Resource+1+-+Maps



World Maps (2009) Maps and Flags of the world. Retrieved October 1, 2009, from http://www.justmaps.org/
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This resource enables the user to search for a variety of maps, both in terms of political boundaries and cultural groups. The website provides printable version of maps for classroom display. The resource is a series of maps which show the location of Japan in a variety of scales. The first map is a world map, showing Japan’s location on an International plane, the second shows the Asian continental region, and the third map shows Japan the country. Each map shows Japan in relation to particular surroundings, with each proceeding map focusing more closely on the country itself. The maps are from a children’s atlas, and are therefore not as heavily detailed or labelled as could be expected, however this is necessary due to the stage (stage 2) the children are working at, and the expectations required of them. The resource selected, as a series of maps, is important academically, particularly in social studies. The ability to read and interpret maps is furthermore an essential life skill, required during day to day life. Map reading helps develop visual spatial skills, but is also highly relevant to the outcome CUS2.4 as it enables students to explore the physical nature of countries such as Japan, both as their own entity, and in relation to their surroundings. Having students look at Japan on a series of maps is a good introductory activity to a study of Japanese culture and tradition, as it grounds students' spatial knowledge of Japan, as well as enabling them to develop conceptions of the size, shape, location and features of the country. The resource also enables students to develop conceptions of several key indicators of the CUS2.3 outcome, as it allows them to comprehend the differing perspectives different cultures can have, as well as how geographical features can impact on these cultures (Board of Studies, 2006a, p. 20). Map reading also has links to other KLA’s such as mathematics (Board of Studies, 2006b, p. 23), where Space and Geometry outcomes (SGS2.3) outline the need for students to be able to use simple maps and grids to represent position and follow routes. The resource selected, as a series of maps, is both a visual text and a written text. The resource is a structured analytical text, being labelled thoroughly and having a scientific purpose. Although some maps can be realistic in so much as they have been taken by satellites and depict the actual topography of an area, this is not the case here, and the resource is purely symbolic, using different colours to represent different countries and features. Students will therefore need to explore the representational elements of maps, understanding notions of their purpose, structure and key characteristics. Students will need to explore the visual symbols visible on maps, and this will involve an understanding of keys and other visual representations. Students will also need to develop spatial understandings required to comprehend elements such as scale and distance. Keys are very important aspects of maps, and significant time should be taken to ensure that students understand their function and visual representations within maps. Although predominantly visual in nature, maps also require elements of written literacy, due to the fact that they contain their own specific vocabulary. Although at stage 2 this will not be the first time students are exposed to maps, the vocabulary requirements of maps will need to be reviewed. This vocabulary includes directional terminology, such as the need to know cardinal directions, the knowledge of scales and distances, and the ability to comprehend a legend. Students can also look at the nature of the vocabulary of a map, such as the use of particular nouns to name places and things (Droga & Humphrey, 2003, p. 33). Students will need to use the KWL method to assess what they want to learn about Japan and its culture, but will also need to employ this strategy to successfully analyse the literacy components of the resource. The KWL method is what the student knows, what they want to know, and what they have learnt. By using this method, students can analyse their own shortcomings when it comes to comprehending maps, but can also use their own strategies to outline what information they wish to ascertain from the maps. Board of Studies (2006a). //HSIE Syllabus//. Sydney: Board of Studies.
 * Resource Description**
 * Relevance to the outcome**
 * Aspects of literacy that could be explored**
 * References:**

Board of Studies (2006b). //Mathematics Syllabus//. Sydney: Board of Studies.

Droga, L. & Humphrey, S. (2003). //Grammar and meaning: and introduction for primary teachers//. Berry: Target Texts.