Simple Map Skills

Overview

Lesson 2 of 6 continues “Navigating the Great Outdoors” by helping students understand what maps show and how to represent places using simple map symbols. Students will study familiar map features (key/legend, compass directions, scale ideas) and then create a personal map of the school grounds or local park.

Learning intentions

• WALT: Describe key features of maps, including a title, a simple orientation (directions), and a key/legend of symbols.
• WALT: Identify basic map symbols and explain what each symbol represents.
• WALT: Create a simple map using clear, consistent symbols and labels.
• WALT: Explain how cardinal directions help a map stay accurate and useful.

Success criteria

• I can name at least three key features of a map (e.g., title, legend/key, labels, directions).
• I can match at least 5 symbols to what they mean (e.g., tree, path, bridge, water, building).
• I can draw a simple map of our grounds/park with a clear key/legend and correctly labelled directions.
• I can check my map for clarity (symbols make sense, labels are readable, routes are traceable).

Curriculum links

• Outdoor Education: Natural landmarks and basic navigation tools support accurate map orientation and identification of cardinal directions.
• Outdoor Education: Using navigation tools to plan routes in outdoor environments (students begin by creating a map that later supports route planning).
• Health and PE: Being responsible in natural environments includes minimising human impact while mapping/traversing outdoors.

Lesson structure (60 minutes)

1. 0–5 min · Settling and purpose

• Teacher greets students and revisits the unit goal in one sentence: “maps help us move accurately and responsibly outdoors.”
• Students share one place they might map (school, park, playing field) with a partner.

2. 5–15 min · Map feature mini-introduction

• Teacher displays 2–3 sample maps (simplified, student-friendly) and points out map features: title, legend/key, labels, and direction cues (e.g., N arrow).
• Students complete a quick “Map Features” checklist: which features are present on each sample map? Why might they matter?

3. 15–25 min · Symbols and orientation practice

• Teacher teaches or revises a small set of common symbols (chosen for your grounds/park): paths/tracks, trees/bush, buildings, water, boundary/fence, open area/playing field.
• Students work in pairs on a symbol-matching card set, then “teach back” one symbol to another pair using correct wording.

4. 25–40 min · Field mapping / observation (short walk or yard observations)

• Teacher sets a clear route and boundaries for observation, reminding students about guardianship/tiakitanga and minimising impact (stay on paths, don’t damage plants, leave no trace).
• Students sketch a rough layout using observation: where are the main paths, key landmarks, and starting point? They do not need fine detail—just accurate relationships.

5. 40–55 min · Create your personal map

• Teacher models fast drafting steps: (1) add title, (2) add direction cue (North arrow), (3) place big landmarks first, (4) add symbols, (5) finish with a key/legend and labels.
• Students create a final map on provided paper using a consistent symbol set. Teacher circulates for feedback on clarity and direction accuracy.

6. 55–60 min · Share and exit ticket

• Teacher invites 2–3 students to share their map briefly: “What does your key help someone do?”
• Students complete a 2-question exit ticket: “One map feature I included is…” and “One way directions help is…”

Resources

• Sample simplified maps (2–3) with visible legend and direction cues
• Symbol cards and/or symbol-matching sheets
• Map paper (one per student) and pencils/erasers
• Clipboards or clip-on flat surfaces for the outdoor observation/sketching
• North arrow template and “legend/key” boxes (printable)
• Timer for observation and drafting stages
• Optional: classroom compass/sun-position reminder card (for teacher-led reference)

Assessment

• Formative during symbol matching: teacher listens for correct meanings and vocabulary use.
• Teacher checks during map drafting for required elements: title, legend/key, direction cue, readable labels, consistent symbols.
• Exit ticket to confirm students’ understanding of map features and the purpose of directions.

Differentiation

• Support for students who need it:
• Provide a partially completed map template with pre-marked starting area and a legend box.
• Offer sentence starters: “My key shows…”, “North is…”, “I labelled… because…”
• Allow students to use a reduced symbol set (only the symbols relevant to your grounds/park).
• Stretch for confident learners (extension within the lesson):
• Challenge: create a “thematic” add-on map panel (e.g., “best place for quiet play,” “route for a scavenger hunt,” “safe walking route”) using the same base map but adding extra symbols and a second mini-key.
• Add a short route line with arrows and one sentence explaining why it is suitable.
• EAL/SEN considerations:
• Use visual examples consistently (model maps and symbol cards).
• Keep instructions to short steps, repeated at transitions; provide checklists students can refer to.
• Choice:
• Students may choose school grounds or local park (teacher approves boundaries) to ensure relevance and engagement.