3D Aerial Map Crafting

Overview

Unit: Exploring Local and Global Geography (Lesson 4 of 6)
Duration: 45 minutes
Class size: 14 students
Age group: EYFS (Reception), Year 1, Year 2
Location: Classroom

National Curriculum Links

EYFS: Understanding the World (People, Culture and Communities)
- ELG: The world – Children know about similarities and differences in the environment, recognising familiar environments.
- Early spatial awareness focus through hands-on exploration of shapes, colours, and textures.
Key Stage 1: Geography (Geographical skills and fieldwork)
- Year 1:
  - Use simple fieldwork and observational skills to study the geography of the school and its grounds and the key human and physical features of its surrounding environment.
  - Identify features in their local environment using simple maps and photographs.
- Year 2:
  - Use basic geographical vocabulary to refer to key physical features, e.g., hill, river, forest, and human features, e.g., town, farm, house.
  - Use simple maps and aerial photographs to identify and describe features.
  - Begin to understand spatial relationships and scales.

Learning Objectives

By the end of the lesson, students will:

EYFS:
- Explore colours and textures to represent aspects of their local environment.
- Develop spatial awareness through tactile experience of 3D materials.
Year 1:
- Identify basic geographical features of Selside using simple shapes and colours.
- Begin to understand how these features relate to each other in space.
Year 2:
- Create a more complex 3D aerial map to represent key human and physical features of Selside.
- Use geographical vocabulary to describe their map and explain spatial relationships between features.

Resources Needed

Large base boards (one per group or per child depending on approach)
Crafting materials: coloured felt, foam shapes, fabric scraps, cotton wool, pipe cleaners, buttons, beads, glue sticks, scissors (child-safe), string/yarn
Printed simple aerial photo of Selside (age-appropriate, with Year 2 having more detailed images)
Labels for geographical features (e.g., hill, river, house, road)
Vocabulary cards (with images) for support
Pencils and paper for sketching first
Masks and wipes for materials hygiene

Lesson Structure

1. Starter (5 minutes)

Recap on previous lessons: Explore photographs and maps of Selside briefly.
Use a talking partner or whole-class discussion: "What do we know about Selside’s features?"
Show a simple aerial photo and discuss what is seen – colours, shapes, roads, fields, rivers.

2. Introduction to Activity (5 minutes)

Explain that they will create a 3D map showing the landscape and buildings of Selside using different materials.
Show examples of how textiles (felt for fields, cotton wool for clouds/hills, beads for houses) can help make the map come alive.
Introduce vocabulary: 'aerial view', 'physical features', 'human features'.

3. Main Activity (30 minutes)

Grouping and differentiation:
- EYFS: Focus on colours and textures to represent different parts of Selside. Use large, simple pieces. Encourage exploration of tactile materials.
- Year 1: Use basic shapes to create key features such as fields (green felt), roads (brown strips), river (blue fabric), houses (buttons or small felt squares).
- Year 2: Add more complex elements such as labels, landmarks (church, school), natural features (hill: cotton wool shaped). Use string for roads and paths. Challenge to represent spatial relationships accurately (e.g., river next to fields).
Circulate to scaffold vocabulary and technical skills: help with cutting, gluing, and placement.
Encourage peer discussion to compare features and map layouts.

4. Plenary (5 minutes)

Group/gallery walk: Children present their maps in small groups or pairs.
Prompt children to explain one feature on their map using vocabulary learned.
For Year 2, encourage more detailed explanation of why something is placed where.
Reflective questions to the whole class:
- "What did you enjoy about making the map?"
- "How do the materials help show what Selside looks like from above?"
- EYFS: "What colours did you use and why?"

Assessment

Formative assessment during activity:
- Observe engagement and use of vocabulary linked to geographical features.
- Note how well students use spatial understanding in placing features relative to each other.
Communication skills: Listen for explanations during presentations to assess grasp of key terms.
Differentiation evidence: Check EYFS use of textures and colours, Year 1 use of shapes, and Year 2 inclusion of detailed features and vocabulary.
Teacher notes: Collect photographs of 3D maps to document progress in spatial awareness and map skills across the unit.

Extension Ideas (if time or for home learning)

Create a digital version of the map using a tablet drawing app or simple 3D modelling software (for Year 2).
Write simple sentences or labels about their map features.
EYFS and Year 1 could create a story imagining walking through their map’s landscape.

Safety and Accessibility Considerations

Use age-appropriate, non-toxic crafting materials.
Monitor use of scissors carefully.
Provide additional adult support as needed.
Adapt materials for children with sensory preferences or physical needs (e.g., larger tactile pieces).

This innovative hands-on lesson will deepen students’ understanding of spatial relationships while fostering creativity and using key geographical skills in line with the National Curriculum for England.