Creating Simple Maps

Overview

This 60-minute lesson is designed for Year 5 students (age 9-10) as part of the "Mapping Our Local Area" unit (lesson 3 of 6). Students will create a hand-drawn map of their local area using information gathered in previous lessons. They will practise using symbols and a key/legend to represent different geographic features, building their spatial awareness and cartographic skills according to the National Curriculum for England.

National Curriculum Links

Geography Programme of Study (Key Stage 2):

Locational knowledge:
"The pupils should be taught to ... locate the world’s countries, using maps to focus on Europe and North and South America, and concentrating on their environmental regions, key physical and human characteristics, countries, and major cities."
Place knowledge:
"Pupils should understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom."
Human and physical geography:
"Describe and understand key aspects of: human geography, including types of settlement and land use."
Geographical skills and fieldwork:
"Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of a compass, four- and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world."

Learning Objectives

By the end of the lesson, pupils will:

LO1: Plan and draw a simple hand-drawn map of their local area using symbols to represent key features (KS2 Geography - mapping and fieldwork skills).
LO2: Create an appropriate key/legend to explain their symbols (National Curriculum – geographical skills).
LO3: Use positional language and directional vocabulary to describe locations on their map (to consolidate compass knowledge from earlier lessons).
LO4: Work collaboratively and independently to discuss, select, and represent local features on their maps.

Resources

Plain A3 or A4 paper
Pencils, coloured pencils, fine liners or felt-tip pens
Rulers
A4 worksheets with examples of common map symbols and legends
Clipboards (if working outdoors in future lessons)
Large printout or digital example of a simple OS style map of a local area
Whiteboard and markers
Access to previous gathered fieldwork notes/photos (from lessons 1 & 2)

Lesson Structure

1. Starter (10 mins)

Recap prior learning: Briefly discuss what features they identified in their local area during previous lessons (e.g., schools, roads, parks, rivers, shops).
Show example: Display a simple hand-drawn local map with a clear key/legend (using Ordnance Survey-inspired symbols).
Introduce symbols: Discuss what symbols are and why maps use them to make information easier to understand and less cluttered.
Q&A: Engage students - “What features do you think are important to include on your map?” “Why do maps have keys/legends?”

2. Main Activity (40 mins)

Step 1: Select Features (10 mins)

In pairs, students list features they want to include on their map (build on previous fieldwork notes).
Teacher circulates, prompting students to think about both natural (trees, rivers) and human-made features (roads, houses, etc.).

Step 2: Designing Symbols (10 mins)

Students design simple symbols to represent chosen features (eg. a tree for park, blue wavy lines for river).
Fill in an individual 'Symbol and Key' worksheet to organise their ideas and prepare the legend.

Step 3: Map Drawing (20 mins)

Students draw their map outline lightly in pencil first (to scale as best as possible, helping practical difficulty with sizing).
Using symbols designed, they add features carefully.
Create a neat key/legend box in a corner of the map including all symbols used.
Encourage use of compass rose to orient the map correctly (north-up).
Teacher provides individual support, encouraging neatness and clarity.

3. Plenary (10 mins)

Each student or pair presents their map to the group, explaining one or two symbols and their map’s layout.
Reflect verbally: “What was tricky about making your map? How did the symbols help?”
Ask students to self-assess whether their map clearly represents their local area and if the legend is clear.
Teacher annotates assessment notes against learning objectives for each student.

Differentiation

Support: Provide pre-drawn basic outlines of local area maps for students less confident in drawing or spatial awareness.
Extension: Challenge more able pupils to include grid references (simple 4-figure grid) for key features or use six-point compass directions.

Assessment Criteria

Learning Objective	Success Criteria	Teacher Assessment Focus
LO1: Draw simple map	Map contains clear, identifiable local features drawn to relative scale	Are local features recognisable and logically placed?
LO2: Create legend/key	Key contains symbols matching map features with clear explanations	Is the key easy to understand and complete?
LO3: Use positional language	Can explain directions and map layout verbally during plenary	Does student use correct directional vocabulary?
LO4: Collaboration & Independence	Student can work constructively in pairs or independently, showing creativity	Engagement during activity and quality of final map

Teacher Tips to Impress

Use textured paper or coloured pastel backgrounds to simulate different land types (grass, water) - adds a tactile dimension.
Encourage students to incorporate a 3D feature drawing or small land elevations (hills) via simple shading.
Try “blind mapping” – draw a feature on a small card, another student locates it on their map from verbal clues only, reinforcing positional language.
Capture photos of maps for digital sharing or future mapping comparison activities.
Offer “map-maker badges” for motivation and boost student pride in their cartographic achievements.

This engaging, hands-on lesson will develop Year 5 pupils’ geographical skills with real-world focus while meeting the National Curriculum expectations in a memorable way. The visual, communicative approach is sure to ‘wow’ teachers and pupils alike!

Teaching Instructions