Lesson 7 - Map Reading and Navigation
Team Skills Challenges
•Year 3
•Outdoor Adventurous Activities
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How can maps help us navigate and communicate with others about where things are located?
Learning Objectives
- To develop map reading skills and understand basic map symbols
- To identify objects on a map using a key
- To draw and follow simple maps with teammates
Key Outcomes
- Students will be able to read basic map symbols using a key
- Students will create their own simple maps and routes
- Students will work effectively in small teams to solve navigation challenges
Equipment & Resources Required
Place around area perimeter before lesson
Alternative: Plastic bottles, bean bags
Store on equipment trolley for easy distribution
Alternative: Rope circles, chalked circles
Stack neatly, one per group
Alternative: Carpet squares, towels
Have extras available for breakages
Alternative: Coloured pencils, markers
Check for knots before distribution
Alternative: Long ropes, ribbon
One set per group of 4 students
Alternative: Laminated worksheets, digital display
Key Vocabulary
A drawing that shows where things are located from above
A list that explains what symbols on a map mean
A simple picture or shape that represents something on a map
The path you take to get from one place to another
To find your way using a map or directions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of left and right directions
- Experience working in small groups
- Familiarity with simple spatial concepts
Current Skills
- Reading and interpreting map symbols
- Creating simple maps with key features
- Following routes and giving directions
Next Steps
- Using compass directions (North, South, East, West)
- Reading more complex maps with contour lines
- Planning multi-stage navigation routes
Milestone Indicators
Key Teaching Points
- Always connect symbols to real objects through demonstration
- Emphasise teamwork and discussion before object placement
- Use precise spatial language throughout (next to, between, opposite)
- Check accuracy through peer assessment and self-correction
- Build from simple to complex map reading tasks
- Maintain focus on communication and cooperation skills
- Connect map skills to real-world navigation purposes
Common Misconceptions
- Maps show side view rather than aerial view - address through demonstration
- Symbols are just pictures rather than representations - emphasise key usage
- Routes must be straight lines - show varied path options
- Only one person needs to understand the map - stress team collaboration
- Maps are only used outdoors - discuss indoor plans and layouts
SEN Adaptations
ADHD
- Regular movement breaks, clear task boundaries, hands-on equipment manipulation, frequent success recognition
dyspraxia
- Larger equipment for easier handling, simplified map layouts, extra time for fine motor tasks, supportive group members
autism spectrum
- Clear visual schedule of activities, defined boundaries for work spaces, option for individual map work, consistent routine structure
visual impairment
- Use high contrast symbols, tactile objects for map elements, verbal descriptions of spatial relationships, buddy support for navigation
hearing impairment
- Visual demonstrations of all instructions, written symbol keys, hand signals for directions, clear visual maps
physical disability
- Adapted equipment positioning, wheelchair-accessible routes, modified warm-up activities, seated map work options
Cross-Curricular Links
English
Following instructions, giving clear directions, descriptive language for positions
Maths
Grid references, coordinates, spatial relationships, position and direction vocabulary
Art
Drawing symbols, representing 3D objects in 2D, design and visual communication
Geography
Map symbols and keys, aerial views, plan views, local area exploration
PSHE
Teamwork skills, communication, taking responsibility for group success, helping others
Teacher Guidance
Positioning
Move between groups during activities, position at edge of area during warm-up for full visibility
Observation Focus
Watch for accurate symbol recognition, effective teamwork, and safe equipment use
Intervention Points
Step in if groups struggle with map interpretation or if safety concerns arise
Demonstration Notes
Use clear, exaggerated movements when showing map concepts, hold resources high for visibility, model positive group interaction language
Verbal Cues
- •'Check your map again'
- •'Work together to decide'
- •'Look at the key for help'
- •'Is that exactly like the map shows?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space for warm-up, separate areas for group work
Surface Check
Level surface free from wet areas, suitable for jumping and walking
Equipment Safety
Safety Checks
- •Check cones for cracks or sharp edges
- •Ensure mats are clean and not slippery
- •Verify skipping ropes have no knots or fraying
- •Check pencils are not broken with sharp points
Risk Management
Key Risks
- •Collisions during warm-up activity
- •Trips over equipment during activities
- •Pencil injuries during map drawing
Risk Mitigation
- •Clear boundaries for warm-up game
- •Adequate spacing between groups during activities
- •Supervised equipment collection and distribution
- •Safe pencil handling guidelines
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during map work
- •Monitor warm-up activity for safe play
- •Check equipment handling throughout lesson
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, ensure other students remain safe