Teacher instructions

Work through this resource material in the following sequence:

10 minutes

Tune in: Nature’s Treasures

15 minutes

Find out: Making Maps

25 minutes

Take action: Directions

Tune in: Nature’s Treasures

Step 1.

If you aren't already outside, take the class to your outdoor learning space. Review outdoor learning rules and the benefits of outdoor learning with students, including potential hazards and actions to take in the event of hazards.

Step 2. Discuss:

What is treasure? Invite students to think of the word 'treasure' and share any images that spring to mind when they hear this word (e.g. gold, silver, gems, treasure chest, etc). Invite students to share how they would define the word 'treasure' (for example, precious objects).
Can things in nature be treasures? Now ask students to observe the school yard using all their senses. Working independently, ask students to quietly think about what natural objects they would consider as 'treasures'. What is special or precious about nature? What natural objects do they treasure? Remind students that it's not just the things that they can see that might be treasures: the smell of a fragrant flower, the cool touch of a plant, or the sound of birds singing could also be treasures.
Why are natural elements in the environment valuable?

Find out: Making Maps

Step 1.

Explain to students that they are going to create a treasure map that includes all the natural treasures they can find in the playground. Ask students to form groups of four and brainstorm some of the natural ‘treasures’ they might discover. Briefly discuss students’ responses.

Step 2.

Explain that maps will be drawn from an aerial point of view as if we were birds looking down on the playground from the sky. Demonstrate how simple 2D shapes can be used to create an aerial map using the Map Grid Template - Demonstration.

Use your surroundings when creating the map. Talk through the process, describing what you are drawing and why you are using certain shapes to represent different objects, natural treasures and buildings. By using dialogue to explain your actions, you are helping students to understand the thought process behind your design.

Step 3.

Ask students to form pairs. Distribute one copy of the Nature Treasures - Map Grid to each pair. Remind students to use 2D shapes to represent objects and buildings on the map. Encourage them to imagine they are a bird flying high above the playground - what natural treasures would the bird see? Tell students they need to label key items on their maps.

Take action: Directions

Step 1.

Read the Treasure Map Story to students. Ask students to pay attention to the types of words used to give directions to find the treasure.

Step 2.

As a class, brainstorm some of the words that were used to give directions. These include: walk, north, turn, straight, cross, left, along and through (as well as references to key landmarks).

Step 3.

Explain that actions, directions and distances, such as the number of steps, are all important when giving directions. Tell the class that you have a special visitor who is going to help them learn about giving directions: this visitor is a 'robot' that can only follow people’s commands exactly, and it will be the class’s job to give the robot clear directions to a chosen landmark (such as a nearby tree).

Turn away from the class then turn back to face them in character as the 'robot'. You may wish to adopt a monotone robot voice and stiff robot actions with your arms and legs. Greet the class in your robot voice and ask the class for your first direction. Choose a student from the class and follow their directions exactly, exaggerating when appropriate. For example, if a student asks you to walk forward, do so in tiny steps, or simply continue walking until they exclaim ‘Stop!’ If they ask you to turn around, you could rotate continually on the spot.

By following instructions exactly, students will learn that they need to be very specific so there aren’t any misunderstandings. For example: if you are to turn, in which direction are you turning? If you need to walk forward, are you taking big steps or small steps? If you need to take small steps, how many steps do you need to take?

After a student gives an instruction, give them an opportunity to clarify or amend their instruction, if needed. Move back to the start position/previous position as necessary.

If you find it hard to get into character when acting in front of the class, try using a prop such as a hat or mask.

Extend: If you have time, ask students to form pairs and direct their partners around the outdoor learning space using only verbal commands.

Step 4.

Distribute the Map Directions worksheet. Ask students to work with their partner to write directions from one point on their map to another. Remind students to be very specific regarding their directions. Tell students that they will have 10-12 minutes to write their directions. The first things they need to decide are the starting point for the directions and the natural treasure for the finishing point.

Step 5.

After 10-12 minutes, reconvene the class. Ask pairs to swap instructions and follow the other team’s directions, as written. Students write their finishing point on the Map Directions worksheet once they have finished following all the directions. Students return the map created by the other pair, and compare their actual finishing points with the intended locations.

Reflection

Engage in the ‘Explanation Game’ by identifying points of interest, then following up with a question such as ‘Why is it that way?’ or 'Why did it happen that way?'

This thinking activity encourages students to analyse why things are the way they are. For example: ‘I noticed some of you weren’t able to find the treasure using the directions. Why did that happen?’ OR ‘I noticed that some of you were able to find the correct treasure using the directions. What made it possible for you to find the right spot?’

Extend: Reflect on the importance of the natural treasures in the playground/outdoor learning space. Ask students to suggest how more natural treasures could be included in the space. How would these treasures make it a more valuable space for the students and for the environment?

Differentiated Learning

Extension: Students could label the grid on their Nature Treasures - Map Grid worksheet with letters and numbers to form a coordinate grid. These coordinates could be used to play ‘Natural Treasure Battleship.’ Each player secretly writes the coordinates of a natural treasure on their map on a piece of paper and folds it up. Player One says a coordinate, and Player Two crosses it out on their map. Player Two then says a coordinate, and Player One crosses it out on their map. Once a player guesses the secret coordinate, the other player calls out, ‘X marks the spot!’

Provisional Learning Support: Some students may require additional scaffolding in order to draw a map from an aerial perspective, or to create written instructions. Some students may require a partner who can act as a scribe when writing instructions.

Outdoor Learning - Mapping Natural Treasures

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