My Place on the Map

Create a lesson plan where students participate in a neighbourhood walk to identify and create meaning with places in the local community, "My place on the Map" lesson is aligned with Australian Curriculum content descriptors AC9HSFK03 and AC9HSFK04, which focus on familiar places, special places and how places are cared for "My place on the Map" lesson is aligned with Australian Curriculum content descriptors AC9HSFK03 and AC9HSFK04, which focus on familiar places, special places and how places are cared for. Invite students to take photos or make quick sketches of different neighborhood spots they find meaningful, then create a class map together, marking these places and sharing brief stories about why they are special or how the community helps care for them.

Overview

Students take part in a guided neighbourhood walk to notice familiar and special places in their local community. They then share brief stories about what makes these places meaningful and how their community cares for them, before creating a class “place map”.

Learning intentions

Students will identify familiar and special places in their local community.
Students will describe why specific places are important to them.
Students will recognise ways the community helps care for places.
Students will use simple symbols, drawings, or photos to add places to a class map.

Success criteria

I can name at least one familiar place and one special place I noticed.
I can tell a short story about why a place is special or meaningful to me.
I can match places on our class map using my drawing/photo and a simple symbol.
I can explain one way people in the community care for places.

Curriculum links

AC9HSFK03: identify familiar places and special places and explain what makes them meaningful.
AC9HSFK04: recognise how familiar and special places are cared for by individuals and the community.
Foundation Health learning: students investigate who they are and the people in their world by connecting personally with places and belonging (identity and community connections through stories).

Lesson structure (60 minutes)

0–5 min · Hook: “A place that matters”. Teacher shows 2–3 simple pictures of local places (e.g., park, library, shops) and asks, “Which place do you like to go to, and why?” Students answer with a quick turn-and-talk.
5–12 min · Direct teach: familiar vs special. Teacher models language using sentence starters on the board:

“A familiar place is…”
“A special place is…”
“This place is important because…”
“People care for places by…” Students repeat the sentence starters and choose one place they think they might see on the walk.

12–20 min · Walk preparation: safety and respectful noticing. Teacher discusses walking expectations (hold hands with buddy, listen, stay on path, look with “quiet eyes”, speak with “kind voices”). Teacher also reminds students: “We do not touch things that aren’t ours.” Students practise a “stop-look-listen” signal.
20–40 min · Neighbourhood walk: “Spot it, snap/sketch it, tell it”. Teacher leads groups around predetermined spots (e.g., park/playground, footpath crossing, library, community noticeboard, local community garden). At each stop, teacher prompts:

“Is this familiar or special for you?”
“What do you notice here?”
“How do people care for it?” Students take one quick sketch or a photo (teacher confirms what is safe to photograph) and/or choose a simple symbol (star/heart/box) for “special”. Each student records one brief idea using drawing only or teacher scribe if needed.

40–48 min · Class discussion: sharing brief stories. Students sit in a circle. Teacher uses a “two sentence share” structure:

“I chose this place because…”
“People care for it by…” Students share one place each (or pass if they need more support).

48–58 min · Build the class map: “My place on the Map”. Teacher places a large sheet/map outline (simplified, not to scale) on the floor/wall. Students add their sketches/photos in the correct area of the neighbourhood map. Teacher draws symbols and a legend (e.g., heart = special, circle = familiar). Students label each added place with teacher support (first sound, word cards, or copying).
58–60 min · Exit: “One important thing”. Students answer verbally to teacher or complete a quick “ticket” drawing: “One special place is…” and “One way people care for places is…”

Resources

Large class map template of the immediate neighbourhood (simplified)
Student clipboards or small paper sheets for quick sketches
Sticky notes or pre-cut place labels
Colour pencils/crayons and markers
Phone/tablet for photos (teacher controls device; students contribute when safe)
Printed symbol cards (heart/star for special, house/park/icon options)
Buddy groups list and teacher safety checklist
“Stop–Look–Listen” visual
Name tags for buddies and teacher lanyards/first-aid kit
Optional: water bottles and sun hats

Assessment

Teacher observation during the walk: can the student identify familiar/special and name one caring action?
Teacher listens during the two-sentence share: does the student provide a meaningful reason and at least one care strategy?
Exit ticket check: evidence of understanding of “place importance” and “caring for places”.

Differentiation

Provide sentence starters and word cards for students needing language support.
Allow non-verbal options: students can use only a drawing and point to their place on the map.
Use buddy support with clear roles (one student sketches, one student holds the label, both share their idea).
For extension, challenge students to add an extra detail to their map story: “Who helps care for this place?” or “What could we do to care for it too?”

Teaching Instructions