Landform Mapping Task

Overview

In this lesson (lesson 7 of 8), students create a labelled map of New Zealand showing significant landforms studied in the unit. They use geographic information skills to locate, describe, and communicate landform features clearly.

Learning intentions

• WALT map out significant landforms in New Zealand.
• WALT choose appropriate locations on a map and label them accurately.
• WALT explain landforms using correct science/geography vocabulary.

Success criteria

• I can create a labelled map of New Zealand with clear landform labels.
• I can include at least 4 significant landforms and place them accurately.
• I can add a short key/legend (or label style) so others understand my map.

Curriculum links

• Geography and science integrated learning: developing skills to observe, represent, and interpret place and landforms.
• Science learning focus: understanding Earth systems by exploring how landforms are shaped and where they occur.
• Key competencies: thinking (mapping decisions), using language/symbols (labels and key), and managing self (completing tasks).
• Participating and contributing: working respectfully with peers when checking placements and labels.

Lesson structure (30 minutes)

1. 0–3 min — Starter: Map recall

• Students quickly name 2 landforms from the unit and where they might be found (hands up, no long discussion).
• Teacher reinforces the expectation: accurate location + clear labels.

2. 3–8 min — Learning goals + success criteria check

• Teacher shows a simple example map (blank outline) and models how to label at least one landform neatly.
• Students restate the WALT and success criteria in their own words.

3. 8–15 min — Planning: Choose landforms and placement

• Students decide which 4 (or more) landforms to include (e.g., volcanic zones, mountain ranges, major lakes, coastal features such as capes/headlands).
• Students mark rough positions lightly on their map before committing to final labels.

4. 15–23 min — Creating: Labeled landform map

• Students complete their labelled map using pen/marker, ensuring labels are readable and connected to the feature (teacher checks neatness and accuracy).
• Teacher circulates, prompts with questions like: “What makes this landform significant?” and “How do you know it belongs there?”

5. 23–27 min — Peer check: “Two stars and a wish”

• In pairs, students use a simple checklist: labels present, locations sensible, key/legend included, readability.
• They suggest one improvement (“wish”) for the next edit.

6. 27–30 min — Quick reflection + collect

• Students write one sentence: “One landform on my map that I placed carefully is ___ because ___.”
• Teacher collects maps for next-step feedback in lesson 8.

Resources

• Pre-printed outline maps of New Zealand (A4) with a blank legend area/key space
• Lined paper or mini note cards for planning (rough placements)
• Label cards or a word bank of landform vocabulary (mountain range, volcanic, plateau, glacier/ice field, lake, coast, peninsula, etc.)
• Coloured pencils/markers (optional) and rulers
• “Two stars and a wish” peer checklist sheet
• Dyslexia-friendly reading options: short, high-contrast vocabulary cards (chunked text, larger font) and a simplified landform description sheet
• Online mapping tools on classroom devices or tablets (optional for those needing support/visual learners; no links required)

Assessment

• Formative assessment through teacher observation during planning and labelling (accuracy, vocabulary use, neatness).
• Summative for this lesson: labelled landform map meeting the success criteria (at least 4 landforms, correct placement, readable labels, key/legend).
• Exit reflection sentence to check understanding of “why this landform belongs here.”

Differentiation

• Support for students who need structure:
• Provide a partially filled map with 1–2 landforms already suggested as starting points.
• Offer a “label template” (feature → label → one short descriptive phrase).
• Visual learners:
• Allow use of online mapping tools to confirm locations and improve spatial accuracy.
• Provide colour-coding suggestions (e.g., cool colours for mountains/ice, warm colours for volcanic areas).
• Dyslexia-friendly options:
• Use larger font, high-contrast vocabulary cards and simplified descriptions.
• Permit oral rehearsal of labels before writing; allow student to copy labels from a prepared card.
• Extension for faster learners (keep task achievable within time):
• Challenge students to add one extra landform and include a brief “map decision” note: what evidence from the unit helped them place it.

Extension (optional)

• Write a comparative report on two different landforms (suggested for students who finish early or as homework): include similarities, differences, and how location affects landform features.