Finding Places

Overview

In this lesson, students learn the basics of latitude and longitude and use them to locate places in the Asia region and explain where those places are relative to Australia. This builds the unit focus on our global landscape by moving from “where is it?” to “exactly where is it?”

Learning intentions

Students will:

• explain what latitude and longitude measure on Earth’s grid
• locate a place using absolute coordinates (latitude and longitude)
• describe the location of places in Asia in relation to Australia using map evidence
• identify key map features needed to read coordinates accurately

Success criteria

Students can:

• tell which direction latitude and longitude run (north–south; east–west)
• read and record a coordinate pair accurately (e.g., 12°N, 105°E)
• locate a given coordinate pair on a grid map and justify the location
• write a short location statement comparing their Asia place to Australia

Curriculum links

• AC9HS6K04: the geographical diversity and location of places in the Asia region, and its location in relation to Australia
• AC9HS6S02: create maps using cartographic conventions to show information and data such as location
• AC9HS6S01: develop questions to investigate people, events, developments, places and systems (framing location questions)

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think). Teacher shows two “mystery place” coordinate pairs on the board and asks what information the numbers might give. Students think-pair-share what “coordinates” could mean on a globe or map.
2. 5–15 min · Direct teach: latitude first. Teacher draws a simple world grid on the board and labels latitude lines as horizontal “circles” measured north and south from the Equator. Students copy a labelled diagram and practise saying “degrees north” and “degrees south”.
3. 15–30 min · Direct teach: longitude next. Teacher models longitude lines as vertical “meridians” measured east and west from the Prime Meridian, then explains coordinate pairs. Students complete a quick 3-question slide or worksheet: mark whether each value is latitude/longitude and whether it is N/S/E/W.
4. 30–45 min · Guided practice: locating places. Teacher distributes a coordinate grid map (simplified world or Asia region) with a north arrow, legend, scale bar, and coordinate key. Students work in pairs to locate 3 given coordinate pairs, recording each location and then checking against the teacher “spot locations” on the board.
5. 45–55 min · Apply to Asia–Australia comparison. Teacher chooses one or two located places in Asia (e.g., a city or landmark) and prompts: “How is this place positioned compared with Australia?” Students write a 2–3 sentence statement using accurate direction language (for example, “north of Australia” / “east of Australia”) and their coordinate evidence.
6. 55–60 min · Exit ticket (Check). Teacher collects a one-question exit ticket: give a coordinate pair for a place on their grid map and ask students to identify whether it is latitude or longitude first, then locate it. Students submit before packing up.

Resources

• Teacher board markers and large printed grid (world or Asia-focused) with latitude/longitude overlay
• Student coordinate grid maps (one per pair) with north point arrow, title, and simple coordinate scale
• Coordinate cards (3 sets) with location prompts (latitude/longitude pairs)
• Quick practice worksheet (identify N/S/E/W and latitude/longitude)
• Exit ticket slips
• Pencils, sharpeners, and rulers
• Digital timer to keep steps on track
• Optional: globe or wall map for whole-class reference (no hyperlink use)

Assessment

• Formative checks during the guided practice: teacher circulates to confirm correct reading of N/S/E/W and correct plotting of points
• Targeted observation after direct teach: students correctly explain which axis is latitude and which is longitude
• Exit ticket to verify each student can (1) interpret a coordinate pair and (2) locate it on a grid map

Differentiation

• Support: provide sentence starters for the Asia–Australia comparison (e.g., “The place is at ___°N and ___°E, which means it is…”).
• Support: use a partially completed map where one line set is already highlighted (latitude) and the other (longitude) to reduce confusion.
• Extension: give an extra coordinate pair and ask students to describe the location using two different comparisons (north/south and east/west) and include one sentence about why coordinates are “absolute”.
• EAL/SEN: allow verbal responses during pair work; provide a small word bank (Equator, Prime Meridian, north, south, east, west, latitude, longitude).