Exploring Our World: Local and Global Connections · 2nd Year

Active learning ideas

Drawing a Treasure Map

Active learning deepens map-making skills because students must connect symbols, directions, and space through physical movement and real feedback. When learners follow or create paths in familiar settings, mistakes become immediate and meaningful, turning abstract map rules into lived experience.

• NCCA Curriculum Specifications
• NCCA: Primary - Maps, globes and graphical skills
• NCCA: Primary - Developing spatial awareness

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Pairs

Pairs: Map Swap Hunt

Pairs hide a small object in the classroom using a pre-drawn grid map. They swap maps, follow directions to find the treasure, then discuss what worked. Revise maps based on feedback before a second round.

Construct a treasure map that clearly guides someone to a hidden location.

Facilitation Tip

Before the Map Swap Hunt, model how to give kind, specific feedback using a sample map so students focus on clarity, not just design.

What to look for

Students exchange their completed treasure maps. Provide them with a checklist: Does the map have a title? Is there a clear North arrow? Is there a key with symbols? Are the directions easy to follow? Ask students to write one specific suggestion for improvement on their partner's map.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 45 min · Small Groups

Small Groups: Outdoor Treasure Trail

Groups design maps for a schoolyard trail with 4-5 checkpoints marked by natural features. Hide items at endpoints, exchange maps with another group, and time the hunts. Debrief on direction accuracy and symbol clarity.

Critique a peer's treasure map for clarity and accuracy of directions.

Facilitation Tip

For the Outdoor Treasure Trail, assign small groups a short, measurable path to prevent confusion and ensure everyone participates.

What to look for

Give students a small card. Ask them to draw one symbol they might use on a treasure map and write its meaning in the key. Then, ask them to write one sentence explaining why a North arrow is important for following directions.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 25 min · Whole Class

Whole Class: Map Critique Gallery

Students display maps around the room. Class walks the gallery, attempts to follow paths on sample hunts, and votes on clearest maps. Teacher facilitates group discussion on improvements.

Explain how using cardinal directions makes a treasure hunt more precise.

Facilitation Tip

During the Map Critique Gallery, post sentence stems like 'I notice...' and 'I wonder...' near the display to guide thoughtful observations.

What to look for

As students work, circulate and ask them to point to the North arrow on their map and explain what it means. Ask them to identify one symbol in their key and explain what it represents on their map.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 20 min · Individual

Individual: Personal Space Map

Each student draws a map to a hidden item in their desk area, including a key and north arrow. Share with a partner for a mini-hunt, then refine based on success.

Construct a treasure map that clearly guides someone to a hidden location.

What to look for

Students exchange their completed treasure maps. Provide them with a checklist: Does the map have a title? Is there a clear North arrow? Is there a key with symbols? Are the directions easy to follow? Ask students to write one specific suggestion for improvement on their partner's map.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teach map-making by asking students to test their own work first. Let them follow their maps blindfolded or to a peer, then revise based on what fails. Avoid over-explaining symbols or keys; instead, let missteps during hunts reveal the need for clear conventions. Research shows spatial skills grow when students actively correct their own maps through trial and error.

Successful learning looks like clear, usable maps with labeled keys, precise north arrows, and logical paths. Students should explain their symbols and directions to peers without confusion. Maps should guide a classmate to the treasure without verbal help.

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Watch Out for These Misconceptions

• During the Map Swap Hunt, watch for students who omit north arrows or cardinal directions, assuming left and right are enough.

  Before the hunt begins, have students label their maps with a north arrow and add a quick note: 'North is up, so left and right change if you turn around.' Ask partners to verify arrows before starting.

• During the Outdoor Treasure Trail, watch for students who treat symbols and keys as optional decorations rather than navigation tools.

  Provide a checklist with each map: 'Does your key explain every symbol? Can someone find the treasure without you talking?' Halt the hunt if symbols are missing and ask the group to add them.

• During the Outdoor Treasure Trail, watch for students who draw paths without considering actual distances or steps.

  Before the hunt, have students measure three paces and mark that length on their map. When they begin, remind them to count steps aloud and adjust path lengths if needed.

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Methods used in this brief

• Project-Based Learning