Australian Curriculum - Mapping Skills: Book 3 (Years 5-6) by Teacher Superstore

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 5............................................vii–ix Development activities Year 6............................................ ix–xi Resources...................................................................... xii–xxi Glossary...................................................................... xxii–xxiii Mapping and HASS Inquiry and skills...................................xxiv Scope and sequence chart Year 5................................ xxv–xxvi Scope and sequence chart Year 6.............................xxvii–xxviii Student checklist Year 5......................................................xxix Student checklist Year 6.......................................................xxx Links to other curriculum areas...........................................xxxi

Maps and scales.......................................................... 38–39 Using scale and direction............................................. 40–41 Drawing a map to scale................................................ 42–43 Drawing to scale – enlarging.............................................. 44 Drawing to scale – reducing............................................... 45 Cartesian coordinate system – one quadrant....................... 46 Cartesian coordinate system – four quadrants..................... 47 Cartesian plane: Island map.......................................... 48–49 Cartesian plane: Map of Victoria.................................... 50–51 Physical features: Asia................................................... 52–53 Physical features: Europe.............................................. 54–55 World temperatures...................................................... 56–57 World time zones......................................................... 58–59 Country population and density..................................... 60–61 World agriculture and resources.................................... 62–63 World markets.............................................................. 64–65 World pollution index.................................................... 66–67 Australian population and cultural diversity.................... 68–69 Exploring the Australian interior..................................... 70–71 Assessment 1: Cartesian plane park map............................ 72 Assessment 2: Using scales................................................ 73 Assessment 3: From a table to a map.................................. 74 Assessment 4: Population and location............................... 75

ANSWERS

76–80

31 5º

360º

SW 22

13 5

5º

90º

270º

Different views.................................................................. 2–3 Identifying maps............................................................... 4–5 Choosing maps.................................................................... 6 Using an atlas...................................................................... 7 Grid maps: a zoo.............................................................. 8–9 Grid maps: a school...................................................... 10–11 Grid maps: a classroom................................................ 12–13 Street maps................................................................. 14–15 Directional language.......................................................... 16 A map legend..................................................................... 17 Reading a map............................................................. 18–19 Creating a map.................................................................. 20 The compass rose.............................................................. 21 Map features: Madagascar............................................ 22–23 Map scales: Tasmania................................................... 24–25 Latitude and longitude.................................................. 26–27 Hemispheres, tropics and circles................................... 28–29 Stormy weather............................................................ 30–31 Describing locations........................................................... 32 Continent research............................................................. 33 Assessment 1: Different types of maps................................. 34 Assessment 2: Reading a map............................................ 35 Assessment 3: Locating places............................................ 36 Assessment 4: Rainfall – Australia....................................... 37

YEAR 5

YEAR 6

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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

© R. I . C.Pu bl i cat i ons Knowledge of the four cardinal directions (north, south, east, west) and later the four ordinal directions (north•f orr evi ew pu r posesonl y• east, north-west, south-east, south-west) is essential

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 is accurately portrayed.

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.

ratio of the scale is smaller; e.g. 1:25

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

and skills

These suggestions illustrate how mapping can be related to the HASS Inquiry and skills—how find and to present information . maps can be used to

QUESTIONING

❂ When, why and from where

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.

RESEARCHING

Locate and collect relevant information and data from primary sources and secondary source (ACHASSI095, ACHASSI123)

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)

ANALYSING

Examine primary and secondary sources to determine their origin and purpose (ACHASSI098, ACHASSI126) Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100, ACHASSI128)

❂❂ The table of Mapping and HASS Inquiry and skills (page xxiv) offers suggestions of how maps and mapping skills can be incorporated into the HASS curriculum. ❂❂ The purpose of the development activities (Year 5 pages vii–ix; Year 6 pages ix–xi) is for students to develop their mapping skills and literacy with reference to the local area.

EVALUATING AND REFLECTING

Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI130)

Map of SouthUseAmerica criteria to make decisions

100˚W 80

10˚N

90˚W 70

0˚

and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI131)

Reflect on learning to propose personal60˚W and/ or collective action 70˚W in50 response to an issue or40 80˚W 60 challenge, and predict the probable effects (ACHASSI104, ACHASSI132) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specifi c terms and conventions (ACHASSI105, ACHASSI133)

❂ Use maps to display information about indigenous people across the globe. ❂ Use maps of the appropriate size and scale and highlight with map pins all places mentioned in any research. ❂ 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 time. over ❂ Place images of iconic constructed features on maps. ❂ 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 normal activities is taking effect on movement within place to see its 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 pre-determined criteria. to ❂ Use maps with a clear legend to collate discussed responses to a challenge ideas for a solution with a and present possible outcome.

10˚N 10 ❂ Use a range of maps of different sizes and scales, complete with an appropriate present a range of information. legend to

0˚

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10˚S

20˚S

30˚S

Teachers resource – Book 3 40˚S a visual representation of information: of a space and its features or of data to show relative position and direction of a destination from a starting point, highlighting specific features to note; not to scale features on a map that exist without interference from humans the northernmost point of Earth where the planet’s 50˚S axis intersects with its surface line of latitude at 90º north at of the equator; the sun rises above the horizon once a at the March equinox and year sets once per year at the September equinox as see from above, at an angle north-east, 50˚W north-west, south-east, south-west showing natural features and land forms showing local, national and international borders see location

map mud map natural features North Pole

50˚S

oblique view ordinal directions

110˚W

100˚W

90˚W

80˚W

70˚W map 60˚W physical political map position prime meridian

❂❂ Teacher resources (pages xii–xxi) provide templates of useful charts and maps.

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quadrant

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

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

ratio scale

satellite image

photograph taken from high above capable of showing vertical view ratio of distance and size between the map and the area it is representing the southernmost point of Earth where the planet’s axis intersects with its surface line of latitude at 90º south at 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 constructed features on a map that form part of a community’s infrastructur telegraph poles, letterboxes, e; e.g. bus stops, park benches showing road systems and land use within populated areas 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 southern hemisphere in the giving information about a specific subject; e.g. climate, vegetation a geographical division of the globe allowing for a standardise relative to Greenwich; from d calculation of time Greenwich east to the Internationa l Date Line, places are ‘ahead’ in time; west of Greenwich to the date line, places are ‘behind’ in time the line of latitude at approximate ly 23º north of the equator the line of latitude at approximate ly 23º south of the equator the area of the globe on either side of the equator, extending north to the Tropic Cancer and south to the Tropic of of Capricorn tropical storm developing over the north-west Pacific Ocean typically between and October May from directly above

scale South Pole

❂❂ The mapping skills student checklist (Year 5 page xxix; Year 6 page xxx) offers a way to record each student’s performance of the skills.

street furniture street map temperate zone

thematic map

❂❂ A glossary of mapping-related vocabulary (pages xxii and xxiii) provides simple explanations of frequently used words. ❂❂ Links to other curriculum areas (page xxxi) offers ideas and activities based on mapping skills that cover a variety of different learning areas.

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10˚S

40˚S

❂❂ The scope and sequence chart (Year 5 pages xxv and xxvi; Year 6 pages xxvii and xxviii) highlights the sub-strands of the HASS Inquiry and skills that are being developed with each activity.

Australia and the country since

❂ 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 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 brought? relationships

Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)

Teachers resource – Book

COMMUNICATING

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

❂ How did settlements in Australia spread in the early years? ❂ Who played a significant role in shaping the colony of Federation?

Develop appropriate questions to guide about people, events, developments, an inquiry places, systems and challenges (ACHASSI094, ACHASSI122)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appro priate conventions (ACHASSI096, ACHASSI124)

did migrants come to Australia?

time zone

Tropic of Cancer Tropic of Capricorn tropics (torrid zone) typhoon vertical view 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

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Teachers notes

Development activities Year 5 DIFFERENT VIEWS – PAGES 2 AND 3

STREET MAPS – PAGES 14 AND 15

❂❂ 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).

❂❂ Piece together and display pages of a local street directory. Highlight community features and their proximity to the school and students’ homes. Identify different routes students can take from one location to another.

❂❂ 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?

IDENTIFYING MAPS – PAGES 4 AND 5 ❂❂ Find and display different maps of the same location. Contrast and compare the maps. Discuss the purpose and intended audience of each map. ❂❂ 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.

❂❂ View street maps of national or international cities with iconic buildings, structures and other features marked. Identify and discuss the locations of transport links and other features. Identify a route to view chosen tourist destinations.

DIRECTIONAL LANGUAGE – PAGE 16 ❂❂ List a number (between eight and twelve) of major features around the school and its grounds. Write the name of each feature on a small piece of paper; fold it and place it in a container. Repeat, placing the folded papers into another container. Divide students into the same number of groups as features. A student from each group secretly picks one paper from each box. If the second location is the same as the first, re-draw. Keeping their locations secret, groups use direction language (north, south, east, west, left, right, straight ahead, forward, back, above, below, in front of, behind) to describe a route from the first to the second location mentioning other features that may also be seen. Groups read out their directions and the rest of class tries to determine starting point and destination. To make things easier, the starting point or the destination can be given.

© R. I . C.Publ i cat i ons CHOOSING MAPS – PAGE 6 •f orr evi ew pur posesonl y• ❂❂ Collect a selection of different types of maps of any location. Group the class and give a different type of map to each group. Allow a set time for groups to list possible uses for their map. When the time is up, groups exchange maps and lists, and add more suggestions to the list for their new map. Continue until all groups have seen all maps and had the opportunity to add new uses for each.

USING AN ATLAS – PAGE 7 ❂❂ Make a collection of different atlases. Group the class and give a different atlas to each group. Groups create an explosion chart that reveals all the sections of their atlas and the information it provides. For each section, students suggest occasions when the information would be useful to them.

GRID MAPS – PAGES 8 TO 13 ❂❂ On plain paper, students draw a mud map of a familiar location with a selection of interesting features. Add colour and detail to the map. On squared paper of the same size, students draw a grid map of the same location with the same features. Students compare and contrast their maps, discussing the information they provide and their potential uses and audiences.

❂❂ Repeat the previous activity using features on the street maps of local areas or national or international locations.

A MAP LEGEND – PAGE 17 ❂❂ List the major features around the school and its grounds that could be included in a large-scale map of the school. Categorise features as individual objects (point), locations that cover an area (area) or pathways (line). Discuss how each feature could be represented on the map. Create a class legend. Draw a mud map of the school, representing each feature as determined by the legend. Include the legend on the map. Reflect on the quality and accuracy of the map and suggest improvements. ❂❂ Look at a selection of map legends to determine if there is a standard way to represent common features. Draw a legend to show common features and the one or many ways each is represented.

❂❂ View a collection of grid maps from local community places. Discuss the value of each and any improvements that could be made. australian curriculum

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Teachers notes READING A MAP – PAGES 18 AND 19

MAP SCALES: TASMANIA – PAGES 24 AND 25

❂❂ Students look at a small section of an online large-scale map; e.g OS maps of Britain, IGN maps of other nations worldwide. Use the legend to give a detailed description of what the section is showing.

❂❂ Discuss the differences between small- and large-scale maps. Design a poster to explain the differences, referring to the size of the map, the area covered and number of features included.

❂❂ Each student has a different section of an online largescale map to study and describe. All students write questions about their section for others to answer. Students use the legend to help them answer the questions.

❂❂ Discuss the scale of maps required for journeys of different distances: 10 km, 25 km, 50 km. Discuss and design a journey planning guide for each distance.

LATITUDE AND LONGITUDE – PAGES 26 AND 27

❂❂ Find and follow the course of a river or the route of a road or railway line on a large-scale map. Describe its journey past natural and constructed features.

❂❂ On the world map (page 26) shade in a square bound by any two pairs of lines of latitude and longitude. Shade in three more squares: two reflections of the first square, one across the equator, the other across the Prime meridian; the final square, a reflection of the second or third square across either the equator or the Prime meridian. What countries or oceans are included in each of the four squares? Compare and contrast information about the ‘contents’ of the four squares; e.g. climate, physical features.

CREATING A MAP – PAGE 20 ❂❂ Discuss and list natural and constructed features that could be located between two areas of population (cities, towns, villages). Draw a point or line, or shade an area to represent each feature. Discuss and record the number and appropriate locations for each feature. Draw a light sketch of the map with all features in place. Discuss the map with a partner. What improvements could be made? Amend and colour the map. Include the legend.

❂❂ Examine the International Date Line, 180º on a globe or flat map. Compare and contrast it with the Prime meridian, 0º. Explain any differences and how they might affect the people who live in the region.

THE COMPASS ROSE – PAGE 21 ❂❂ Look at online images for inspiration to draw a decorative, unique compass rose with the four cardinal directions: north, south, east and west, and the four ordinal directions: north-east, north-west, south-east and south-west. Use this rose as your signature on all maps you create in the future.

HEMISPHERES, TROPICS AND CIRCLES – PAGES 28 AND 29

❂❂ Use different maps to find information to make a booklet explaining the geographic areas bound by the main lines of latitude—the torrid region between the Tropics of Cancer and Capricorn; the temperate regions between the Tropic of Cancer and the Arctic Circle, and the Tropic of Capricorn and the Antarctic Circle; and the frigid regions between the Arctic Circle and the North Pole, and the Antarctic Circle and the South Pole.

❂❂ Piece together and display pages of a local street directory with the school at the centre. Identify the direction in which each student’s house and popular community features lie in relation to the school.

❂❂ On a copy of a political world map, start from the city of your closest international airport and draw lines connecting the route you would take to visit the capital cities of countries you are interested in. From one city to the next, record which of the eight directions you would travel.

STORMY WEATHER – PAGES 30 AND 31 ❂❂ Use different maps to find basic information about seasonal global winds (the north-east and south-east trade winds, the south-west and south-east monsoon winds, the northern and southern westerlies, and the Roaring Forties) and how they affect the weather. Show the information on a world map.

MAP FEATURES: MADAGASCAR – PAGES 22 AND 23 ❂❂ Draw a draft mud map, aligned to the north, of the setting from a well-known, popular story. Using evidence from the text, discuss approximate distances and directions from one location to another. Discuss and choose an appropriate, approximate scale for the map. Re-draw the map, amending distances between locations as necessary. Discuss an appropriate title for the map. Add the title, your signature compass rose, a legend and scale.

❂❂ Research the Doldrums and the Horse Latitudes including their effect on early explorations and how they got their names. Present all information on a map with a title and legend. ❂❂ Repeat the above activity looking at warm and cold ocean currents. ❂❂ Identify different symbols used on weather maps. Interpret a selection of online weather maps.

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Teachers notes DESCRIBING LOCATIONS – PAGE 32

CONTINENT RESEARCH – PAGE 33

❂❂ Examine the numbered grid system of large-scale OS or IGN maps. Four-figure grid references identify the square where something is located. Six-figure grid references identify a more accurate ‘pin-point’ location. Design a poster to illustrate how four- and six-figure grid references are determined. Include references to ‘eastings’ and ‘northings’.

❂❂ Using maps, investigate how the political divisions of a continent have changed over time; e.g. the rise and fall of ancient empires and cultures, the change in boundaries with colonisation and after wars. Show information on a world map.

❂❂ Devise a ‘Battleships’-type game in which six-figure grid references are used to hit an opponent’s target. ❂❂ Devise a quiz or card game, identifying the location of some major world cities using six-figure grid references.

❂❂ Look at maps to compare the major physical features found across continents. Show information on a world map. ❂❂ Study maps to investigate main areas of population across each continent. Show information on a world map.

Development activities Year 6 MAPS AND SCALES – PAGES 38 AND 39

USING SCALE AND DIRECTION – PAGES 40 AND 41

❂❂ Make cards of different scales using each of the three ways scales are shown on maps. Place the cards randomly, face down on a table. Students play ‘Concentration’, picking up three cards at a time, trying to find a set of three showing the same scale.

❂❂ Create a correctly oriented map of the school grounds. Use a ruler and protractor to accurately draw an eightpoint compass rose on a large piece of robust card. Stand in a central area of the school grounds and use a compass to determine which direction is north. Secure the card to a flat surface, aligning the arrow to the north. Use a variety of tools (trundle wheel, tape measure, metre sticks) to measure the extent of the school grounds in each direction. Determine the scale required to draw a scaled map of the school on a large piece of paper. Discuss the features to add to the map and how to categorise them. Use appropriate measuring tools to measure the length and breadth of buildings. Draw them to scale on coloured card according to their category. Cut them out and place on card in the correct orientation. When certain of each feature’s location, glue the card onto the base paper. Determine representations for other features to be included on the map. Draw them to scale, cut them out and place each on the map in the correct location. Add a compass rose to the map.

❂❂ Lay out some easy-to-measure objects on the desk. On a piece of plain A4 paper, draw a draft sketch of the setting. Measure the length and breadth of the desk and each object, and mark the measurements on the sketch. Consider the different lengths and decide on an appropriate scale to use. Next to each measurement on the sketch, record the scaled down measurement. On a second piece of plain A4 paper, draw the desk map to scale. Repeat using different scales on ever-decreasing paper sizes. What is the smallest scaled map students can make?

❂❂ Make a number of different scale maps, using the three ways to show scale, of the classroom or other familiar inside area of the school. Include places of interest, marking each with a point from which the distance to another location can be found. Share the maps among the students, asking them to use the scales given to calculate the real distances between features. When all maps have been completed, reveal the real distances. How accurate were the students’ measurements and calculations?

❂❂ Recreate the map from the above activity in different scales.

DRAWING A MAP TO SCALE – PAGES 42 AND 43 ❂❂ Choose an area of garden or park to map. Measure its perimeter. Determine an appropriate scale for drawing the map on an A3 piece of 1-cm2 paper. Draw the outline of the garden or park map on the squared paper. Measure all the features to be included in the map. Convert them to scale. Take different measurements from one feature to another to determine the exact location of each feature on the map.

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Teachers notes DRAWING TO SCALE: ENLARGING AND REDUCING – PAGES 44 AND 45

WORLD TEMPERATURES – PAGES 56 AND 57 ❂❂ Research world records for extreme weather. Present all information on a map with a title and legend.

❂❂ Secure a small-squared acetate grid over a simple line drawing of an object or representation. Using squared paper of increasingly larger squares than those on the acetate sheet, copy the line drawing square by square to create larger images. Compare the size of the squares to determine how much larger each image is than the original. Display images in order of size.

❂❂ From maps of world average temperatures, copy the colours of a legend that show annual temperatures, at 10 ºC intervals, from less than –30 ºC to greater than 30 ºC. Research to find the monthly temperature figures for your capital city or another place of interest. Use the legend to illustrate the information.

❂❂ Repeat the activity using a large-squared acetate grid over the image to be copied and smaller-squared paper.

❂❂ Examine different weather maps (synoptic charts). Draw and colour the different lines and symbols used on the maps. Research to identify their meaning. Create a legend of simple diagrams and explanations to show the information. Draw a synoptic map and use the legend to describe the current weather.

CARTESIAN COORDINATE SYSTEM: ONE AND FOUR QUADRANTS – PAGES 46 AND 47 ❂❂ Fix a one or four quadrant small-squared acetate grid over standard maps to identify the location of different features.

WORLD TIME ZONES – PAGES 58 AND 59

❂❂ Trace the outline of any country on to an A4 piece of 1-cm2 squared paper. Where the outline passes through the intersection of lines, mark a point. Choosing either one or four quadrants, mark and label the x and y axes on the paper. Record the coordinates for each point on the paper and also as a list on a separate page. Redistribute the lists among students for them to follow the coordinates and draw the country outlines.

❂❂ On individual cards, write the names of world capital cities. Randomly choose two cards and compare their time zones with each other, with Greenwich and with local time. ❂❂ Determine which countries within a continent or states within a country alter their times for the summer half of the year, from spring to autumn? Present all information on a map.

CARTESIAN PLANE – PAGES 48 TO 51

❂❂ Use paper plates to make simple clock faces. Write the names of a selection of countries from each continent, including your own, on individual pieces of card. At any time of the day, randomly select some countries (but always your own) and determine what time of the day it is there. Attach the country name to a clock face and move the hands to show the correct time. Place each clock face in chronological order to show the times in different countries relative to your own.

❂❂ Prepare a scaled plan of the classroom on 1-cm2 paper. Ensure that the desk of each student sits at the intersection of lines. Add a one or four Cartesian grid to the plan. Present the plan on the whiteboard or give students individual copies. Identify students by the coordinates of their desks and instruct them to change places.

PHYSICAL FEATURES – PAGES 52 TO 55 ❂❂ Locate your home town on a physical map of your country. Describe your country and your town’s location within it by its natural features. Using a large-scale physical map, describe your local area and your home’s location within it by its natural features.

COUNTRY POPULATION AND DENSITY – PAGES 60 AND 61 ❂❂ Find a world population density map showing areas of low, medium and high density. Write a report on the information the map provides.

❂❂ Describe how the climate and weather of your home town is affected by its proximity to natural features.

❂❂ Look at a map of population distribution of an individual country. Compare it with a map of physical features and a map of natural resources. Discuss and record any links you find.

❂❂ Identify and interpret how relief is represented on different maps. Create a booklet of simple diagrams and explanations for the use of contour lines and shades of the same colour. ❂❂ Study physical and political maps of different continents to compare physical features among countries. Present all information on a map with a title and legend.

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Teachers notes WORLD AGRICULTURE AND RESOURCES – PAGES 62 AND 63

AUSTRALIAN POPULATION AND CULTURAL DIVERSITY – PAGES 68 AND 69

❂❂ Research the location of major tea, coffee and sugar plantations. What does the location suggest about the best climate for each?

❂❂ Research areas/countries across different continents that have been colonised/invaded/occupied by other nations/ empires in different time periods, from the ancient times to the modern era. Present all information on a map with a title and legend.

❂❂ Research the world’s top ten countries for the greatest number of natural resources. Present all information on a map with a title and legend. ❂❂ Choose a selection of natural resources, farmed produce or manufactured products and find the top ten producers of each one. Present all information on a map with a title and legend.

WORLD MARKETS – PAGES 64 AND 65 ❂❂ Make lists of different categories of items you have at home; e.g. food, clothing, furniture, white goods, electronic goods. Where were they made? Present all information on a map with a title and legend.

EXPLORING THE AUSTRALIAN INTERIOR – PAGES 70 AND 71 ❂❂ Research and mark the location of the North-west Passage, the Cape of Good Hope and Cape Horn, the Suez Canal and the Panama Canal on an outline of a world map. Draw the routes taken by different explorers and traders from Europe to India and the Far East before and after the canals were built. Why were the canals sited at those locations? Present all information on a map with a title and legend.

❂❂ For each category of items found at home, investigate the top five exporters. Present all information on a map with a title and legend. ❂❂ Investigate a possible link between countries that are major exporters in manufactured goods and the countries’ area and physical features. Record and share information.

WORLD POLLUTION – PAGES 66 AND 67

❂❂ Compare world maps of countries’ carbon dioxide emissions and of developed and developing nations. Investigate a possible link between pollution and the level of development of a nation. Record and share information. ❂❂ Investigate the location of the Great Pacific Garbage Patch and how the local currents help to maintain it there. Present all information on a map with a title and legend. ❂❂ Find data in units of pollution for the top ten most polluted cities. Create a shades of colour (choropleth) legend showing: less than 50, 50–100, 100–150, 150–200 and over 250 units of pollution. List the cities in a table against the correct shade of colour. Locate each city on the map encircled in the appropriate shade of colour.

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Blank grid

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Cartesian plane – one quadrant 23 22 21 20 19 18 17 16 15 14 13

12 11 10 9 8 7 6 5 4 3 2 1 0 0

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14 Cartesian plane – four quadrants 13 12 11 10 9 8 7 6 5 4 3 2

–10 –9 –8 –7

1P © R. I . C. ubl i cat i ons •f orr evi ew pu1r p2os esonl y• –6 –5 –4 –3 –2 –1 3 4 5 6 7 –1

9 10

–2 –3 –4 –5 –6 –7 –8 –9 –10 –11 –12 –13

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BOOK 3

xv 978-1-925431-88-9 Mapping skills australian curriculum 0° Equator

15°

0°

of Cancer

Circle

23.5° Tropic

30°

45°

60°

66° Arctic

75°

0°

10° E

20° E

30° E

40° E

50° E

60° E

70° E

80° E

90° E

100° E

90° E

100° E

Map of Asia

110° E

120° E

130° E

140° E

150° E

160° E

170° E

180°

15°

30°

45°

60°

66°

Equator 0°

170° W 75°

Tropic of Cancer 23.5°

Arctic Circle

Teachers resource – Book 3

180°

170° W

Map of Australia

Teachers resource – Book 3

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Australia and her neighbours

Teachers resource – Book 3

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40° N

50° N

60° N

tain

70° N

Arctic Circle

U ra l M o un

60° E 40° E

see originals

20° E

0°

Map of Europe

40° E 20° E

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60° E

0° 40° N

50° N

60° N

Arctic Circle

20° W 70° N

20° W

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Map of North America

60º N

70º N

80º N

70º N

60º N

50º N

40º N

30º N

40º N

30º N

20º N 20º N

0º 0º

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120º W

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100º W

90º W

80º W

70º W

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Map of South America

100° 80W

10° N

90° 70W

80° 60W

70°50 W

60°40 W 10° N 10

0° 0° 10° S 10° S 20° S

30° S

20° S

30° S

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110° W

100° W

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50° W

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Map of Africa

20° W

10° W

0°

10° E

20° E

30° E

40° E

50° E

60° E

30° N

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0°

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0°

10° S

20° S

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30° E

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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

© R. I . C.Publ i cat i ons areas of the globe between the Arctic Circle and the North Pole in the northern •f othe r r ev i e pCircle ur p es n l y• hemisphere and thew Antarctic and o the s South Pole o in the southern hemisphere

Equator

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

frigid zone

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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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 South Pole

©ratio Rof. I . C. Psizeubetween bl i c a t i on distance and the map and the s area it is representing the southernmost point of Earth where the planet’s axis intersects with its surface at •f orr ev i ew psouth ur ses on y line of latitude at 90º ofp theo equator; the sun risesl 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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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. ❂❂ When, why and from where did migrants come to Australia? ❂❂ How did settlements in Australia spread in the early years?

QUESTIONING

❂❂ Who played a significant role in shaping the colony of Australia and the country since Federation? Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)

❂❂ 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 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

Locate and collect relevant information and data from primary sources and secondary source (ACHASSI095, ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096, ACHASSI124) Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)

❂❂ Use maps to display information about indigenous people across the globe. ❂❂ Use maps of the appropriate size and scale and highlight with map pins all places mentioned in any research. ❂❂ 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.

ANALYSING

Examine primary and secondary sources to determine their origin and purpose (ACHASSI098, ACHASSI126)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100, ACHASSI128)

❂❂ Place images of iconic constructed features on maps.

❂❂ 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.

EVALUATING AND REFLECTING

Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI130)

COMMUNICATING

Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI131) Reflect on learning to propose personal and/ or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)

❂❂ 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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A map legend

Reading a map

18–19

Street maps

14–15

Directional language

Grid maps: a classroom

12–13

Grid maps: a school

Using an atlas

10–11

Choosing maps

Grid maps: a zoo

Identifying maps

4–5

8–9

Different views TITLE

2–3

PAGES

Year 5 Scope and sequence chart – 1

(ACHASSI094)

QUESTIONING

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

✔

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

✔

RESEARCHING

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps using discipline-appropriate conventions (ACHASS1096) Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines and maps

✔

(ACHASSI098)

ANALYSING

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

✔

Evaluate evidence to draw conclusions (ACHASSI101)

✔

EVALUATING AND REFLECTING

Working in groups to generate responses to issues and challenges. (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

(ACHASSI097) Examine primary and secondary sources to determine their origin and purpose

COMMUNICATING

✔

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Teachers resource – Book 3

(ACHASSI104) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

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Stormy weather

30–31

Continent research

Hemispheres, tropics and circles

28–29

Latitude and longitude

26–27

Describing locations

Map scales: Tasmania

24–25

Map features: Madagascar

The compass rose

22–23

Creating a map TITLE

PAGES

Year 5 Scope and sequence chart – 2

✔

(ACHASSI094)

QUESTIONING

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

✔

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

✔

RESEARCHING

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps using discipline-appropriate conventions (ACHASS1096)

✔

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines and maps

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

(ACHASSI097) Examine primary and secondary sources to determine their origin and purpose

ANALYSING

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

✔

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

✔

Evaluate evidence to draw conclusions (ACHASSI101)

✔

EVALUATING AND REFLECTING

Working in groups to generate responses to issues and challenges. (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

✔

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

Teachers resource – Book 3

(ACHASSI104) COMMUNICATING

✔

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

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Drawing to scale – reducing

Cartesian coordinate system – one quadrant

Cartesian coordinate system – four quadrants

Cartesian plane: Island map

Cartesian plane: Map of Victoria

Physical features: Asia

Physical features: Europe

48–49

50–51

52–53

54–55

Drawing a map to scale

42–43

Drawing to scale – enlarging

Using scale and direction

40–41

Maps and scales

TITLE

38–39

PAGES

Year 6 Scope and sequence chart – 1

✔

(ACHASSI094)

QUESTIONING

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

✔

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

✔

RESEARCHING

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps using discipline-appropriate conventions (ACHASS1096)

✔

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines and maps

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

(ACHASSI097) Examine primary and secondary sources to determine their origin and purpose

ANALYSING

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

✔

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

✔

Evaluate evidence to draw conclusions (ACHASSI101)

✔

EVALUATING AND REFLECTING

Working in groups to generate responses to issues and challenges. (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

✔

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

COMMUNICATING

✔

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Teachers resource – Book 3

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

BOOK 3

Mapping skills

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australian curriculum

✔

World temperatures

World time zones

Country population and density

World agriculture and resources

World markets

World pollution index

Australian population and cultural diversity

Exploring the Australian interior

58–59

60–61

62–63

64–65

66–67

68–69

70–71

TITLE

56–57

PAGES

Year 6 Scope and sequence chart – 2

✔

(ACHASSI094)

QUESTIONING

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

✔

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095) RESEARCHING

(ACHASSI098)

✔

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

ANALYSING

✔

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

✔

HUMANITIES AND SOCIAL SCIENCES—INQUIRY AND SKILLS

(ACHASSI097) Examine primary and secondary sources to determine their origin and purpose

✔

EVALUATING AND REFLECTING

Working in groups to generate responses to issues and challenges. (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

Teachers resource – Book 3

(ACHASSI104) COMMUNICATING

LOCATION AND TRANSFORMATION

MATHEMATICS— MEASUREMENT AND GEOMETRY

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

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BOOK 3

xxix 978-1-925431-88-9 Mapping skills australian curriculum

Year 5

NAME Appreciates the difference between maps and images taken from different perspectives Recognises the unique features of different maps Identifies the correct type of map for a given purpose

Uses an atlas for research

Reads and creates grid maps

Understands and uses directional language

Understands, uses and creates a map legend

Identifies the main features of a map

Reads and uses a compass rose to determine direction Calculates real distance between map features using a scale and understands appropriate use of scale

Checklist

Teachers resource – Year 5

Recognises the position of the five main lines of latitude and the effect of distance from the equator on climate and temperature Understands that tropical storms occur in different parts of the tropics at different times of the year Recognises the position of the five main lines of latitude and longitude and uses parallels and meridians to locate a point on a map Understands that maps are a vehicle for providing information and uses this to research a place

BOOK 3

Mapping skills

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australian curriculum

Year 6

NAME Understands the three ways scale is presented on a map

Measures distances on a map and converts measurements from one unit to another

Measures real distances and draws a scaled map

Uses the Cartesian Coordinate system—one and four quadrants—to locate features on a map

Asks research questions about a place from various resources and presents answers on a map Understands that larger and smaller squares are used to enlarge and reduce images to scale; and that rectangles cause distortion Examines thematic maps of the same place to determine why there may be differences; e.g. temperature at different times of the year Considers how information provided in a map can determine human behaviour; e.g. weather map of holiday destination and choice of clothes to pack Understands the division of the world into time zones and that places east of the Prime meridian to 180° are ‘ahead’ of Greenwich and those to the west are ‘behind’

Checklist

Teachers resource – Year 6

Understands the concept of density as a measure of the number of anything; e.g. population within a specified area (1 km2) Compares different maps of the same area to consider how one aspect—e.g. physical features—may affect another; e.g. location of main centres of population Asks research questions to determine relationships among different places and presents answers on a map

Teachers notes

Links to other curriculum areas English ❂❂ Look at mapping words such as scale, key, compass, latitude, longitude, hemisphere, tropics, equator, Greenwich time etc. Where do these words come from and what do they mean? Use a dictionary or the internet to define these words. ❂❂ Read the following stories about the world, its countries, its people and time zones: –– If you lived here: houses of the world by Giles Laroche –– Nine o’clock lullaby by Marilyn Singer –– One world, one day by Barbara Kerley –– If the world were a village: a book about the world’s people by David J Smith ❂❂ Write a letter, postcard or email about a country you have visited. Pretend you are there now on holiday and tell a friend or family member back home all about it. ❂❂ Investigate Australian Aboriginals and read some of their Dreamtime stories; e.g. How the kangaroo came to hop, The rainbow snake, How the birds got their colours, Tiddalick the frog. Some of these stories can also be viewed on YouTube™: Tiddalick the frog: <www.youtube. com/watch?v=0y3Ta5xcKV4>.

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 any country.

Health and Physical Education ❂❂ Create a grid map on the ground using squares. Ask students to move onto different grid squares. Play a game of battleship using these grids. Put all the grid references students are standing on in a container. Draw out a grid reference one at a time and the person called out goes out. The last remaining grid reference to be left standing is the winner. ❂❂ Why is access to fresh water so important in our world? Do all countries have access to fresh water? Investigate a third world country that may not have access to fresh running water; for example, some African countries. What do they do to find water?

The Arts

© R. I . C.Publ i cat i ons Humanities and Social Sciences •f orr evi ew pur posesonl y• ❂❂ Look at the cultural backgrounds within the class group, even looking back to parents and grandparents. Ask students to find out where their parents or grandparents come from? When did they settle in this country? Why did they choose this country? ❂❂ Ask students to choose a country to investigate. Find out things like what is their population, climate, position in the world, economy—what do they produce or make? ❂❂ Look at the world weather and what affects climate. ❂❂ Look at time zones and the time difference between countries. Ask students to find out the time in three different countries of their choice.

❂❂ Look at Aboriginal art. How is it unique? Aboriginal art varies according to what area they are from. Look at examples of the different types of Aboriginal art and what techniques and colours they use. ❂❂ Create a world globe using papier-mâché. Outline some basic shapes to represent the continents, then paint it to show the water and the land. ❂❂ Look at colours and shadings used on natural maps of countries to represent land features. ❂❂ Look at some old maps—how have maps changed over the years? Create an old-fashioned map using textured paper, ink, tea for staining etc.

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xxxi 978-1-925431-88-9 Mapping skills BOOK 3

Different views – 1

Year 5

australian curriculum

Mapping skills BOOK 3

978-1-925431-88-9

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

Different views – 2

Year 5

You will need a copy of Different views – 1. 1. Look at the different views of the soccer game and write the correct letter in each box: (a) View

shows the whole ground.

(b) You can see a close up of the players in view (c) View

shows you the shape of the field.

(d) You can see all the players in view

and

(e) View

lets you see the number of the player trying to score.

(f) View

lets you see most of the spectators.

(g) View

does not give you a view of the whole ground.

2. Place a tick or a cross to show what you can and cannot see in each image. Details

Image 1

Image 2

Image 3

(a) The soccer ball (b) The soccer goal (c) The players’ numbers

(d) The soccer crowd (e)

3. Why do you think large television screens are used at soccer games? 4. Why are different views useful? Discuss with a partner and write one reason.

5. Which image would be most useful to show the layout of the football ground and the surrounding area? Explain your answer.

australian curriculum

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3 978-1-925431-88-9 Mapping skills BOOK 3

LIN ANK

STREET

EET STR

EET

STREET

LYGON STR

DRUMMOND STREET

EET STR

EET

STR

EET STR

E DAL

E STR ON NST SWA

TH ABE ELIZ

EET

STR

ION IBIT EXH

EET

STR

T REE L ST SEL RUS

ET TRE EN S QUE

E TRE GS

EET STR LIAM WIL

KIN

E ROB

LAT

ALE NSD

S LON

CARDIGAN

VICTORIA

E STR

E LO

L LITT

SWANSTO N STRE

RATHDOWN E STREET

ET QUEEN ST RE

EET

STR

BOUVERIE STR

LEICESTER STRE

COBDEN ST RE

CAPEL ST REET

REE

ST RRY

THE

ING SPR

LEY

DUD

PEEL STRE

STREET

EE STR ELL ONN O’C

VICTORIA

CHETWYN D STREET

Identifying maps – 1

Year 5

SPE NCE REE R ST T

CES

PRIN

ET TRE KE S OUR LE B T IT L EET STR RKE BOU T REE S ST LIN COL LE LITT T REE S ST LIN COL

REE

S ST

DER

FLIN

YARR

PL FR ES HW AT ER

VD BL

D ROA DA

NK BA

ST ER T KN HS FAL AG AN KAV

IL ST K

U SO

AVE ATE THG SOU

Y E QUA

RSID

RIVE

A RIV

GE BRID

AUCKLAND

100–200 m

>200 m

WELLINGTON

CHRISTCHURCH

Basalt Obsidian Greywacke Argillite Pounamu Silcrete Pahutane flint Limestone flint Porcellanite Chert and similar stones

australian curriculum

Mapping skills BOOK 3

978-1-925431-88-9

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Identifying maps – 2

Year 5

You will need a copy of Identifying maps – 1. A map is a visual representation of a space (land or sea). There are different types of maps used for different reasons. For example, street maps for locating streets, roads, tracks, shops, and community features; Google Maps™ and satellite images giving many images of a city or land; political maps showing country and state borders; physical maps showing the natural features of the land; resource maps showing what a an area can produce or its natural resources. 1. Match the name and definitions to the correct maps on the previous page. 2. Discuss the uses of each type of map and write suggestions for each one. Name and definition

Uses

Road or Street map: A map of streets and roads in a grid reference system.

Physical or Natural map: A map showing the lands natural features such as land cover, mountains, forests, water and oceans.

Satellite map/image: Photo images taken from satellites which obit the earth.

Political map: Maps that are drawn showing countries borders, states and capital cities. Economic or resource map These maps give us information about what a country produces or grows. It would normally use symbols or colours to represent this. australian curriculum

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5 978-1-925431-88-9 Mapping skills BOOK 3

Choosing maps

Year 5

Maps are a visual way to show information. They can be found in all sorts of places. 1. Discuss and write where you can find maps. 2. Write the resource(s) you would use in each situation. Situation

Resource

(a) You are driving to a new friend’s house and left your mobile phone at home. (b) You want to look up a country to study for a school project. (c) You are playing netball across town and need to find directions. (d) You are doing a project on the oceans of the world. (e)

(f) You want to see what countries are on or near the equator. (g) You are out and want to show a friend how to get to your house from school. (h) You want to see the outline shape of a country. 3. Write an example of a situation when you might use each resource: (a) Google Maps™:

(b) An atlas:

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Using an atlas

Year 5

An atlas uses maps and tables to provide lots of information about our world. The contents pages at the front and the index pages at the back help us to find what we are looking for in an atlas. 1. Use an atlas to find the capital city of each country. Country

Capital city

(a) New Zealand (b) United Kingdom (c) United States of America (d) China (e) Italy (f) Canada (g) Ireland (h) Russia 2. Use the atlas to find the area of the seven continents. Write them in order from largest to smallest, to the nearest 100 thousand square kilometres.

(a) (b)

Area km2

(c) (d) (e) (f) (g) 3. Use an atlas to find the area, to the nearest 100 thousand square kilometres, of the world’s five oceans. Write them in ascending size order. Oceans

Area km2

(a) (b) (c) (d) (e) australian curriculum

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7 978-1-925431-88-9 Mapping skills BOOK 3

Grid maps: a zoo – 1

Year 5

Grid maps use a number and letter coordinate system to make it easy to locate a feature on a map. Street maps, park and large store maps generally use the grid reference system. MAP 1 12 11 10 9 8 7 6 5 4 3 2 1 A

MAP 2

12 11 10 9 8 7 6 5 4 3 2 1 A australian curriculum

Mapping skills BOOK 3

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Grid maps: a zoo – 2

Year 5

You will need a copy of Grid map: a zoo – 1. 1. What do you think these symbols on the zoo maps represent? (a) =

(b)

(d)

(e) =

(f)

2. What animals or features would you find at these grid references? (a) F6:

(b) H9:

(d) E6:

(e) J8:

(f) A8:

3. Write the grid references for these animals or features. (a) gift shop:

(b) crocodiles:

(d) koalas:

(e) playground:

(f) lions:

4. Discuss the positive and negative features of each map. Write one comment in each box.

Map 1

Positive ©R . I . C.Publ i cat i onsNegative •f orr evi ew pur posesonl y•

Map 2

5. Which map do you find easier to read and to find information? Explain why? 6. Discuss places where each type of map may be used, then write your suggestions. Map 1 Map 2

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9 978-1-925431-88-9 Mapping skills BOOK 3

Mapping skills

BOOK 3

978-1-925431-88-9

HALL

YR 6

YR 5

YR 4

YR 3

Grid maps: a school – 1

australian curriculum

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

YR 2

KINDY

YR 1

Vege patch

Staffroom

Sandpit

Playground

Oval

Office

Library

Entry

Car park

Canteen

Basketball court

Art room

Year 5

Grid maps: a school – 2

Year 5

You will need a copy of Grid maps: a school – 1. 1. Write the grid references for these school areas. (a) Entry:

(b) Canteen:

(d) Year 1:

(e) Year 5:

(f) Art room:

2. What features/areas are at these grid references? (a) G1, H1:

(b) L6:

(d) A2, A3, A4:

3. These features are not included on the map. Write where you think each one should be located and say why. Draw a symbol for each feature. Where?

Why?

Symbol

(a) Toilets:

(b) Drink taps:

(c)

4. Discuss other information that could be shown on this map to help a visitor to the school. Write some suggestions. 5. (a) Lightly shade the squares for each feature on the map. (b) Use grid references to describe a route you would take to visit all places around the school. Name each feature along the way.

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11 978-1-925431-88-9 Mapping skills BOOK 3

Year 5

Grid maps: a classroom – 1

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Mapping skills BOOK 3

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Grid maps: a classroom – 2

Year 5

Rooms such as classrooms have both immovable and moveable features. Immovable features such as doors, windows, sinks, cupboards, walls and power sockets can affect where moveable objects such as tables, chairs and computers can be placed. You will need a copy of Grid maps: a classroom – 1. 1. List all the moveable and immovable features of your classroom and draw a symbol for each. Moveable feature

Immoveable symbol

feature

symbol

2. Use your symbols to mark each feature on the blank grid. 3. Record the grid reference of six of your classroom features and show with a tick if they are moveable or immoveable. Classroom feature

Grid reference

Moveable

Immoveable

4. Discuss why the moveable features in your class have been placed where they are. Choose one feature and say why it is in that place. Good things

Things that could be improved

5. Can moveable features be placed just anywhere? Explain your answer. australian curriculum

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13 978-1-925431-88-9 Mapping skills BOOK 3

Police station

Shopping centre

Park

Zoo

Quay

School

Sports centre Medical centre

Fire station Fuel

Train station Theatre

LEGEND

Year 5

Street maps – 1

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Street maps – 2

Year 5

You will need a copy of Street maps – 1. 1. Name three features that stand out on the map to you: 2. What features would you find at these grid references? (a) G4:

(b) B3:

(d) H6:

3. Write the grid references for these features on the map. (a) zoo:

(b) police station:

(d) two shopping centres:

4. Why do you think there is a railway station near the quays? 5. Colour some of the blank shapes purple where you think it would be good to have a cafe or restaurant. Give the grid reference of each shape and say why you chose the location.

Grid reference

6. What other features would you add to this town? Use different colours to identify the features you choose. Complete the table. Feature

Colour

Grid reference

Reason for adding and the location

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15 978-1-925431-88-9 Mapping skills BOOK 3

Directional language

Year 5

1. Fill in the missing letters from these direction words. (a)

or f t

(d) (g)

(j) w

(b)

(e) n

(h) (k) a

t h

(f) b

ind

(i) r

(l)

g e

t w

2. Use directional language to describe where you are currently sitting in relation to the teacher’s desk. 3. Describe how you would get from your desk to another location in the classroom: 4. Use direction language to describe the route you would take to get to the school office from your classroom.

© R. I . C.Publ i cat i ons 5. Use direction language to r planr ae route ofe five from your classroom another area• of the school •f o vi wstages pu r po sestoo nl y for a partner to follow. Write a question for your partner to answer at the end of each stage. For example,

Turn right from the classroom and take 10 paces. What do you see on your left? Stages

Question

Answer

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A map legend

Year 5

A map legend explains features on a map. A legend may include symbols, colours and lines to represent features on a map. 1. Name the feature each symbol could represent.

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

2. Draw a symbol to represent each feature. Railway line

Harbour

Train station

School

Camp site

3. Look at different maps to find the symbols, colours or lines used to represent these natural features. Grassland

Lake

Desert

River

Forest

Waterfall

Mountains

Cliffs

Wetlands

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17 978-1-925431-88-9 Mapping skills BOOK 3

Mapping skills

BOOK 3

978-1-925431-88-9

BEACH CLIFFS

CLIFFS

HOTEL

MOUNTAINS

CAMPING

18 W SW

BEACH

FERRY TERMINAL

LIGHTHOUSE LIGHT HOUSE

BOAT RAMP

Reading a map – 1

FISHING PIER

LAKE

WETLANDS

FOREST

BEACH

PARADISE ISLAND

Bus route

Fishing pier

Hotel

River

Mountains

Bus stops

Camping ground Bridge

Boat ramp

Ferry terminal

Lighthouse

Village

Wetlands

Cliffs

Forest

Lake

Beach

LEGEND

Complete the legend for the features on Paradise Island.

Year 5

australian curriculum

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Reading a map –2

Year 5

You will need a copy of Reading a map – 1. 1. Use the eight point compass to write the correct direction in each box. (a) There is no beach on the

of the island.

(b) The mountains are to the

of the forest.

of the lake.

(d) The fishing pier is to

of the ferry terminal.

(e) The village is to the

of the lake.

(f) The hotel is to the

of the lighthouse.

(g) The lake is to the

of the wetlands.

(h) The boat ramp is to the

of the fishing pier.

2. (a) The island needs a bus service. On the map draw a route and bus stops that would be useful for as many people as possible.

31 5º

N W

º 25

180º

Symbol

Feature

13 5

(a) What features could be built to help people explore the island more easily? Draw a symbol for each feature.

90º

270º

3. People like to explore the natural features of Paradise Island.

(b) In the legend, add symbols for the bus route and bus stops.

360º

How the feature will help

(b) Using the symbols, add each feature to the map. australian curriculum

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19 978-1-925431-88-9 Mapping skills BOOK 3

Creating a map

Year 5

1. Design a map of your own ‘Paradise Island’. Look at different maps to see features you could include and symbols you could use. Include a legend to explain your map. (Don’t forget to included a compass rose!) LEGEND

3. Discuss with your partner how your map could be improved. What changes do you need to make? Improvements/changes

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The compass rose

Year 5

The compass rose is a diagram showing the four or eight points of direction. Most maps include a compass rose with north pointing to the top of the page. The features represented on the map are positioned as they relate to north.

Garage

Pool

SW S

Chicken coop

SE º

13 5

5º

90º

270º

Cow paddock

House º 45

31 5º

360º

Stables

180º

Pig pen

Dam

1. Name the compass directions to match these bearings.

(a) 135° = (c)

(e) 225° =

(f) 90° =

2. Looking at the map of the property above, what would you find at these compass directions? (a) north:

(b) west:

(d) south:

(e) south-east:

(f) north-west:

3. Discuss possible reasons for the location of the swimming pool and the chicken coop. Write one suggestion for each feature. Feature

Reason for building

swimming pool

chicken coop

australian curriculum

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21 978-1-925431-88-9 Mapping skills BOOK 3

Map features: Madagascar – 1

Year 5

MADAGASCAR

Antsiranana

S Mahajanga

Toamasina

Fianarantsoa LEGEND capital city Toliara

province capital province border

60 1

180 2

300 km 4

5 cm

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Map features: Madagascar – 2

Year 5

You will need a copy of Map features: Madagascar – 1 and access to an atlas or the internet. 1. There are four main features of any map. Explain the role of each one. Feature

Role

(a) Title (b) Legend (c) Scale (d) Compass rose 2. Write the answer and explain how the map provides the answer to each question. Question

Answer

Explanation

(a) What is the capital city of Madagascar? (b) How many provinces is Madagascar divided into?

Toamasina and Toliara

Mahajanga and Fianarantsoa

Antananarivo and Antsiranana

3. Look at other types of maps of Madagascar. Choose some features you could add to the map to provide more information. List the features and their symbols on this legend. Feature

Symbol

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23 978-1-925431-88-9 Mapping skills BOOK 3

Map scales: Tasmania – 1

Year 5

TASMANIA Marrawah

Burnie

George Town Devonport

Launceston

Marrawah Launceston

Cradle Mountain

Bicheno

Bicheno Strahan

Campbell Town

Derwent Bridge

Strahan Bronte Park

Swansea

Bronte Park

Melton Mowbray

Strathgordon

HOBART

MAP A

Port Arthur Southport

MAP B Rocky Cape National Park

Narawntapu National Park

Marrawah

George Town

Burnie

Devonport

Launceston Ben Lomond National Park

Cradle Mountain

Walls of Jerusalem Great National Park Lake

Cradle Mountain Lake St. Clair National Park

Bicheno Arthurs Lake

Derwent Bridge

Strahan

Lake Echo

Franklin Bronte Lower Gordon Lake Wild Rivers King William National Park Lake Gordon

Strathgordon

MAP C

Lake Sorell

Swansea

Park

Mt. Field National Park

Freycinet National Park

Melton Mowbray Maria Island National Park

HOBART

Lake Pedder

Southwest National Park

Campbell Town

Harts Mountain National Park

Port Arthur

Southport

TASMAN SEA

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Map scales: Tasmania – 2

Year 5

A map is a visual representation of a real area on the ground. The scale of a map identifies the relationship between the distance on the ground and on the map. Everything on a map is scaled down by the same proportion, so what is bigger or smaller on the ground is bigger or smaller on the map. A map showing a small area in great detail is known as a large-scale map. A map showing a large area in less detail is known as a small-scale map. You will need a copy of Map scales: Tasmania – 1 and access to the internet. 1. Match each map of Tasmania to its correct scale: (a) Map A

(1)

120

160

200 km

5 cm

(b) Map B

(2)

140

210

280

350 km

5 cm

(3)

120

150 km

5 cm

2. (a) Use the scale of each map to calculate the distance between Hobart and Launceston.

Map A

Map B

Map C

(b) Which of the three maps is the most accurate? 3. Use the scale of each map to find the distance, as the crow flies, between places in Tasmania.

(a) Map A

Marrawah to Hobart

Bronte Park to Bicheno (b) Map B

Hobart to Bicheno Launceston to Bronte Park Strahan to Marrawah

Hobart to Devonport Marrawah to Bronte Park Strahan to Bicheno

4. Compare the size, scale and detail of the three maps of Tasmania. Explain the difference between smalland large-scale maps and when each would be used.

australian curriculum

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25 978-1-925431-88-9 Mapping skills BOOK 3

Mapping skills

BOOK 3

978-1-925431-88-9

60º S

30º S

0º

30º N

60º N

1 000

2 000

30º W

Scale 1: 71 500 000 at 45ºN and 45ºS

60º W

0º

30º E

60º E

90º E

120º E

150º E

120º E

150º E

180º

150º W

Latitude and longitude – 1

australian curriculum

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120º W

90º W

60º W

30º W

0º

Year 5

60º S

30º S

0º S

30º N

60º N

Latitude and longitude – 2

Year 5

Images of Earth are divided into sections by lines of latitude and longitude. Using lines of latitude and longitude helps us to locate places on a map or on the ground. Lines of latitude are called parallels. Lines of longitude are also called meridians. You will need a copy of Latitude and longitude – 1. 1. (a) What and where is the equator? (b) What and where is the Prime meridian? (c) What and where is the International Date Line? 2. With a partner, look at the world map and a globe to find similarities and differences between lines of latitude and lines of longitude. Differences

Similarities

latitude

© R. I . C.Publ i cat i ons longitude •f orr evi ew pur posesonl y• 3. Why do you think lines of latitude and lines of longitude make it easier to locate a place on a map? 4. In which country does each pair of lines meet? Country

Latitude

Longitude

(a)

30° S

60° W

(b)

30° N

90° E

(c)

60° N

120° W

(d)

30° N

60° E

(e)

30° S

150° E

(f)

40° N

100° W australian curriculum

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27 978-1-925431-88-9 Mapping skills BOOK 3

Year 5

Hemispheres, tropics and circles – 1

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Hemispheres, tropics and circles – 2

Year 5

You will need a copy of Hemispheres, tropics and circles – 1 and access to an atlas or the internet. 1. (a) Use a world map or globe to find the name of each line of latitude. (b) Write the name of some countries that each line passes through. (c) Mark the five main lines of latitude on the map. Line

Name

Countries

0º

23.5º North

23.5º South

66.5º North

66.5º South

2. (a) Find a simple world vegetation map. Use the legend to decipher the map. Create a legend for your map and colour the map to show the same information. (b) To one side of the map use brackets, }, to label each region. (c) Write some information about the vegetation found in each region. Region

Vegetation

Tropics

Temperate

Arctic/ Antarctic

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29 978-1-925431-88-9 Mapping skills BOOK 3

Mapping skills

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PACIFIC OCEAN

HURRICANES WHEN?

NORTH AMERICA

AFRICA

INDIAN OCEAN

TROPICAL CYCLONES WHEN?

ASIA

TROPICAL CYCLONES WHEN?

SOUTHERN OCEAN

TROPICAL CYCLONE WHEN?

SOUTH AMERICA

HURRICANES WHEN?

ATLANTIC OCEAN

ARCTIC OCEAN

Stormy weather – 1

australian curriculum

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AUSTRALIA

TYPHOONS WHEN? PACIFIC OCEAN

Year 5

Stormy weather – 2

Year 5

Hurricanes, typhoons and tropical cyclones are different names given to the same weather phenomenon. You will need a copy of Stormy weather – 1. 1. Use the map legend to complete each label on the map, saying when each storm occurs. LEGEND Name of storm

Symbol

Hurricane: May–November Hurricane: June–November Tropical cyclone: April–December Tropical cyclone: October–May Tropical cyclone: Rare in South Pacific Typhoons: April–January

2. Match the names of the storm with the areas in which they occur. (a)

(b) Tropical cyclone • (c)

Typhoon •

• North-east Pacific and North Atlantic oceans • Indian Ocean, South Pacific and South Atlantic oceans

3. (a) What information does the map give about where hurricanes, typhoons and tropical cyclones occur? (b) Write three research questions you could ask to help in an investigation about hurricanes, typhoons and tropical cyclones. australian curriculum

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31 978-1-925431-88-9 Mapping skills BOOK 3

Describing locations

Year 5

You will need an atlas or access to the internet. 1. In which country and continent does each set of coordinates locate? Coordinates Latitude

Longitude

(a) 30° N

15° E

(b) 65° N

15° E

105° W

(d) 40° N

100° E

(e) 65° N

20° W

(f) 20° N

105° E

(g) 20° S

65° W

(h) 45° S

170° E

Country and Continent

2. Find the latitude and longitude coordinates of each capital city. Include north or south for latitude and east or west for longitude.

Country

Capital city

(a) Italy (b) Australia

Canberra

Mexico City

(d) Japan

Tokyo

(e) Chile

Santiago

3. Write the latitude/longitude location for one city on each populated continent. Location Country

City

Latitude

Longitude

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Continent research

Year 5

1. Write some questions for each aspect that could be asked to guide research about any populated continent. Aspect

Questions

Position on world map

Physical features

Climate and weather

Natural resources and land use

Political divisions

Population density

2. Choose one aspect to research for one continent. Present your research on a map including a title, a legend, a scale and a compass rose. australian curriculum

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33 978-1-925431-88-9 Mapping skills BOOK 3

Year 5

Assessment 1

Name

Different types of maps Physical Political Resource Road 1. For each map, write its correct name. Explain the different features each type of map shows and give examples of when each type of map would be used. Map

Features

Uses

(a)

LEGEND 0-100m 100-200m

REET

(b)

RRY

THE

QUEEN ST

PEEL STRE

CAPEL ST REET

200m - >

EET

STR

VICTORIA

STREET

TRE

S KLIN

FRA

SPR

STR

EET

ION

STR

IBIT

ING

EXH

EET

STR

TRE

EET

TH S

STR

ABE

EET

STR

RKE

ON NST

ELIZ

REE

E ST

URK

BOU

SWA

EET

STR

EET

E BO

L LITT

EET

STR

E DAL

S LON

ELL

TRE

LIAM

E DAL

NS E LO ITTL

EET

STR

S RUS

EN S

QUE

WIL

E ROB

LAT

INS

OLL EC

EET

STR

L LITT

INS

L COL

EET

STR

CES

PRIN

(c)

YARR

BRID

REE

S ST

DER

FLIN

A RIV SOU

PL FR ES HW AT ER

VD BL

ST ER T KN HS FAL AG AN KAV

OAD AR ILD

AN HB

AVE ATE

ST K

THG

Y E QUA

RSID

RIVE

AUKLAND

WELLINGTON

(d) CHRISTCHURCH

LEGEND Basalt Obsidian Greywacke Argillite Pounamu Silcrete australian curriculum

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Name

Assessment 2

Year 5

Reading a map Aiden

Allach

Arbon

Angus

ANGUS ISLAND

KEY W

5º

SE º

SCALE: 1 CM = 10 KM

13 5

180º

VILLAGE

90º

270º

TOWN

ROAD

º 45

31 5º

360º

1. Name the four features on a map that help us interpret the information it provides.

2. (a) What is the scale of the map? (b)

(ii) Allach to Aidan

(ii) Arbon to Aidan

3. Which town do you think could be the main one on the island? Explain your choice.

4. Which town or direction? (a) (b) Arbon is to the (c) Angus lies to the

is directly west of Allach. of Aidan. of the island’s other towns. australian curriculum

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35 978-1-925431-88-9 Mapping skills BOOK 3

Year 5

Assessment 3

Name

Locating places 30 W

You will also need an atlas to complete this page.

20 W

10 W

10 E

20 E 30 E 40 E

50 E

60 E

70 E

60 N 60 N

70 E

30 W

50 N

50 N 60 E

Odense Hamburg

20 W

Prague

Frankfurt

Czech Republic

Krakow

Kharkov

40 N

40 N Madrid

10 W

50 E

10 E

20 E

30 E

40 E

1. How does the map tell you which hemisphere the continent of Europe is in?

2. (a) Which five European countries lie completely or mostly to the west of the Prime meridian?

(b) Hamburg in Germany and Odense in Denmark lie very close to the same line of longitude.

Which one is it?

(c) Which five European countries does the Arctic Circle pass through? (d) Write a sentence about the link between the equator and cities of Kharkov in the Ukraine, Krakow in Poland, Prague in the Czech Republic and Frankfurt in Germany. 3. Use lines of latitude and longitude to describe the location of each capital city. (a) Madrid:

40º N and 50º N; 0º and 10º W

(b) Paris:

(d) Rome:

(e) Dublin:

(f) Minsk:

(g) Moscow:

(h) Sofia:

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Name

Assessment 4

Year 5

Rainfall – Australia You will also need an atlas to complete this page. 120 E

135 E

150 E

15 S

30 S

1600 1200 800 400 200 0

LEGEND (mm per year)

120 E

135 E

150 E

1. How does the map tell you which hemisphere the continent of Australia is in?

2. (a) Look at a physical map of Australia. What natural features do you think affect the annual rainfall of the east coast of the country? (b) Suggest reasons for Tasmania’s high annual rainfall. 3. Compare the annual rainfall of the tropical and temperate regions of Australia. Annual rainfall Tropical regions

Temperate regions 4. Suggest a reason why central Australia is very dry. australian curriculum

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37 978-1-925431-88-9 Mapping skills BOOK 3

Maps and scales – 1

Year 6

A map is a visual representation of a real area on the ground. The scale of a map identifies the relationship between distance on the ground and on the map. Scales vary with the amount of detail represented. Everything on a map is scaled by the same proportion, so what looks bigger or smaller in real life is bigger or smaller on a map. There are three types of scales used on maps. Match the type of scale to its description by shading both the same colour. Scale

Description

Line scale

A ratio is used to represent the scale. For example, 1:100 000 means 1 cm = 100 000 cm, which is the same as 1 km.

Ratio scale

The scale amount is written to tell us what each centimetre represents.

Written scale

A line that shows the distance that is represented, usually for each centimetre.

BASS STRAIT

Smithton

Devonport

Bay of Fires

Launceston

Cradle Mountain Mount Ossa

Bicheno

Eldon Peak

Campbell Town

Queenstown

Swansea Great Oyster Bay

HOBART

South West National Park

Storm Bay

80 km

TASMANIA

Scale: 1 cm = 20 km

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Maps and scales – 2

Year 6

You will need a copy of Maps and scales – 1 and access to the internet. 1. What type of scale has been used in the map of Tasmania? 2. Use the scale to calculate the distances between these cities or features , ‘as the crow flies’: From

(a) Devonport

Launceston

(b) Bridport

Bay of Fires

Swansea

(d) Launceston

Distance in centimetres

Distance in kilometres

Mount Ossa

(e) Smithton

Cradle Mountain

(f) Storm Bay

Great Oyster Bay

3. Suggest reasons why the location of each place has been important to its development.

(a) Hobart

(b) Launceston

(c) Devonport 4. Use additional resources to find the name of: (a) the islands to the north-east of Tasmania. (b) the stretch of water between Tasmania and mainland Australia. 5. (a) Find a map of the major roads in Tasmania. Add the roads to the map. (b) Compare a physical map of Tasmania with the road map. How do you think the physical features of Tasmania have affected where towns have developed and where roads have been built?

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39 978-1-925431-88-9 Mapping skills BOOK 3

Using scale and direction – 1

Year 6

PARKLANDS LEISURE AREA

E Basketball court S

Gym

Netball court Cricket Pool

Spa

Cafe

Tennis courts

Office/ admin

Car park

KEY / LEGEND seats / benches 0

entry

20 m

Scale: 1 cm = 5 m

walking trail

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Using scale and direction – 2

Year 6

You will need a copy of Using scale and direction – 1. 1. Circle the scale which has been used on the map: (a) 1 mm = 5 m

(b) 1 cm = 5 m

2. Use the scale to work out the size of each area. (a) The swimming pool:

(b) The netball court:

(d) One cricket pitch:

3. (a) How could you measure and work out the length of the walking trail? (b) Walking trail length:

4. Write the direction of each feature from the cafe: (a) The car park:

(b) The netball court:

(d) The spa:

5. Calculate the shortest distance and the direction each person travels. Distance © From R. I . C.PToubl i ca t i ons Direction Mike Car park Basketball court •f orr e vi ew p ur posesonl y• Tracey Pool Gym

Person (a) (b) (c)

Sally

Tennis court

Cafe

(d)

Geoffrey

Cricket pitch

Car park

6. If Mike travelled from the car park to the basketball court via the east path and Geoffrey travelled from the car park to the basketball court via the west path, who would travel further? 7. At what time of day, early morning or late afternoon, would it be better to play each sport (avoiding full sun)? On what fact or opinion are you making your choice? Sport

Time of day

Explanation

swimming cricket basketball netball tennis australian curriculum

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41 978-1-925431-88-9 Mapping skills BOOK 3

Draw a map of your classroom to scale.

Year 6

Drawing a map to scale – 1

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Drawing a map to scale – 2

Year 6

You will need a copy of Drawing a map to scale – 1. 1. Measure the dimensions of the room and work out a scale. length

width

scale

2. Measure all the features you want to add and the size they will be on the map. Immoveable feature real size

Moveable feature scale size

real size

scale size

3. On the grid paper add features to create a map of your classroom. Include a compass rose and a scale. 4. (a) What score out of ten would you give your map? (b)

5. (a) Why do you think drawing a map to scale is important?

(b) Give an example of a problem that might occur if an inaccurate map is used.

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43 978-1-925431-88-9 Mapping skills BOOK 3

Drawing to scale – enlarging

Year 6

7 6 5

The grid method can be used to copy and enlarge a map. The lines in each square of the smaller grid are copied exactly on to the larger grid.

4 3 2 1 A

1. Use the grid of larger squares to copy and enlarge the map of Italy.

1 A

2. What effect would it have on the scale of the enlarged map if rectangles were used instead of squares? australian curriculum

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Drawing to scale – reducing

Year 6

The grid method can also be used to reduce the size of a map. The lines in each square of the larger grid are copied exactly on to the smaller grid.

1. Use the grid squares to draw a smaller-scale grid map of Australia.

5 4 3 2 1

2. Before you copy the map to this grid, predict how you think it will look.

5 4 3 2 1 A

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45 978-1-925431-88-9 Mapping skills BOOK 3

Cartesian coordinate system – one quadrant

Year 6

The Cartesian coordinate system was developed by a mathematician named Rene Descartes, who was known as Cartesius, which is where the name came from. Cartesian coordinates use grid squares and numbers along an x axis (horizontal) and y axis (vertical) to pinpoint a place or feature on a graph, plane or map. They can also use positive and negative numbers.

axis 10

E T

9 8

7 6

5 4 3

2 1

axis

1. Look at the graph above and write the Cartesian coordinates for each of the letters. Write the x axis number before the y axis. (a) A =

(b) P =

(d) T =

(e) E =

(f) D =

2. Add the following letters to these coordinates on the graph/plane above. (a) C = (3, 5)

(b) N = (12, 4)

(d) R = (1, 8)

3. Write as many words as you can using all the letters on the Cartesian plane. Share them with a partner.

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Cartesian coordinate system – four quadrants

Year 6

A Cartesian plane can have four quadrants (quad means ‘four’). When this happens it uses positive and negative numbers and, unlike a number line, can go up and down as well as left and right. The horizontal number (x axis) is still written before the vertical number (y axis). Q2 Top left

Q1 Top right

5 4 3 2 1

–5

–4

–3

–2

–1

–1 –2

Q3 Bottom right

1. Looking at the Cartesian plane above, what would you find at these coordinates? Draw the symbol and write the quadrant number. (a) (2, –1)

(b) (–5, –5)

(d) (–1, 4)

2. Add these symbols to these coordinates. (a) A rectangle in quadrant 3 (4, –3)

(b) A triangle in quadrant 1 (4, 2)

(d) A pentagon in quadrant 2 (–4, 2)

3. Draw dots at these coordinates: (a) (0, 5)

(b) (2, 2)

(d) (5, –2)

(e) (3, –2)

(f) (1, –2)

(g) (–1, –2)

(h) (–3, –2)

(i) (–5, –2)

(j) (–4, –1)

(k) (–3, 0)

(l) (–1, 3)

(m) (0, 5)

4. Join the dots of the coordinates in question 3. What shape have you drawn? australian curriculum

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47 978-1-925431-88-9 Mapping skills BOOK 3

Cartesian plane: Island map – 1

Year 6

axis 10

40 km

Scale: 1.5 cm = 10 km

9 8 7 6 5 4 3 2

−6

1b © R. I . C.Pu l i cat i ons 0,0 1 −5 −3 −1 3 4 x •−4f or r e−2vi e w pu r po2ses on l y5• 6 axis −1 −2 −3 −4 −5 −6 −7 −8 −9 −10

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Cartesian plane: Island map – 2

Year 6

You will need a copy of Cartesian plane: Island map – 1. 1. What are the coordinates for each feature? (a) Palm trees:

(b) Huts:

(d) Lakes:

(a) (6, –3):

(b) (–4, –10):

(d) (0, 0), (–1, 1) and (–1, –1):

2. What features are at each set of coordinates?

3. Add the features to the map at the given coordinates: (a) A camp fire at (5, –3)

(b) A tent at (–2, –7)

(d) A waterhole at (5, 3)

4. (a) Starting at the huts, plot a path of coordinates around the island, visiting features along the way.

(b) Calculate the distance between each feature along the way. (c) Calculate the total distance covered. Feature

Coordinates

Distance

australian curriculum

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49 978-1-925431-88-9 Mapping skills BOOK 3

Cartesian plane: Map of Victoria – 1

Year 6

Map of VICTORIA 8 7 6 5 4 3 2 Mt Bongong 1 –9

–8

–7

–6

–5

–4

–3

–2

–1

Mt Hotham

Mt William

–1

Mt Macedon

Mt Buller

–2 Melbourne Mt Baw Baw –3 –4 –5 –6

LEGEND state capital

state border

other towns / cities

coastline

mountains

australian curriculum

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Cartesian plane: Map of Victoria – 2

Year 6

You will need a copy of Cartesian plane: Map of Victoria – 1. 1. Use the map of Victoria to answer each questions. (a) What is the capital city of Victoria? (b) What are its coordinates? 2. Add the names of these cities to the map of Victoria using their coordinates. (a) Mildura: (–7, 7)

(b) Shepparton: (0, 2)

(d) Geelong: (–2, –2)

(e) Bendigo: (–3, 1)

(f) Warrnambool: (–6, –3)

(g) Hamilton: (–7, –1)

(h) Lakes Entrance: (4, –2)

(i) Swan Hill: (–4, 4)

3. List the coordinates for each mountain. (a) Mount Bongong:

(b) Mount Buller:

(d) Mount Macedon:

(e) Mount William:

(f) Mount Baw Baw:

4. Research and add to the map, one of Victoria’s lakes.

(a) What is the name of the lake?

(b) What are the lake’s coordinates? (c)

5. Starting at Melbourne, use coordinates to plot two separate routes to another town or city in Victoria, passing at least one mountain. Give your instructions to friends to follow. Route one

Mountain(s) passed:

Route two

Mountain(s) passed:

Destination: How would you rate your instructions? Mark you score on the line. 1 Poor

10 Excellent australian curriculum

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51 978-1-925431-88-9 Mapping skills BOOK 3

Mapping skills

BOOK 3

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Arabian

Caspian Sea Karakum

Aral Sea

Mekong River

Yangtze River

Gobi Huang He River

Everest Kaychenjunga

Lake Balkhash

Lake Baikal

Lake Taymyr

Lake Khanka

Physical features: Asia – 1

australian curriculum

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Lake

River

Peak

Desert

LEGEND

Year 6

Physical features: Asia – 2

Year 6

The physical geography of Asia is very diverse. This continent is home to the world’s highest mountain range, ‘the roof of the world’, and the world’s lowest sea. It has forest, desert, tundra, volcanoes, and many lakes and rivers. You will need a copy of Physical features: Asia – 1 and access to an atlas or the internet. 1. Complete the table about the top three of each physical feature. 1 Largest deserts

Highest peaks

Longest rivers

Largest lakes

Name Area, km2 Name Height, m Name Length, km

2. Choose a colour to mark each feature on your map of Asia. Add each symbol to the legend. 3. Research the location of some of Asia’s largest mountain ranges to mark on your map. 4. (a) Which of the five main lines of latitude pass through Asia? Mark them on your map. (b) Between which lines of longitude does Asia lie? Mark them on your map. 5. The Dead Sea lies between Jordan and Israel. Mark it on your map. Research to find three interesting facts about the Dead Sea. • • • australian curriculum

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53 978-1-925431-88-9 Mapping skills BOOK 3

Physical features: Europe – 1

Year 6

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Physical features: Europe – 2

Year 6

The landscape of Europe is wide and varied. Its location and physical features provide a range of climates with great seasonal variations. You will need a copy of Physical features: Europe – 1 and access to an atlas or the internet. 1. Write some research questions to ask about each aspect of Europe’s physical geography. Aspect

Questions

Location Land Water Mountains Climate and weather Seasons

© R. I . C.Publ i cat i ons 2. List the resources you will use to find information to answer your questions. •f orr evi ew pur posesonl y• 3. Add the information you have learned to your map of Europe. Include a title, a legend and a compass rose. 4. Write a fast fact you have learned about each aspect. Location

Land

Water

Mountains

Climate and weather

Seasons

australian curriculum

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55 978-1-925431-88-9 Mapping skills BOOK 3

World temperatures – 1

Year 6

MAP A

30 ºC 20 to 30 ºC 10 to 20 ºC 0 to 10 ºC –10 to 0 ºC

–10 ºC

Hugo Stiglitz

30 ºC 20 to 30 ºC 10 to 20 ºC 0 to 10 ºC –10 to 0 ºC

–10 ºC

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World temperatures – 2

Year 6

At any time of the year, different places across the globe experience different average daily temperatures. This information can be shown on a map. You will need a copy of World temperatures – 1. The two maps show the average daily temperature ranges for January and July. The legend of each map explains the meaning of the different shaded areas on the map. 1. (a) Which map represents which month?

Map A

Map B

(b) Explain your answers for (a).

2. With reference to the major lines of latitude, describe the difference in temperature for January and July, for different places in the world.

Different clothes

Sri Lanka

France

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57 978-1-925431-88-9 Mapping skills BOOK 3

180º

Year 6

Mapping skills

BOOK 3

978-1-925431-88-9

58 SOUTH ATL ANTIC OCEAN

NORTH ATL ANTIC OCEAN

INDIAN OCEAN

Prime meridian 0º

International Date Line 180º

0100 0200 0300 0400 0500 0600 0700 0800 0900 1000 1100 12 00 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 24 00

SUN

S O U T H PAC I F I C OCEAN

N O R T H PAC I F I C OCEAN

SUN

0100 0200 0300 0400 0500 0600 0700 0800 0900 1000 1100 12 00 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 24 00

0º

World time zones – 1

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World time zones – 2

Year 6

The world today operates on the 24-hour standard time known as Coordinated Universal Time (UTC). The line of longitude at 0º passes through a place called Greenwich, near London in the UK. This line is known as the Prime meridian and it is from here that all times are based. The International Date Line is the line of longitude at 180º. It passes through the Pacific Ocean on the opposite side of the world from Greenwich. You will need a copy of World time zones – 1 and access to the internet. 1. As the earth spins in a counter-clockwise direction, which half of the globe is ahead, in time, of Greenwich and which half is behind? (a) Western Europe, Africa, Asia, Australia

Ahead or Behind

(b) Greenland, North America, South America

Ahead or Behind

2. All lines of longitude apart from 0º and 180º are labelled E for east or W for west. Name the lines of longitude passing close to each city and write ahead or behind UTC. (a) Toronto: Canada

(b) Tokyo: Japan

(d) Santiago, Chile

(e) Anchorage: Alaska, USA

(f) Madrid: Spain

3. People who travel by air talk about ‘gaining’ and ‘losing’ time. (a) To ‘gain’ time, you travel

east or west

(b) To ‘lose’ time, you travel

east or west

City

Local time, 24-hr clock

Hours + or – UTC

5. The Prime meridian is shown on a map as a straight line but the International Date Line has a number of bends in it. Explain why you think this is.

6. (a) Look at a map of world time zones on the internet. What do you notice about the time zones of Russia, Australia and the USA compared with China?

(b) Discuss the effect this may have on the lives of people in China. australian curriculum

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Country population and density – 1

Year 6

The population of a country does not give a true picture of how crowded the country may be, because some countries have a bigger area than others. A more accurate statistic is the population density, population divided by area. 1. Calculate the population density to the nearest whole number of each country and add it to the table. Country

Approximate population

Australia

One

= 100 000 000 people

Area km2

Density number/km2

7 687 000

United Kingdom

244 000

Japan

378 000

Russia

17 075 000

Bangladesh

149 000

Nigeria

924 000

Pakistan

804 000

Brazil

Indonesia USA India

3 288 000

China

9 597 000

2. The legend shows how countries with similar population densities could be grouped. Add the countries from the table to the correct group in the legend. Population density number/ km2

Symbol or colour

Countries

(a) Less than 100 (b) 100–200 (c) 200–300 (d) 300–400 (e) 400–500 (f) Greater than 500 australian curriculum

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Country population and density – 2

Year 6

The population density of a country gives a clue about how much of the land is suitable for human habitation. You will need access to an atlas or the internet. 1. Look at a variety of world maps; e.g. physical, climatic, annual temperature range, precipitation and natural vegetation. Compare them with a population density map. (a) Write three research questions you might ask to discover why the main areas of high population density are where they are. (b) Write key words and phrases you find in researching each question. (c) Write a full answer to each question, giving examples and explanations. Question

Key words/phrases

Answer

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Year 6

World agriculture and resources – 1

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World agriculture and resources – 2

Year 6

Different areas of the globe are rich in different natural resources and have different climates to support different forms of agriculture. You will need a copy of World agriculture and resources – 1 and access to the internet. 1. (a) For the legend, design a symbol for each natural resource and agricultural product. (b) Research to find the top five producers of each resource and agricultural product. (c) Using your legend symbols, mark on the outline world map countries where each resource is mined or farmed. Add the legend to the map and a suitable title. Natural resource or agricultural product

Symbol

Countries where resource is mined or farmed

wool leather rice coffee

tea

wheat

tobacco oil motor vehicles gold diamonds 2. What information does your completed map give you about the countries where the resources are mined or farmed?

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Year 6

World markets – 1

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World markets – 2

Year 6

Natural resources that are mined, and produce that is farmed or manufactured in one country is exported to markets all over the world. Countries import goods from different places so wherever you live in the world, you have access to goods from across the globe. You will need a copy of World markets – 1 and access to the internet. 1. Motor vehicles are imported from a number of different countries. Research the names of 15 makes of car you see in your area and where they come from. Draw the symbol for each make. Make

Symbol

Country imported from

2. Put this information on the outline world map with arrows to indicate the exports to Australia. Add a legend and a suitable title. 3. Explain the information your map gives about where in the world motor car manufacturing occurs.

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Year 6

World pollution index – 1

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World pollution index – 2

Year 6

As the world population has grown, so has the need for more food and the market for manufactured goods and energy. This growth comes at a cost to the environment—pollution in its many forms. Although attempts may be made to reduce pollution, the problem still remains. The air quality of cities around the world are tested and given a pollution rating known as the Pollution index. You will need a copy of World pollution index – 1 and access to the internet. 1. (a) Type ‘Pollution index by city’ into an internet search engine to find the 15 most and least air polluted cities in the world. (b) Design a way to show the rank of each city in each category; e.g. red numbers for most polluted, green for least polluted. (c) Mark each city on the outline world map. Most polluted cities

Rank and symbol

Least polluted cities

Rank and symbol

2. Explain what your completed map tells you about pollution across the globe.

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Year 6

Australian population and cultural diversity – 1

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Australian population and cultural diversity – 2

Year 6

European explorers first sighted the Australian continent in 1606, but the Aboriginal people had arrived here about 50 000 years earlier. It is believed the total population of Indigenous people before the arrival of the First Fleet in 1778 was barely 500 000. In less than 250 years, migrants from all over the globe have raised the population to over 24 000 000. You will need a copy of Australian population and cultural diversity – 1 and access to the internet. 1. (a) Research the nationalities of the different European explorers who visited different parts of Australia before British settlement. Include dates of where they landed or sighted land. (b) Research the nationalities of the different waves of migrants to Australia since the First Fleet. Include where they settled and the approximate time periods in which they came. Nationality

Time period

Location

2. Add the information you have discovered to the outline world map. Use arrows to indicate where the explorers and migrants came from. Give the map a title and a legend. 3. Use your map as a resource to help you explain to someone about the discovery and settlement of Australia. australian curriculum

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Year 6

Exploring the Australian interior – 1

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Exploring the Australian interior – 2

Year 6

Exploration of the Australian interior was hampered by the Great Dividing Range which extends the length of the eastern side of the continent. But eventually, a band of intrepid explorers broke through the mountains, leading the way for future generations of settlers. You will need a copy of Exploring the Australian interior – 1 and access to the internet. 1. Research the routes taken by early explorers as they discovered what lay beyond the Great Dividing Range. Include the names of explorers and relevant dates. Explorers

Routes

Dates

2. Add the information you have discovered to the outline map. Give the map a title, a legend and a scale. 3. Use your map as a resource to help you explain to someone about the early exploration of Australia. australian curriculum

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71 978-1-925431-88-9 Mapping skills BOOK 3

Year 6

Assessment 1

Name

Cartesian plane park map y axis 7

Flying fox 6 Climbing net

Monkey bars 5 4 Slide

Fort

Sandpit

Balance beam

Swing

2 1

–8

–7

–6

–5

–4

–3

–2

–1

Running track

0,0 1

Push ups

axis Picnic area

–3

Toilets BBQ

–4 Chin ups

Seat

–1 –2

Sit ups

–5 –6 –7

40 m

1. Looking at the adventure park above, what would you find at these coordinates?

(a) (4, 3), (4,4): (c) (7, –2):

2. What are the coordinates for these park features? (a) sit ups:

(b) balance beam:

(d) BBQ:

3. Add a tap symbol to each of these coordinates: (7, 4), (5, –4), (–5, –3) and (–1, 4). 4. Plot two more seats where you think they are needed. 5. Use the map scale to work out the real length of these features. (a) flying fox:

(b) running track:

(d) slide:

6. (a) Choose a starting point and plot a path around the adventure park, visiting features along the way.

(b) Give your instructions to a partner to follow and rate how good they were. confusing

very clear

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Name

Assessment 2

Year 6

Using scales 1. Complete the missing information for each scale. Written

Ratio

(a) 1 cm = 1 km

1:100 000

(b)

1:50 000

Graphic

(d)

0.25

0.5

0.75

1 km

4 cm

2. Measure and calculate the real distance between each town with the given scale. Kent

Hull Harper

Glamis

Kent

Hull

Glamis Harper

(a) Hull to Kent: (b)

1 cm = 1 km

(d) Glamis to Kent

1: 75

3. An area to be mapped measures 4 metres by 5 metres. Write the measurements for a map of the area drawn at each scale. (a) 1 cm = 1 m (b) 1 cm = 2 m (c) 1 cm = 0.5 m 4. Circle the scale which would allow the cartographer to add the most detail. (a) 1 cm = 1 m

(b) 1 cm = 2 m

5. Explain the link between scale and detail.

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Year 6

Assessment 3

Name

From a table to a map

Svenland

1. (a) Give each rainfall band a different shade of colour. Legend of rainfall mm 0 to 20

21 to 40

41 to 60 61 to 80 81 to 100 101 to 120

more than 120

(b) Use the legend to colour the map of Svenland correctly.

Average monthly rainfall for Svenland Region

Abbreviation

Rainfall mm

Urj

Glaurus Zaug Argau

Vaudor

110

Jura

Baden

2. Suggest three groups of people who might study a map of rainfall. Explain why they would be interested. Groups of interested people

Reasons for interest

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Name

Assessment 4

Year 6

Population and location

Map of Canada

70° N

80° N LEGEND MOUNTAINS

N W

ARCTIC CIRCLE

LAKE

E N

1. (a) What information on the map tells the hemisphere in which Canada lies?

NATIONAL CAPITAL

PROVINCE / TERRITORY CAPITAL ALBERTA 3 750 000

PROVINCE / TERRITORY NAME AND POPULATION

GREENLAND

YUKON TERRITORY 34 000 Whitehorse

60° N

Great Bear Lake

NORTHWEST TERRITORIES 41 500

Iqaluit

NUNAVUT 32 000

50° N

Yellowknife

NEWFOUNDLAND AND LABRADOR 500 000 BRITISH COLUMBIA 4 500 000

Reindeer Lake

ALBERTA 3 750 000

Edmonton

(b) Describe the location of Canada with reference to its proximity to the Equator and the pole.

Victoria

St Johns

MANITOBA 1 250 000

QUEBEC 8 000 000 PRINCE EDWARD NEW Charlottetown ISLAND BRUNSWICK 140 000 750 000

SASKATCHEWAN 1 000 000 Regina

ONTARIO 13 000 000

Fredericton Quebec

Halifax

40° N

NOVA SCOTIA 1 000 000 Toronto

Ottawa

(c) Describe the weather and daylight hours you think regions of Canada would experience in winter. Give reasons for your answer.

2. In different colours, shade each province and territory on the map of Canada. 3. (a) Write the names of the provinces/territories in order from what you think have the greatest to least population density.

(b) Explain how you made your decision for the list in (a).

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75 978-1-925431-88-9 Mapping skills BOOK 3

Answers

YEAR 5 ANSWERS DIFFERENT VIEWS – 2 1. (a) 1 (c) 3 (e) 2 (g) 2

(b) 2 (d) 1 and 3 (f) 1

2. (a) 1 ,2, 3 (c) 2 (e) 1, 2, 3

(b) 1, 2, 3 (d) 1

DIRECTIONAL LANGUAGE 9

1. (a) pathway (b) first aid (c) picnic area (d) cafe (e) entrance (f) gift shop

3. so spectators can see close-up action from parts of the field that are far away from them 4.–5. Teacher check

IDENTIFYING MAPS – 2

GRID MAPS: A ZOO – 2

1. B – Road or street map C – Physical or natural map D – Satellite map/image A – Political map E – Economic or resource map 2. Teacher check

4.–6. Teacher check

CHOOSING MAPS 1.–3. Teacher check

USING AN ATLAS

A MAP LEGEND

2.–3. Teacher check

READING A MAP – 1

GRID MAPS: A SCHOOL – 2

1. (a) F1 (c) C4, C5 (e) E5, E6

2. (a) Asia 44 579 000 (b) Africa 30 365 000 (c) North America 24 256 000 (d) South America 17 819 000 (e) Antarctica 14 209 000 (f) Europe 9 938 000 (g) Australia/Oceania 7 687 000 Arctic 13 986 000 Southern 20 327 000 Indian 73 556 000 Atlantic 106 400 000 Pacific 165 200 000

(b) G6, H6 (d) K8, L8 (f) C3

3.–5. Teacher check

Teacher check

2.–3. Teacher check

GRID MAPS: A CLASSROOM – 2

Teacher check

CREATING A MAP

Teacher check

STREET MAPS – 2

1. Teacher check 2. (a) fire station (b) theatre (c) sports centre (d) quay

4.–6. Teacher check

1. (a) east (b) north-west (c) north-west (d) north (e) south-east (f) south-west (g) south (h) east

2. (a) car park (b) staff room (c) office (d) hall

3. (a) A7, B7 (c) I1

1. (a) airport (b) hospital (c) medical centre (d) shopping centre (e) cycle path (f) bus station (g) police station (h) wheelchair access

1. (a) Wellington (b) London (c) Washington DC (d) Beijing (e) Rome (f) Ottawa (g) Dublin (h) Moscow

3. (a) (b) (c) (d) (e)

(b) back (d) left (f) behind (h) east (j) west (l) below

2.–5. Teacher check

2. (a) penguins (b) turtles (c) toilets (d) meerkats (e) zebras (f) wombats 3. (a) B1 (b) G8, H8 (c) D12 (d) A6 (e) C10, D10 (f) H11

1. (a) forward (c) south (e) north (g) front (i) right (k) above

(b) E5 (d) D5, E6

THE COMPASS ROSE

1. (a) south-east (b) west (c) north (d) north-east (e) south-west (f) east 2. (a) garage (b) cow paddock (c) chicken coop (d) dam (e) stables (f) pool

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Answers 3. Teacher check

MAP FEATURES: MADAGASCAR – 2

1. (a) Title – to say what the map is about (b) Legend – to say what the symbols on the map mean (c) Scale – to compare the distance on the map and the ground (d) Compass rose – to show the direction of the land and features on the map 2. (a) Antananarivo; the legend shows the symbol for the capital city (b) six; the legend shows the line for the provincial borders (c) south-west; the compass rose shows which way is north (d) Tamasina and Tolaria: 810 km, Mahajanga and Fianarantsoa: 630 km, Antananarivo and Antsiranana: 750 km; the scale shows that each cm on the map represents 60 km on the ground. The distance between the cities in cm on the map multiplied by 60 equals the distance between the cities on the ground.

2. Differences – Latitude: parallel to one another, only the equator splits the globe in half, measured north or south of the equator at 0º; Longitude: furthest apart at the equator, closest together at the poles, they all split the globe in half, measured east or west of the Prime meridian at 0º Similarities – measured in degrees in relation to a line at 0º, divide the globe into areas 3. Teacher check 4. (a) Argentina (b) China (c) Canada (d) Iran (e) Australia (f) USA

HEMISPHERES, TROPICS AND CIRCLES – 2

1. (a)–(b) 0º: the equator; countries may include Gabon, Republic of Congo, Democratic Republic of Congo, Uganda, Kenya, Somalia, Indonesia, Ecuador, Colombia, Brazil, Maldives, Kiribati, San Tome and Principe; 23.5º N: Tropic of Cancer; countries may include Western Sahara, Mauritania, Mali, Algeria, Lybia, Egypt, Saudi Arabia, United Arab Emerites, Oman, India, Bangladesh, Myanmar, China, Taiwan, Mexico, the Bahamas, Niger 23.5º S: Tropic of Capricorn; countries may include Namibia, Botswana, South Africa, Mozambique, Madagascar, Australia, Chile, Argentina, Paraguay, Brazil, French Polynesia, Tonga 66.5º N: Arctic Circle; countries may include Norway, Sweden, Finland, Russia, USA, Canada, Iceland, Denmark (Greenland) 66.5º S: Antarctic Circle; passes through no countries (c) Teacher check

STORMY WEATHER – 2

1. Teacher check 2. (a) North-east Pacific and North Atlantic oceans (b) Indian Ocean, South Pacific and South Atlantic oceans (c) North-west Pacific Ocean 3. Teacher check

DESCRIBING LOCATIONS

1. (a) (b) (c) (d) (e) (f) (g) (h)

Libya, Africa Sweden, Europe Canada, North America China, Asia Iceland, Europe Vietnam, Asia Bolivia, South America New Zealand, Australia and Oceania

2. (a) (b) (c) (d) (e)

42º N, 13º E 35º S, 149º E 19º N, 99º W 36º N, 140º E 33º S, 71º W

3. Teacher check

MAP SCALES: TASMANIA – 2 1. (a) 2 (c) 3

25 (b) 1

2. (a) Map A: 210 km Map B: 200 km Map C: 225 km (b) B 3. (a) 420 km, 245 km, 210 km (b) 180 km, 120 km, 160 km (c) 270 km, 285 km, 345 km 4. Teacher check

LATITUDE AND LONGITUDE – 2 27 1. (a) a line of latitude at 0° (b) a line of longitude at 0° (c) a line of longitude at 180°

Teacher check

ASSESSMENT 1: DIFFERENT TYPES OF MAPS

1. (a) physical; natural features such as mountains, lakes, rivers, deserts, wetlands; to plan a hiking trip, to decide the best place for new construction (b) road; transport routes, constructed features; to plan a route or calculate distance between places (c) political; country, state, territory boundaries; to compare the area of different places, to plan a holiday (d) resource; spread of resources within an area; to choose places to visit or the location of a mine or business

2. Teacher check australian curriculum

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77 978-1-925431-88-9 Mapping skills BOOK 3

Answers ASSESSMENT 2: READING A MAP

1. (a) title (b) legend (c) scale (d) compass rose 2. (a) (b) (c)

1 cm = 10 km 393 km (i) 42 km (ii) 28 km (iii) 64 km

3. Should say Angus as this is the name of the island and it has more roads leading to it that the other towns. 4. (a) Arbon (b) south-west (c) south/east

ASSESSMENT 3: LOCATING PLACES

ASSESSMENT 4: RAINFALL – AUSTRALIA

1. The lines of latitude are marked are labelled in degrees north.

1. The lines of latitude are labelled degrees south.

2. (a) Iceland, Ireland, Portugal, Spain, United Kingdom (b) 10ºE (c) Norway, Sweden, Finland, Russia, Iceland (d) The cities are all close to the line of latitude 50º North and so are about the same distance from the equator.

2. (a) The Great Dividing Range mountains (b) It is a small island so even the centre is relatively close to the coast and it has mountains through the centre

3. (a) 40º & 50º N; 0º & 10º W (b) 40º & 50º N; 0º & 10º E (c) 50º & 60º N; 20º & 30º E (d) 40º & 50º N; 10º & 20º E (e) 50º & 60º N; 0º & 10º W (f) 50º & 60º N; 20º & 30º E (g) 50º & 60º N; 30º & 40º E (h) 40º & 50º N; 20º & 30º E

3. Tropical regions: more rainfall – from 400 mm to 1600 mm per year; Temperate regions: less rainfall – from 0 to 800 mm per year 4. It is very far from the coast and has no mountains

Teacher check

USING SCALE AND DIRECTION – 2

DRAWING A MAP TO SCALE – 1 & 2

1. (b) 1 cm = 5 m

1. a line scale 2. (a) (b) (c) (d) (e) (f)

Teacher check

2. (a) 375 m (b) 412.5 m (c) 312.5 m2 (d) 112.5 m2 2

3.5 cm, 70 km 4 cm, 80 km 5 cm, 100 km 5 cm, 100 km 5.5 cm, 110 km 5.5 cm, 110 km

3. (a) Hobart: sheltered bay away from wilder weather of west coast (b) Launceston: head of river important when river transport brought supplies inland (c) Devonport: on the coast with close links to mainland Australia 4. (a) Furneaux Islands (b) Bass Strait 5. Teacher check

3. (a) Measure the path on the map in cm then multiply by 5 to give the true distance in metres. (b) 530 m 4. (a) south-east (b) west (c) north-east (d) east 5. (a) (b) (c) (d)

42–43

117.5 m, NW 20 m, N 27.5 m, NE 47.5 m, SE

6. Mike: 122.5 m Geoffrey: 117.5 m Mike walks further. 7. cricket, basketball, netball and tennis in the morning, swimming in the afternoon. The sun rises in the east and sets in the west so to avoid full sun, play sports situated on the west side in the morning and on the east side in the afternoon

DRAWING TO SCALE – ENLARGING 44 1. Teacher check 2. The enlarged map would not be to scale. It would be distorted, either too wide or too long.

DRAWING TO SCALE – REDUCING 45 1. Teacher check 2. It will be too wide.

CARTESIAN COORDINATE SYSTEM – ONE QUADRANT 1. (a) (b) (c) (d) (e) (f)

(4, 2) (11, 7) (6, 1) (14, 9) (8, 10) (2, 5)

2.–3. Teacher check

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Answers CARTESIAN COORDINATE SYSTEM – FOUR QUADRANTS 1. (a) (b) (c) (d)

Q3 Q4 Q1 Q2

4. (a) Tropic of Cancer, Equator (b) 30º E and 180º

COUNTRY POPULATION AND DENSITY – 1

5. Teacher check

1. Australia, 3 UK, 307 Japan, 331 Russia, 9 Bangladesh, 1007 Nigeria, 189 Pakistan, 249 Brazil, 23 Indonesia, 130 USA, 33 India, 403 China, 146

PHYSICAL FEATURES: EUROPE – 2

2.–3. Teacher check

Teacher check

4. triangle

WORLD TEMPERATURES – 2

CARTESIAN PLANE: ISLAND MAP – 1

Teacher check

CARTESIAN PLANE: ISLAND MAP – 2

1. (a) (–1,10) (–1,9) (–2,10) (–3,8) (–5,9) (b) (5,4) (5,6) (4,4) (4,6) (c) (–3,–6) (–4,–6) (–5,–6) (d) (3,–5) (3,–6) 2. (a) waterfall (b) boat (c) river (d) mountains

1. (a) Map A – January Map B – July (b) Map A shows colder temperatures in the northern hemisphere and hotter temperatures in the southern hemisphere than Map B. In January, it is winter in the northern hemisphere and summer in the southern hemisphere so Map A must be January and Map B July. 2.–3. Teacher check

2. (a) Australia, Russia, Brazil, USA (b) Nigeria, Indonesia, China (c) Pakistan (d) UK, Japan (e) India (f) Bangladesh

COUNTRY POPULATION AND DENSITY – 2

Teacher check

WORLD TIME ZONES – 2 59 © R. I . C.Publ i cat i onWORLD s AGRICULTURE AND RESOURCES – 2 CARTESIAN PLANE: •f orr e vi ew pur posesonl y• MAP OF VICTORIA – 2 51

WORLD MARKETS – 2

3.–4. Teacher check

1. (a) ahead 2. (a) (b) (c) (d) (e) (f)

1. (a) Melbourne (b) (–1, –2) 2. Teacher check

(b) behind

80º W behind 140º E ahead 70º W behind 80º E ahead 150º W behind 5º E ahead

Teacher check

3. (a) west (b) east (c) No, crossing the date line reverses the result.

WORLD POLLUTION INDEX – 2 67

4.–5. Teacher check

4. Teacher check

PHYSICAL FEATURES: ASIA – 2 53

5. It passes around some islands so they are in the same time zone as their close neighbours.

AUSTRALIAN POPULATION AND CULTURAL DIVERSITY – 2 69

3. (a) (3, 1) (c) (2, 0) (e) (–6, 0)

(b) (1, –1) (d) (–3, –1) (f) (1, –2)

1. Deserts: Arabian, 2 330 000; Gobi, 1 300 000; Karakum, 350 000; Peaks: Everest, 8850; K2, 8611; Kangchenjunga, 8598; Rivers: Yangtze, 6301; Huang He (Yellow), 5464; Mekong, 4350; Lakes: Caspian Sea, 371 000; Baikal, 30 500; Balkhash, 18 000

6. (a) Russia, Australia, the USA and China all span a number of lines of longitude but while Russia, Australia and USA have many time zones, China has one time zone for the whole country.

Teacher check

EXPLORING THE AUSTRALIAN INTERIOR – 2 Teacher check

(b) Teacher check

2.–3. Teacher check

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

79 978-1-925431-88-9 Mapping skills BOOK 3

Answers ASSESSMENT 1: CARTESIAN PLANE PARK MAP 72 1. (a) slide (b) climbing net (c) picnic area (d) swing 2. (a) (b) (c) (d)

2. Teacher check

(–3, –3) (–7, 2) and (–5, 2) (2, 5) and (4, 5) (7, –4)

3. (a) Correct order: Prince Edward Island, Nova Scotia, Ontario, New Brunswick, Quebec, Alberta, British Columbia, Manitoba, Saskatchewan, Newfoundland and Labrador, Yukon, North West Territories, Nunavut

3.–4. Teacher check 5. (a) 35 m (c) 20 m

(c) Answers may include: very short days close to and beyond the Arctic Circle, long snowbound winters in the north and in the west mountain regions.

(b) 70 m (d) 10 m

6. Teacher check

(b) Teacher check

ASSESSMENT 2: USING SCALES:

1. (a) Teacher check (b) 1 cm = 0.5 km and Teacher check (c) 1:75 000 and Teacher check (d) 1 cm = 0.25 km, 1: 25 000 2. (a) (b) (c) (d)

6.25 km 40 km 10.5 km 7.125 km

3. (a) 4 cm × 5 cm (b) 2 cm × 2.5 cm (c) 8 cm × 10 cm 4. (c) 1 cm = 0.5 m

5. 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.

ASSESSMENT 3: FROM A TABLE TO A MAP

Teacher check

ASSESSMENT 4: POPULATION AND LOCATION

1. (a) lines of latitude labelled north (b) Its southern border is about 50º N of the equator and its northern extreme is beyond the Arctic Circle.

australian curriculum

Mapping skills BOOK 3

978-1-925431-88-9