YEAR: Foundation

UNIT NAME: Under, Over, Through (Geography-Mapping)

DURATION OF UNIT: 6 weeks

Australian Curriculum: Foundation Achievement Standard

By the end Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a
globe and why places are important to people.
Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday
language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

Geography Level Description

People live in places focuses on developing students understanding of place. Students explore the place they live in and belong to, and learn to observe and describe its features. Learning about
their own place and building a connection with it contributes to their sense of identity and belonging and an understanding of why and how they should look after places. They start to explore
their feelings about places by talking about their own special places, and what makes them special. The idea of location (a part of the concept of space) is introduced through drawing story-maps
and creating models to show where places and features are located, and by learning about the globe as a representation of the Earth on which places can be located. The emphasis in Foundation is
on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.
The content of this year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. These strands are interrelated and should be taught
in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Unit Inquiry Questions

1. What are maps and how do we use them?
2. How do we present important features on a map?
3. How do we identify features of a familiar place?

Foundation Year Content Descriptor (Geography):

Geographical Knowledge and Understanding

Geographical Inquiry and Skills

The representation of the location of places and their features on maps and a globe
(ACHGK001)

Make observations about familiar places and pose questions about them (ACHGS001)

The places people live in and belong to, their familiar features and why they are important to Record geographical data and information collected by observation (ACHGS002)
people (ACHGK002)

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local Represent the location of features of a familiar place on pictorial maps and models
area and why they are important to them (ACHGK003)
(ACHGS003)

The reasons why some places are special to people, and how they can be looked after
(ACHGK004)

Draw conclusions based on discussions of observations (ACHGS004)

Present information using everyday language to describe location and direction

(ACHGS005)

Reflect on their learning to suggest ways that they can look after a familiar place
(ACHGS006)

Student Prior Knowledge:

As this lesson is the first time students will be learning about mapping in the foundation year it should be assumed that the students have no prior knowledge on this topic. Throughout the tune in phase of the
unit the teacher will be able to identify which students have knowledge of this topic and the extent of this knowledge. Therefore, allowing the teacher time to modify lessons to suit all learners.

Unit Objectives:
By the end of this unit students will be able to:
Identify important features on a map
Understand how to read a pictorial map
Understand the purpose of maps

Learning Intentions:
By the end of this unit I will be able to:
Read and use a map
Find important features on a pictorial map
Create a pictorial map

Intergrading
Socially

Lesson
Sequence

Learning Objectives:
Strands/Sub Strands

Allocated
Time

Learning Description

Classroom Organisation

Resources

Assessment

Tune In

The representation of the

Focus:
Learning Experience

Prior to this lesson starting Resources:

features on maps and a

In this lesson students will be introduced to the story Were Going on a Bear

set up:

globe (ACHGK001)

Hunt by Michael Rosen and Helen Oxenbury and the concept of important

location of places and their

Make observations about

familiar places and pose
questions about them
(ACHGS001)
Elaboration:

20-25
minutes

features on a map. Students will listen to the story before reenacting the

This lesson will

have the following materials -Were Going on a Bear incorporate

Hunt by Michael Rosen

assessment for

and Helen Oxenbury

learning. As this

-Green crate paper hanging -Green crate paper

adventure of a bear hunt around the classroom. The bear hunt will be enhanced in a doorway as long wavy -Blue cloth
-Brown cellophane
through different materials to make the classroom and story come to life. Once grass

lesson in the first of

the unit it is important
to make anecdotal

-Blue cloth of the floor as

-Green fabric

notes during and after

they pass on the way to school in the local area, for example a church, shops or the river
-Brown cellophane on the
parks.

-White paper

the lesson of students

the bear hunt is complete students will then think about the different features

-Small tent or materials to who may need further

Asking questions about

floor as mud

what they observe in the

-Green fabric on desks to

students who have

local area

represent trees on the forest

more prior knowledge

-White paper scrunched up

then expected.

on the floor and desks to

Students participation

represent the snow storm

will also be monitored.

In this lesson students

will:
-Gain an understanding of
familiar features in the story
Were Going on a Bear
Hunt by Michael Rosen and
Helen Oxenbury
-Relate features from the
story to their local area
-Identify features they see
on the way to school
-Actively participate in the
story with physical
movement

-A small tent or alternative

to represent the cave.

create a cave

explanation or on

Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Preparing to
find out

20-25
minutes

The representation of the

location of places and their
features on maps and a
globe (ACHGK001)

Prior to this lesson:

Focus:
- All activity sheets should
Learning Experience:
In this lesson students will revise what they have learnt from the first lesson by be printed.

The assessment for

this lesson will be
assessment for

drawing a story map of Were Going on a Bear Hunt by Michael Rosen and

learning. Students

Helen Oxenbury and all the different features they went through as a class.

activity sheets will

Students will discuss as a whole class all the different places and features they

demonstrate if the

pass on the way to school. The teacher will write and draw all of these ideas.
Make observations about

Five different features should be selected to create a new story map from home

familiar places and pose

to school starting to introduce key words. Students will then receive an activity

questions about them

sheet and complete their own story map drawing all the features they see on the

(ACHGS001)

way to school.

students understand
the learning objectives.
This will also display
which students need
further guidance to

Asking questions about

-Were Going on a Bear ensure they do not fall

Hunt by Michael Rosen behind. Students

what they observe in the

and Helen Oxenbury

participation and

local area

-Activity sheet attached

ability to stay on task

-White board

will also be assessed

Elaboration:

In this lesson students

will:
-Gain an understanding of
familiar features in the story
Were Going on a Bear
Hunt by Michael Rosen and
Helen Oxenbury
-Relate features from the
story to their local areaIdentify the important
feature they see on the way
to school through drawing.

through anecdotal
notes.

Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Finding Out

Make observations about

familiar places and pose
questions about them
(ACHGS001)

30-40minutes

Arrange for 3 parent Camera

In this lesson students will have the opportunity to explore the school and
identify the different features. Students will walk around the school
stopping at the main features (e.g. the tuckshop, music room,
playground, library and church. Once their students will discuss what

Record geographical data

they can see, smell and hear as a whole class. Student will then split up

and information collected

into their Cam groups (Smell, Sight, Touch and Noise) and take

by observation
(ACHGS002)

pictures or videos of the feature.

Asking questions about

inside and the tuckshop boxes.

Smell Cam- One student records the other student listing what they can

what they observe in the

local area.
Using photographs to
stimulate questions about
what it is like and why
Describing the features of
a special or local place by

smell.
Touch Cam- Student records the other students feeling the building. The
building feels smooth.`
Nose Cam- Student records the noises they can hear.
Continue to work around the school stopping, discussing and taking
pictures and videos. Explain to the students that the footage collected
will be used in the next lesson.

3 I-Pads

walk

Cam Badges

Ensure all students Hand sanitiser

understand the
correct way to walk
around the school.
Set expectations

For example the TuckshopSight Cam- takes pictures of the outside of the building and the workers

Elaboration:

helpers to join the

focusing on noise
level and showing
respect to the other
classes.
Ensure all students
have hats and sun
cream on before
walking around the
school.
Arrange the students
into different groups-

using their senses, for

Sight Cam, Smell

example, sight, smell and

Cam, Touch Cam and

touch, and recording

Nosie Cam

these observations
In this lesson students
willIdentify the features of a
school.
Describe the different
features of the school
using their senses sight,

At end of lesson
ensure that all the
pictures and videos
are downloade

This assessment for

this lesson will be
assessment for
learning. Through
observations
students will
demonstrate their
ability to identify
features around the
school. It will also
provide information
based on the student
ability to identify
different places
through the different
senses.

General Capabilities

Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Sorting Out

Prior to this

Make observations about

familiar places and pose
questions about them
(ACHGS001)

Represent the location

of features of a familiar

Part One:
In this lesson students will discuss the places explored on the school
walk. Show the students all of the pictures taken on the walk. As a class
the students will look at a map of the school on the white board with
missing places, together the students will identify the missing place.
Students will then find the correct picture of the place and stick it onto
their map. Continue this process until all missing picture are found and in
the correct place on the map.

place on pictorial maps

and models
(ACHGS003)
In this lesson students
will:
Identify missing
pictures on a map and Part One:
fill the space with the 15 minutes
correct picture.

Part Two
Show students the school map again and as a class say each of the places
on the map.
Ask students what can be found at each place and why we go there.
Show the students the corresponding videos of Sight, Smell, Touch and
Noise Cam for each place. Tell the students that the will be sorting the
different features of each place. (e.g. music instruments).
The students will work individually to cut and sort each picture into the
correct category. Once students have sorted all pictures take a picture of
the student with their work.

lesson have all

White board
Photos and videos

resources printed from previous

Download all of

lesson

students pictures Camera

and videos
Have missing
map on board.

The assessment for

this lesson will be

Class set of Maps assessment for

with missing
learning. Students
pictures and class activity sheets will
set of missing
demonstrate if the
pictures (already

students are able to

cut out and in

identify the location

bundles).

of places on map

Class set of picture and ability to sort

and headings
the features of each
Class set of clip
boards

place. This will also

display which
students need further

Sort pictures of

guidance to ensure

different features

they do not fall

around the school.

behind. Students
participation and

Use scissors and glue

to demonstrate fine
motor skills.

ability to cut and

glue will be assessed
through annotated
notes.

General Capabilities

Intergrading
Socially

Lesson
Sequence

Going Further

Strands/Sub Strands

HUMANITIES AND
SOCIAL SCIENCE
Communicating
Present information
using everyday
language to describe
location and direction
(ACHGS005)

Allocated
Time

Lesson Description

Classroom Organisation
Resources

30 minutes In this lesson students will discuss what prepositional words are by reading the Class discussion:

students are seated on

book Were Going on a Bear Hunt by Michael Rosen and Helen Oxenbury and
the floor.
identifying the prepositional words. These words will be written on the class
Simon Says:
Word Wall for students to refer to during the unit. Once students have
Students stand up with
a partner, arms distance
understood the concept of prepositional words, they will then engage in an
from all other pairs.
interactive game of Simon Says. This game will be played with a partner for

Were Going on a
Bear Hunt by
Michael Rosen and
Helen Oxenbury
Word Wall

students to become familiar with using prepositional words in context.

General Capabilities
LITERACY
Level 1e

Assessment

This lesson will

incorporate assessment
for learning. As this
lesson is the first of
prepositional words,
it is important to make
anecdotal notes during
and after the lesson of
students who may
need further
explanation or students
who have more prior
knowledge than
expected. Students
participation will also
be monitored.

PERSONAL AND
SOCIAL CAPABILTIES
Level 1

Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Going Further

HUMANITIES AND
SOCIAL SCIENCE
Geographical Knowledge
and Understanding
The representation of
the location of places
and their features on
maps and a globe
(ACHGK001)

Recycled materials The assessment for

Map of the school this lesson will be
students
are
seated
on
lessons on displaying places on a pictorial map. Firstly students will engage in a
the floor.
whole class discussion discussing the features of the school that were noted
assessment for
Individual map of
when students walked around the school observing and taking pictures in lesson
learning. Students
school:
Students move back to
three. After students have named some of the features of the school, the teacher
pictorial map will
desks to individually
will show a map of the school and discuss what students see on the map. After
demonstrate if the
complete this task.
discussing what students see on the map, students will engage in a whole class
students understand

60 minutes In this lesson students will demonstrate their knowledge learnt in previous

Collecting, recording,
evaluating and
representing
Represent the location
of features of a familiar
place on pictorial maps
and models
(ACHGS003)

Class discussion:

activity, creating a pictorial map of the school with recycled materials to build

the learning objectives.

knowledge of understanding what is expected of them. Students then go back to

The teacher will take

their desks and create their own pictorial map using recycled materials to

pictures of students

demonstate their learning.

maps, and complete a

checklist while
students complete their
map.

General Capabilities
LITERACY
Level 1e
PERSONAL AND
SOCIAL CAPABILITIES
Level 1
CREATIVE AND
CRITICAL THINKING
Level 1
Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Making
Connections

HUMANITIES AND
SOCIAL SCIENCE
Geographical Knowledge
and Understanding
The representation of
the location of places
and their features on
maps and a globe
(ACHGK001)

40minutes Learning Experience:

In this lesson students will review the pictures taken in the previous lesson.
Students will focus on the playground, listing all the features. The class will
create a pictorial map of the playground. Students will then be split into small
groups where they will create their own version. Each member of the group will

Whole class
activity on
carpeted area.
Small group work
at desks.
Small group
reflection in
playground.

draw a picture and label at least one feature. Students will then take their

Pictorial Map of Formative:

Undercover area. Student involvement
in class discussion and
class map.
Interactive
Whiteboard

Group map.

Whiteboard
Pictures

pictorial map out to the playground where they will assess accuracy of their

Refection of group
from map and changes

previous lesson. made.

placement and representation of the playground features on the map.

Collecting, recording,
evaluating and
representing
Represent the location
of features of a familiar
place on pictorial maps
and models
(ACHGS003)

Paper,
Pencils
Makers
Labels
Markers
Class Map
Group Maps

General Capabilities
LITERACY
Level 1
PERSONAL AND
SOCIAL CAPABILITIES
Level 1
CREATIVE AND
CRITICAL THINKING
Level 1
Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Making
Connections

HUMANITIES AND
SOCIAL SCIENCE
Geographical Knowledge
and Understanding
The representation of
the location of places
and their features on
maps and a globe
(ACHGK001)

60 minutes

Teacher led whole class

Learning Experience:

Represent features and objects within the classroom using their chosen material.

Class made
Students

sitting

on

the

carpet.

Students will represent the locations of such features and objects within the

pictorial map.

Whiteboard

classroom on their map and label the features of the classroom on their map Range of stations students

Whiteboard

representation. Students will then reflect on their classroom map, through the can use depending on their

Markers
Paint
Paper,
Paint brushes
Lego
Play-dough
Blocks
Pencils
Makers
Labels
Student Journals
Pencils
Pictorial
Maps or Models

accuracy of their placement and representation of the classroom features.

Collecting, recording,
evaluating and
representing
Represent the location
of features of a familiar
place on pictorial maps
and models
(ACHGS003)

Formative:

previous lesson.

discussion.

In this lesson students will create a pictorial map of the classroom. Students will

Pictures from

preference of materials.
Independent work, students
work independently at the
stations completing their
own map.

General Capabilities

Pictorial Map of
Classroom
Written reflection of
map. Statement as a
learner.

LITERACY
Level 1
PERSONAL AND
SOCIAL CAPABILITIES
Level 1
CREATIVE AND
CRITICAL THINKING
Level 1
Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Taking Action

HUMANITIES AND
SOCIAL SCIENCE
Communicating
Present information
using everyday
language to describe
location and direction
(ACHGS005)

50 minutes

Two large groups swapping Pictorial maps.

between the classroom and
In this lesson students will direct a partner around the classroom and
playground.
playground using their pictorial maps. The students will be split into two Whole class discussion

Learning Experience:

Formative:
Observations on
student instructions to
their peers.

groups with one group staying in the classroom and the other heading out
Ability to follow
instructions including
the ability to
understand the
geographical
terminology.

to the playground with the teacher aide. Student will find a partner. One
of the pair will use their pictorial map of the area they are in. Students
will direct their partner through the area using the pictorial map. Students
will detail instructs including moving towards the slide etc. so their
partner can move between to designated spots as chosen by the map

General Capabilities

holder. The students will then swap and the other student will direct their
partner.

LITERACY
Level 1
PERSONAL AND
SOCIAL CAPABILTIES
Level 1

Intergrading
Socially

Lesson
Sequence

Strands/Sub Strands

Allocated
Time

Lesson Description

Classroom Organisation

Resources

Assessment

Taking Action

10

Geographical Knowledge
and Understanding
The representation of
the location of places
and their features on
maps and a globe
(ACHGK001)
Collecting, recording,
evaluating and
representing
Represent the location
of features of a familiar
place on pictorial maps
and models
(ACHGS003)
Communicating
Present information
using everyday
language to describe
location and direction
(ACHGS005)

General Capabilities:
CRITICAL AND
CREATIVE
Level 1
PERSONAL AND
SOCIAL CAPABILTIES
Level 1

60
minutes

In this lesson students will examine the relationship between Birds eye view
and NORMAL VIEW. Students will begin by completing a 3D mapping
exercise focusing on their school. Students will work in pairs deciding upon a
starting and finishing location. Students will take turns using the string to
demonstrate the path they will take to get to different locations. Once every
student has completed this, students will go in pairs with the School Officer and
an iPad (using Facetime.) Students will video chat with the remaining class to
show the possible different routes to get to certain locations.

Begin with

Diagnostic (during

students sitting on 13 lots of A3 maps of

the floor
the school with
pictorial definitions
Students move to
sitting opposite
pins stuck into the
their pair
map
Students leave the red coloured string
classroom.
attached to each map

mapping
exercises)
Diagnostic (during
walk through of
the school)

Intergrading
Socially

Lesson
Sequence

Taking Action

11

Strands/Sub Strands

Allocated
Time

Geographical Knowledge
and Understanding
The representation of
the location of places
and their features on
maps and a globe
(ACHGK001)
Collecting, recording,
evaluating and
representing
Represent the location
of features of a familiar
place on pictorial maps
and models
(ACHGS003)
Communicating
35 minutes
Present information
using everyday
language to describe
location and direction
(ACHGS005)

Lesson Description
The purpose of this lesson is to determine what the students have learnt

Classroom Organisation

Resources

Assessment

Lesson begins with

students sitting on the

floor for instructions
tactile skills by creating a pictorial map of their school. Students will be
Moves to individual
desks for testing
given pictures that represent certain buildings (i.e. the chapel is shown as a
Return to the mat to
cross) and will be asked to glue them onto a scaffold map of the school in the
end the lesson
previously within the unit. The students will be tested on their oral and

Diagnostic testing

correct position. Students will then have a one on one meeting with the
teacher where their knowledge, understanding and linguistic skills will be
tested orally.

Pictorial maps
Glue sticks
Zip lock bag of
pictures

teacher will
document students
responses during
the one on one to
see if there are
certain areas
where the student
is confused and
can be assisted.
(Assessment for
learning)
Summative
assessment the
pictorial map that
the students create
will be used as
summative
assessment to
demonstrate the
students
development.
(Assessment OF
learning)