Global Perspectives and Local Landscapes · 6th Year

Active learning ideas

Finding Places on a Map

Active learning works because spatial skills develop through movement and interaction. Students remember grid coordinates and directions better when they physically hunt, guide, and play with a map, turning abstract symbols into lived experience.

• NCCA Curriculum Specifications
• NCCA: Primary - Maps, Globes and Graph Work

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 35 min · Small Groups

Grid Hunt: School Map Quest

Print a gridded map of the school grounds with labeled features. Assign coordinate clues for students to locate and photograph items like the flagpole at C4. Groups compare findings and discuss any unclear clues at the end.

How can we give clear directions using a map?

Facilitation Tip

During Grid Hunt, walk the school grounds in advance to mark safe, accessible landmarks and plan routes students can follow without leaving view of the classroom.

What to look for

Provide students with a simple map of a fictional town or park featuring numbered and lettered grid lines. Ask them to write down the grid reference for three different landmarks (e.g., 'the school', 'the bridge', 'the park entrance').

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 25 min · Pairs

Direction Pairs: Blindfold Guide

One partner describes a path on a map using directional language to guide the blindfolded partner to a feature. Switch roles after 5 minutes. Debrief on what made directions clear or confusing.

What are some different ways to describe where something is on a map?

Facilitation Tip

For Direction Pairs, provide a short script frame with phrases like 'Turn 90 degrees to your left' to keep language consistent during blindfolded navigation.

What to look for

Give each student a map with a marked 'X'. Ask them to write two different ways to describe the location of the 'X': one using a grid coordinate and one using directional language relative to a prominent feature on the map.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Pairs

Coordinate Battleships: Map Game

Students draw 5x5 grids on paper, place secret 'ships' at coordinates, and take turns calling shots like 'B3.' Mark hits and misses. Play until all ships are found.

Why is it important to be precise when giving map locations?

Facilitation Tip

In Coordinate Battleships, print two identical maps per pair so they can keep one hidden and use the other to mark hits and misses with colored dots.

What to look for

Pose the question: 'Imagine you are giving directions to a friend who has never seen this map before. Which method, grid coordinates or directional language, would be more helpful for them to find a specific spot, and why?' Facilitate a brief class discussion on the strengths of each.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 40 min · Whole Class

Class Map Rally: Feature Locations

Project a large Irish county map. Teams race to locate and shout coordinates or directions for called features, such as 'east of the lake.' Tally points for accuracy.

How can we give clear directions using a map?

Facilitation Tip

During Class Map Rally, assign each team a different landmark so the whole class contributes to a collective route without crowding around one map.

What to look for

Provide students with a simple map of a fictional town or park featuring numbered and lettered grid lines. Ask them to write down the grid reference for three different landmarks (e.g., 'the school', 'the bridge', 'the park entrance').

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach grid coordinates first with a shared classroom map, modeling the letter-row, number-column order before students move. Avoid letting students default to 'read right then up' by rotating maps 180 degrees during activities. Research shows that immediate peer correction in paired tasks strengthens retention more than teacher-led explanations alone.

Successful learning looks like students confidently using both grid references and directional language to locate places, switching between methods when needed. They support peers with clear instructions and revise their own language for precision.

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Watch Out for These Misconceptions

• During Coordinate Battleships, watch for students who read coordinates as '1A' instead of 'A1'.

  Have students say the letter first aloud before writing it, and remind them to check their partner’s call-outs against the printed order on the map.

• During Direction Pairs, students may assume the map always points north.

  Rotate the map 90 degrees before blindfolding the guide, then ask the guide to give directions without relying on the north arrow, prompting discussion afterward.

• During Grid Hunt, students may think 'north of the river' is precise enough alone.

  After the hunt, ask pairs to compare directions they received with the actual grid references of landmarks, then revise vague phrases to include both methods.

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Methods used in this brief

• Experiential Learning