Maps, Symbols, and Legends

Overview

In this first lesson of “Mapping Paths to Treasure,” students explore how maps communicate information differently from pictures. They identify familiar classroom features, model how symbols represent real objects, and create and interpret a simple picture map with a title, symbols, labels, and a legend.

Learning intentions

Students will be able to:

• Distinguish a map from a picture by explaining each one’s purpose.
• Identify classroom features and represent them with simple symbols.
• Use a title, labels, symbols, and a legend/key to communicate map information.
• Interpret a partner’s map and explain what its symbols represent.
• Generate focused questions about how maps help people find places or objects.

Success criteria

• I can explain how a map is different from a picture.
• I can create clear symbols for at least three classroom features.
• I can include a title and a legend/key that explains my symbols.
• I can use a partner’s legend to interpret two symbols accurately.

Curriculum links

• Integrating visual information from maps and other print or digital text with written information.
• Determining central ideas and accurately summarizing information from an informational explanation.
• Conducting a short research-style inquiry by asking and answering focused questions using several classroom sources.
• Integrating visual and written information to address a question or solve a problem.

Lesson structure (55 minutes)

1. 0–7 min · Hook and inclusive discussion. Teacher opens the hook and daily-life map images and asks, “Where have you used or seen a map?” Invite students to share experiences such as digital maps, bus routes, parks, malls, games, or building directories; accept drawing, pointing, home-language contributions, or partner sharing. Students discuss what maps help people do and identify one map feature they noticed.

2. 7–15 min · Map or picture? Teacher displays a photograph or drawing beside a simple map using the map-versus-picture comparison and models a brief summary: a picture shows what something may look like, while a map represents locations and helps people find or understand places. Record student ideas on chart paper under “shows appearance” and “shows location.” Students turn and talk, then explain one difference using the frame, “A map is different from a picture because ____.”

3. 15–25 min · Model symbols and legends. Teacher uses classroom-object cards and the symbol and legend modeling slides to show how a desk, door, bookshelf, or trash can can become a simple symbol. Think aloud about symbols being clear, consistent, and easy to recognize. Add a title, three symbols, and a legend/key to a quick classroom sketch. Explicitly introduce map, symbol, legend/key, title, label, feature, and represent. Students suggest symbols, explain what each represents, and ask one focused question about reading or creating maps.

4. 25–40 min · Partner map-making. Teacher pairs students and distributes the classroom picture-map template with pencils, crayons, rulers, and clipboards. Establish boundaries: students map only the agreed small classroom area, keep walkways clear, and do not move furniture without permission. Students create a picture map with a clear title, at least three symbols, and a legend/key. They add labels where helpful. Younger or less-confident learners may use prepared symbol cards or trace a template; older learners add at least five entries, consistent symbol designs, and more precise labels. Teacher circulates with a checklist, asking, “What feature does this symbol represent?” and “How will a reader know what it means?”

5. 40–49 min · Map exchange and interpretation. Teacher asks pairs to exchange maps and uses the map-exchange directions and interpretation prompts to model respectful feedback. Students first study their partner’s title and legend, then identify two symbols and explain what they represent. Partners compare interpretations, clarify any confusing symbol, and suggest one improvement without redrawing the other student’s work.

6. 49–55 min · Share and exit ticket. Teacher invites two or three pairs to display maps and briefly explain one effective design choice. Students complete an individual exit ticket, identifying two symbols from a displayed map and writing what each represents. Close by asking, “How did the legend help you understand the map?” Collect maps and tickets for planning Lesson 2.

Resources

• the complete maps, symbols, and legends slide deck
• the classroom picture-map template
• Chart paper and markers
• Classroom-object cards
• Pencils, crayons, rulers, and clipboards
• Prepared symbol cards and tracing templates
• Large-print and high-contrast symbol options
• Adapted writing tools and speech-to-text access

Assessment

• During discussion, listen for students’ ability to distinguish a map from a picture and summarize the purpose of a map in their own words.
• Use a teacher checklist during map-making: title present, three or more symbols, legend/key present, symbols connected to classroom features, and labels where appropriate.
• Review the exit ticket for two accurate symbol interpretations; use misconceptions to begin the next lesson.

Differentiation

• Provide sentence starters: “This symbol represents ____,” “The legend tells me ____,” and “A map is different from a picture because ____.”
• Offer large-print, high-contrast, tactile, or verbally described symbols; allow tracing, prepared symbol cards, adapted pencils, drawing, speech-to-text, or oral explanations.
• Pair students strategically and assign clear roles such as map designer, feature checker, and legend writer; allow students to change roles.
• Support students who need more challenge by requiring five legend entries, consistent symbol design, labeled features, and one focused question about how the map could be improved.
• Keep all walkways clear, supervise movement around the classroom, and remind students not to move furniture without permission.