Create a Classroom Map

Overview

• Duration: 50 minutes
• Class size: 30 students
• Unit: Mapping Our World (Lesson 2 of 7)
• Age group: Year 2 (6-7 year olds)
• Subject: Geography

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National Curriculum Alignment

Geography Key Stage 1 - Locational Knowledge & Geographical Skills and Fieldwork

• Pupils should be taught to develop knowledge about the United Kingdom and the wider world:

  • Identify seasonal and daily weather patterns in the United Kingdom.
  • Use simple compass directions (North, South, East, West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.
  • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

• Geographical skills and fieldwork:

  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

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Learning Objectives

By the end of the lesson, pupils will:

1. Visualise the classroom from a bird’s eye view, recognising spatial relationships between objects.
2. Collaboratively create a large-scale floor map of their classroom.
3. Use simple symbols and colours to represent key areas and objects (e.g., tables, doors, reading corners).
4. Develop and create a key (legend) that explains the symbols used on the map.
5. Use basic positional language (e.g., near, far, left, right) to describe locations on the map.

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Resources

• Large rolls of plain paper or butcher’s paper (to cover floor space)
• Coloured markers, crayons, or pencils
• Sticky notes or small coloured stickers for symbols
• Rulers or measuring tapes (optional)
• Template examples of simple map symbols (circle for table, square for reading corner, etc.)
• Printed labels with compass points for reference (N, S, E, W)
• Whiteboard or flipchart to record ideas during discussion

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Lesson Structure

1. Introduction (10 minutes)

• Begin by briefly revisiting Lesson 1: Introducing Maps and Symbols (the previous lesson) to refresh pupils on map basics.
• Show simple examples of classroom and room maps, highlighting bird’s eye view perspectives.
• Discuss the idea of creating a map of their own classroom from above – what does that mean?
• Introduce the concept of symbols on a map and create a few as a class (e.g., blue circle = reading corner, green square = table).
• Explain the importance of a map key/legend for others to understand the symbols they use.

Check for understanding by asking:

• “What might we see if we looked at the classroom from above?”
• “What symbols could we use to show different parts of our classroom?”

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2. Visualisation & Planning (10 minutes)

• Take the class to stand at the back of the classroom and look down together.
• Encourage pupils to identify and name key areas (teacher’s desk, reading corner, tables, bookcases, door).
• On the whiteboard, draw a simple outline of the classroom and note the placement of these key objects as pupils suggest them.
• Use compass points on the board to orient the classroom (e.g., door faces south).
• Guide pupils in deciding which features are essential to include on their large floor map.

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3. Collaborative Map Drawing (20 minutes)

• Move the class to an open floor area where butcher’s paper is laid out.
• Assign roles (e.g., drawers, symbol designers, colourers) to ensure all 30 students are engaged. Consider breaking into small groups of 5-6 with each group responsible for an area of the classroom.
• Use measuring tapes or steps to approximate relative size and distance of objects where feasible.
• Beginning with the classroom boundary, pupils will draw the outline on paper.
• Inside the outline, pupils collaboratively draw key features, using the symbols discussed.
• Colour and decorate different sections using crayons or markers.
• Encourage pupils to annotate the map with labels or brief notes if possible.

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4. Creating the Key & Presentation (7 minutes)

• Once the drawing is complete, gather pupils around the map.
• Discuss the symbols used and collaboratively create the map key on a large sheet or corner of the map paper.
• Examples:
  • Blue circle = Reading corner
  • Green rectangle = Tables
  • Red square = Door
• Invite volunteers to match symbols to areas on the map using positional language (“The reading corner is near the door on the right side.”).
• Discuss how the key helps people understand the map.

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5. Assessment & Plenary (3 minutes)

• Ask individual pupils, or pairs, quick questions to assess understanding:
  • “Show me the reading corner on this map.”
  • “What symbol represents the tables?”
  • “If the door is south, where is the teacher’s desk?”
• Use thumbs-up/thumbs-down or traffic light cards for pupils to self-assess confidence with the key concepts.
• Reinforce success and record any observations for next lesson planning.

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Differentiation

• Support: Provide pre-drawn classroom outline for some pupils to colour and add symbols to. Use symbol stickers for easier placement.
• Challenge: Encourage more able pupils to use arrow symbols to show direction or write simple sentences describing the location of features.

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Cross-Curricular Links

• Art: Symbol design and colour choice encourages artistic creativity.
• Maths: Measuring distances and scale using footsteps or tape measures supports understanding of size and proportion.
• English: Oral communication through describing locations and presenting map features promotes language skills.

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Extension Ideas

• Take a photograph of the classroom ceiling or arrange furniture to reinforce bird’s eye perspective.
• Create a simple compass rose on the map with pupil input.
• Use this classroom map in later lessons to practise giving and following directions.

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Reflection Notes for Teacher

• How engaged were pupils during collaborative drawing and symbol creation?
• Did pupils demonstrate understanding of bird’s eye view and symbols?
• Could pupils use positional language when discussing the map?
• Adjust next lessons to revisit concepts or deepen understanding of keys and map orientation as needed.

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This highly visual, collaborative, and creative lesson ensures Year 2 pupils engage with key geographical skills appropriate to the National Curriculum, developing early map reading and making abilities in an authentic context.