Mapping Our Space

Lesson Overview

Year Level: Year 1
Unit Title: Exploring Our World
Lesson Number: 11 of 15
Lesson Duration: 40 minutes
Class Size: 20 students

Australian Curriculum Links

Curriculum Area: Humanities and Social Sciences (HASS)
Strand: Geography
Content Descriptions:

• ACHASSK031 – The representation of the location of places and their features on simple maps and models
• ACHASSK033 – The connections of people to places, including Aboriginal and Torres Strait Islander Peoples

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify key features of their classroom or school environment.
2. Represent features of their classroom or school using simple symbols.
3. Create a simple map with a legend.
4. Understand the purpose of maps in everyday life.

Resources & Materials

• Large sheets of paper or A3 graph paper
• Coloured pencils or markers
• Printed images of common map symbols (e.g., desks, doors, windows, playground)
• Small sticky notes
• Whiteboard and markers

Lesson Structure

Introduction (10 minutes)

1. Engage – Thinking Like a Cartographer

   • Display a simple map on the whiteboard (e.g., a basic playground or shopping centre map).
   • Ask: "What do you think this is? What does it show?"
   • Discuss how people use maps to find their way around.
   • Explain that today, students will create their own maps of the classroom or school!

2. Explore Map Symbols

   • Show common map symbols (e.g., a square for desks, a rectangle for doors, a star for important locations).
   • Ask students to suggest key areas to include in their map (e.g., teacher’s desk, whiteboard, bookshelves).

Main Activity (20 minutes)

1. Mapping Our Classroom (or Schoolyard)
   • Step 1: Sketch the Layout (5 minutes)
     • Students draw the basic classroom shape (or a specific area of the school).
   • Step 2: Add Key Features (10 minutes)
     • Students use simple symbols to mark features like desks, bookshelves, or doors.
     • Encourage them to work in small pairs to identify things they might have missed.
   • Step 3: Create a Map Legend (5 minutes)
     • Students create a small box on their maps to explain the symbols they used.
     • Example: A small square = student desk, a star = teacher’s desk.

Conclusion (10 minutes)

1. Gallery Walk & Sharing

   • Students partner up and explain their maps to each other.
   • Invite a few students to share their maps with the class.

2. Reflection

   • Ask: "Why are maps useful? Where else do we find maps?"
   • Discuss how maps help us understand places and give directions.
   • Relate to how Aboriginal and Torres Strait Islander Peoples have used maps for thousands of years to navigate Country.

Differentiation Strategies

• Support: Provide laminated classroom layouts for students who need extra guidance.
• Extension: Challenge fast finishers to include a compass rose on their map.

Assessment & Feedback

• Observation: Monitor student engagement and participation during the mapping activity.
• Student Maps: Check if maps include key features and a clear legend.
• Oral Reflection: Listen to student explanations for understanding.

Teacher Reflection

• Did students grasp the concept of map symbols?
• Were students engaged in the mapping task?
• How can this lesson be improved for next time?

This hands-on lesson will keep Year 1 students engaged while developing their spatial awareness and mapping skills in a meaningful way. 🌏✨