Mapping Australia’s Neighbours

Overview

In this second lesson of Places Near and Far, students build on prior learning about maps and place by locating Australia and selected neighbouring countries. They practise using map titles, legends, symbols and compass directions to interpret and record geographical information.

Learning intentions

Students will:

• locate Australia, Papua New Guinea, Indonesia, Timor-Leste and New Zealand using a globe, atlas and maps
• identify the title, legend, symbols and north point on a map
• use compass directions to describe where neighbouring countries are located from Australia
• record accurate information on a labelled map

Success criteria

• I can locate Australia and four neighbouring countries.
• I can explain what a map title, legend, symbol and north point are used for.
• I can use north, south, east and west to describe a location.
• I can label a map neatly and accurately.

Curriculum links

• Geography knowledge: representing contemporary Australia and locating neighbouring regions and countries.
• Geography knowledge: comparing places in Australia and neighbouring countries through geographical features and location.
• Geographical inquiry and skills: locating, collecting and recording information from maps, atlases and globes.
• Geographical inquiry and skills: interpreting information displayed in maps and drawing conclusions from geographical information.

Lesson structure (50 minutes)

1. 0–5 min · Hook and prior knowledge. Teacher opens the introduction slides with a striking image of Australia viewed from space and asks, “Which places could we reach by travelling north, east or west from Australia?” Students make a quick individual prediction, then share with a partner.

2. 5–13 min · Map features. Teacher displays the map-features slides and models how to use a title, legend, symbols, north point and compass directions; clarify that maps are representations of places and may show different boundaries or information for different purposes. Students identify each feature on a classroom map and explain its purpose using a partner sentence: “The ___ helps us to ___.”

3. 13–25 min · Locate and discuss. Teacher uses a large wall map, globe and the locating slides to locate Australia, Papua New Guinea, Indonesia, Timor-Leste and New Zealand, modelling careful checking between a globe and a flat map. Students work in pairs with an atlas or map, point to each place, and describe its approximate direction from Australia using north, south, east or west; introduce northeast and southeast if appropriate.

4. 25–39 min · Independent map task. Teacher distributes the Australia and neighbours mapping worksheet and explains the success criteria. Students label Australia and the four selected neighbouring countries, add a title, north point, simple legend and agreed map symbols, then write one direction sentence for each country. Teacher circulates, checking that students are using the map rather than guessing and providing verbal feedback.

5. 39–46 min · Compare and correct. Teacher pauses the class to display the checking and discussion slides and facilitates a pair-check: “Which labels or directions did you check twice? What evidence helped you?” Students compare maps with a partner, make corrections in a different colour and discuss why a globe and a flat map can make locations look slightly different.

6. 46–50 min · Exit check. Teacher distributes the Success Criteria exit ticket slips and revisits the plenary slides. Students complete the slip by identifying one map feature, naming one neighbouring country and writing its direction from Australia, then hand it in as they leave.

Resources

• the complete mapping deck
• the Australia and neighbours mapping worksheet
• Classroom wall map of Australia and the surrounding region
• Globe
• Atlases or pairs of regional maps
• Coloured pencils, pencils and erasers
• the Success Criteria exit ticket slips

Assessment

• During modelling, ask students to identify map features and explain their purposes; note misconceptions about the north point, legend and compass directions.
• During paired locating and the worksheet task, check whether students use evidence from maps, label places accurately and distinguish countries from Australia.
• Use the exit ticket to assess whether each student can name a neighbouring country, give its direction from Australia and identify a map feature requiring further teaching.

Differentiation

• Provide a large-print, partially labelled map, a compass-direction prompt card and sentence starters such as “___ is ___ of Australia” for students requiring support.
• Pair students strategically and allow students to trace locations on the globe before recording them on the worksheet.
• Support EAL learners with visuals, gestures and repeated place names; accept oral responses before written recording where appropriate.
• Extend confident students by asking them to include northeast or southeast directions, add another nearby country or explain one difference between the globe and the flat map.