Using Coordinates

Overview

In Lesson 6 of 20, students practise using map coordinates to locate places and describe where they are in relation to Australia. This builds on earlier work in the unit by strengthening students’ geographic skills for investigating Australia’s connections with the Asia region and beyond.

Learning intentions

Students will be able to:

• use latitude and longitude to locate a specific place on a map or digital map
• explain the difference between absolute location (coordinates) and relative location (distance/direction)
• record the location of at least one place accurately and communicate it using clear geographic language
• organise location information using a simple map grid or spatial tool

Success criteria

Students can:

• match coordinate pairs to the correct location on a provided map within an acceptable margin of error (e.g., within one grid square)
• correctly state latitude and longitude values for a target point
• describe location using direction and/or distance from a reference place (e.g., “north-west of Darwin”)
• present their work neatly using correct map conventions (title, north, and scale where provided)

Curriculum links

• AC9HS6K04: locate and describe places in the Asia region in relation to Australia using absolute terms such as latitude and longitude
• AC9HS6S02: create maps and present spatial information using appropriate cartographic conventions (e.g., north point, title, legend/labels)
• AC9HS6K05: explore Australia’s interconnections with other countries and how these change people and places through locating partner countries/regions on maps

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher shows two coordinate pairs on the board and asks: “How could we find the matching place without guessing?” Students discuss answers with a partner and share one idea.

2. 5–15 min · Mini direct teach: latitude/longitude. Teacher draws a quick grid and labels one axis as latitude and the other as longitude, modelling how latitude is written first and how directions work (north/south, east/west). Students practise three “call-and-response” coordinate-to-grid questions on individual whiteboards.

3. 15–25 min · Guided mapping: locating with a coordinate pair. Teacher distributes a simplified practice map (with a clear grid and north point) and demonstrates locating one coordinate pair step-by-step, then marking the point with a dot and label. Students follow the same process for two coordinate pairs, checking with a partner.

4. 25–40 min · Independent task: “Find & explain” locations. Teacher gives each student a worksheet containing 4 coordinate pairs linked to places in the Asia and Pacific region (or a set of teacher-approved locations) plus one reference place in Australia. Students:

• locate each coordinate pair on the grid map and label it
• write one sentence per place describing absolute location (using the coordinate pair) and one sentence describing relative location (direction from the reference place, optionally approximate distance if the map scale allows)

5. 40–52 min · Accuracy check using a spatial tool. Teacher sets up a digital map (or a second printed map) and models checking one student-selected coordinate. Students rotate through a teacher-led check: one group shares their coordinate pair and location; teacher confirms or corrects using the map grid and the digital check. Remaining students refine one answer based on feedback.

6. 52–58 min · Whole-class share: coordinate communication. Teacher calls on 3–4 students to read out a coordinate pair and their relative description; classmates decide if the description matches the location (thumbs up/down with a reason). Students respond using geographic language.

7. 58–60 min · Exit ticket (quick check). Teacher collects a one-question ticket: “Given this coordinate pair, what is the location and whether it is east/west and north/south of Australia’s reference point?” Students answer independently.

Resources

• Printed coordinate grid map(s) with north point and a visible scale (if included)
• Student coordinate practice worksheet: 4 coordinate pairs + lines for sentences
• Individual whiteboards and markers (or scrap paper)
• Sticky notes or dot stickers for marking locations on paper
• Digital mapping tool/device access (1 per group) or a second teacher-prepared reference map
• Pens/pencils, rulers, and highlighters (for labelling points)
• Teacher coordinate answer key (for fast checking)
• Timer/agenda visible to students

Assessment

• Formative: observation during guided practice (correct axis use, point placement, and coordinate recording)
• Formative: teacher checks during the accuracy rotation using student-shared coordinate pairs and map marks
• Summative within lesson: exit ticket measuring correct interpretation of latitude/longitude and correct east/west, north/south language

Differentiation

• Support: provide sentence starters (“The place at __ latitude and __ longitude is…”, “It is to the ___ of ___.”) and a partially completed first example
• Support: offer a “coordinate bank” (common coordinate pairs already simplified) for students who need reduced cognitive load
• Extension: ask students to add a legend or colour their locations by country/region and justify a choice of labels using map conventions
• EAL/SEN: keep instructions short, use gestures for north/south and east/west, allow oral responses alongside written sentences, and provide a word bank for direction terms