Global Continents and Oceans

Overview

In this lesson, students will identify and locate the seven continents and five oceans on a world map. They will use spatial thinking and map conventions to practise where places are relative to Australia and to one another, building toward deeper learning in later lessons about connections between Australia and other countries.

Learning intentions

Students will:

• locate the seven continents on a world map using map conventions
• locate the five oceans on a world map using correct placement
• explain how the continents and oceans are positioned in relation to Australia
• use a simple map key/legend and accurate map reading skills to record locations

Success criteria

I can:

• correctly point to and name the seven continents on a blank or guided world map
• correctly point to and name the five oceans on a world map
• use map features (title, north point, legend if provided, and boundaries) to guide my locating
• describe where a continent/ocean is in relation to Australia (for example, north, south, east, west)

Curriculum links

• Australia’s interconnections: begin with geospatial awareness to support later learning about Asia and Pacific connections - Use geospatial tools to identify world geographical divisions, including the Asia and Pacific regions (AC9HS6K05_E1)
• Present descriptions using relevant terms and conventions when explaining locations on maps - Collect and organise map information using cartographic conventions where appropriate ## Lesson structure (60 minutes)

1. 0–5 min · Hook: “Where are we on the globe?” Teacher shows a labelled world map (or globe projection). Students quickly point to Australia and call out one nearby ocean (no corrections yet).

2. 5–15 min · Direct teach: map terms and orientation Teacher models using a world map: locating north point, reading map title, and distinguishing land (continents) from water (oceans). Teacher briefly explains that oceans are connected bodies of water and continents are large landmasses. Students practise on blank map printouts with a quick “show me” routine: draw an arrow for north and circle Australia.

3. 15–25 min · Guided practice: continents hunt Teacher displays a continent list (teacher-led, including Asia, Europe, Africa, North America, South America, Antarctica, Australia/Oceania) and demonstrates locating one continent at a time, tracing the boundary lightly with a finger or pointer. Students work in pairs to complete a first pass: label the seven continents on their map. Teacher circulates to check naming and placement.

4. 25–35 min · Guided practice: oceans hunt Teacher demonstrates the five oceans on the same map: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean, Arctic Ocean (and revisits that oceans surround land and meet at ocean boundaries). Students label the five oceans on their maps in pairs. Teacher checks correct positioning, especially around Antarctica and near the Arctic.

5. 35–45 min · Skill focus: “In relation to Australia” statements Teacher models two sentence frames:

• “The ___ continent is to the ___ of Australia.”
• “The ___ ocean is to the ___ of Australia.” Students choose one continent and one ocean and write two accurate location statements in their books, using north/south/east/west wording. Teacher checks for correct direction and map-based reasoning.

6. 45–55 min · Checkpoint game: map relay Teacher sets up a relay using a large world map on the board or an overhead. Students take turns (one at a time). Each student must: (1) stand at the correct place for a randomly called continent/ocean, (2) say its name clearly, and (3) say one directional relationship to Australia (for example, “Africa is west of Asia” or “the Indian Ocean is south-west of Australia”). Students track scores on a class tally sheet for accuracy and confidence.

7. 55–60 min · Exit ticket: “Name and locate” Students complete a short exit ticket: name and circle three continents and two oceans on a mini map, then write one sentence describing where one ocean is relative to Australia.

Resources

• World map printouts (blank + guided version) for each student
• Mini exit ticket world map (smaller version)
• Teacher world map (large wall map, whiteboard map, or projected globe image)
• Coloured pencils or markers for continents and oceans
• Map compass/arrow template or a small north-point sticker sheet
• Sentence starter cards for directional statements
• Optional: globe model (if available) for the hook and orientation

Assessment

• Observation during pair mapping: check for correct names and placements of continents and oceans
• Formative checks during “show me” and relay: accuracy of locating and use of map orientation
• Exit ticket: three continents and two oceans correctly identified, plus one directional relationship sentence

Differentiation

• Support:
• Provide a partially labelled map for students needing scaffolding (for example, include continent outlines or a word bank with cut-outs)
• Offer sentence starters and a word bank for directions (north, south, east, west, around)
• Extension:
• Ask students to explain a relationship beyond directions, such as “Which ocean borders Australia to the east?” using their map evidence
• Language/EAL considerations:
• Pre-teach pronunciation and key names using chorus practice (teacher-led) before writing/labelling tasks
• Allow oral responses in the relay before finalising written statements
• SEN considerations:
• Use colour-coding (land vs water) and reduce the copying load by allowing one “pointer” student to direct while the partner labels