Maps and Globes

Lesson Overview

Year Level: Year 1
Lesson Number: 2 of 15 in the unit Exploring Our World
Duration: 40 minutes
Class Size: 20 students
Curriculum Area: Humanities and Social Sciences (HASS) – Geography
Australian Curriculum Links:

• ACHASSK031 – The representation of the location of places and their features on simple maps and models

Learning Objectives

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

1. Identify the difference between a map and a globe.
2. Understand that maps represent places from a bird’s-eye view.
3. Recognise key map features such as symbols, labels, and a compass.
4. Create a basic classroom map.

Materials Needed

• A globe
• A variety of simple maps (e.g., a map of Australia, a street map, a park map)
• A large sheet of butcher’s paper
• Coloured pencils or crayons
• Pre-cut paper shapes for map symbols (houses, trees, roads, etc.)
• A toy car or small figurine

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Lesson Breakdown

Introduction (10 minutes) – Engaging Curiosity

1. Mystery Object:

   • Hide a globe in a cloth bag. Shake the bag and ask students, “What do you think is inside?”
   • Slowly reveal the globe and ask, “What is this? Have you seen one before?”
   • Explain that a globe is a model of Earth and helps us see where different places are.

2. Explore Maps vs Globes:

   • Display a world map and compare it to the globe. Ask guiding questions:
     • “What do you notice?”
     • “How is this different from the globe?”
   • Explain that maps are flat, while globes are round like Earth.

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Main Activity (20 minutes) – Hands-On Learning

1. Understanding Maps (10 minutes)

• Show students a simple map (e.g., a playground or park map). Ask:
  • “What do you see on this map?”
  • “Can you find symbols, labels, or roads?”
• Introduce the concept of a bird’s-eye view by showing a toy car on the floor.
  • Ask students to imagine what the classroom looks like from above.
  • Move the toy car across the floor, then hold it above their heads.
  • Explain, “A map shows us places from above, just like a bird sees when flying.”

2. Creating a Classroom Map (10 minutes)

• Gather students around a large sheet of butcher’s paper.
• Work together to create a simple map of the classroom:
  • Draw large shapes for desks, the door, and the teacher’s desk.
  • Use pre-cut paper shapes to place furniture and objects.
  • Add labels and a simple compass (N, S, E, W).
  • Guide students to position their own desks on the map.
• Encourage students to describe where things are using positional language:
  • “The door is near the top of the map.”
  • “The reading corner is next to the whiteboard.”

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Conclusion (10 minutes) – Reflection and Application

1. Quick Quiz – Stand Up/Sit Down (5 minutes)

• Say statements and have students stand if they think it’s true or sit if false:
  • “A globe is flat.” (False – Sit!)
  • “A map shows things from above.” (True – Stand!)
  • “We use maps to find places.” (True – Stand!)

2. Think-Pair-Share (5 minutes)

• Ask: “Where have you seen a map before?”
• Give students 30 seconds to think, then share with a partner.
• Invite a few students to share their ideas with the class.

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Differentiation

For students needing extra support:

• Pair with a buddy to complete mapping activities.
• Provide a partially completed classroom map to add to instead of creating from scratch.

For students needing a challenge:

• Introduce scale by comparing map size to real-life objects.
• Ask students to create a small treasure map of their own.

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Assessment

• Observation: Monitor how students engage in discussions and hands-on activities.
• Verbal responses: Listen to students’ explanations of maps and globes.
• Student work: Assess the completed classroom map for understanding of key concepts.

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Extension Activities

• Map Hunt: Send students home to find a map in their house (e.g., in a book, on a phone) and share it in the next lesson.
• Outdoor Mapping: Take students outside to draw a basic map of the schoolyard.

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Teacher Reflection

After the lesson, consider:

• Did students grasp the difference between a map and a globe?
• Were they able to identify key elements of a map?
• What aspects could be adjusted for next time?

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Wow Factor

• Instead of just explaining “bird’s-eye view,” physically demonstrate it using a toy.
• Use an engaging stand up/sit down game to reinforce learning in a fun way.
• Encourage active participation by letting students create a real-life classroom map together.

This lesson brings geography to life in a way that is hands-on, collaborative, and engaging – perfect for Year 1 students to develop spatial awareness and map-reading skills!