This extended, cross curricular unit supports students to learn and apply theories around scale, bearings and compass directions in a context that enhances their engagement and produces an authentic and useful outcome.
At its heart, the idea of this unit is that students learn about how to understand angles and use maps.
The main mathematics within the unit is using working with angles and applying directions and scale.
Associated Achievement Objectives:
This week is about introducing the topic. It is intended that it would take two to three lessons to complete.
Introduce the topic, discussing finding your way, use of maps, and descriptions of areas that are special to students.
Introduction to the English component of the unit. The main focus is static images. An introduction to static images is likely to include the use of visual and verbal techniques for example, framing, use of colour and line, the concept of the intended effect on the viewer, language features used to support the visual features, language features of slogans e.g. repetition or assonance. This is a good time to introduce and elicit ideas around turangawaewae (places which students regard as where they belong, places that are special to them).
Students are also introduced to the product of the unit: a tourist brochure for a local area that contains a walking tour with information about specific points of interest along the walking tour.
In these activities, students learn about geometric reasoning and apply it to solving problems.
Learning about angle rules for lines, point, and vertically opposite angles.
Apply them to real life situations.
Learning about triangle and other polygon angle rules
Apply to real life situations.
Learning about angle rules with parallel lines
Apply to real life situations (bringing maps into some of the practice).
Students practice using angle rules to solve problems in a variety of contexts using textbooks, workbooks, or other materials that the school has.
The activities described and resources provided for this session are centred around the mathematics content. However, at the same time the mathematics activities are interspersed with static image activities. This will include making site visits for ideas for their walking tour project, making sketches and gathering material from each site. Back in the classroom students will choose one of the places to make and present a mini image. This includes researching the place and producing a mini image that uses visual and verbal features with limited colour use.
Students look at protractors, both 180° and 360°
Students are instructed in how bearings work and are measured.
BEARING SCAVENGER HUNT
Students work in pairs and are given a map which mainly centres around the Waitakere Ranges where a large part of the movie – Hunt for the Wilderpeople – was filmed. This is the movie that will be watched and analysed for English later in the topic. Alongside this the students are given a bearing list with locations to find. Ignore the scale at this point and give measurements in centimetres. Teachers to create their own map relative to the movie or context they are using.
The English activities mainly centre around interpreting scenes and the effects of colour and lines in an image.
Students look at how to locate things by using grid references. Map examples such as local tourist maps are useful as these usually have grid references. Students can also play a few rounds of battleship in pairs (see Copymaster 2 for a template for battleships).
Looking at N E S W in reference to bearings, the students are introduced to giving directions in the form of S30°W. Extra practice can be done with the Shipwreck Exercise (Copymaster 3).
Students are given two sheets. One has start and end points and several obstacles (e.g. rocks, sandbars, etc.) in between. The student uses a ruler and plots a course with at least five legs to it. They then write down all the compass directions and distances (scale is 1 cm = 1 km). The student then gives the directions to a partner who tries to plot the course on the 2nd sheet of paper which only has the start and end points with no obstacles shown. When finished the students can put their sheet on the obstacle sheet on the window or to the light and see if they made it or were shipwrecked.
Discuss ratio and scaling in general. Look at how it applies to the scale for maps. Do some basic conversion exercises.
GETTING AROUND NEW ZEALAND
Copymaster 4 has six different New Zealand communities. Students need to work out the scale of each map and determine the distance between key points in the town
Introduce students to the concept of triangulation and how a location can be found as an intersection of bearings from different locations. For example, emergency beacons transmit a pulse that is picked up by different receivers and the bearing information compiled to work out a location.
Students are given a map of Thames (Copymaster 5) that has three “listening points” marked on it. They also receive a list of known spies that are transmitting signals and the corresponding bearings picked up by the listening stations. Students trace the bearings on the map to find the spies.
Show students how to use a compass and practice following bearings by moving around according to a course written on the whiteboard.
Lay out a number of waypoints on the school field, each with a different letter. First students work out the length of their stride. Then they work in pairs to create a course (one with the compass and one marking distance), between a number of the waypoints, including bearings and distances converted from the number of strides it took for them. Pairs should then swap courses with another pair and complete the course checking that the letter sequence is correct.
Students combine their knowledge of bearings, compass directions, and scale to describe courses between set points on a map.
GETTING AROUND OAMARU
Two starting points and two destinations are labelled (Copymaster 6). Students need to work out the bearing and distance a drone would follow to fly directly between the points and then for a robot that would need to travel on the roads using compass directions.
Watch the Movie “Hunt for the Wilderpeople”, taking breaks while watching the film to discuss the make-up of different scenes. Exploring cinematography and the effect on the viewer e.g. lighting, focus, angle of camera, size of the shot, etc. and signalling some of the effects. The film connects strongly to turangawaewae, where do you stand, where do you belong. This sense of connection is key for the place that students chose to do for their static image – ideally a place they are close to.
Students choose an area that is meaningful to them that should have a few different spots that they could go to. On the English side, each waypoint could serve as its own static image or a single waypoint could be the static image, or the area in general.
ASSESSMENT (Copymaster 7)
Printed from https://nzmaths.co.nz/resource/never-get-lost at 6:47am on the 28th January 2021