Little J shares his bird feather collection with B-Boy. In school, Little J promises to find bush tucker to share with the class. The problem is that he doesn’t know how to find bush tucker. He enrols the help of Big Cuz and Nanna to teach him ‘proper way’ to identify and track animals. The group finds emu eggs but overnight a greedy goanna eats them. Nanna comes to the rescue by making spaghetti bolognaise for the class.

Explain - Interpret data and information displayed in pictures and texts and on maps

Theme - MAPS

Gather together a collection of different maps, such as road maps, local maps, global maps, topographic maps, etc. Divide the class into groups of 3 or 4 students and each group selects a map to explore. Other maps to use include:

• Indigenous language map
• Interactive maps
• Google maps
• Maps
• Old Maps Online

Ask student groups to identify the symbols on the maps and suggest what they mean and how they allow people to read their map, e.g. scale. Refer to the Australian Curriculum for geographical definitions.

• Australian Curriculum, HASS F-6/7, Glossary

Have students identify which symbols are common to all maps, and which are not. Have students pose questions about why some maps have different symbols, e.g. waterways maps in comparison to land maps.

Provide each student with a piece of grid paper with 5 squares x 5 squares, and have each student mark the compass points on the map as per the orientation of the classroom. Divide the classroom into a 5 x 5 grid (ribbon, string or masking tape, etc.). Have the group draw the classroom desks that appears in the grid as basic squares and the chairs as circles, etc. Have students start from different points in the room and draw a path between the desks and chairs that they can travel within the room. Have the students count the number of steps they take, the directions (left/right, forward/backward/sideways, up/down, or compass points) for the path. In the most basic way, have student jot down the directions that another student can follow. Have students reflect on which symbols and illustrations a map needs to be easily followed.

In pairs, ask students to take a walk around the school grounds. While walking with a map of the school, students enter different symbols for the placement of rubbish bins, girls/boys toilets, fire hydrant, playgrounds, gardens, buildings, staff rooms, etc. Compare maps with another pair of students and then in groups of four students. Have the groups of students share any symbols they created themselves for different areas of the school grounds. Have students compare their map to the official map of the school. If something they identified isn’t on the official map, present a case to the principal why the symbols should be included.

In addition, students could create a traditional map using Aboriginal symbols, e.g., waterhole (bubbler), meeting place (classroom), connecting tracks (pathways), etc.,

Upload the maps to the school website and have the parents vote on the one to be adopted as the school map.