Map Tech Tools

Overview

Students learn how geographical technological tools such as GPS and GIS help people locate and visualise places and connections in the world. This lesson builds toward the unit’s inquiry by using data, maps and simple geospatial tasks to explain how interconnections can be represented.

Learning intentions

Students will:

• explain what GPS and GIS are used for in geography
• practise locating places using latitude/longitude and digital maps
• collect, organise and interpret map data from given sources
• create a simple map or information visual that shows a geographical connection
• reflect on how technological tools change the way we understand people and places

Success criteria

Students can:

• describe, in their own words, how GPS helps identify a location
• explain how GIS helps store, organise and display spatial information
• use map tools to locate a place and record coordinates accurately
• organise information into a map/legend that clearly communicates a connection

Curriculum links

• Humanities and Social Sciences: Australia’s interconnections with other countries and how these change people and places, using geospatial tools to identify world regions and locate places - Humanities and Social Sciences: locate, collect and organise information and data from primary and secondary sources in range of formats, including creating maps using cartographic conventions and spatial technologies ## Lesson structure (60 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher shows two quick prompts: “How do phones find your location?” and “How do maps show connections like trade or migration?” Students discuss in pairs and share one idea with the class.

2. 5–15 min · Direct teach (Tech tools in geography). Teacher introduces GPS (finding a location using satellites) and GIS (systems that store, analyse and display layered spatial data). Students complete a short guided note: “Tool → What it does → Example”.

3. 15–25 min · Map warm-up (Coordinates). Teacher models how to locate a place using latitude and longitude on a classroom digital map or atlas map grid, then records coordinates. Students practise locating one given place and writing the coordinates in their own workbook (teacher circulates for accuracy checks).

4. 25–40 min · Data task (Interpreting map information). Teacher provides a small set of prepared “source” materials (printed map screenshot or worksheet data table): place names, coordinates and one connection type (e.g. migration route, trade flow, tourism links). Students, in pairs, organise the information into a table: Place A, Place B, Coordinates, Connection description, and one piece of evidence from the source.

5. 40–52 min · Create a map (Cartographic conventions). Teacher demonstrates how to create a simple map/flow representation with: title, north point (where relevant), legend, labels and a clear way to show connection direction. Students create their own map/flow diagram using the organised data, ensuring at least one labelled place and a legend.

6. 52–58 min · Share and justify. Teacher prompts: “How did GPS/GIS help you understand the places or connection?” Students present their map to the class (or to another pair) and answer one question from a peer: “What does your legend show?” or “How do you know these places are located there?”

7. 58–60 min · Exit ticket. Students complete a short written response: one sentence each for (1) GPS use, (2) GIS use, and (3) one way technology helps us understand interconnections between places.

Resources

• Teacher device with digital map/GIS-style demo (offline option allowed)
• Student workbooks or worksheets (coordinates practice + data table)
• Printouts of a world map with coordinate grid (backup)
• Prepared source materials: place names, coordinates, and connection info
• Coloured pencils or markers for legends and connection arrows
• Rulers/protractors if needed for neat flow diagrams
• Classroom chart: cartographic conventions (title, legend, north point, labels)

Assessment

• Teacher observation during coordinate practice: check correct recording of latitude/longitude and safe use of map tools
• Review of data tables: accuracy of organised information and correct matching of places to coordinates
• Exit ticket: formative check that students can explain GPS vs GIS and justify how tools support understanding of places/connections

Differentiation

• Support: provide sentence starters (“GPS helps because…”, “GIS is useful for…”) and a partially completed table for students needing scaffolding
• Support: offer an additional printed coordinate grid and teacher check-point before students begin their map
• Extension: challenge students to add a second connection (e.g. an additional route) and adjust the legend to include both connection types
• EAL/SEN: use visual cues (icons for GPS vs GIS), reduce the amount of data on the worksheet, and allow oral responses during the share phase before writing on the exit ticket