Paz

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Answers MAPS AND SCALES – 2

1. (a) Map A: 1 cm = 0.25 km (b) Map B: 1 cm = 0.5 km (c) Map C: 1 cm = 1 km 2. Alston to Beacon = 3.5 km Alston to Carlton = 1 km Beacon to Dayton = 2 km Carlton to Dayton = 2 km

1. (a) 4.5 m (c) 2 m (e) 1.5 m

57 (b) 3 m (d) 1 m (f) 50 cm

2.–3. Teacher check

MAPS AND SCALES: DISTANCE – 2

1. Teacher check 2. (a) 1450 m (b) 350 m (c) 1000 m (d) 650 m (e) 500 m (f) 950 m 3.–4. Teacher check

CREATING A MAP – 2

1.–5. Teacher check

LINES AROUND THE GLOBE – 2

Antarctic Circle – latitude ~66º S; North Pole – latitude 90º N; South Pole – latitude 90º S; Prime meridian – longitude 0º; International Date Line – 180º

(b) Teacher check

3. (a) A (b) The greater the distance on the ground represented by each cm on the map, the smaller the scale and the less detail that can be shown.

MAPS AND SCALES: AREA – 2

1. (a) horizontal (b) vertical (c) longitude (d) latitude (e) longitude (f) two (g) seven (h) latitude (i) longitude (j) latitude (k) longitude 2. (a) Equator – latitude 0º; Tropic of Cancer – latitude ~23º N; Tropic of Capricorn – latitude ~23º S; Arctic Circle – latitude ~66º N;

LOCATING PLACES – 2

1. Bolivia, La Paz: 10º S to 20º S, 60º W to 70º W Brazil, Brasilia: 10º S to 20º S, 40º W to 50º W Chile, Santiago: 30º S to 40º S, 60º W to 70º W Colombia, Bogota: 0º to 10º N, 70º W to 80º W Ecuador, Quito: 0º to 10º S, 70º W to 80º W Guyana, Georgetown: 0º to 10º N, 50º W to 60º W Paraguay, Asunción: 20º S to 30º S, 50º W to 60º W Peru, Lima: 10º S to 20º S, 70º W to 80º W Suriname, Paramaribo: 0º to 10º N, 50º W to 60º W Uruguay, Montevideo: 30º S to 40º S, 50º W to 60º W Venezuela,Caracas: 0º to 10º N, 60º W to 70º W 2. Teacher check. Answers may include: Four capital cities lie north of the equator. The most southern capital cities are Santiago and Buenos Aires. Santiago, Buenos Aires, Montevideo and Asunción are outside the tropics but Asunción is very close to the Tropic of Capricorn. Bogota, Quito and Lima are the most westerly capital cities and Brasilia is the most easterly.

GRID MAPS: ASSESSMENT 1

1. They help to locate features and to see the distance between features.

3. (a) Lake Gold (b) Whale Lookout (c) Sandy Beach 4. Teacher check

DISTANCE AND DIRECTION: ASSESSMENT 2

1. (a) to be a true representation in area and distance of what is on the ground (b) 1 cm = 10 m 2. Teacher check 3. (a) (b) (c) (d)

east, 7 m west, 650 km north-west, 15 km south-east, 400 m

4. 7.75 km

POLITICAL MAPS: ASSESSMENT 3

1. (a) 5 (c) 6

(b) 12 (d) 9

2. (a) 6 (b) Teacher check (c) Ulster (d) Teacher check (e) 2 3. (a) Leinster (b) Munster

PHYSICAL FEATURES AND POPULATION CENTRES: ASSESSMENT 4

1. (a) They are all around the coastline. (b) Answers may include: It is too mountainous and as it is so far north, during the winter the roads would be impassable. 2. Answers may include: It lies just south of the Arctic Circle. It is very mountainous with many volcanoes. The population is concentrated around the coast and so the interior is uninhabited.

2. Fish Bay: C,10 north-west Coconut Village: J,7 east Jetty: O,4 south-east Lighthouse: G,3 south Keeper’s Cave: D,4 south-west Turtle Beach: N,10 north-east australian curriculum

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73 978-1-925431-87-2 Mapping skills BOOK 2