Our World in Water

Overview

Students locate and name the seven continents and five oceans, with particular attention to Aotearoa New Zealand, the Tasman Sea and the Pacific Ocean/Te Moana-nui-a-Kiwa. The lesson uses visual matching, movement and supported communication, building from familiar places towards a wider world view.

Learning intentions

• WALT identify and name the seven continents.
• WALT identify and name the five oceans.
• WALT locate Aotearoa New Zealand and describe the sea or ocean around it.
• WALT communicate geographical ideas using speech, pointing, symbols, writing or AAC.

Success criteria

• I can match continent names to the correct places on a map.
• I can name or identify at least three oceans.
• I can find Aotearoa New Zealand on a world map.
• I can show or explain that the sea is important to people in Oceania.

Curriculum links

• Oceans and continents — naming the continents and oceans.
• Oceans and continents — identifying surrounding seas and oceans, including the Tasman Sea and Pacific Ocean/Te Moana-nui-a-Kiwa.
• Oceans and continents — recognising that the sea is an important part of life for many people in Oceania.
• Science: communicating observations and using geographical representations such as maps.

Lesson structure (25 minutes)

1. 0–3 min · Visual hook. Open with the ocean-and-map hook slides and show a striking world map with the land hidden by blue water. Ask, “Where do we live, and what is around us?” Students look, point, gesture, use AAC or share one idea; accept all communication modes.

2. 3–8 min · Direct teaching. Use the labelled world map slides to introduce the seven continents: Asia, Africa, Europe, North America, South America, Antarctica and Australia/Oceania. Then introduce the five oceans: Pacific, Atlantic, Indian, Southern and Arctic. Teacher says each name clearly, pauses for repetition or a choice response, and highlights Aotearoa New Zealand, the Tasman Sea and the Pacific Ocean/Te Moana-nui-a-Kiwa. Students echo, sign, point to symbols or select names from a small choice board.

3. 8–15 min · Supported map match. Distribute the continents and oceans matching worksheet and display the worksheet instruction slides. Students work individually or with a partner to match, trace, colour or label continents and oceans. Teacher circulates, asks one item at a time and checks understanding with either/or questions such as, “Is Aotearoa New Zealand in the Pacific Ocean or Atlantic Ocean?” Students may point, circle, place a symbol, write, dictate or use AAC rather than complete every written item.

4. 15–21 min · Map challenge and discussion. Return to the map challenge slides. Teacher gives short prompts: “Touch a continent,” “Find an ocean,” “Show me Aotearoa New Zealand,” and “Which ocean is beside us?” Students take turns responding on a large projected map or personal copy. Include a short discussion: “How might people use the sea?” Prompt ideas such as travel, food, recreation, communication and caring for the environment, while linking this to life in Oceania.

5. 21–25 min · Review and exit check. Show the review and exit-question slides. Each student responds to three quick checks: identify one continent, identify one ocean and locate Aotearoa New Zealand. Finish with the sentence or symbol choice, “Aotearoa New Zealand is surrounded by …” Record verbal, pointing, signing or AAC responses as evidence. Move to the planned break or preferred low-demand activity after the final response.

Resources

• the continents and oceans slide deck
• the continents and oceans matching worksheet
• Large world map or projected map
• Individual communication boards or AAC devices
• Continent and ocean symbol/name cards
• Coloured pencils, highlighters and chunky pencils
• Optional tactile globe or raised map
• Timer and visual first–then schedule

Assessment

• During teaching, check whether students can distinguish a continent from an ocean by asking them to point to or select one of each.
• During the worksheet and map challenge, record whether each student identifies at least three named geographical features and locates Aotearoa New Zealand with or without prompting.
• Use the final three-question review as an exit assessment. Accept speech, writing, eye gaze, pointing, signing, symbol selection or AAC; note the level of support required.

Differentiation

• Provide a colour-coded map, large clear labels, simplified choice boards and a visual sequence showing “listen → match → map → finish”. Use one instruction at a time and allow processing time.
• For autistic learners, preview the map and task, avoid unexpected touch or forced speaking, offer a quiet workspace and allow students to respond in their preferred communication mode.
• For learners with ADHD, include movement-based pointing, short turns, a visible timer, reduced worksheet quantity and immediate positive feedback. Offer a brief sensory or movement pause if needed without removing access to the learning.
• Use dyslexia-friendly options: a clear sans-serif font, large print, strong contrast, minimal text, increased spacing and names read aloud. Pair written labels with colour, icons and audio. Students may trace, match or use pre-cut labels instead of copying.
• For students working at an earlier level, teach three continents and three oceans first, then add more when ready. For students needing greater independence, remove the labels and ask them to retrieve names from memory.

Extension

• Ask advanced learners to explain the difference between a continent and an ocean, then locate the Tasman Sea and Pacific Ocean on the map.
• Invite students to choose one ocean and share one way people, animals or communities use it, using a sentence, drawing, symbols or AAC.
• Challenge learners to create a mini map key with symbols for land, ocean and Aotearoa New Zealand.