Community Mapping

Overview

In this lesson (lesson 4 of 9) students create a simple map of their local community. They use familiar places from earlier lessons and add labels to show important features.

Learning intentions

• WALT create a simple map of our local area using familiar community features.
• WALT label features using correct everyday location words (for example: near, next to, beside).
• WALT share ideas about how maps help people find places.

Success criteria

• I can draw a simple map shape of my local area.
• I can label at least 5 local features on my map.
• I can use a basic legend or key to show what symbols mean (extension-ready).
• I can point to places on my map and say where they are.

Curriculum links

• Understand that places have features and people use places for different reasons.
• Represent familiar places using simple drawings and symbols, such as maps.
• Use geographical and place vocabulary to describe location and direction at a basic level.
• Participate in guided inquiry by asking and answering questions about local places.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and review

• Show the class map photos from previous lessons (school, park, shops, library, playground).
• Quick check: ask, “What place do we know here? What is it for?”

2. 5–12 min | Map talk (hands-on model)

• Place a large blank grid paper on the floor or table. Add 3–4 feature cards (teacher-provided) and students decide where they go using prior knowledge.
• Model a sentence frame: “This is the park. It is near the school.”

3. 12–20 min | Plan your map

• Give each student a map template (with a simple background frame and boxes/space for features).
• Students use a pencil to sketch 5 feature locations (or more) and circle where labels will go.
• Teacher circulates and checks spatial thinking: “Is your shop near your park? Show me.”

4. 20–35 min | Create and label

• Students draw their map and add labels for at least 5 local features using simple writing or picture labels (for EALD and students who need support).
• Encourage consistent placement: “Keep your labels next to the feature.”

5. 35–45 min | Share in pairs

• Students turn and talk: “Point to your library/park and tell me what it is.”
• Listen for correct use of place vocabulary and basic descriptions.

6. 45–55 min | Class ‘gallery walk’

• Students display maps on desks or a wall.
• Students use sticky notes or oral feedback to identify: “I can see 5 labels.” “I like your symbol/colour choice.”

7. 55–60 min | Wrap-up and exit check

• Teacher asks 2–3 students to share one labelled feature and where it is (example: “The park is next to the school.”).
• Exit check: students hold up a finger for how many features they labelled (goal: 5).

Resources

• Pre-prepared map templates (simple frames with space for 5–8 features)
• Feature picture cards (common local places)
• Coloured pencils, crayons, felts
• Pencil, eraser, ruler
• Word bank cards with place words (near, next to, beside, between) and direction words (left/right if appropriate)
• Label strips (blank with lines) or sentence starters for writing support
• Sticky notes for peer feedback
• Teacher model map (large paper) showing simple symbols and labels
• Optional: symbol stickers (park, school, shop, library) for students who need a visual prompt

Assessment

• Formative teacher observation during planning and independent work: check that students can identify and locate local features.
• Success criteria check: students’ final maps show at least 5 labelled local features.
• Pair share and gallery walk: listen for correct use of basic location language.

Differentiation

• Provide structured templates with pre-drawn placeholders for 5 features; reduce drawing load while keeping the focus on mapping and labelling.
• Offer label supports: picture-supported labels, sentence starters (“This is the ___.”), and a word bank for students needing scaffolding (including EALD).
• For neurodivergent learners: provide clear, step-by-step stages (plan → draw → label) with short transitions; allow quiet participation during gallery walk.
• Extension for advanced learners: include a compass rose and a key/legend using consistent symbols on their map.

Extension (optional)

• Add a compass rose (basic N pointing up) and a key/legend that explains at least 3 symbols used on the map (for example, park symbol, school symbol, shop symbol).