Choose and Locate

Overview

In the first lesson of the six-part Country Study Showcase, students choose an approved country and establish the geographical foundation for their investigation. They locate the country using an atlas or Chromebook, connect it visually to Aotearoa New Zealand, and begin a clear, colourful title page while developing accurate source-recording and presentation habits.

Learning intentions

Students will:

• identify and locate a country on a world map using an atlas or reliable digital map
• describe the country’s location in relation to Aotearoa New Zealand
• create an informative, colourful half-page title for their country study
• record sources and check spelling, labelling and presentation
• use geographical tools and communicate information clearly.

Success criteria

• I can choose one country from the approved list and spell its name correctly.
• I can locate and label my country and Aotearoa New Zealand on a world map.
• I can draw an accurate arrow showing the relationship between the two countries.
• I can record the source or sources I used and present my work neatly.

Curriculum links

• Geography — communicate findings using maps and extended written responses that make reasoned arguments.
• Economic Activity — use maps to show New Zealand’s interdependent relationships and international trade networks.
• Social Sciences capabilities — inquiry, using evidence, communicating, and interpreting geographical information.
• New Zealand Curriculum key competencies — managing self, thinking, and using language, symbols and texts.

Lesson structure (55 minutes)

1. 0–5 min · Hook and purpose. Teacher displays a world map and asks, “How can the location of a country affect its relationship with New Zealand?” using the opening map question. Students make a quick prediction with a partner, then share one idea such as distance, oceans, trade, travel or migration.

2. 5–12 min · Explain the showcase task. Teacher introduces the six-lesson project, shows an example of a strong title page through the project overview and model title page, and explains that today’s work is about accurate location and presentation rather than researching every detail. Students listen, ask clarifying questions, and examine the approved country list.

Explain the title-page requirements: the country name should be large and correctly spelt; the page should use colour and relevant images or symbols; the half-page must remain readable; the map must be glued in securely; and sources must be recorded. Clarify that students may not choose a country outside the approved list without teacher approval.

3. 12–20 min · Model locating and sourcing. Teacher demonstrates how to find a country in an atlas and on a digital map, zooming out to identify its continent, nearby oceans and position relative to Aotearoa New Zealand. Model drawing a simple arrow from New Zealand towards the selected country and recording a source, such as an atlas title, website name or map provider, using the locating and source-recording demonstration.

Students identify the approximate location of a sample country and suggest useful location language: north, south, east, west, north-east, Pacific Ocean, Southern Hemisphere, neighbouring country and continent. Emphasise that a source is the place where information came from, not simply the device used.

4. 20–38 min · Choose, locate and map. Teacher distributes the country study planning and presentation checklist and the provided world-map copies. Students select a country from the approved list, write its name on the worksheet, and use an atlas or Chromebook to locate it. They glue the map into their book or project folder, label the country and Aotearoa New Zealand, and draw an arrow showing the relationship between them.

Circulate and conference briefly with students: “How did you confirm the location?” and “What does your arrow communicate?” Check that students are not confusing a country with a continent, city or region. Students record at least one source used and note the continent and a simple relative-location statement, for example, “Japan is north-west of Aotearoa New Zealand.”

5. 38–50 min · Create the title page. Teacher demonstrates a quick presentation check using the title-page checklist, then asks students to begin a half-page title in their books or on the allocated project page. Students write the country name prominently, add colour and appropriate visual features, and include their map and source record. They use the worksheet checklist to check spelling, neatness, labels, arrow direction, readable writing and secure glueing.

Students who finish early may add a small compass direction, continent label or brief location sentence, but should not begin later research before the core requirements are complete.

6. 50–55 min · Peer check and exit reflection. Teacher asks students to swap books with a nearby partner and display the peer-check and reflection prompts. Partners check only the agreed criteria: correct country name, identifiable locations, clear arrow, source recorded and careful presentation. Students return the work, make one improvement, and complete the worksheet reflection: “One thing I located accurately was…” and “One improvement I will make next lesson is…”

Resources

• the complete Choose and Locate teaching deck
• the country study planning and presentation checklist
• Approved country list
• Provided printed world maps
• Atlases
• Chromebooks with teacher-approved map and information tools
• Exercise books or project folders
• Coloured pencils, rulers, scissors and glue sticks

Assessment

• During modelling and conferences, check whether students can distinguish country, continent and relative location, and ask them to explain how they verified their information.
• Review the map and title-page checklist before students move on, noting accuracy of labels, arrow direction, source recording and presentation.
• Use the final reflection to identify students who need support locating their country or recording sources in Lesson 2.

Differentiation

• Provide a reduced approved list, a printed atlas page, a partner, or a teacher-selected country for students who find choice-making or digital searching overwhelming.
• Offer a location-language bank and sentence frames such as “___ is ___ of Aotearoa New Zealand” and “I used ___ to locate and check my information.”
• Allow students with fine-motor, literacy or processing needs to type the title, use a larger map, dictate the source record, or complete the task in shorter stages with teacher check-ins.
• Extend confident students by asking them to identify a second useful geographical feature, such as a neighbouring country or ocean, and explain why the arrow and map are useful evidence in a country study.