Madagascar Map Adventures

Overview

Lesson 2 helps students locate Madagascar on world maps and build understanding of its island environment using simple geography vocabulary. Students practise map orientation with hands-on/tactile tools and movement, building on Lesson 1 where they learned the “where” of Madagascar as an island in the story context.

Learning intentions

WALT: Locate Madagascar on world maps and describe its island environment using simple geographical vocabulary.

Success criteria

• I can point to Madagascar on a world map or globe.
• I can say that Madagascar is an island (surrounded by water).
• I can use words like ocean, water, island, and near/far with support.

Curriculum links

• Geography: spatial tools and mapping (using a map or globe to find New Zealand; using maps/globes for locating place).
• Geography: location at different scales (global location of a place; moving between map/globe views).
• Geography: local location and map skills (using simple map symbols and keys; locating places using features).
• Social Sciences learning dispositions: participation in shared learning and using appropriate tools to show thinking.

Lesson structure (55 minutes)

1. 0–5 min · Welcome + emotion check (routine). Teacher greets students; briefly reviews “We can use our bodies to learn” and sets a calm expectation for any big feelings (signal card: Pause, Breathe, Choose a calm spot if needed). Students take turns choosing a “ready” body position (standing or sitting) and show one thumbs-up for readiness.

2. 5–12 min · Song + big-movement introduction (Madagascar clue). Teacher plays/recites a Madagascar “island” action song (teacher voice is fine; no screen required if preferred). Students act out: “island = stand still,” “water = wiggle arms,” “ocean = waves.” Students follow actions and repeat 2–3 key words: island, water, ocean.

3. 12–22 min · Direct teach: Find the island. Teacher shows a large world map and globe. Model thinking aloud: “First I find the big shape of Africa. Then I look next to it for Madagascar.” Point out: Madagascar is a separate land mass surrounded by water. Students practise with finger-tracing: find Africa first, then locate Madagascar on a partner mini-map (laminated if possible).

4. 22–35 min · Tactile map adventure (hands-on). Teacher explains and demonstrates the puzzle set:

• Step A: Place the cut-out island shape labelled “MADAGASCAR” on the map.
• Step B: Place a “water” card around it to show it is an island.
• Step C: Say one sentence using a frame. Students work in small groups (3–5). Sentence frames available on cards. Teacher circulates and gives immediate praise for correct pointing and simple vocabulary use.

5. 35–44 min · Movement game: Map Trace Relay. Teacher places floor-map stations (or taped map segments). Students run/walk to a station, pick up the correct “Madagascar” marker, and bring it back to the “correct” spot on the floor/world outline. Students take turns; the class chants: “Madagascar is an island. It has water all around.”

6. 44–52 min · Share time + quick assessment check. Teacher calls 3–4 students to point and answer one question: “Where is Madagascar?” and “What surrounds it?” Students respond using support: pointing + one word (island/water/ocean) or a short sentence.

7. 52–55 min · Exit ticket (dyslexia-friendly). Students place a sticker on the map: “Madagascar yes/no” and choose a picture card for “water around” (circle one with colour). Teacher collects for quick review.

Resources

• Large world map and globe (teacher model)
• Laminated mini world maps (Africa + Madagascar clearly shown)
• Tactile cut-out puzzle pieces: Africa outline, Madagascar shape, water cards
• Floor map outline or taped segments
• Sentence frame cards: “Madagascar is an ___.” “It is an island. It has ___ around.”
• Key word picture cards: island, water, ocean, Africa, near
• Sticker dots for exit ticket
• Calm spot corner materials (fidget item, soft sensory item, emotion signal card)
• Optional audio device for song (or teacher voice only)

Assessment

• Teacher observation during partner map tracing: can the student point to Madagascar accurately?
• Informal oral check during share time: “What surrounds Madagascar?”
• Exit ticket: sticker placement + chosen picture card for “water around”.

Differentiation

• ESOL: Use picture cards for each key word; allow responses as pointing + single word; provide consistent sentence frames and model pronunciation slowly.
• Neuron diverse learners / autism: Predictable routine steps, clear turn-taking, and a movement option for regulation. Offer a “calm spot” break without missing the core learning (e.g., rest beside teacher while still pointing to the map).
• Anger/emotion regulation needs: Pre-teach “Pause, Breathe, Choose” signal. Provide a fidget/choice card during puzzle time; if escalation occurs, reduce language load and shift to tactile task only.
• Dyslexia-friendly reading options:
• Keep text minimal; rely on pictures/colour labels.
• Use thicker, high-contrast sentence frames and allow verbal responses instead of reading.
• Provide one-word word bank cards placed near the student’s workspace.
• Support for early finishers needing structure: Start with “Africa first” and pre-mark where Madagascar should be; use colour-coded puzzle pieces.

Extension (advanced spatial learners)

• Challenge card: “Is Madagascar near or far from Africa?” Students choose a “near” picture card and add one sentence: “Madagascar is near Africa.”
• Optional mini-task: Students draw a simple “water all around” circle around a drawn island on their mini map (using stamp/marker if preferred).