Rich tasks
- This is an open-ended task that requires students to give clear sequential instructions that include descriptions of distance, direction and turn. The task can be given at the start of a topic and done as the students gain enough knowledge to complete them, inserted into a topic at an appropriate place, or given as homework.
- In deep trouble
> More on "Rich tasks for this Chapter"...
1. In deep trouble
- Suggest to students that they navigate the maze first to determine the path the submarine should follow to rescue the diver.
- Students can then record the commands for each square of the grid they passed through, and for each change of direction. Drawing individual arrows in each square as they write each instruction to move through the maze may be helpful.
- Students’ mazes and codes could then be checked by a partner and collated into a “Class puzzle book” for further practice. A number of digital links to basic coding are included in the interactive sites section of this chapter.
Giving directions page 260
- Know left, right, ¼, ½ and full turns and be able to use them to describe direction.
- Use clockwise and anticlockwise turns.
- Interpret a floor plan or map drawn from above (‘birds eye view’).
> More on "Giving directions"...
Teacher notes
- At Level 1 students have been introduced to descriptive language relating to position and movement. Many students still need to consolidate and extend this vocabulary as they transition to Level 2. Using, and encouraging students to use synonyms, (e.g. below, beneath, underneath instead of under), is particularly important for students who are learning English or who have limited vocabularies.
- If possible, allow students to watch the second hand on an analogue clock to become familiar with the direction clockwise and actually screw lids or turn taps on and off etc. during the Practical, Turn me, page 260, to engage ‘muscle’ memory and provide context and purpose for this learning.
- At Level 1 students learned to follow instructions and describe movement from their own perspective. At Level 2 students are beginning to describe from a variety of viewpoints including from above. This mental projection into someone else’s perspective is difficult for many students. Drawing items placed on the floor or a desk from above, or using a counter with an arrow drawn on it to move through a maze or follow a path, will support students as they make this transition.
Maps page 264
- Identify compass directions.
- Use a simple map to find and describe different locations, views and pathways.
> More on "Maps"...
Teacher notes
- Students beginning Level 2 are learning how to transfer their knowledge of the 3-D world to a 2-D representation in a map. Students should investigate lots of maps ofplaces they know well in addition, and if possible prior, to the examples given in this resource. Encourage students to visit the places they are mapping, so they can note / check their surroundings and the sequence in which objects and landmarks are encountered as they move through the space.
- Use digital maps such as those on Google maps, and show students how a satellite view (“birds eye view” in a photo) is transformed into a street map. Use ‘street view’ to swap between perspectives. If students have access to digital devices give them opportunity to explore these features and also encourage zooming in and out on places they know.
- A compass rose is usually present on the map but some indicate only North, therefore memorising the four main points is helpful. If there is no compass rose, then conventionally North is towards the top of the map.
