Work samples

Humanities and Social Sciences

Year 2

Satisfactory

My map and globe

Summary of task

Students completed a series of activities associated with world maps and globes. First, after examining a series of printed maps and discussing the locations of continents, oceans and geographic regions, students produced their own labelled map of the world using the content of a teacher-provided worksheet. Then, after examining a world globe, students created their own papier mache globes and used paint, wool and the content of a teacher-provided outline map to replicate the positions of continents, oceans and the division of the hemispheres. Students then reflected on their learning through written comments. Finally, students gave oral presentations describing the key features of their maps and globes. A transcript of the presentation is provided as part of the work sample. These activities took place in class over a period of six weeks.

Achievement standard

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. 

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. 

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning. 

Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

Similar samples

Related samples