Exploring Maps

Overview

Year Group: 2
Duration: 50 minutes
Class Size: 30 students
Unit: Mapping Our World (Lesson 1 of 7)
National Curriculum Focus: Geography – Locational Knowledge and Geographical Skills and Fieldwork

National Curriculum Links

Geography Programme of Study for Key Stage 1 (Years 1 & 2)
- Name and locate the world’s seven continents and five oceans (though more emphasis on recognising maps and simple features at Year 2)
- Use simple compass directions (north, south, east and west) and locational and directional language (e.g. 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

Learning Objectives

By the end of this lesson, children will be able to:

Recognise different types of maps (world map, school map, treasure map).
Identify and discuss features on maps and in photographs.
Understand the idea that maps represent places from above (aerial perspective).
Compare a photo of the school with a simple drawn map, identifying common features.
Use basic directional and locational language (e.g. near, far, left, right).

Resources

Large world map
Printed/photo of the school building (aerial and ground-level)
Simple drawn map of the school playground (created beforehand)
Printed treasure maps or illustrated storybook treasure map pages
Whiteboard and markers
Laptops/tablets (optional) with aerial images of the school (from Google Earth or school drone images if available)
Sticky notes or small coloured stickers for student interaction
Large floor map mat or printed base map of the school playground (optional)

Lesson Structure

1. Starter (10 minutes) – What Is A Map?

Begin with a question to hook the class: "Who has ever used a map? What did it help you find?"
Show the world map and explain that maps are pictures of places — but taken from above so we can see everything.
Introduce different types of maps: world map, school map, treasure map. Briefly show all.
Use the treasure map image: “How is this map different from the world map? What do you think you could find if you followed this map?”
Encourage children to share any experiences with treasure or navigation stories.

2. Main Activity (30 minutes) – Comparing Photos, Maps and Aerial Views

Step 1: Show the photograph of the school taken from the ground and ask students what they see (playground, trees, building parts). Write these features on the board.
Step 2: Show the aerial photograph of the school from above (drone image or satellite image). Ask students to identify the same features from above. Highlight how some things look different from this view.
Step 3: Show the simple drawn school map and ask children to compare it with the aerial photo.
Discuss: what has been included on the map, and what has been left out? Why do they think it was drawn this way? Focus on symbols and simplification.
Step 4: Divide children into small groups and give each group some coloured sticky notes or stickers. Using a printed copy of the school map, ask each group to place stickers on key features they can identify from the photos (e.g., playground, gates, classroom blocks).
Step 5: Groups feed back—students use directional language to describe locations (“The playground is near the main door,” “The basketball court is on the left side of the building”).

3. Plenary (10 minutes) – Class Discussion and Reflective Challenge

Summarise key points: Maps are pictures from above, they use symbols, and help us find places.
Ask, “If we made a treasure map of our classroom, what would it look like? What symbols might we use?”
Challenge: For homework, ask children to draw a simple map of their bedroom or garden using symbols and labels, thinking about what features they would include.
End with a geography chant or rhyme reinforcing map vocabulary: “Up above, we take a look, maps show us like a book!”

Assessment & Differentiation

Formative Assessment:
- Observing participation during comparison and group activities.
- Listening to use of correct locational language during feedback.
- Checking understanding by questions about map features and aerial photos.
Differentiation:
- Support lower ability pupils with guided group work and labelled maps.
- Challenge more able pupils by asking them to suggest why maps don’t show every detail or designing their own simple map symbols on whiteboards.

Cross-Curricular Links

English: Vocabulary development around prepositions and descriptive language (near, far, left, right).
Art: Introducing simple map symbols and drawing skills.
Computing (optional use): Viewing aerial images on tablets or computers to enhance technological skills.

Teacher Notes / Tips

Use enthusiasm and storytelling to engage children—treasure maps spark imagination!
Ensure the aerial photo of the school is clear and zoomed to show familiar landmarks.
Keep instructions simple and visual; use lots of repetition for key map vocabulary.
For added excitement, consider a very short “treasure hunt” game on the school playground to link theory with real-world spatial awareness (if allowed within time).

This lesson lays a strong foundation for the unit "Mapping Our World" by nurturing spatial awareness and mapping vocabulary, wholly aligned with Key Stage 1 Geography objectives from the National Curriculum for England.

Teaching Instructions