HASS · Year 2

Active learning ideas

Cultural Connections to Places

Active learning works for mapping because spatial concepts like direction and scale are best understood through movement and physical interaction. When students use their bodies or collaborate to create maps, they build mental models that last longer than passive lessons. This topic benefits from hands-on activities that make abstract ideas concrete and memorable.

• ACARA Content Descriptions
• AC9HASS2K05

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 25 min · Whole Class

Simulation Game: The Human Compass

Take the class outside at midday. Use the sun to find North, then have students use their bodies to point to South, East, and West. Play a game of 'Captain's Orders' using directions (e.g., 'Hop to the North!').

How are the traditions and practices of different cultural groups connected to the places they come from?

Facilitation Tip

During The Human Compass, physically stand in the correct cardinal direction yourself as a reference point so students can adjust their positions accurately.

What to look for

Present students with an image of a well-known place, like a local park or a famous landmark. Ask: 'How might different people in our community use this place differently? What makes this place special to some people?' Facilitate a class discussion, encouraging students to share ideas.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Classroom Bird's-Eye View

In small groups, students use blocks to represent the furniture in the classroom. They then 'draw' around the blocks on a large sheet of paper to create a bird's-eye view map, adding a legend for symbols like 'desk' or 'rug'.

How might different groups of people value or use the same place in different ways?

Facilitation Tip

For the Classroom Bird's-Eye View, circulate with a checklist to note which groups include all required elements like a legend, symbols, and cardinal directions.

What to look for

Provide students with a simple graphic organizer. On one side, they draw or write about a place. On the other side, they list one tradition or practice connected to that place and explain why it is important. Collect and review for understanding of connections.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The Secret Symbol

Students think of a landmark in the school (e.g., the big oak tree). They must design a simple 'symbol' for it, share it with a partner to see if they can guess what it is, and discuss why symbols are easier than drawing a full picture.

Why is it important to look after places that are special and meaningful to different cultural communities?

Facilitation Tip

In The Secret Symbol, pause to ask guiding questions such as 'Why did you choose this symbol?' to push students’ thinking beyond surface-level answers.

What to look for

On a small card, ask students to write the name of a place that is special to them or their family. Then, ask them to write one sentence explaining why it is special, mentioning a tradition or activity done there.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach mapping through layered experiences. Start with physical movement to anchor abstract directions, then move to collaborative creation to build shared understanding. Avoid rushing to digital mapping before students grasp the basics, as concrete experiences build stronger foundations. Research shows that young learners benefit from tactile and visual inputs before abstract symbols.

Students will confidently use cardinal directions and map symbols to represent familiar places. They will explain how maps simplify real-world features and discuss why some places hold cultural significance. Look for accurate use of legends, clear labeling, and thoughtful explanations of personal connections to places.

---

Watch Out for These Misconceptions

• During The Human Compass, watch for students who point upward when asked to face North.

  Use the sun’s position as a reference point during The Human Compass. Ask students to turn so their shadow points West, then explain that North is to their left, grounding the direction in observable reality.

• During the Classroom Bird's-Eye View, watch for students who include 3D features like trees or buildings instead of simplified symbols.

  Provide a legend template with clear 2D symbols during the Classroom Bird's-Eye View. Model how to trace or copy symbols like trees or benches to reinforce the idea that maps use simplified representations.

---

Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share