Reading Places on Maps

Overview

This is lesson 2 of 5 in the unit Our Diverse Places. Students build on prior learning about places and features by learning how maps represent real locations using titles, symbols, keys, direction and grid references. They interpret a simple local map, then work in groups to design a map of the classroom or school grounds using geographical and mathematical thinking.

Learning intentions

Students will:

• identify the purpose of a map title, symbols, key, compass directions and grid references
• use a map to locate and describe places and features
• create a simple map of a familiar place using agreed conventions
• use digital tools to represent or improve a map where available
• develop questions to investigate locations and features.

Success criteria

• I can explain what a map title, key, symbol and compass are used for.
• I can use grid references and direction words to locate features.
• I can create a map with a clear title, key, symbols and north arrow.
• I can explain one similarity and one difference between my map and the real place.

Curriculum links

• Geography: representing and comparing natural, managed and constructed features of places in Australia and neighbouring countries.
• Geography: investigating how people, places and environments are connected and represented.
• Inquiry: developing questions about people, events, places and issues.
• Mathematics and Digital Technologies: using position, direction, grids and digital tools to represent information.

Lesson structure (40 minutes)

1. 0–5 min · Hook and prior knowledge. Teacher displays a photograph of the classroom beside a simple map using the map hook and comparison slide and asks, “How can a flat drawing help someone find their way?” Students think-pair-share what they notice and identify which representation would be most useful for finding a particular object.

2. 5–12 min · Explicit teaching: map language. Teacher uses the map features teaching slides to model a simple local map, introducing title, symbols, key, compass directions and grid references; teacher demonstrates locating an object at B3 and describes its position using north, south, east or west. Students locate two example features, explain the purpose of the key and practise giving a grid reference to a partner.

3. 12–18 min · Guided map reading. Teacher distributes the map-reading and map-making worksheet and models the first question, reminding students to check the title, key and north arrow before answering. In pairs, students use the sample local map to answer location questions, compare two features and write one “Where is…?” or “Why is…?” question about the place.

4. 18–30 min · Collaborative map creation. Teacher displays the group map-making instructions and assigns groups of four or five a familiar area: classroom, corridor, playground or school garden. Students sketch a bird’s-eye-view map on the worksheet or large paper, including a title, boundary, north arrow, at least five symbols, a key and labelled grid references; each group member takes a role such as recorder, mapper, checker or reporter.

5. 30–36 min · Digital refinement and map check. Teacher demonstrates, where devices are available, how to photograph the paper map or recreate it using a simple drawing or presentation tool; students use one device per group to add a title, labels or colour, or complete the paper version if devices are unavailable. Groups use the map-check prompts to check: “Can a visitor find three features?”, “Is the key clear?” and “Does the map show north?”

6. 36–40 min · Share and exit reflection. Teacher invites two groups to display their maps and asks, “What information makes this map easy to read?” Students complete the final reflection on the map-reading and map-making worksheet, stating one map convention they used and one question they still have; collect worksheets for assessment.

Resources

• the map hook, teaching, instructions and review deck
• the map-reading and map-making worksheet
• Large paper or A3 sheets
• Pencils, rulers, coloured pencils and erasers
• Classroom or school-grounds sketch/map
• Compass image or classroom compass
• Tablets or computers with a simple drawing or presentation application
• Display screen or interactive whiteboard

Assessment

• During explicit teaching, ask students to identify symbols, describe direction and locate features using grid references.
• Check pair responses and group maps for a title, key, north arrow, symbols and accurate grid references; question groups about how their map represents the real place.
• Use the worksheet reflection to identify students who can explain map conventions and formulate a geographical question.

Differentiation

• Provide a partially completed map, a four-square grid, a symbol bank and sentence starters such as “The ___ is north of ___” and “The key shows ___” for students needing support.
• Pair students strategically and allow students to demonstrate understanding orally, by pointing or by using a digital drawing tool.
• Support EAL/D students with labelled visual examples of title, key, symbol, compass and grid, plus repeated modelling of direction language.
• Challenge confident students to include a scale or distance estimate, map two connected areas, or explain why a particular symbol and viewpoint were chosen.