Lesson 2 - Putting Bruny Island on the map

This lesson is intended to answer the following questions students may have about what Bruny Island looks like:

1. Where is Bruny Island?

2. What are the land features of Bruny Island?

3. Where is Bruny Island in relation to where we are (in Sydney) and to Antarctica?

Resources:

You will need Google Earth open on the computer and displaying on the Interactive White Board. (If possible, use the computer room so that each pupil can use Google Earth simultaneously as the teacher). 

Pages 5 and 6 of work booklet found here.

Activities:

Ask one of the pupils who has used Google Earth before to give an instruction about how to search for Bruny Island. Find Bruny Island and discuss its location in relation to Sydney, NSW (our school’s location).

Click on some image symbols to show how images are placed at various locations on the map.

Click on the 3D image of the staircase at 'The Neck'. 'Look around' by clicking and dragging the screen. On the 3D image of the upper lookout of the staircase, zoom in on the people. Ask the pupils what temperature they think it was on Bruny Island at the time this picture was taken judging by the clothes the people are wearing. Show the proximity of Bruny Island to Antarctica and use the 'ruler' button to measure the distance between the two places. Ask the pupils to deduce from the climate and closeness to Antarctica what sorts of fauna may be found on Bruny Island.

Using the empty map of South Bruny Island and Google Earth, follow the instructions on page 5 of the booklet to fill in the empty map.

-    Display the pdf doc of ‘Natural Values, South Bruny National Park, landforms, flora & fauna’ by the Parks and Wildlife Service Tasmania on the Interactive Whiteboard. Reveal only the ‘Landforms’ sections and select volunteers to read this paragraph to the class. Highlight any unfamiliar words that can be discussed and used to make a glossary (or infer meaning from text/ use dictionaries) and use Goggle Earth to look at them more closely. Boys add any new information about the landforms on their maps.

Discuss as a class then have students write a response to the question - When planning an expedition, why is it important for scientists to know the geography of the land? Mark each pupil's map and response.