South America Countries

Overview

Lesson 5 of 10 focuses on identifying and locating major countries in South America using map-reading skills. Students build on prior lessons by using bird’s-eye map conventions (key/labels and directional sense) and recording information to support later comparisons of environments and cultures.

Learning intentions

WALT (We Are Learning To):

• Identify five major countries of South America.
• Locate countries using cardinal directions and basic map navigation cues.
• Label countries accurately on a blank outline map.
• Interpret information shown on a simple thematic map (names and boundaries).

Success criteria

Students can:

• Locate and label five key countries on a South America map.
• Use correct map placement (not just guessing) by describing where a country is (e.g., “in the north”).
• Apply map-reading conventions such as clear lettering and consistent placement.
• Use at least one comparison sentence using map information (e.g., “Brazil is in the east.”).

Curriculum links

• AC9HS4S03: interpret information and data displayed in different formats, including applying conventions and vocabulary when interpreting maps.
• AC9HS4S02: locate, collect and record information and data from sources, including using maps to record locations.
• AC9HS4S07: present descriptions and explanations using relevant subject-specific terms such as “continents” and map direction terms.
• AC9HS4K01: recognise connection to Country/Place by acknowledging that First Nations Peoples’ connections are shaped by land and water (used later in the unit when discussing cultures).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Map mystery). Teacher shows a blank South America outline with five numbered spots and asks: “Which country names could match these places?” Students make quick guesses and turn-and-talk about what clues maps help us use.

2. 5–12 min · Direct teach (Map conventions and direction). Teacher explicitly models: north/south/east/west on a map, reading boundaries, and how labels should look (size, clarity, consistent placement). Students follow along using a mini practice map, placing arrows to “north” and circling one example spot.

WALT focus reminder: “Today we are learning to identify and locate five countries of South America.”

3. 12–20 min · Guided practice (Country identification). Teacher presents a simple class map showing five target countries with distinct colours: Brazil, Argentina, Chile, Colombia, Peru. Teacher traces each country boundary with a pointer and says where it is (e.g., “Colombia is in the north”). Students complete a “trace and try” task: choose one country colour, trace the border, and write the country name in the correct area.

Success criteria check (verbal): Teacher asks 2–3 students to state the direction of one country.

4. 20–33 min · Main task (Label the countries). Teacher gives each student a blank South America outline map and a country list/fact strip. Teacher demonstrates labelling: print the name within/near the boundary without covering it, and keep labels readable. Students label all five countries, using different colours per country. They also add one short sentence: “_____ is in the ______ of South America.”

5. 33–40 min · Share and refine (Peer map talk). Teacher uses a quick gallery walk (or teacher-led checks with this small group): students hold up maps one at a time and justify placement using a direction word. Students listen for one “glow” (what’s correct) and one “grow” (what to improve) using sentence starters: “I noticed…” “I think you could…”

6. 40–45 min · Exit ticket (One-location check). Teacher displays a small map card with one unnamed country highlighted and asks students to write the name and the direction where it sits. Students submit the exit ticket silently, or say the answer to the teacher for immediate feedback.

Resources

• Blank outline map of South America (one per student)
• Coloured pencils or markers (at least five colours)
• Class map showing the five target countries with colours
• Country list/fact strip (Brazil, Argentina, Chile, Colombia, Peru) with quick direction cues
• Pointer/stick or teacher laser for tracing boundaries
• Student mini practice map (north arrow and two example features)
• Exit ticket cards

Assessment

• Formative during guided practice: teacher observes tracing accuracy and correct country identification.
• Formative during main task: teacher checks label placement (inside/near correct boundary) and direction sentence completion.
• Exit ticket: one country name plus one correct direction cue.

Differentiation

• Use different colours for each country for visual learners (map colouring and matching colours to names).
• Provide a support list of the five country names with direction cues for students who require it.
• Sentence starters for explanations: “_____ is in the north/south/east/west of South America.”
• For students needing extra challenge: add an additional label for the ocean/nearby feature shown on the map (teacher provides simple labels such as “Pacific”/“Atlantic”) and explain one more direction relationship.
• For learners ready to extend: after labelling, choose one pair of countries and write: “_____ is closer to the _____ than _____” using relative placement on the map.

If you’d like, I can also provide printable sentence starters and a one-page teacher checklist for map accuracy.