Geography · 1st Year

Active learning ideas

Map Scales and Symbols

Active learning helps students grasp abstract concepts like scale and symbols by making them tangible. Working with real Ordnance Survey maps turns reading and measuring into hands-on tasks, which builds confidence and spatial reasoning better than passive worksheets or textbook explanations.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Geographical Skills
• NCCA: Junior Cycle - Cartography

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Pairs

Inquiry Circle: The OS Treasure Hunt

Students are given a list of 6-figure grid references for a specific map. Each reference leads to a 'clue' (a symbol or feature). They must work in pairs to find all the clues and solve a final geographical puzzle.

Differentiate between ratio, linear, and verbal map scales.

Facilitation Tip

During the OS Treasure Hunt, assign mixed-ability pairs so students can teach each other how to decode grid references and symbols.

What to look for

Provide students with a section of an Ordnance Survey map and a map legend. Ask them to identify three specific symbols and explain what they represent. Then, ask them to calculate the distance between two points using the linear scale.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 50 min · Small Groups

Simulation Game: 3D Contour Modeling

Using playdough or stacked cardboard, groups build a 3D hill and then 'slice' it to create their own contour map. They then swap maps with another group to see if they can identify the steepest and flattest parts.

Explain how to use a map legend to interpret symbols.

Facilitation Tip

For the 3D Contour Modeling activity, provide clay or playdough in small batches so students can focus on contour intervals rather than material management.

What to look for

On a small card, have students write down one example of a situation where a 1:50,000 scale map would be most useful, and one situation where a 1:10,000 scale map would be better. They should briefly explain their reasoning for each.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Route Planning

Students are given a starting point and a destination on a map. They must plan the 'easiest' route for a hiker, discussing with a partner why they chose to avoid certain steep contours or marshy symbols.

Analyze why different map scales are used for different purposes.

Facilitation Tip

During the Route Planning think-pair-share, circulate with a timer to keep pairs focused on justifying their route choices using map evidence.

What to look for

Pose the question: 'Why do mapmakers choose different scales for different maps?' Facilitate a class discussion where students share their understanding of how scale affects the level of detail and the area covered by a map.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with concrete examples before abstract rules. Teach scale by having students measure a real 1km walkway on the playground using a trundle wheel, then compare it to the same distance on a 1:50,000 map. Avoid overwhelming students with too many symbol types at once. Focus on the 20 most common OS symbols first, then gradually introduce less frequent ones. Research shows that students retain spatial skills better when they create their own maps rather than just reading provided ones.

Students will confidently use grid references, interpret map symbols, and calculate real-world distances from scaled measurements. They should explain how contour spacing shows slope and justify their choice of map scale for different scenarios.

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Watch Out for These Misconceptions

• During the 3D Contour Modeling activity, watch for students who assume wider contour spacing means steeper slopes. Redirect them to physically feel the slope with their hands between closer and wider spaced contour layers.

  Have students run their fingers along the clay contours at table level, then lift their hand to show how the slope angle increases when contour lines are closer together.

• During the OS Treasure Hunt activity, watch for students who assume the top of every map is always North. Redirect them to use the compass rose on their map to confirm orientation.

  Provide small compasses and ask students to physically rotate their maps until the compass needle aligns with the map's north arrow before starting the hunt.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share