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We then use these letters and numbers to give each square a name.
Example:
1 | 2 | 3 | ||
A | A | |||
B | B | |||
C | C | |||
3 | 2 | 3 |
If now you want to indicate where the aeroplane is, we say it is in block B2 .
Indicate the location of the following objects as they appear in the example:
1. man …………………………………………………………………………………
2. tree …………………………………………………………………………………
3. dog ………………………………………………………………………………….
4. house ………………………………………………………………………………
Study this grid:
1 | 2 | 3 | 4 | 5 | ||
A | e | n | r | g | l | A |
B | j | q | b | t | p | B |
C | w | k | v | x | d | C |
D | c | y | o | I | v | D |
E | h | m | f | s | a | E |
1 | 2 | 3 | 4 | 5 |
Now study the following coded message that has been written according to the grid network code and decipher it. A semi-colon (;) indicates the end of a word.
D4; A5 D4 D5 A1; D4 A2; D1 E5 B5 A1; B4 D3 C1 A2; C1 E1 A1 A3 A1; C5 D3; D2 D3 B2; A5 D4 D5 A1
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Now write your own secret message by using the grid network code. Swap your secret message with a classmate and decipher each other’s messages.
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The learner will be able to use enquiry skills to investigate geographical and
environmental concepts and processes.
We know this when the learner:
1.3 identifies symbols used in different kinds of maps (including plan view, grids and map keys) [works with sources].
1.4 locates places using a simple grid referencing system and directions [works with sources].
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