Park Exhibition

Why does this park matter?

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Fictional park and stories. Use a first name or nickname only. Save a copy before leaving a shared device.

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Teaching with Park Exhibition

Inquiry: How are people connected to places, and why should we care for them?

Model a bird’s-eye plan and map key first. Allow 15–25 minutes, with time to talk. In groups of three, rotate investigator, mapper and explainer. Finish with each child explaining a different real place.

Explore: inspect four features and collect observations.
Map: select a symbol, then a map square. Add repeatable walking paths around the features. A lone path is vertical. Connected paths continue horizontally or vertically. Two connections around a corner make a rounded bend; three make a T and four make a crossing. Erasing or moving a piece updates its neighbours. Compare the plan with the scene and explain a location.
Stories: compare two reasons for valuing the same place.
Connections: distinguish how people connect from why. The place cards show geographical nesting, not a world map or distance.
Care: predict, choose a proposal, inspect one possible future and reflect.
Exhibit: review and print the child’s map and explanations.

Assessment: the exhibition records responses, observations and map-check use. Completion is not an A–E grade. Judge explanations yourself; a selection or scaffolded response is not independent mastery. Spoken answers can be scribed; tick the scribing box to record this.

Transfer: take a short school-ground walk. Ask each child to map a real feature, compare two people’s meanings and suggest care with a reason. This mission supports part of the supplied Year 2 HASS assessment, not the whole curriculum.

Access: all activities work by tap or keyboard. Read-aloud uses the device voice where available; every story is also written. No microphone or sign-in is required.

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