Bearings
How was it used?
Estimating Bearings (NGFL-Cymru)
Pupils used mini whiteboards to give their estimates of the bearings displayed on the IWB. They then measured the angle with a protractor. By estimating the angles first, pupils were able to check and evaluate the angle measurements they had taken with the protractor. The resource was very effective in allowing the correct and the incorrect use of the protractor to be demonstrated to the whole class.
Drawing Bearings (NGFL-Cymru)
Using the ‘drawing bearings’ resource pupils were invited to come out to the board to draw the bearings. Starting with the easier 000° - 090° and then progressing through to the harder 180° - 270° and 270° - 360° pupils were encouraged to only use the 180° protractor. Pupils were excited and keen to ‘have a go’ and many benefited from the hands on kinaesthetic aspect of measuring and drawing the angle. The class were able to discuss and give instant feedback to the pupil drawing, offering reasons as to why they had measured correctly or incorrectly. Once the class had seen a varied selection of examples we then discussed the ‘real life’ applications of bearings. This then naturally led into the main exercise
Bearings and Scale Measures (Echalk)
For the main exercise the map of Wales and England was displayed on the IWB. The map from the corresponding worksheet was copied and laminated and given to pupils to work from pairs. I used some of the questions from the worksheet (with a greater focus on those questions involving Welsh towns and cities) but arranged them so that each pair were given five questions to work on at a time. The more able pupils started with the more challenging questions allowing all pupils in the class, no matter what their ability, to work at a similar pace. As an extension some of the more able pupils were asked to navigate the path of a boat from one coastal town to another. When marking the work, we used the interactive map on the IWB. Pupils where randomly chosen to give their answers these were either checked by clicking the ‘show angle’ button, revealing the answer or pupils were asked to come up and measure the angle on the IWB using the protractor tool. This was a very effective way of marking the work as many pupils appreciated a visual explanation to answers and many were able to spot their mistakes and correct their own work.
Impact and Outcomes
- The visual and kinaesthetic aspect of the resource allowed pupils to gain a very good understanding of Bearings.
- The activities provided pupils with different opportunities to work individually, in pairs and in groups.
- Pupils were actively engaged and motivated to work.
- The use of the mini whiteboards ensured that all pupils could participate in the estimating activity and I could instantly feedback to pupils on their answers.
- There were plenty of opportunities for pupils to develop their thinking, communication and evaluation skills.
- Using a random method of choosing pupils ensured that pupils stayed alert and focused throughout.
- By giving pupils different questions and starting points all pupils were able to work at a similar pace. This kept learners motivated and avoided some pupils feeling a ‘failure’ for not completing the same number of questions as some of the faster and more able pupils.
Learner Feedback
Pupils were engaged and motivated throughout the lesson. They were keen to participate in the activities and many enjoyed the opportunity to measure angles on the interactive whiteboard.
Other Resources
Mini whiteboards and pens, laminated maps, protractors, rulers
Lessons Learnt
Pupils would also benefit from applying their knowledge of bearings to ‘real life’ situations and other practical activities. In the next lesson pupils could navigate their way around the grounds of the school using the appropriate equipment.