Maps and Geography Overview

Overview

Lesson 2 builds on the unit “Exploring Australia and Indonesia” by strengthening students’ understanding of where places are and how to represent them using simple map skills. Students will focus on scales, map keys, and interpreting bird’s-eye views, then create a basic map that includes locations from both Australia and Indonesia.

Learning intentions

WALT:

• understand how to read basic maps using map features such as a key and scale
• describe locations of places in absolute terms using latitude and longitude
• create a simple map that shows selected places from Australia and Indonesia from a bird’s-eye view perspective
• present a short explanation of how their map information is organised

Success criteria

Students can:

• identify a map key and explain what it tells the reader
• match symbols/colours to a map key on their own map
• use an appropriate scale to support their map showing relative positions
• include at least 5 key locations total from both Australia and Indonesia on a simple map, each labelled clearly

Curriculum links

• AC9HS6K04: explore the geographical diversity and location of places in the Asia region, and their location in relation to Australia
• AC9HS6S02: locate, collect and organise information from sources and organise it in a suitable map format
• AC9HS6S07: present descriptions using ideas and findings from sources, using relevant terms and map conventions (key, scale, north point, title)

Lesson structure (45 minutes)

1. 0–5 min · Hook (Bird’s-eye view). Teacher displays two images: a satellite/bird’s-eye view of a city block and a simple sketch map of the same area; students quickly turn-and-talk about what helps them “recognise” where things are.

2. 5–13 min · Direct teach (Map features). Teacher models: title, north point, key, scale, symbols, and labels; briefly demonstrates scale as “how distance on the map relates to distance on the ground” and how the key makes maps readable. Students annotate a class “mini-map” legend and underline the words key and scale as teacher explains their purpose.

3. 13–20 min · Guided practice (Scale + key). Teacher provides a short template map (blank outline) with 6 possible locations for either Australia or Indonesia (or both); students in pairs place 3–4 symbols and complete a key for them, using consistent colours. Teacher checks that students match every symbol to the key and can say what their scale is doing in one sentence.

4. 20–30 min · Locating places (Latitude/longitude focus). Teacher explains that latitude and longitude are number coordinates that help identify locations on Earth. Students use a prepared coordinates table (teacher-provided) to select 2–3 Australian places and 2–3 Indonesian places, recording the coordinates next to each label on a worksheet. Teacher circulates, checking that labels are placed consistently and coordinates are copied carefully.

5. 30–40 min · Create your map (Partner mapping build). Students create their simple map on paper (or using an interactive mapping tool if available). They must include:

• at least 5 key locations total across Australia and Indonesia
• a title, north point, and map key
• a scale (teacher-selected simple scale bar or ratio strip) Teacher prompts with a checklist and provides example symbol sets.

6. 40–45 min · Share + exit check (Quick evidence). Each pair shares one “map decision” (e.g., why they chose those symbols or how their key helps readers). Students complete a 1-minute exit ticket: “My map includes ___ locations and my key shows ___.”

Resources

• Printed outline world/map or separate Australia and Indonesia map sheets (with space for labels)
• Latitude/longitude coordinates table for selected places (teacher-prepared)
• Colour pencils/textas and a matching symbol set (icons) handout
• Map key template and scale bar/scale ratio strip
• North point arrow template
• Student map checklist (title, north point, scale, key, labels, 5+ locations)
• Optional: interactive mapping tool access (tablet/laptop) with pre-set lesson map layer

Assessment

• Teacher observation during guided practice: students correctly match symbols to the key and label places clearly
• Checklist-based assessment during map construction: title, north point, scale, key, and 5+ locations from both countries
• Exit ticket: identifies how the key and map features help a reader

Differentiation

• Pairing strategy: students work in pairs; roles can be swapped (Navigator for coordinates, Mapper for symbols/labels) to support collaboration and confidence
• Visual learners: offer an interactive mapping tool option and provide symbol cards they can drag/place; include colour-coding models (Australia symbols one colour family, Indonesia another)
• Support for emerging understanding: provide a partially completed map template with pre-drawn scale bar, north point, and key headings; use sentence starters for explanations (“My key helps because…” “I chose this scale to show…”)
• Extension challenge: ask students to add 1 more location and include an extra coordinate explanation (e.g., “This place is located at ___, ___”) or include a simple comparison statement about relative placement
• Language support (EAL/SEN): provide word bank for map terms (key, scale, north point, symbol, label, latitude, longitude, bird’s-eye view) and allow verbal explanation before writing

Success criteria per lesson (for teacher use)

• Students demonstrate correct use of key and scale on a simple map
• Students accurately label at least 5 locations from Australia and Indonesia and can briefly explain how map features help a reader