Year 3 OAA Lesson 3

Learning Intentions

  1. Confidently read and follow a basic map
  2. Create a route on a map for others to use
  3. Work independently and as part of a team

Success Criteria

  1. I can read a map
  2. I can draw a basic map
  3. I can work with others to design an obstacle course

National Curriculum Links

Develop a broader range of skills as an individual while cooperating as part of a team

Literacy and Numeracy Links

L Designing basic map and describing to others
N Judging distance and space and scaling for map

Starter Activity

Scarecrows 

Choose 1 or 2 pupils to be the ‘crows’. The rest of the pupils move around the playing area and try to avoid being tagged by the ‘crows’. If a player is tagged, they turn in to a ‘scarecrow’. Scarecrows stand with their feet together and arms straight out to the side. Scarecrows can be released to play again when another player runs under their arms. Swap the crows around several times. The objective is for the crows to try and change all the players into scarecrows. This game can be amended by having one pupil chosen as the ‘farmer’ and only they can release the scarecrows.

Activity - Part 1

Map design

  1. Set out 5 or 6 identical stations with the format shown in the diagram (see also resource card with map key)
  2. Split pupils into teams of 5/6 behind each station
  3. Demonstrate to the pupils what they have to do to complete the activity at the station
  4. Set the pupils off to see which group can finish the station in the quickest time possible
  5. Each pupil must have one go each
  6. Explain to the pupils that they are going to design their station and draw a map for others to use
  7. Sit the pupils down and hand out copies of the map key to each group 2/3 map keys per group
  8. Take them through how the symbols also contain actions and direction using the example they have just taken part in
cricket lesson plan diagram

Activity - Part 2

  1. Allocate each group one station
  2. In their station, they must rearrange each action symbol in a different order but still following the same pathway from start to end
  3. Once the group have agreed on the way to change the station and have rearranged the equipment give them 5 minutes each to draw a map of their redesigned station (you will need enough paper and pencils for one each in the class—alternatively you could use whiteboards)
  4. Give the pupils copies of the map key to help them draw their map accurately
  5. After 5 minutes choose one map from each group to be placed at the start of their station
  6. Each group then rotates through completing other teams station – this can still be competitive even though the activities are in a different order

Teaching Points

  1. Give pupils time to discuss the layout of their station before beginning to move equipment
  2. Refer to the map key for guidance
  3. Ensure pupils stations are unique and not laid out the same as another team
  4. When drawing their map get them to think about the scale of equipment size, so everything fits on one page

Key Questions

  1. How did you work together to decide on the layout of your station?
  2. Knowing what you do about symbols on maps how could you extend your map if you had more equipment?
  3. What does scale mean?

Year 3 OAA Lesson 3

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Learning Intentions

  1. Confidently read and follow a basic map
  2. Create a route on a map for others to use
  3. Work independently and as part of a team
Chevron Icon

Success Criteria

  1. I can read a map
  2. I can draw a basic map
  3. I can work with others to design an obstacle course
Chevron Icon

National Curriculum Links

Develop a broader range of skills as an individual while cooperating as part of a team

Chevron Icon

Literacy and Numeracy Links

L Designing basic map and describing to others
N Judging distance and space and scaling for map

Chevron Icon

Resources

Year 3 OAA Lesson 3

Chevron Icon

Starter Activity

Scarecrows 

Choose 1 or 2 pupils to be the ‘crows’. The rest of the pupils move around the playing area and try to avoid being tagged by the ‘crows’. If a player is tagged, they turn in to a ‘scarecrow’. Scarecrows stand with their feet together and arms straight out to the side. Scarecrows can be released to play again when another player runs under their arms. Swap the crows around several times. The objective is for the crows to try and change all the players into scarecrows. This game can be amended by having one pupil chosen as the ‘farmer’ and only they can release the scarecrows.

Chevron Icon

Activity - Part 1

Map design

  1. Set out 5 or 6 identical stations with the format shown in the diagram (see also resource card with map key)
  2. Split pupils into teams of 5/6 behind each station
  3. Demonstrate to the pupils what they have to do to complete the activity at the station
  4. Set the pupils off to see which group can finish the station in the quickest time possible
  5. Each pupil must have one go each
  6. Explain to the pupils that they are going to design their station and draw a map for others to use
  7. Sit the pupils down and hand out copies of the map key to each group 2/3 map keys per group
  8. Take them through how the symbols also contain actions and direction using the example they have just taken part in
cricket lesson plan diagram
Chevron Icon

Activity - Part 2

  1. Allocate each group one station
  2. In their station, they must rearrange each action symbol in a different order but still following the same pathway from start to end
  3. Once the group have agreed on the way to change the station and have rearranged the equipment give them 5 minutes each to draw a map of their redesigned station (you will need enough paper and pencils for one each in the class—alternatively you could use whiteboards)
  4. Give the pupils copies of the map key to help them draw their map accurately
  5. After 5 minutes choose one map from each group to be placed at the start of their station
  6. Each group then rotates through completing other teams station – this can still be competitive even though the activities are in a different order

Teaching Points

  1. Give pupils time to discuss the layout of their station before beginning to move equipment
  2. Refer to the map key for guidance
  3. Ensure pupils stations are unique and not laid out the same as another team
  4. When drawing their map get them to think about the scale of equipment size, so everything fits on one page

Key Questions

  1. How did you work together to decide on the layout of your station?
  2. Knowing what you do about symbols on maps how could you extend your map if you had more equipment?
  3. What does scale mean?