Classroom Session 1
Aerial photographs and the local area
What can we work out about our local area from an aerial photograph?
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Here is how this session was taught:
Learning Objectives
- to discover what the children can work out about their local area from an aerial photograph
- to ascertain their prior knowledge (base line assessment session)
- to introduce the idea that maps can be used to record how we feel about a particular place
Learning Outcomes
- identity (and name if possible) between three and five features of the local area
- enjoy the learning
Resources
- Quikmaps
- paper copies - outline map of the school
Organisation
Whole class group with additional support for children with autism. (An autism unit is attached to the school and children are supported by a learning assistant when integrated into mainstream classes.)
Teaching the session
We began the session by exploring a view of the area using an aerial image of the locality using internet Quikmaps. The real strength of Quikmaps (based as it is on Google Maps) is the quality of the aerial photo and the fact that we can zoom right in and even look at vehicles parked in people's drives.
Some children can locate specific places instantly and it is best to persuade this small group of children to contain their knowledge and enthusiasm before it prevents other children from looking and thinking for themselves.
The way I approach this session is to ask the children to spot something (a feature) on the map that they recognise, it does not have to be a named place but can simply be a road, railway line, house or bridge. They then have to show their partner and write down the name of the feature in their notebook. I find this strategy more useful than a spoken question and answer session as it engages all children and provides them with a very definite task to complete. The children either write or draw their response as this latter helps any children who struggle with writing and ensures that they can still take part in the session.
Next, I ask the children to choose one spokesperson from their table and to come and show the rest of the class one feature that they have identified. If, when you do the session, you are using an Interactive White Board (IWB), they could use the IWB pen to show and label this feature on top of the aerial view displayed.
Children's responses range widely from those who are able to identify, locate and name specific features of the locality to those who can only recognise that the feature is a road, a house, the park etc. Overall, the session is worth doing for the following reasons:
- It can help in gaining a clearer sense of the children's spatial awareness
- It is highly motivating as it is focused on the children's place in the world.
Creating a map of our feelings
Next, I introduce a personalised Quikmap annotated with emoticons. A brief exploration of some of the icons show the children that we can make maps that record how we feel about places. When I did this session, I knew the children were on the right track when they told me that I had put one of my icons over the cricket pitch and not over the school grounds. Somewhat embarrassed I moved it quickly to the right place.
Before moving on to individual work in the computer room I get the children to take another careful look at the school grounds. I draw the outline shape of the building and playground on the IWB and get the children to compare this with their paper version of an outline map of the school. After asking the question, 'which way is up?' we talk about how maps (and aerial views) are normally displayed with North at the top. They are then able to use the view on the IWB to help them to orientate their own maps and mark North on the top of their map.
Finally, we talk about how places continue to change after photographs and maps are created and we begin to look for changes in the school grounds. These changes we then record on the IWB.
Where Next?
At this point I am able to tell them that they are going to create their own map to show some of their personal feelings about a place - initially this will be focused on the school and grounds.
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