Geography · Year 1

Active learning ideas

Making a Treasure Map

Active learning through making a treasure map helps Year 1 students grasp early mapping skills by connecting abstract symbols to real places they know well. When students create and use their own maps, they see how spatial language and simple drawings solve everyday problems like finding a lost toy or locating the classroom door.

• National Curriculum Attainment Targets
• KS1: Geography - Geographical Skills and Fieldwork

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 25 min · Pairs

Pairs: Classroom Map Swap

Pairs sketch a treasure map of the classroom with four symbols and a key. They label directions like 'two steps forward, turn right.' Swap maps, follow to find a hidden sticker, then discuss confusions.

Design a treasure map with clear symbols and directions.

Facilitation Tip

During the Classroom Map Swap, circulate with a checklist to note which students explain their symbols clearly and which need to add details.

What to look for

Observe students as they draw their maps. Ask: 'What does this symbol mean?' or 'How would someone know to turn here?' Note which students are using symbols and directional language correctly.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 40 min · Small Groups

Small Groups: Playground Treasure Hunt

Groups draw maps of playground features using agreed symbols. Hide small treasures, exchange maps, and navigate using instructions. Debrief on what worked well.

Justify the choice of symbols for different features on your map.

Facilitation Tip

For the Playground Treasure Hunt, assign roles such as ‘map reader’ and ‘path tester’ so every student contributes to the group’s success.

What to look for

Give each student a small card. Ask them to draw one symbol for a feature in the classroom and write its meaning in the key. Then, ask them to write one directional instruction to get from their desk to the door.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 30 min · Whole Class

Whole Class: Symbol Design Relay

Class brainstorms symbols for common objects. Teams relay to draw and label one symbol each on a shared key. Use the key to create individual mini-maps.

Predict how someone would use your map to find the treasure.

Facilitation Tip

In the Symbol Design Relay, provide cut-out symbols so students focus on matching meaning to image before drawing their own.

What to look for

Have students swap treasure maps with a partner. Ask each student to follow their partner's map to find a hidden 'treasure' (e.g., a sticker). Students then provide feedback: 'I understood this symbol,' or 'I got a little lost here because the direction was unclear.'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual: Home Map Challenge

Students draw a map from their front door to a 'treasure' at home, using three symbols and directions. Share predictions of how family would follow it.

Design a treasure map with clear symbols and directions.

Facilitation Tip

Use the Home Map Challenge to link school learning to home life, increasing engagement and personal investment in the task.

What to look for

Observe students as they draw their maps. Ask: 'What does this symbol mean?' or 'How would someone know to turn here?' Note which students are using symbols and directional language correctly.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should model the process of creating a map step by step, thinking aloud as they decide where to place symbols and what to include in the key. Avoid overemphasizing scale or perfect drawing; instead, celebrate clear communication. Research shows that young learners benefit from immediate feedback, so build in chances to test and revise maps during the lesson.

By the end of these activities, students will use clear symbols, a labeled key, and directional language to guide others through familiar spaces. They will explain their choices and adjust their maps based on feedback from peers.

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Watch Out for These Misconceptions

• During the Classroom Map Swap, watch for students who believe their map must look exactly like the room in miniature.

  Have students test their partner’s map by walking it. When confusion arises about size or placement, pause and ask, ‘Does the symbol need to be bigger or smaller? Does the path need to be clearer?’ Use the map’s success as evidence that symbols matter more than scale.

• During the Playground Treasure Hunt, watch for students who assume their symbols will be understood without a key.

  After the hunt, bring the group back and ask them to explain their symbols. If students struggle, have them create a key on the spot and redo the hunt. This teaches them that a shared key prevents misunderstandings.

• During the Symbol Design Relay, watch for students who insist on using compass points like north or south in their directions.

  Challenge students to give directions from different starting points. When they realize left and right work regardless of orientation, guide them to see that compass points are not necessary for local maps. Praise their use of relative terms instead.

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Methods used in this brief

• Outdoor Investigation Session