Creating a Geographical Map

Overview

Duration: 45 minutes
Class size: 2 students
Unit: Exploring Fortnite’s Geography (Lesson 6 of 6)
National Curriculum Links:

• Geography Key Stage 2 (Years 5&6)
  • Locational knowledge: Understand the geographical similarities and differences through the study of human and physical geography of a region within the UK and a region in a European country.
  • Place knowledge: Understand geographical similarities and differences between places; Identify key physical and human features.
  • Geographical skills and fieldwork: Use maps, atlases, and digital/computer mapping to locate countries and describe features studied.

Learning Objectives

By the end of this lesson, pupils will:

• Identify and create geographical features, including biomes, points of interest (POIs), and topographical elements. (NC: Use maps and atlases effectively)
• Demonstrate understanding of physical geography through map creation, reflecting knowledge of Fortnite’s varied environments and places.
• Express geographical reasoning orally or written, explaining choices in map design. (NC: Communicate geographical knowledge in a variety of ways)

Success Criteria

• Create a detailed map with at least three distinct biomes (e.g., forest, desert, snow) accurately represented.
• Include at least two Pivotal Points of Interest (POIs) labelled clearly on the map.
• Show clear use of topographical features such as hills, rivers, or mountains.
• Explain map features orally or in writing, evidencing understanding of geographical terms.

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Resources

• Blank map templates of Fortnite island (differentiated versions: blank grids, partially labelled map)
• Colour pencils, markers, rulers
• Biome and POI reference sheets with images and definitions (dyslexia-friendly fonts and simplified language)
• Audio recording device/tablet (for oral presentations)
• Example maps created by the teacher to inspire ideas

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Lesson Structure

1. Introduction and Recap (5 minutes)

• Quickly recap previous lessons focusing on Fortnite’s geography: biomes, POIs, and topography.
• Discuss how maps help us understand places and environments; relate this to the Fortnite island.
• Present the learning objective and success criteria clearly on a whiteboard.

Teacher prompts:

• “What biomes have we learned about in Fortnite?”
• “Can you name some points of interest you’d like to include on your map?”

2. Guided Discussion and Planning (10 minutes)

• Show an example Fortnite map (teacher-made), highlight how biomes and POIs are represented using colours and symbols.
• Together with students, brainstorm and select at least three biomes and two POIs to include in their own maps.
• Sketch a quick plan on scrap paper or verbally outline the map layout.

Differentiation:

• Provide a template with suggested biomes and POIs for students who prefer more structure.
• For advanced learners, challenge them to include additional topographical features (e.g., rivers, cliffs).

3. Independent Map Creation (20 minutes)

• Students create their geographical map of Fortnite using the prepared templates.
• Encourage use of colour coding, symbols, and labels (teacher to circulate and support with spelling or ideas).
• Dyslexia-friendly strategies: Use colour for labels, allow students to record oral labels if struggling with writing.

Teacher tip: Encourage visual thinking by suggesting they imagine walking through the Fortnite map, describing what they would see in each biome.

4. Presentation and Reflection (8 minutes)

• Students present their maps to the teacher (and peers if applicable), explaining their chosen biomes, POIs, and topographical features.
• Allow for oral presentations with optional written notes for dyslexic learners to avoid writing stress.
• Provide constructive feedback focusing on geographical understanding and creativity.

5. Plenary and Assessment (2 minutes)

• Summarise key points: the importance of biomes, POIs, and topography in mapping.
• Self-assessment: Students tick off success criteria alongside the teacher’s checklist.

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Differentiation Strategies

• For students needing support: Provide map templates with pre-drawn biomes or labelled POIs, use visual aids, and allow oral-only descriptors.
• For advanced learners: Encourage inclusion of human geography elements (e.g., created settlements, landmarks), or addition of compass rose and scale bar.
• For dyslexic learners: Use dyslexia-friendly font handouts, colour-coded biome/POI sheets; allow oral responses and presentations rather than writing.

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Extension Activities

• Prepare a short, recorded guided tour of their created map explaining interesting geographical features.
• Create a digital version of the map using simple mapping software or apps (suitable for home learning).
• Write a diary entry from the perspective of a Fortnite player travelling through their created biomes describing topographical challenges.

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Assessment

• Formative assessment through observation of map creation process and questioning.
• Evaluate final maps against success criteria for content accuracy, creativity, and use of geographical terminology.
• Oral presentation assessed for clear explanation of geographical features and understanding of biomes and POIs.

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Notes for the Teacher

• Emphasise creativity but ensure links to geography curriculum—physical features must be identifiable and labelled.
• Since this is a very small class (2 students), tailor questioning to individual learning preferences and encourage peer feedback.
• Use Fortnite as a familiar, engaging context to connect with students’ experiences, promoting deeper geography understanding.

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End of Lesson Plan