PR-6627IRE Using Maps - Book 3

Review sample

Using Maps 

(Book 3) 

Published by Prim-Ed Publishing, 2017 

Copyright © Clare Way 2017 

ISBN 978-1-84654-917-5 

PR–6627 

Titles in this series: 

Using Maps (Book 1) 



Copyright Notice 

A number of pages in this book are 

worksheets. The publisher licenses the 

individual teacher who purchased this 

book to photocopy these pages to hand 

out to pupils in their own classes. 

Except as allowed under the Copyright Act 

1968, any other use (including digital and 

online uses and the creation of overhead 

transparencies or posters) or any use 

by or for other people (including by or 

for other teachers, pupils or institutions) 

is prohibited. If you want a licence to 

do anything outside the scope of the 

BLM licence above, please contact the 

Publisher. 

This information is provided to clarify the 

limits of this licence and its interaction 

with the Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the 

form below. Retain this form, the complete 

original document and the invoice or 

receipt as proof of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 

Although all care has been taken in their 

production, maps used in this series 

should be regarded as representative only. 

Review sample 

Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, 

the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class 

teacher checks all URLs before allowing pupils to access them. 

View all pages online 

Website: www.prim-ed.com 

Email: sales@prim-ed.com

Teachers Notes 

Foreword 

Help your class discover their inner compass as you guide them through the wonderful world of maps! 

Using Maps is a three-book series to teach primary school pupils how to use maps and to develop a range of mapping 

skills. 

TITLES IN THIS SERIES ARE: 

❂ Using Maps Book 1 (Years 1/2 and 1st/2nd Classes) 

❂ Using Maps Book 2 (Years 3/4 and 3rd/4th Classes) 

❂ Using Maps Book 3 (Years 5/6 and 5th/6th Classes) 

Contents 

Teachers Notes................................................................. iv–vi 

Development Activities Section 1.......................................vii–ix 

Development Activities Section 2....................................... ix–xi 

Resources...................................................................... xii–xxi 

Glossary......................................................................xxii–xxiii 

Scope and Sequence Charts (England)........................ xxiv–xxv 

Scope and Sequence Charts (Republic of Ireland).......xxvi–xxvii 

Pupil Checklist Section 1................................................... xxviii 

Pupil Checklist Section 2.....................................................xxix 

Links to Other Curriculum Areas...........................................xxx 

SECTION 1 (YEAR 5/5TH CLASS) ACTIVITIES 

Different Views................................................................. 1–2 

Identifying Maps............................................................... 3–4 

Choosing Maps.................................................................... 5 

Using an Atlas...................................................................... 6 

Grid Maps: a Zoo.............................................................. 7–8 

Grid Maps: a School....................................................... 9–10 

Grid Maps: a Classroom................................................ 11–12 

Street Maps.................................................................. 13–14 

Directional Language......................................................... 15 

A Map Legend.................................................................... 16 

Reading a Map............................................................. 17–18 

Creating a Map.................................................................. 19 

The Compass Rose............................................................. 20 

Map Features: Madagascar........................................... 21–22 

Map Scales: Tasmania................................................... 23–24 

Latitude and Longitude................................................. 25–26 

Hemispheres, Tropics and Circles .................................. 27–28 

Stormy Weather............................................................ 29–30 

Describing Locations.......................................................... 31 

Continent Research............................................................ 32 

Assessment 1: Different Types of Maps................................. 33 

Assessment 2: Reading a Map............................................ 34 

Assessment 3: Locating Places............................................ 35 

Assessment 4: Rainfall – Australia....................................... 36 

SECTION 2 (YEAR 6/6TH CLASS) ACTIVITIES 

Maps and Scales.......................................................... 37–38 

Using Scale and Direction............................................. 39–40 

Drawing a Map to Scale................................................ 41–42 

Drawing to Scale – Enlarging.............................................. 43 

Drawing to Scale – Reducing.............................................. 44 

Cartesian Coordinate System – One Quadrant..................... 45 

Cartesian Coordinate System – Four Quadrants................... 46 

Cartesian Plane: Island Map.......................................... 47–48 

Cartesian Plane: Map of Victoria.................................... 49–50 

Physical Features: Asia.................................................. 51–52 

Physical Features: Europe............................................. 53–54 

World Temperatures...................................................... 55–56 

World Time Zones......................................................... 57–58 

Country Population and Density.................................... 59–60 

World Agriculture and Resources................................... 61–62 

World Markets.............................................................. 63–64 

World Pollution Index.................................................... 65–66 

Australian Population and Cultural Diversity................... 67–68 

Assessment 1: Cartesian Plane Park Map............................. 69 

Assessment 2: Using Scales................................................ 70 

Assessment 3: From a Table to a Map.................................. 71 

Assessment 4: Population and Location............................... 72 

ANSWERS 73–77 

Review sample 

315º 

NW 

360º 

N 

NE 

45º 

270º 

W 

90º 

E 

SW 

SE 

225º 

135º 

180º 

S 

Prim-Ed Publishing – www.prim-ed.com iii 978-1-84654-917-5 Using Maps 

BOOK 3


Learning the conventions of mapping skills is akin 

to learning to read. Once they are mastered, the 

understanding of the maps follows. Mapping literacy is 

important in all areas of the geography curriculum. It 

relates not simply to the decoding of maps but to the 

understanding of them. As in English comprehension, 

there are literal, inferential and applied questions that 

may be asked of maps. 

Comparing different types of maps of the same 

area and maps from different eras and from different 

perspectives, promotes discussion of how things have 

changed over time and how the information from one 

map helps us understand the reasons for information in 

another; e.g. the spread of population in a place related 

to its physical features. 

Why Teach Mapping Skills? 

The Skills of Mapping 

Examining maps promotes questioning which leads to 

research. 

Establishing the integrity and validity of maps promotes 

discernment in the choice of resources for research. 

Maps can be used to show evidence of research and 

as support for arguments. The ease with which data on 

maps can be examined helps the reader to reflect on 

and evaluate the information and to make informed 

decisions and judgements. 

Delivering the results of investigations and research 

with maps allows the information to be given in context, 

related to place, and makes it available to a wider 

audience. 

Mapping literacy is developed through learning the skills required to create a map, to add data and information, and 

to analyse the information supplied. 

Different Views 

A map is generally accepted as being a plan of an area: 

a vertical or bird’s-eye view in which the viewer is directly 

above the area being represented. Everything can be 

seen and the spatial relationships among features is 

accurately portrayed. 

Oblique views are also taken from above, but not 

directly above. The image is presented at an angle, so 

(depending on the height) not all things can be seen. It 

is not possible to accurately judge relationships among 

features. 

Horizontal views are taken at ground level where only 

features in the direct line of sight can be seen. 

Pupils of all ages should be able to recognise the 

difference between the three views. Older pupils should 

appreciate that vertical views are the best choice for 

maps. 

Direction 

Knowledge of the four cardinal directions (north, south, 

east, west) and later the four ordinal directions (northeast, 

north-west, south-east, south-west) is essential in 

creating and reading maps. Pupils will progress to learn 

that the ordinal directions are described with north or 

south coming before east or west. 

Pupils also use natural features and knowledge of the 

Earth’s movement in relation to the sun, to orientate 

themselves and features around them. 

Review sample 

W 

NW 

N 

NE 

E 

oblique view 

vertical (aerial/ 

bird’s-eye) 

horizontal view 

SW 

SE 

S 

Using Maps 978-1-84654-917-5 iv Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Location and Grid-references 

Pupils will move from locating and placing features somewhere within a square, labelled with a ‘letter, number’ grid, 

to using the labelled lines of latitude and longitude. Lines of latitude are parallel to each other with only the equator 

dividing the globe in half. Lines of longitude meet at the poles and are furthest apart from each other at the equator. 

Lines of latitude are labelled N or S, relating to their position north or south of the equator. Lines of longitude are 

labelled E or W, relating to their position east or west of the prime meridian. 

Pupils learn that representing a map of the globe on paper results in distortion. Different projections show slightly 

different shapes of the land. 

Scale 

Pupils learn that in a map which is a scaled-down image of the place it represents, everything has been reduced by the 

same factor. They consider potential problems of using a map in which features are not to scale. They interpret scales 

and calculate real distances, using a given scale. 

Pupils use the line diagram scale and ratio scale. 

0 30 60 90 120 

0 1 2 3 4 

150 km 

5cm 

1:200,000 

Pupils learn that the amount of detail on a map is related to scale. The larger the scale, the larger the map for a given 

area so the greater the amount of detail that can be put on it. 

A large-scale map covers a smaller area so the 

ratio of the scale is smaller; e.g. 1:25 

A small-scale map covers a larger area so the 

ratio of the scale is greater; e.g. 1:250 

Review sample 

Prim-Ed Publishing – www.prim-ed.com v 978-1-84654-917-5 Using Maps 

BOOK 3

BOOK 3 

A SENSE OF 

PLACE 

BOOK 3 

routes on maps. 

conventions. 

environments. 

physical features. 

WEATHER, 

ENVIRONMENTAL 

CLIMATE AND 

AWARENESS 

ATMOSPHERE 

of the world. 

resources. 


Interpreting legends 

Pupils learn that legends are the key to unlocking the information provided on a map. Features on the ground are 

represented on a map in three main ways: point, line, area. The weight of shading of an area gives additional information. 

Church points – individual features 

Road lines – roads, boundaries, 

pathways 

Forest area – expanse of land 

weight 0 –100 of shading – difference 

in height, depth, density 

Traffic lights 

Railway 

Sea 

100 –200 

Library 

Adding Features 

Pupils learn that moving features are not included 

on maps—e.g. people, animals, traffic—and not all 

stationary features are included. Exactly what is included 

depends on the scale and purpose of the map. 

Adding Statistics 

River 

Information relating to numbers can be added to a map; 

e.g. population density can be represented by single 

symbols equivalent to any number, or different weights 

of colour shading. 

Format of the Book 

Desert 

Adding Icons 

Identifying the location of resources or events can be 

done with icons as in a weather map. 

Adding Colour 

Using Maps has been written to develop skills so that maps as a resource 

for finding information and as a tool for communicating information and 

ideas, can be used to their full potential in the geography curriculum. 

❂❂ 

Pages are mainly presented in pairs, with a map and a page of related 

activities focusing on a combination of mapping skill development and 

mapping literacy. 

❂❂ 

The purpose of the development activities (Section 1 pages vii–ix; Section 

2 pages ix–xi) is for pupils to develop their mapping skills and literacy with 

reference to the local area. 

❂❂ 

The scope and sequence charts (Section 1 pages xxiv and xxv; Section 2 

pages xxvi and xxvii) highlight the curriculum links that are being developed 

with each activity. 

❂❂ 

Teacher resources (pages xii–xxi) provide templates of useful charts and 

maps. 

❂❂ 

The mapping skills pupil checklist (Section 1 page xxviii; Section 2 page xxix) 

offers a way to record each pupil’s performance of the skills. 

❂❂ 

A glossary of mapping-related vocabulary (pages xxii and xxiii) provides 

simple explanations of frequently used words. 

❂❂ 

Links to other curriculum areas (page xxx) offers ideas and activities based 

on mapping skills that cover a variety of different learning areas. 

200 –500 

Different colours can be used to show how different 

levels or groups of the same feature are spread over 

the mapped area; e.g. climate and vegetation, rainfall, 

sunshine. 

Teachers Resource – Book 3 

10° N 

0° 

10° S 

20° S 

30° S 

40° S 

50° S 

Map of South America 

70° 60° 40 W 

80° 50W 90° 60W 100° 70W 80W Teachers Resource – Book 3 

110° W 100° W 90° W 80° W 70° W 60° W 50° W 

10 

10° N 

0° 

10° S 

20° S 

30° S 

40° S 

50° S 

Using Maps 978-1-84654-917-5 xx Prim-Ed Publishing – www.prim-ed.com 

Using Maps 978-1-84654-917-5 xxiv Prim-Ed Publishing – www.prim-ed.com 

BOOK 3 

Scope and 

Sequence Chart – 

Section 1 – Year 5 

(England) 

PAGE TITLE 

Glossary 

aerial view a view of a place or object from high above, either directly or at an angle 

Antarctic Circle the line of latitude at approximately 66º south of the Equator 

Arctic Circle the line of latitude at approximately 66º north of the Equator 

atlas a book using maps to i lustrate information relating to the world and human influences upon it 

cardinal directions north, south, east, west 

Cartesian coordinate a grid of numbered horizontal and vertical lines a lowing location to be determined by 

system 

coordinates 

cartographer a person who draws maps 

compass rose a diagram on a map showing in which direction north lies 

continent one of the world’s seven main continuous expanses of land 

coordinates a set of numbers representing the horizontal and vertical lines of a Cartesian grid 

cyclone tropical storm developing over the Indian Ocean and the South Pacific Ocean typica ly between 

November and April 

direction the location of one feature relative to another, or the course along which something moves or 

extends 

distance the measured space between locations 

economic (or showing information about what a country produces or grows, using symbols or colours 

resource) map 

equator the line of latitude at 0º that divides the globe into the northern and southern hemispheres 

frigid zone the areas of the globe between the Arctic Circle and the North Pole in the northern hemisphere 

and the Antarctic Circle and the South Pole in the southern hemisphere 

grid reference a labe led grid of horizontal and vertica lines a lowing location within an area to be determined 

system 

by a pair of letter/number coordinates 

hemisphere half of Earth, divided into northern and southern hemispheres (halves) by the equator 

horizontal view from eye level 

hurricane tropical storm developing over the Atlantic and north-east Pacific oceans typica ly between 

June and November each year 

International Date the line of longitude at 180º east and west of the Prime meridian; places immediately to its 

Line 

west are 24 hours ahead of places immediately to its east 

legend the key to unlocking the information represented on a map; using point, line or area 

representations 

line scale a linear diagram showing the link between distance on the ground and distance on the map 

lines of latitude the para lel horizontal lines running across the globe, decreasing in diameter from the equator 

to the North Pole and the equator to the South Pole 

lines of longitude the vertical lines running from pole to pole, the distance between them expanding between 

each pole and the equator where the distance is at its greatest; a l lines bisect the globe into 

hemispheres 

location the exact place, identifiable by coordinates, where a feature exists (absolute) or the place, 

identifiable by direction, where one feature exists in relation to another (relative) 

managed features features on a map that may appear natural but require maintenance; e.g. parks and gardens 

Review sample 

Using Maps 978-1-84654-917-5 xxvi Prim-Ed Publishing – www.prim-ed.com 

BOOK 3 

Using Maps 978-1-84654-917-5 xxii Prim-Ed Publishing – www.prim-ed.com 

NATIONAL CURRICULUM FOR ENGLAND – GEOGRAPHY – KEY STAGE 2 

LOCATIONAL KNOWLEDGE HUMAN AND PHYSICAL GEOGRAPHY GEOGRAPHICAL SKILLS AND FIELDWORK 

Locate the world’s 

countries, using maps 

to focus on Europe and 

North and South America, 

concentrating on their 

environmental regions, 

key physical and human 

characteristics, countries 

and major cities. 

Identify the position and 

significance of latitude, 

longitude, Equator, 

Northern Hemisphere, 

Southern Hemisphere, 

the Tropics of Cancer 

and Capricorn, Arctic and 

Antarctic Circle, the Prime/ 

Greenwich Meridian and 

time zones. 

Describe and understand 

key aspects of physical 

geography, including: 

climate zones, biomes and 

vegetation belts, rivers, 

mountains, volcanoes and 

earthquakes and the water 

cycle. 


key aspect of human 

geography, including: types 

of se tlement and land 

use, economic activity 

including trade links and 

the distribution of natural 

resources including energy, 

food, minerals and water. 

Use maps, atlases, globes 

and digital/computer 

mapping to locate 

countries and describe 

features studied. 

Use the eight points of 

a compass, four and 

six-figure grid references, 

symbols and keys to build 

their knowledge of the 

United Kingdom and the 

wider world. 


2–3 Di ferent Views ✔ 

4–5 Identifying Maps ✔ 

6 Choosing Maps ✔ 

7 Using an Atlas ✔ ✔ 

8–9 Grid Maps: a Zoo ✔ ✔ 

10–11 Grid Maps: a School ✔ ✔ 

12–13 Grid Maps: a Classroom ✔ ✔ 

14–15 Street Maps ✔ ✔ 

16 Directional Language ✔ ✔ 

17 A Map Legend ✔ 

18–19 Reading a Map ✔ ✔ 

20 Creating a Map ✔ 

21 The Compass Rose ✔ 

22–23 Map Features: Madagascar ✔ ✔ ✔ 

24–25 Map Scales: Tasmania ✔ ✔ 

26–27 Latitude And Longitude ✔ ✔ ✔ 

28–29 Hemispheres, Tropics and Circles ✔ ✔ ✔ ✔ 

30–31 Stormy Weather ✔ ✔ 

32 Describing Locations ✔ ✔ ✔ 

33 Continent Research ✔ ✔ ✔ ✔ ✔ 

34–37 Assessment Activities ✔ ✔ ✔ ✔ ✔ 

Scope and 


Section 1 – 5th 

Class (Republic 

of Ireland) 

PAGE TITLE 

Become familiar with the distinctive 

natural and human features of 

some places in Europe and other 

parts of the world. 

Begin to develop an understanding 

of the names and relative location 

of some natural and human 

features of Europe and the world. 

Estimate and measure distances 

and establish cardinal directions 

during exploration of the locality. 

CURRICULUM FOR REPUBLIC OF IRELAND – GEOGRAPHY – 5th/6th CLASSES 

A SENSE OF SPACE USING PICTURES, MAPS AND GLOBES MAPS AND GLOBES 

Develop some awareness of 

directions in wider environments. 

Use and record directions and 

Develop familiarity with, and 

engage in practical use of, maps 

and photographs of a variety of 

scales and purposes. 

Develop an understanding of and 

use common map features and 

Use maps to record routes and 

directions in the locality and wider 

Construct some simple maps and 

models of natural and human 

features in the local environment. 

Compare maps, globes, aerial 

photographs, sate lite photographs 

and othe remotely sensed images. 

Recognise key lines of latitude and 

longitude on the globe. 

PHYSICAL FEATURES OF 

EUROPE AND THE WORLD 

2–3 Di ferent Views ✔ 

4–5 Identifying Maps ✔ ✔ ✔ 

6 Choosing Maps ✔ ✔ ✔ 

7 Using an Atlas ✔ 


10–11 Grid Maps: a School ✔ ✔ ✔ ✔ 





18–19 Reading a Map ✔ ✔ ✔ 

20 Creating a Map ✔ ✔ 

21 The Compass Rose ✔ ✔ 

22–23 Map Features: Madagascar ✔ ✔ ✔ ✔ ✔ ✔ 

24–25 Map Scales: Tasmania ✔ ✔ ✔ ✔ ✔ 

26–27 Latitude And Longitude ✔ ✔ ✔ ✔ ✔ 

28–29 Hemispheres, Tropics and Circles ✔ ✔ ✔ ✔ ✔ 


32 Describing Locations ✔ ✔ ✔ ✔ 

33 Continent Research ✔ ✔ 

34–37 Assessment Activities ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Learn about a sma l number of the 

major natural features of Europe. 


Become familiar with the names 

and approximate location of a 

sma l number of major world 

Become aware of the 

characteristics of some major 

climatic regions in di ferent parts 

Foster an appreciation of the ways 

in which people use the Earth’s 

Use fieldwork to observe, 

measure, record and 

presen the human and 

physical features in the 

local area using a range of 

methods, including sketch 

maps, plans and graphs 

and digital technologies. 

Using Maps 978-1-84654-917-5 vi Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Development Activities 

Section 1 (Year 5/5th Class) 

DIFFERENT VIEWS – PAGES 1 AND 2 

STREET MAPS – PAGES 13 AND 14 

❂❂ 

Photograph objects from different perspectives and 

angles. See how many different images of the same 

object can be taken. Display them in groups and compare 

and contrast. Group them into three categories: vertical 

(directly above or below), oblique (at an angle, up or 

down) and horizontal (at eye level). 

❂❂ 

Each pupil secretly sketches a line drawing of an everyday 

object as viewed from directly above. Collate all sketches 

to create a picture puzzle quiz. How many sketches can 

each pupil correctly name? 

IDENTIFYING MAPS – PAGES 3 AND 4 

❂❂ 

Find and display different maps of the same location. 

Compare and contrast the maps. Discuss the purpose and 

intended audience of each map. 

❂❂ 

Suggest different maps of the local area that would be 

useful for different audiences; e.g. a public transport map 

highlighting railway lines and stations, bus routes and bus 

stops; a sports facilities map highlighting leisure centres, 

sports clubs and safe swimming beaches; a shopping 

map highlighting shopping centres and commercial 

areas. 

CHOOSING MAPS – PAGE 5 

❂❂ 

Collect a selection of different types of maps of any 

location. Group the class and give a different type of map 

to each group. Allow a set time for groups to list possible 

uses for their map. When the time is up, groups exchange 

maps and lists, and add more suggestions to the list for 

their new map. Continue until all groups have seen all 

maps and had the opportunity to add new uses for each. 

USING AN ATLAS – PAGE 6 

❂❂ 

Make a collection of different atlases. Group the class 

and give a different atlas to each group. Groups create an 

explosion chart that reveals all the sections of their atlas 

and the information it provides. For each section, pupils 

suggest occasions when the information would be useful 

to them. 

GRID MAPS – PAGES 7 TO 12 

❂❂ 

On plain paper, pupils draw a mud map of a familiar 

location with a selection of interesting features. Add 

colour and detail to the map. On squared paper of the 

same size, pupils draw a grid map of the same location 

with the same features. Pupils compare and contrast their 

maps, discussing the information they provide and their 

potential uses and audiences. 

❂❂ 

View a collection of grid maps from local community 

places. Discuss the value of each and any improvements 

that could be made. 

❂❂ 

Piece together and display pages of a local street directory. 

Highlight community features and their proximity to the 

school and pupils’ homes. Identify different routes pupils 

can take from one location to another. 

❂❂ 

View street maps of national or international cities with 

iconic buildings, structures and other features marked. 

Identify and discuss the locations of transport links and 

other features. Identify a route to view chosen tourist 

destinations. 

DIRECTIONAL LANGUAGE – PAGE 15 

❂❂ 

List a number (between eight and twelve) of major 

features around the school and its grounds. Write the 

name of each feature on a small piece of paper; fold it 

and place it in a container. Repeat, placing the folded 

papers into another container. Divide pupils into the same 

number of groups as features. A pupil from each group 

secretly picks one paper from each box. If the second 

location is the same as the first, re-draw. Keeping their 

locations secret, groups use direction language (north, 

south, east, west, left, right, straight ahead, forwards, back, 

above, below, in front of, behind) to describe a route from 

the first to the second location, mentioning other features 

that may also be seen. Groups read out their directions 

and the rest of the class tries to determine the starting 

point and destination. To make things easier, the starting 

point or the destination can be given. 

❂❂ 

Repeat the previous activity using features on the street 

maps of local areas or national or international locations. 

A MAP LEGEND – PAGE 16 

❂❂ 

List the major features around the school and its grounds 

that could be included in a large-scale map of the school. 

Categorise features as individual objects (point), locations 

that cover an area (area) or pathways (line). Discuss how 

each feature could be represented on the map. Create a 

class legend. Draw a mud map of the school, representing 

each feature as determined by the legend. Include the 

legend on the map. Reflect on the quality and accuracy of 

the map and suggest improvements. 

Review sample 

❂❂ 

Look at a selection of map legends to determine if there 

is a standard way to represent common features. Draw a 

legend to show common features and the one or many 

ways each is represented. 

Prim-Ed Publishing – www.prim-ed.com vii 978-1-84654-917-5 Using Maps 

BOOK 3


READING A MAP – PAGES 17 AND 18 

MAP SCALES: TASMANIA – PAGES 23 AND 24 

❂❂ 

Pupils look at a small section of an online large-scale 

map; e.g OS maps of Britain, IGN maps of other nations 

worldwide. Use the legend to give a detailed description 

of what the section is showing. 

❂❂ 

Each pupil has a different section of an online large-scale 

map to study and describe. All pupils write questions 

about their section for others to answer. Pupils use the 

legend to help them answer the questions. 

❂❂ 

Find and follow the course of a river or the route of a road 

or railway line on a large-scale map. Describe its journey 

past natural and constructed features. 

CREATING A MAP – PAGE 19 

❂❂ 

Discuss and list natural and constructed features that 

could be located between two areas of population (cities, 

towns, villages). Draw a point or line, or shade an area, to 

represent each feature. Discuss and record the number 

and appropriate locations for each feature. Draw a light 

sketch of the map with all features in place. Discuss the 

map with a partner. What improvements could be made? 

Amend and colour the map. Include the legend. 

THE COMPASS ROSE – PAGE 20 

❂❂ 

Look at online images for inspiration to draw a decorative, 

unique compass rose with the four cardinal directions: 

north, south, east and west, and the four ordinal directions: 

north-east, north-west, south-east and south-west. Use 

this rose as your signature on all maps you create in the 

future. 

❂❂ 

Piece together and display pages of a local street directory 

with the school at the centre. Identify the direction in which 

each pupil’s house and popular community features lie in 

relation to the school. 

❂❂ 

On a copy of a political world map, start from the city 

of your closest international airport and draw lines 

connecting the route you would take to visit the capital 

cities of countries you are interested in. From one city to 

the next, record which of the eight directions you would 

travel. 

MAP FEATURES: MADAGASCAR – PAGES 21 AND 22 

❂❂ 

Draw a draft mud map, aligned to the north, of the setting 

from a well-known, popular story. Using evidence from 

the text, discuss approximate distances and directions 

from one location to another. Discuss and choose an 

appropriate, approximate scale for the map. Re-draw 

the map, amending distances between locations as 

necessary. Discuss an appropriate title for the map. Add 

the title, your signature compass rose, a legend and scale. 

❂❂ 

Discuss the differences between small- and large-scale 

maps. Design a poster to explain the differences, referring 

to the size of the map, the area covered and number of 

features included. 

❂❂ 

Discuss the scale of maps required for journeys of different 

distances: 10 km, 25 km, 50 km. Discuss and design a 

journey planning guide for each distance. 

LATITUDE AND LONGITUDE – PAGES 25 AND 26 

❂❂ 

On the world map (page 26) shade in a square bound by 

any two pairs of lines of latitude and longitude. Shade in 

three more squares: two reflections of the first square, one 

across the equator, the other across the Prime meridian; 

the final square, a reflection of the second or third 

square across either the equator or the Prime meridian. 

What countries or oceans are included in each of the 

four squares? Compare and contrast information about 

the ‘contents’ of the four squares; e.g. climate, physical 

features. 

❂❂ 

Examine the International Date Line, 180º on a globe or 

flat map. Compare and contrast it with the Prime meridian, 

0º. Explain any differences and how they might affect the 

people who live in the region. 

HEMISPHERES, TROPICS AND CIRCLES – 

PAGES 27 AND 28 

❂❂ 

Use different maps to find information to make a booklet 

explaining the geographic areas bound by the main 

lines of latitude—the torrid region between the Tropics 

of Cancer and Capricorn; the temperate regions between 

the Tropic of Cancer and the Arctic Circle, and the Tropic of 

Capricorn and the Antarctic Circle; and the frigid regions 

between the Arctic Circle and the North Pole, and the 

Antarctic Circle and the South Pole. 

STORMY WEATHER – PAGES 29 AND 30 

❂❂ 

Use different maps to find basic information about 

seasonal global winds (the north-east and south-east 

trade winds, the south-west and south-east monsoon 

winds, the northern and southern westerlies, and the 

Roaring Forties) and how they affect the weather. Show 

the information on a world map. 

Review sample 

❂❂ 

Research the Doldrums and the Horse Latitudes including 

their effect on early explorations and how they got their 

names. Present all information on a map with a title and 

legend. 

❂❂ 

Repeat the above activity looking at warm and cold ocean 

currents. 

❂❂ 

Identify different symbols used on weather maps. Interpret 

a selection of online weather maps. 

Using Maps 978-1-84654-917-5 viii Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


DESCRIBING LOCATIONS – PAGE 31 

CONTINENT RESEARCH – PAGE 32 

❂❂ 

Examine the numbered grid system of large-scale OS or 

IGN maps. Four-figure grid references identify the square 

where something is located. Six-figure grid references 

identify a more accurate ‘pin-point’ location. Design a 

poster to illustrate how four- and six-figure grid references 

are determined. Include references to ‘eastings’ and 

‘northings’. 

❂❂ 

Devise a ‘Battleships’-type game in which six-figure grid 

references are used to hit an opponent’s target. 

❂❂ 

Devise a quiz or card game, identifying the location of 

some major world cities using six-figure grid references. 

Section 2 (Year 6 and 6th Class) 

MAPS AND SCALES – PAGES 37 AND 38 

❂❂ 

Make cards of different scales using each of the three ways 

scales are shown on maps. Place the cards randomly, face 

down on a table. Pupils play ‘Concentration’, picking up 

three cards at a time, trying to find a set of three showing 

the same scale. 

❂❂ 

Lay out some easy-to-measure objects on the desk. On 

a piece of plain A4 paper, draw a draft sketch of the 

setting. Measure the length and breadth of the desk 

and each object, and mark the measurements on the 

sketch. Consider the different lengths and decide on an 

appropriate scale to use. Next to each measurement on 

the sketch, record the scaled down measurement. On a 

second piece of plain A4 paper, draw the desk map to 

scale. Repeat using different scales on ever-decreasing 

paper sizes. What is the smallest scaled map pupils can 

make? 

❂❂ 

Make a number of different scale maps, using the three 

ways to show scale, of the classroom or other familiar 

inside area of the school. Include places of interest, 

marking each with a point from which the distance to 

another location can be found. Share the maps among 

the pupils, asking them to use the scales given to calculate 

the real distances between features. When all maps have 

been completed, reveal the real distances. How accurate 

were the pupils’ measurements and calculations? 

Development Activities 

❂❂ 

Using maps, investigate how the political divisions of a 

continent have changed over time; e.g. the rise and fall of 

ancient empires and cultures, the change in boundaries 

with colonisation and after wars. Show information on a 

world map. 

❂❂ 

Look at maps to compare the major physical features 

found across continents. Show information on a world 

map. 

❂❂ 

Study maps to investigate main areas of population 

across each continent. Show information on a world map. 

USING SCALE AND DIRECTION – PAGES 39 AND 40 

❂❂ 

Create a correctly oriented map of the school grounds. 

Use a ruler and protractor to accurately draw an eightpoint 

compass rose on a large piece of robust card. 

Stand in a central area of the school grounds and use a 

compass to determine which direction is north. Secure the 

card to a flat surface, aligning the arrow to the north. Use a 

variety of tools (trundle wheel, tape measure, metre sticks) 

to measure the extent of the school grounds in each 

direction. Determine the scale required to draw a scaled 

map of the school on a large piece of paper. Discuss 

the features to add to the map and how to categorise 

them. Use appropriate measuring tools to measure the 

length and breadth of buildings. Draw them to scale on 

coloured card according to their category. Cut them out 

and place on card in the correct orientation. When certain 

of each feature’s location, glue the card onto the base 

paper. Determine representations for other features to be 

included on the map. Draw them to scale, cut them out 

and place each on the map in the correct location. Add a 

compass rose to the map. 

❂❂ 

Recreate the map from the above activity using different 

scales. 

Review sample 

DRAWING A MAP TO SCALE – PAGES 41 AND 42 

❂❂ 

Choose an area of garden or park to map. Measure its 

perimeter. Determine an appropriate scale for drawing the 

map on an A3 piece of 1-cm 2 paper. Draw the outline of 

the garden or park map on the squared paper. Measure 

all the features to be included in the map. Convert them 

to scale. Take different measurements from one feature to 

another to determine the exact location of each feature 

on the map. 

Prim-Ed Publishing – www.prim-ed.com ix 978-1-84654-917-5 Using Maps 

BOOK 3


DRAWING TO SCALE: ENLARGING AND REDUCING – 


❂❂ 

Secure a small-squared acetate grid over a simple line 

drawing of an object or representation. Using squared 

paper of increasingly larger squares than those on the 

acetate sheet, copy the line drawing square by square 

to create larger images. Compare the size of the squares 

to determine how much larger each image is than the 

original. Display images in order of size. 

❂❂ 

Repeat the activity using a large-squared acetate grid over 

the image to be copied and smaller-squared paper. 

CARTESIAN COORDINATE SYSTEM: ONE AND FOUR 

QUADRANTS – PAGES 45 AND 46 

❂❂ 

Fix a one or four quadrant small-squared acetate grid over 

standard maps to identify the location of different features. 

❂❂ 

Trace the outline of any country on to an A4 piece of 

1-cm 2 squared paper. Where the outline passes through 

the intersection of lines, mark a point. Choosing either one 

or four quadrants, mark and label the x and y axes on the 

paper. Record the coordinates for each point on the paper 

and also as a list on a separate page. Redistribute the lists 

among pupils for them to follow the coordinates and draw 

the country outlines. 

CARTESIAN PLANE – PAGES 47 TO 50 

❂❂ 

Prepare a scaled plan of the classroom on 1-cm 2 paper. 

Ensure that the desk of each pupil sits at the intersection of 

lines. Add a one or four Cartesian grid to the plan. Present 

the plan on the whiteboard or give pupils individual 

copies. Identify pupils by the coordinates of their desks 

and instruct them to change places. 

PHYSICAL FEATURES – PAGES 51 TO 54 

❂❂ 

Locate your home town on a physical map of your country. 

Describe your country and your town’s location within it 

by its natural features. Using a large-scale physical map, 

describe your local area and your home’s location within 

it by its natural features. 

❂❂ 

Describe how the climate and weather of your home town 

is affected by its proximity to natural features. 

❂❂ 

Identify and interpret how relief is represented on 

different maps. Create a booklet of simple diagrams and 

explanations for the use of contour lines and shades of 

the same colour. 

❂❂ 

Study physical and political maps of different continents 

to compare physical features among countries. Present all 

information on a map with a title and legend. 

WORLD TEMPERATURES – PAGES 55 AND 56 

❂❂ 

Research world records for extreme weather. Present all 

information on a map with a title and legend. 

❂❂ 

From maps of world average temperatures, copy the 

colours of a legend that show annual temperatures, at 

10 ºC intervals, from less than –30 ºC to greater than 

30 ºC. Research to find the monthly temperature figures 

for your capital city or another place of interest. Use the 

legend to illustrate the information. 

❂❂ 

Examine different weather maps (synoptic charts). Draw 

and colour the different lines and symbols used on the 

maps. Research to identify their meaning. Create a 

legend of simple diagrams and explanations to show the 

information. Draw a synoptic map and use the legend to 

describe the current weather. 

WORLD TIME ZONES – PAGES 57 AND 58 

❂❂ 

On individual cards, write the names of world capital 

cities. Randomly choose two cards and compare their 

time zones with each other, with Greenwich and with local 

time. 

❂❂ 

Determine which countries within a continent or counties/ 

states within a country alter their times for the summer 

half of the year, from spring to autumn? Present all 

information on a map. 

❂❂ 

Use paper plates to make simple clock faces. Write the 

names of a selection of countries from each continent, 

including your own, on individual pieces of card. At any 

time of the day, randomly select some countries (but 

always your own) and determine what time of the day it is 

there. Attach the country name to a clock face and move 

the hands to show the correct time. Place each clock 

face in chronological order to show the times in different 

countries relative to your own. 

COUNTRY POPULATION AND DENSITY – 


❂❂ 

Find a world population density map showing areas 

of low, medium and high density. Write a report on the 

information the map provides. 

❂❂ 

Look at a map of population distribution of an individual 

country. Compare it with a map of physical features and 

a map of natural resources. Discuss and record any links 

you find. 

Review sample 

Using Maps 978-1-84654-917-5 x Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


WORLD AGRICULTURE AND RESOURCES – 


AUSTRALIAN POPULATION AND CULTURAL DIVERSITY – 


❂❂ 

Research the location of major tea, coffee and sugar 

plantations. What does the location suggest about the 

best climate for each? 

❂❂ 

Research the world’s top ten countries for the greatest 

number of natural resources. Present all information on a 

map with a title and legend. 

❂❂ 

Choose a selection of natural resources, farmed produce 

or manufactured products and find the top ten producers 

of each one. Present all information on a map with a title 

and legend. 

WORLD MARKETS – PAGES 63 AND 64 

❂❂ 

Make lists of different categories of items you have at 

home; e.g. food, clothing, furniture, white goods, electronic 

goods. Where were they made? Present all information on 

a map with a title and legend. 

❂❂ 

For each category of items found at home, investigate the 

top five exporters. Present all information on a map with a 

title and legend. 

❂❂ 

Investigate a possible link between countries that are 

major exporters in manufactured goods and the countries’ 

area and physical features. Record and share information. 

WORLD POLLUTION – PAGES 65 AND 66 

❂❂ 

Compare world maps of countries’ carbon dioxide 

emissions and of developed and developing nations. 

Investigate a possible link between pollution and the level 

of development of a nation. Record and share information. 

❂❂ 

Investigate the location of the Great Pacific Garbage 

Patch and how the local currents help to maintain it there. 

Present all information on a map with a title and legend. 

❂❂ 

Find data in units of pollution for the top ten most polluted 

cities. Create a shades of colour (choropleth) legend 

showing: less than 50, 50–100, 100–150, 150–200 and 

over 250 units of pollution. List the cities in a table against 

the correct shade of colour. Locate each city on the map 

encircled in the appropriate shade of colour. 

❂❂ 

Research areas/countries across different continents that 

have been colonised/invaded/occupied by other nations/ 

empires in different time periods, from the ancient times 

to the modern era. Present all information on a map with 

a title and legend. 

Review sample 

Prim-Ed Publishing – www.prim-ed.com xi 978-1-84654-917-5 Using Maps 

BOOK 3


Blank Grid 

Review sample 

Using Maps 978-1-84654-917-5 xii Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Cartesian Plane – One Quadrant 

23 

22 

21 

20 

19 

18 

17 

16 

15 

14 

13 

12 

11 

10 

9 

8 

7 

6 

5 

4 

Review sample 

3 

2 

1 

0 

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 

Prim-Ed Publishing – www.prim-ed.com xiii 978-1-84654-917-5 Using Maps 

BOOK 3


14 

Cartesian Plane – Four Quadrants 

13 

12 

11 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1 

10 –9 –8 –7 –6 –5 –4 –3 –2 –1 –1 

–2 

–3 

–4 

–5 

–6 

–7 

–8 

–9 

–10 

–11 

–12 

–13 

1 2 3 4 5 6 7 8 9 10 

Using Maps 978-1-84654-917-5 xiv Prim-Ed Publishing – www.prim-ed.com 

BOOK 3 

Review sample 

–14

Map of United Kingdom and Republic of Ireland 


Atlantic Ocean 

Beenkeragh 

Cork 

Limerick 

River Bann 

Ben Nevis 

Irish Sea 

Glasgow 

Snowden 

North Sea 

Leeds 

Manchester 

River Severn 

Birmingham 

Review sample 

River Tha m es 

The English Channel 

Prim-Ed Publishing – www.prim-ed.com xv 978-1-84654-917-5 Using Maps 

BOOK 3


Map of Asia 

75° 75° 

66° Arctic Circle 

60° 

45° 

30° 

23.5° Tropic of Cancer 

15° 

Arctic Circle 66° 

60° 

45° 

30° 

Tropic of Cancer 23.5° 

15° 

0° Equator 

Equator 0° 

0° 

10° E 

20° E 

30° E 

40° E 

50° E 

60° E 

70° E 

80° E 

90° E 

100° E 

110° E 

120° E 

130° E 

140° E 

150° E 

160° E 

170° E 

180° 

170° W 

0° 

10° E 

20° E 

30° E 

40° E 

50° E 

60° E 

70° E 

80° E 

90° E 

100° E 

110° E 

120° E 

130° E 

140° E 

150° E 

160° E 

170° E 

180° 

170° W 

Review sample 

Using Maps 978-1-84654-917-5 xvi Prim-Ed Publishing – www.prim-ed.com 

BOOK 3

Australia and her Neighbours 


Review sample 

Prim-Ed Publishing – www.prim-ed.com xvii 978-1-84654-917-5 Using Maps 

BOOK 3

Ural Mountains 

70° N 

Arctic Circle 

60° N 

50° N 

40° N 

Map of Europe 

see originals 


20° W 

20° W 

0° 

20° E 

40° E 

0° 

20° E 

40° E 

60° E 

60° E 

70° N 

Arctic Circle 

60° N 

50° N 

40° N 

Review sample 

Using Maps 978-1-84654-917-5 xviii Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Map of North America 

50º N 

40º N 

30º N 

20º N 

0º 

60º N 70º N 80º N 80º N 70º N 60º N 

Review sample 

50º N 

40º N 

30º N 

20º N 

0º 

130º W 

120º W 

110º W 

100º W 

90º W 

80º W 

70º W 

Prim-Ed Publishing – www.prim-ed.com xix 978-1-84654-917-5 Using Maps 

BOOK 3


Map of South America 

10° N 

100° 80W 90° 70W 80° 60W 70° 50W 60° 40 W 

0° 

10° S 

20° S 

30° S 

40° S 

50° S 

Review sample 

10 

10° N 

0° 

10° S 

20° S 

30° S 

40° S 

50° S 

110° W 100° W 90° W 80° W 70° W 60° W 50° W 

Using Maps 978-1-84654-917-5 xx Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Map of Africa 

20° W 10° W 0° 10° E 20° E 30° E 40° E 50° E 60° E 

30° N 

30° N 

20° N 

10° N 

0° 

10° S 

20° S 

30° S 

Review sample 

20° W 

10° W 

0° 

10° E 

20° E 

30° E 

40° E 

50° E 

20° N 

10° N 

0° 

10° S 

20° S 

30° S 

Prim-Ed Publishing – www.prim-ed.com xxi 978-1-84654-917-5 Using Maps 

BOOK 3


Glossary 

aerial view 

Antarctic Circle 

Arctic Circle 

atlas 

cardinal directions 

Cartesian coordinate 

system 

cartographer 

compass rose 

continent 

coordinates 

cyclone 

direction 

distance 

economic (or 

resource) map 

equator 

frigid zone 

grid reference 

system 

hemisphere 

horizontal view 

hurricane 

International Date 

Line 

legend 

line scale 

lines of latitude 

lines of longitude 

location 

managed features 

a view of a place or object from high above, either directly or at an angle 

the line of latitude at approximately 66º south of the Equator 

the line of latitude at approximately 66º north of the Equator 

a book using maps to illustrate information relating to the world and human influences upon it 

north, south, east, west 

a grid of numbered horizontal and vertical lines allowing location to be determined by 

coordinates 

a person who draws maps 

a diagram on a map showing in which direction north lies 

one of the world’s seven main continuous expanses of land 

a set of numbers representing the horizontal and vertical lines of a Cartesian grid 

tropical storm developing over the Indian Ocean and the South Pacific Ocean typically between 

November and April 

the location of one feature relative to another, or the course along which something moves or 

extends 

the measured space between locations 

showing information about what a country produces or grows, using symbols or colours 

the line of latitude at 0º that divides the globe into the northern and southern hemispheres 

the areas of the globe between the Arctic Circle and the North Pole in the northern hemisphere 

and the Antarctic Circle and the South Pole in the southern hemisphere 

a labelled grid of horizontal and vertical lines allowing location within an area to be determined 

by a pair of letter/number coordinates 

half of Earth, divided into northern and southern hemispheres (halves) by the equator 

from eye level 

tropical storm developing over the Atlantic and north-east Pacific oceans typically between 

June and November each year 

the line of longitude at 180º east and west of the Prime meridian; places immediately to its 

west are 24 hours ahead of places immediately to its east 

Review sample 

the key to unlocking the information represented on a map; using point, line or area 

representations 

a linear diagram showing the link between distance on the ground and distance on the map 

the parallel horizontal lines running across the globe, decreasing in diameter from the equator 

to the North Pole and the equator to the South Pole 

the vertical lines running from pole to pole, the distance between them expanding between 

each pole and the equator where the distance is at its greatest; all lines bisect the globe into 

hemispheres 

the exact place, identifiable by coordinates, where a feature exists (absolute) or the place, 

identifiable by direction, where one feature exists in relation to another (relative) 

features on a map that may appear natural but require maintenance; e.g. parks and gardens 

Using Maps 978-1-84654-917-5 xxii Prim-Ed Publishing – www.prim-ed.com 

BOOK 3

map 

mud map 

natural features 

North Pole 

oblique view 

ordinal directions 

physical map 

political map 

pollution index 

population density 

position 

Prime meridian 

quadrant 

ratio scale 

satellite image 

scale 

South Pole 

street furniture 

street map 

symbol 

temperate zone 

thematic map 

time zone 

Tropic of Cancer 

Tropic of Capricorn 

tropics (torrid zone) 

typhoon 

vertical view 

a visual representation of information: of a space and its features or of data 

to show relative position and direction of a destination from a starting point, highlighting 

specific features to note; not to scale 

features on a map that exist without interference from humans 

the northernmost point of Earth where the planet’s axis intersects with its surface at line of 

latitude at 90º north of the equator; the sun rises above the horizon once a year at the March 

equinox and sets once per year at the September equinox 

as see from above, at an angle 

north-east, north-west, south-east, south-west 

showing natural features and land forms 

showing local, national and international borders 

a number used by governments to communicate how polluted the air is 

a measurement of population per unit area 

see location 

the line of longitude at 0º, passing through the Royal Observatory at Greenwich, London 

one of four possible sections made by the intersection of one x axis perpendicular (at right 

angles) to one y axis 

a ratio showing how many units of length on the ground are represented by one unit of length 

on the map; e.g. 1:100 000 could mean 1 cm on the map represents 100 000 cm (or 1 km) 

on the ground 

photograph taken from high above capable of showing vertical view 

ratio of distance and size between the map and the area it is representing 

the southernmost point of Earth where the planet’s axis intersects with its surface at line 

of latitude at 90º south of the equator; the sun rises above the horizon once a year at the 

September equinox and sets once per year at the March equinox 

constructed features on a map that form part of a community’s infrastructure; e.g. telegraph 

poles, letterboxes, bus stops, park benches 

showing road systems and land use within populated areas 

a mark or character used as a representation of an object or place 

the areas of the globe between the Tropic of Cancer and the Arctic Circle in the northern 

hemisphere and the Tropic of Capricorn and the Antarctic Circle in the southern hemisphere 

giving information about a specific subject; e.g. climate, vegetation 

a geographical division of the globe allowing for a standardised calculation of time relative to 

Greenwich; from Greenwich east to the International Date Line, places are ‘ahead’ in time; west 

of Greenwich to the date line, places are ‘behind’ in time 

the line of latitude at approximately 23º north of the equator 

the line of latitude at approximately 23º south of the equator 

the area of the globe on either side of the equator, extending north to the Tropic of Cancer and 

south to the Tropic of Capricorn 

tropical storm developing over the north-west Pacific Ocean typically between May and October 

from directly above 


Review sample 

written scale a statement describing the representation of distance on the map compared with distance on 

the ground; e.g. 1 cm represents 10 km 

Prim-Ed Publishing – www.prim-ed.com xxiii 978-1-84654-917-5 Using Maps 

BOOK 3


Scope and 



(England) 



Locate the world’s 

countries, using maps 

to focus on Europe and 

North and South America, 

concentrating on their 

environmental regions, 






longitude, Equator, 

Northern Hemisphere, 

Southern Hemisphere, 

the Tropics of Cancer 

and Capricorn, Arctic and 

Antarctic Circle, the Prime/ 

Greenwich Meridian and 

time zones. 








cycle. 




of settlement and land 








mapping to locate 

countries and describe 

features studied. 

Use the eight points of 

a compass, four and 

six-figure grid references, 

symbols and keys to build 

their knowledge of the 

United Kingdom and the 

wider world. 



present the human and 




maps, plans and graphs 

and digital technologies. 

PAGE TITLE 

1–2 Different Views ✔ 

3–4 Identifying Maps ✔ 

5 Choosing Maps ✔ 

7 Using an Atlas ✔ ✔ 


9–10 Grid Maps: a School ✔ ✔ 




Review sample 


17–18 Reading a Map ✔ ✔ 

19 Creating a Map ✔ 

20 The Compass Rose ✔ 

21–22 Map Features: Madagascar ✔ ✔ ✔ 

23–24 Map Scales: Tasmania ✔ ✔ 

25–26 Latitude And Longitude ✔ ✔ ✔ 

27–28 Hemispheres, Tropics and Circles ✔ ✔ ✔ ✔ 


31 Describing Locations ✔ ✔ ✔ 

32 Continent Research ✔ ✔ ✔ ✔ ✔ 

33–36 Assessment Activities ✔ ✔ ✔ ✔ ✔ 

Using Maps 978-1-84654-917-5 xxiv Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Scope and 



(England) 



Locate the world’s countries, 

using maps to focus on 

Europe and North and South 

America, concentrating on 

their environmental regions, 






longitude, Equator, Northern 

Hemisphere, Southern 

Hemisphere, the Tropics of 

Cancer and Capricorn, Arctic 

and Antarctic Circle, the 

Prime/Greenwich Meridian 

and time zones. 








cycle. 




of settlement and land 








mapping to locate countries 

and describe features 

studied. 

Use the eight points of a 

compass, four and six-figure 

grid references, symbols 

and keys to build their 

knowledge of the United 

Kingdom and the wider 

world. 



present the human and 




maps, plans and graphs and 

digital technologies. 

PAGE TITLE 

37–38 Maps and scales ✔ ✔ 

39–40 Using scale and direction ✔ ✔ 

41–42 Drawing a map to scale ✔ 

43 Drawing to scale – enlarging ✔ 

44 Drawing to scale – reducing ✔ 

45 

46 

Cartesian coordinate system – 

one quadrant 

Cartesian coordinate system – 

four quadrants 

47–48 Cartesian plane: Island map ✔ ✔ 

49–50 Cartesian plane: Map of Victoria ✔ ✔ ✔ ✔ ✔ 

51–52 Physical features: Asia ✔ ✔ ✔ ✔ ✔ 

53–54 Physical features: Europe ✔ ✔ ✔ ✔ 

55–56 World temperatures ✔ ✔ ✔ ✔ ✔ 

57–58 World time zones ✔ ✔ ✔ 

59–60 Country population and density ✔ ✔ ✔ ✔ ✔ 

✔ 

✔ 

Review sample 

61–62 World agriculture and resources ✔ ✔ ✔ ✔ ✔ 

63–64 World markets ✔ ✔ ✔ ✔ ✔ 

65–66 World pollution index ✔ ✔ ✔ ✔ 

67–68 

Australian population and cultural 

diversity 

✔ ✔ ✔ ✔ 

69–72 Assessment Activities ✔ ✔ ✔ ✔ ✔ ✔ 

Prim-Ed Publishing – www.prim-ed.com xxv 978-1-84654-917-5 Using Maps 

BOOK 3


Scope and 




of Ireland) 

A SENSE OF 

PLACE 





WEATHER, 

CLIMATE AND 

ATMOSPHERE 

ENVIRONMENTAL 

AWARENESS 






















conventions. 



environments. 





photographs, satellite photographs 

and other remotely sensed images. 



Learn about a small number of the 




small number of major world 




climatic regions in different parts 

of the world. 



resources. 

PAGE TITLE 

1–2 Different Views ✔ 

3–4 Identifying Maps ✔ ✔ ✔ 

5 Choosing Maps ✔ ✔ ✔ 

7 Using an Atlas ✔ 


9–10 Grid Maps: a School ✔ ✔ ✔ ✔ 



Review sample 



17–18 Reading a Map ✔ ✔ ✔ 

19 Creating a Map ✔ ✔ 

20 The Compass Rose ✔ ✔ 

21–22 Map Features: Madagascar ✔ ✔ ✔ ✔ ✔ ✔ 

23–24 Map Scales: Tasmania ✔ ✔ ✔ ✔ ✔ 

25–26 Latitude And Longitude ✔ ✔ ✔ ✔ ✔ 

27–28 Hemispheres, Tropics and Circles ✔ ✔ ✔ ✔ ✔ 


31 Describing Locations ✔ ✔ ✔ ✔ 

32 Continent Research ✔ ✔ 

33–36 Assessment Activities ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Using Maps 978-1-84654-917-5 xxvi Prim-Ed Publishing – www.prim-ed.com 

BOOK 3


Scope and 




of Ireland) 

A SENSE OF 

PLACE 





WEATHER, 

CLIMATE AND 

ATMOSPHERE 

ENVIRONMENTAL 

AWARENESS 






















conventions. 



environments. 





photographs, satellite photographs 

and other remotely sensed images. 



Learn about a small number of the 




small number of major world 




climatic regions in different parts 

of the world. 



resources. 

PAGE TITLE 

37–38 Maps and Scales ✔ ✔ ✔ ✔ ✔ 

39–40 Using Scale and Direction ✔ ✔ ✔ 

41–42 Drawing a Map to Scale ✔ 

43 Drawing to Scale – Enlarging ✔ ✔ ✔ 

44 Drawing to Scale – Reducing ✔ ✔ ✔ 

45 

46 

Cartesian Coordinate System – 

One Quadrant 

Cartesian Coordinate System – 

Four Quadrants 

47–48 Cartesian Plane: Island Map ✔ ✔ ✔ ✔ 

49–50 Cartesian Plane: Map of Victoria ✔ ✔ ✔ ✔ ✔ 

51–52 Physical Features: Asia ✔ ✔ ✔ ✔ ✔ ✔ 

53–54 Physical Features: Europe ✔ ✔ ✔ ✔ ✔ 

55–56 World Temperatures ✔ ✔ ✔ ✔ ✔ 

57–58 World Time Zones ✔ ✔ ✔ 

59–60 Country Population and Density ✔ ✔ ✔ ✔ 

✔ 

Review sample 

✔ 

61–62 World Agriculture and Resources ✔ ✔ ✔ 

63–64 World Markets ✔ ✔ 

65–66 World Pollution Index ✔ 

67–68 

Australian Population and Cultural 

Diversity 

✔ ✔ ✔ ✔ ✔ 

69–72 Assessment Activities ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Prim-Ed Publishing – www.prim-ed.com xxvii 978-1-84654-917-5 Using Maps 

BOOK 3

Teachers Resource – Section 1 

Year 5/5th Class Checklist 

Appreciates the difference between maps 

and images taken from different perspectives 

Recognises the unique features of different 

maps 

Identifies the correct type of map for a given 

purpose 

Uses an atlas for research 

Reads and creates grid maps 

Locates points of interest on a street map 

Understands and uses directional language 

Understands, uses and creates a map legend 

Identifies the main features of a map 

Reads and uses a compass rose to determine 

direction 

Calculates real distance between map 

features using a scale and understands 

appropriate use of scale 

Recognises the position of the five main lines 

of latitude and the effect of distance from the 

equator on climate and temperature 

Understands that tropical storms occur in 

different parts of the tropics at different 

times of the year and have different names 

Recognises the position of the five main lines 

of latitude and longitude and uses parallels 

and meridians to locate a point on a map 

Understands that maps are a vehicle for 

providing information and uses this to 

research a place 

Review sample 

NAME 

Using Maps 978-1-84654-917-5 xxviii Prim-Ed Publishing – www.prim-ed.com 

BOOK 3

Teachers Resource – Section 2 

Year 6/6th Class Checklist 

Understands the three ways scale is 

presented on a map 

Measures distances on a map and converts 

measurements from one unit to another 

Measures real distances and draws a scaled 

map 

Understands that larger and smaller squares 

are used to enlarge and reduce images to 

scale; and that rectangles cause distortion 

Uses the Cartesian Coordinate system—one 

and four quadrants—to locate features on 

a map 

Asks research questions about a place from 

various resources and presents answers on 

a map 

Examines thematic maps of the same place 

to determine why there may be differences; 

e.g. temperature at different times of the year 

Considers how information provided in a 

map can determine human behaviour; e.g. 

weather map of holiday destination and 

choice of clothes to pack 

Understands the division of the world into 

time zones and that places east of the Prime 

meridian to 180° are ‘ahead’ of Greenwich 

and those to the west are ‘behind’ 

Understands the concept of density as a 

measure of the number of anything; e.g. 

population within a specified area (1 km 2 ) 

Asks research questions to determine 

relationships among different places and 

presents answers on a map 

Review sample 

NAME 

Prim-Ed Publishing – www.prim-ed.com xxix 978-1-84654-917-5 Using Maps 

BOOK 3


English 

❂❂ 

Look at mapping words such as scale, key, compass, 

latitude, longitude, hemisphere, tropics, equator, 

Greenwich time etc. Where do these words come from 

and what do they mean? Use a dictionary or the Internet 

to define these words. 

❂❂ 

Read the following stories about the world, its countries, 

its people and time zones: 

–– 

If You Lived Here: Houses of the World by Giles Laroche 

–– 

Nine O’Clock Lullaby by Marilyn Singer 

–– 

One World, One Day by Barbara Kerley 

–– 

If the World were a Village: a Book about the World’s 

People by David J Smith 

❂❂ 

Write a letter, postcard or email about a country you have 

visited. Pretend you are there now on holiday and tell a 

friend or family member back home all about it. 

History and Geography 

❂❂ 

Look at the cultural backgrounds within the class group, 

even looking back to parents and grandparents. Ask pupils 

to find out where their parents or grandparents come 

from? When did they settle in this country? Why did they 

choose this country? 

❂❂ 

Ask pupils to choose a country to investigate. Find out 

things like what is their population, climate, position in the 

world, economy—what do they produce or make? 

❂❂ 

Look at the world weather and what affects climate. 

❂❂ 

Look at time zones and the time difference between 

countries. Ask pupils to find out the time in three different 

countries of their choice. 

Links to Other Curriculum Areas 

Information and Communication 

Technology 

❂❂ 

The world wide web has bought countries closer 

together—discuss and make a list of how computers 

have helped our world. 

❂❂ 

Use the Internet to investigate any country. 

Health and Physical Education 

❂❂ 

Create a grid map on the ground using squares. Ask 

pupils to move onto different grid squares. Play a game 

of Battleship using these grids. Put all the grid references 

pupils are standing on in a container. Draw out a grid 

reference one at a time and the person called out goes 

out. The last remaining grid reference to be left standing 

is the winner. 

❂❂ 

Why is access to fresh water so important in our world? 

Do all countries have access to fresh water? Investigate 

a third world country that may not have access to fresh 

running water; for example, some African countries. What 

do they do to find water? 

The Arts 

❂❂ 

Create a world globe using papier-mâché. Outline some 

basic shapes to represent the continents, then paint it to 

show the water and the land. 

❂❂ 

Look at colours and shadings used on natural maps of 

countries to represent land features. 

❂❂ 

Look at some old maps—how have maps changed over 

the years? Create an old-fashioned map using textured 

paper, ink, tea for staining etc. 

Review sample 

Using Maps 978-1-84654-917-5 xxx Prim-Ed Publishing – www.prim-ed.com 

BOOK 3

Different Views – 1 

Section 1 

VIEW 1 

VIEW 2 

VIEW 3 

Review sample 

Prim-Ed Publishing – www.prim-ed.com 1 978-1-84654-917-5 Using Maps 

BOOK 3

Section 1 

Different Views – 2 

You will need a copy of Different Views – 1. 

1. Look at the different views of the soccer game and write the correct letter in each box. 

(a) View shows the whole football stadium. 

(b) You can see a close up of the players in view . 

(c) View shows you the shape of the field. 

(d) You can see all the players in views and . 

(e) View lets you see the number of the player trying to score. 

(f) View lets you see most of the spectators. 

(g) View does not give you a view of the whole football stadium. 

2. Place a tick or a cross to show what you can and cannot see in each image. 

Details Image 1 Image 2 Image 3 

(a) The football 

(b) The goalpost 

(c) The players’ numbers 

(d) The spectators 

(e) The ground lines 

3. Why do you think large television screens are used at football matches? 

4. Why are different views useful? Discuss with a partner and write one reason. 

Review sample 

5. Which image would be most useful to show the layout of the football stadium and the surrounding 

area? Explain your answer. 

Using Maps 978-1-84654-917-5 2 Prim-Ed Publishing – www.prim-ed.com 

BOOK 3

Identifying Maps – 1 

Section 1 

VICTORIA STREET 

CHETWYND STREET 

DUDLEY STREET 

CAPEL STREET 

PEEL STREET 

COBDEN STRE 

QUEEN STREET 

O’CONNELL STREET 

QUEEN STREET 

LEICESTER STRE 

BOUVERIE STR 

THERRY STREET 

FRANKLIN STREET 

SWANSTON STRE 

CARDIGAN STREET 

LYGON STREET 

DRUMMOND STREET 

RATHDOWNE STREET 


SPRING STREET 

EXHIBITION STREET 

WILLIAM STREET 

RUSSELL STREET 

KING STREET 

LATROBE STREET 

SWANSTON STREET PRINCES BRIDGE ST KILDA ROAD 

A 

C 

D 

0–100 m 

100–200 m 

>200 m 

SPENCER STREET 

E 

LITTLE LONSDALE STREET 

LONSDALE STREET 

LITTLE BOURKE STREET 

BOURKE STREET 

LITTLE COLLINS STREET 

COLLINS STREET 

FLINDERS STREET 

ELIZABETH STREET 

FRESHWATER PL 

YARRA RIVER 

RIVERSIDE QUAY 

SOUTHBANK BLVD 

SOUTHGATE AVE 

FALKNER ST 

KAVANAGH ST 

AUCKLAND 

CHRISTCHURCH 

Basalt 

Obsidian 

Greywacke 

Argillite 

Pounamu 

Silcrete 

B 

WELLINGTON 

Review sample 

Pahutane flint 

Limestone flint 

Porcellanite 

Chert and 

similar stones 


BOOK 3

Section 1 

Identifying Maps – 2 

You will need a copy of Identifying Maps – 1. 

A map is a visual representation of a space (land or sea). There are different types of maps used for different 

reasons. For example, street maps for locating streets, roads, tracks, shops and community features; Google 

Maps and satellite images giving many images of a city or land; political maps showing country and county/ 

state borders; physical maps showing the natural features of the land; resource maps showing what a an area 

can produce or its natural resources. 

1. Match the name and definitions to the correct maps on the previous page. 

2. Discuss the uses of each type of map and write suggestions for each one. 

Name and definition 

Road or Street map: 

A map of streets and roads in 

a grid reference system. 

Physical or 

Natural map: 

A map showing natural 

features such as land cover, 

mountains, forests, water and 

oceans. 

Satellite map/image: 

Photo images taken from 

satellites which orbit Earth. 

Political map: 

Maps that are drawn showing 

countries borders, counties/ 

states and capital cities. 

Uses 

Review sample 

Economic or 

Resource map 

These maps give us 

information about what a 

country produces or grows. It 

would normally use symbols 

or colours to represent this. 


BOOK 3

Choosing Maps 

Maps are a visual way to show information. They can be found in all sorts of places. 

Section 1 

1. Discuss and write where you can find maps. 

2. Write the resource(s) you would use in each situation. 

Situation 

Resource 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

You are driving to a new friend’s house and 

left your mobile phone at home. 

You want to look up a country to study for a 

school project. 

You are playing netball across town and need 

to find directions. 

You are doing a project on the oceans of the 

world. 

You want to find out where the new shoe 

shop is in your area. 

You want to see what countries are on or 

near the equator. 

You are out and want to show a friend how to 

get to your house from school. 

Review sample 

You want to see the outline shape of a 

country. 

3. Write an example of a situation when you might use each resource. 

(a) Google Maps : 

(b) 

An atlas: 


BOOK 3

Section 1 

Using an Atlas 

An atlas uses maps and tables to provide lots of information about our world. The contents pages at the front 

and the index pages at the back help us to find what we are looking for in an atlas. 

1. Use an atlas to find the capital city of each country. 

Country 

Capital city 

(a) 

(b) 

New Zealand 

United Kingdom 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

United States of America 

China 

Italy 

Canada 

Ireland 

Russia 

2. Use the atlas to find the area of the seven continents. Write them in order from largest to smallest, to the 

nearest 100 thousand square kilometres. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

Continents Area km 2 

3. Use an atlas to find the area, to the nearest 100 thousand square kilometres, of the world’s five oceans. 

Write them in ascending size order. 

(a) 

(b) 

(c) 

(d) 

(e) 

Review sample 

Oceans Area km 2 


BOOK 3

Grid Maps: a Zoo – 1 

Section 1 

Grid maps use a number and letter coordinate system to make it easy to locate a feature on a map. Street 

maps, park and large shop maps generally use the grid reference system. 

MAP 1 

12 

11 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1 

MAP 2 

12 

11 

10 

9 

8 

7 

6 

5 

A B C D E F G H I J 

Review sample 

4 

3 

2 

1 



BOOK 3

Section 1 

Grid Maps: a Zoo – 2 

You will need a copy of Grid Maps: a Zoo – 1. 

1. What do you think these symbols on the zoo maps represent? 

(a) = (b) = 

(c) = (d) = 

(e) = (f) = 

2. What animals or features would you find at these grid references? 

(a) F6: (b) H9: 

(c) E10: (d) E6: 

(e) J8: (f) A7: 

3. Write the grid references for these animals or features. 

(a) gift shop: (b) crocodiles: (c) tigers: 

(d) koalas: (e) playground: (f) lions: 

4. Discuss the positive and negative features of each map. Write one comment in each box. 

Map 1 

Map 2 

Positive 

5. Which map do you find easier to read and to find information? Explain why. 

Negative 

Review sample 

6. Discuss places where each type of map may be used, then write your suggestions. 

Map 1 

Map 2 


BOOK 3

Grid Maps: a School – 1 

Classroom 3 

Basketball/ 

netball 

court 

Sandpit 

Vegetable 

patch 

Classroom 1 

HALL 

Classroom 4 

Classroom 5 

Classroom 6 

LEGEND 

Art room 

Canteen 

Car park 

Entrance 

Library 

Office 

Sports 

field 

Playground 

Staffroom 

Classroom 2 

Classroom 7 

8 

7 

6 

5 

4 

3 

2 

1 

A B C D E F G H I J K L 

Section 1 

Review sample 


BOOK 3

Section 1 

Grid Maps: a School – 2 

You will need a copy of Grid Maps: a School – 1. 

1. Write the grid references for these school areas. 

(a) Entrance: (b) Canteen: (c) Library: 

(d) Classroom 6: (e) Classroom 2: (f) Art room: 

2. What features/areas are at these grid references? 

(a) G1, H1: (b) L6: 

(c) G3, H3: (d) A2, A3, A4: 

3. These features are not included on the map. Write where you think each one should be located and say 

why. Draw a symbol for each feature. 

(a) 

(b) 

(c) 

Toilets 

Drinking 

fountains 

Seats or 

benches 

Where? Why? Symbol 

4. Discuss other information that could be shown on this map to help a visitor to the school. Write some 

suggestions. 

5. (a) Lightly shade the squares for each feature on the map. 

(b) 

Review sample 

Use grid references to describe a route you would take to visit all places around the school. Name 

each feature along the way. 


BOOK 3

8 

7 

6 

5 

4 

3 

2 

1 

Grid Maps: a Classroom – 1 


Section 1 

Review sample 


BOOK 3

Section 1 

Grid Maps: a Classroom – 2 

Rooms such as classrooms have both immovable and moveable features. Immovable features such as doors, 

windows, sinks, cupboards, walls and power sockets can affect where moveable objects such as tables, chairs 

and computers can be placed. 

You will need a copy of Grid Maps: a Classroom – 1. 

1. List all the moveable and immovable features of your classroom and draw a symbol for each. 

Moveable 

Immoveable 

feature symbol feature symbol 

2. Use your symbols to mark each feature on the blank grid. 

3. Record the grid reference of six of your classroom features and show with a tick if they are moveable or 

immoveable. 

Classroom feature Grid reference Moveable Immoveable 

4. Discuss why the moveable features in your class have been placed where they are. Choose one feature 

and say why it is in that place. 

Good things 

Review sample 

Things that could be improved 

5. Can moveable features be placed just anywhere? Explain your answer. 


BOOK 3

7 

6 

5 

4 

3 

2 

1 

Street Maps – 1 

LEGEND 

Theatre 

Fuel 

Medical centre 

Train station 

Fire station 

Sports centre 

Zoo 

Police station 

Quay 

Shopping centre 

School 

Park 

A B C D E F G H I 

Section 1 

Review sample 


BOOK 3

Section 1 

Street Maps – 2 

You will need a copy of Street Maps – 1. 

1. Name three features that stand out on the map to you. 

2. What features would you find at these grid references? 

(a) G4: (b) B3: 

(c) D7: (d) H6: 

3. Write the grid references for these features on the map. 

(a) zoo: (b) police station: 

(c) school: (d) two shopping centres: 

4. Why do you think there are railway stations near the quays? 

5. Colour some of the blank shapes purple where you think it would be good to have a cafe or restaurant. 

Give the grid reference of each shape and say why you chose the location. 

Grid reference 

Reason for location 

6. What other features would you add to this town? Use different colours to identify the features you 

choose. Complete the table. 

Feature Colour Grid reference Reason for adding and the location 

Review sample 


BOOK 3

Directional Language 

Section 1 

1. Fill in the missing letters from these direction words. 

(a) o r d (b) a k (c) s t h 

(d) f t (e) n t h (f) b i n d 

(g) r n (h) a s (i) r g t 

(j) w t (k) a o v (l) e w 

2. Use directional language to describe where you are currently sitting in relation to the teacher’s desk. 

3. Describe how you would get from your desk to another location in the classroom. 

4. Use direction language to describe the route you would take to get to the school office from your 

classroom. 

5. Use direction language to plan a route of five stages from your classroom to another area of the school 

for a partner to follow. Write a question for your partner to answer at the end of each stage. For example, 

Turn right from the classroom and take 10 paces. What do you see on your left? 

Stages Question Answer 

Review sample 


BOOK 3

Section 1 

A Map Legend 

A map legend explains features on a map. A legend may include symbols, colours and lines to represent 

features on a map. 

1. Name the feature each symbol could represent. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

2. Draw a symbol to represent each feature. 

Railway line Harbour Train station 

Fire station Mobile phone tower Museum 

Post office School Campsite 

3. Look at different maps to find the symbols, colours or lines used to represent these natural features. 

Grassland Lake Desert 

Review sample 

River Forest Waterfall 

Mountains Cliffs Wetlands 


BOOK 3

Complete the legend for the features on Paradise Island. 

LEGEND 

Reading a Map – 1 

PARADISE ISLAND 

Beach Cliffs Mountains 

BEACH FISHING PIER BOAT RAMP 

Lake Wetlands River 

CAMPING 

LIGHTHOUSE HOUSE 

Forest Village Hotel 

FERRY 

TERMINAL 

WET- 

LANDS 

BRIDGE 

MOUNTAINS 

Ferry terminal Boat ramp Fishing pier 

LAKE 

RIVER 

BEACH 

CLIFFS 

FOREST 

VILLAGE 

BEACH 

Review sample 

Lighthouse Camping ground Bridge 

Bus route Bus stops 

HOTEL 

CLIFFS 

Section 1 

N 

NW NE 

W E 

SW SE 

S 


BOOK 3

Section 1 

Reading a Map –2 

You will need a copy of Reading a Map – 1. 

1. Use the eight point compass to write the correct direction in each box. 

(a) There is no beach on the of the island. 

(b) The mountains are to the of the forest. 

(c) The camping ground is to the of the lake. 

(d) The fishing pier is to of the ferry terminal. 

(e) The village is to the of the lake. 

(f) The hotel is to the of the lighthouse. 

(g) The lake is to the of the wetlands. 

(h) The boat ramp is to the of the fishing pier. 

2. (a) The island needs a bus service. On the map draw a route and 

bus stops that would be useful for as many people as possible. 

(b) 

On the legend, add symbols for the bus route and bus stops. 

3. People like to explore the natural features of Paradise Island. 

(a) 

What features could be built to help people explore the 

island more easily? Draw a symbol for each feature. 

Feature Symbol How the feature will help 

Review sample 

315º 

NW 

270º 

225º 

W 

SW 

360º 

N 

S 

180º 

NE 

SE 

45º 

E 

135º 

90º 

(b) 

Using the symbols, add each feature to the map. 


BOOK 3

Creating a Map 

Section 1 

1. Design a map of your own ‘Paradise Island’. Look at different maps to see features you could include 

and symbols you could use. Include a legend to explain your map. (Don’t forget to included a compass 

rose!) 

LEGEND 

2. Show your map to a partner. Record the information he or she discovers about Paradise Island from your 

map. 

Partner feedback 

Review sample 

3. Discuss with your partner how your map could be improved. What changes do you need to make? 

Improvements/changes 


BOOK 3

Section 1 

The Compass Rose 

The compass rose is a diagram showing the four or eight points of direction. Most maps include a compass 

rose with north pointing to the top of the page. The features represented on the map are positioned as they 

relate to north. 

Pool 

Garage 

Cow paddock 

1. Name the compass directions to match these bearings. 

(a) 135° = (b) 270° = 

(c) 360° = (d) 45° = 

(e) 225° = (f) 90° = 

2. Looking at the map of the property above, what would you find at these compass directions? 

(a) north: (b) west: 

(c) east: (d) south: 

(e) south-east: (f) north-west: 

3. Discuss possible reasons for the location of the swimming pool and the chicken coop. Write one 

suggestion for each feature. 

Feature 

Pig pen 

270º 

225º 

W 

SW 

360º 

N 

S 

180º 

Dam 

NE 

SE 

45º 

E 

135º 

90º 

Reason for building 

House 

Stables 

Chicken coop 

315º 

NW 

Review sample 

swimming pool 

chicken coop 


BOOK 3

Map Features: Madagascar – 1 

Section 1 

MADAGASCAR 

Antsiranana 

N 

W 

E 

S 

Mahajanga 

ANTANANARIVO 

Fianarantsoa 

Toamasina 

Review sample 

LEGEND 

capital city 

Toliara 

province capital 

province border 

60 180 300 km 

0 1 2 3 4 5 cm 


BOOK 3

Section 1 

Map Features: Madagascar – 2 

You will need a copy of Map Features: Madagascar – 1 and access to an atlas or the Internet. 

1. There are four main features of any map. Explain the role of each one. 

Feature 

Role 

(a) 

(b) 

Title 

Legend 

(c) 

(d) 

Scale 

Compass 

rose 

2. Write the answers and explain how the map provides the answer to each question. 

(a) 

(b) 

(c) 

(d) 

Question Answer Explanation 

What is the capital city of 

Madagascar? 

How many provinces is 

Madagascar divided into? 

In what direction is the city 

of Toliara from Antsiranana? 

What is the approximate distance, ‘as the crow flies’, 

between each provincial capital? 

Toamasina and Toliara 

Mahajanga and 

Fianarantsoa 

Antananarivo and 

Antsiranana 

3. Look at other types of maps of Madagascar. Choose some features you could add to the 

map to provide more information. List the features and their symbols on this legend. 

Feature 

Review sample 

Symbol 


BOOK 3

Map Scales: Tasmania – 1 Section 1 

TASMANIA 

Marrawah 

Burnie 

Devonport 

George Town 

Marrawah 

Launceston 

Strahan 

MAP A 

Bronte Park 

HOBART 

Marrawah 

Strahan 

Launceston 

Bicheno 

Rocky Cape 

National Park 

Burnie 

Cradle Mountain 

Lake 

Gordon 

Strathgordon 

Narawntapu 

National Park 

Devonport 

Walls of Jerusalem 

National Park Great 

Lake 


Lake St. Clair 

National Park 

Franklin 

Lower Gordon 

Wild Rivers 

National Park 

Derwent Bridge 

Lake 

King William 

Strahan 

Lake 

Echo 

Bronte Park 

Mt. Field 

National Park 

MAP B 

George Town 

Arthurs 

Lake 


Derwent Bridge 

Strathgordon 

Launceston 

Campbell Town 

Lake 

Sorell 

Melton 

Mowbray 

Bronte Park 

Southport 

HOBART 

Swansea 

Mt. William 

National Park 

Ben Lomond 

National Park 

Bicheno 

Campbell Town 

Melton 

Mowbray 

Review sample 

Bicheno 

Swansea 

Freycinet 

National 

Park 

Maria Island 

National Park 

Port Arthur 

Lake 

Pedder 

Southwest 

National Park 

Harts Mountain 

National Park 

HOBART 

Port Arthur 

MAP C 

Southport 

TASMAN 

SEA 


BOOK 3

Section 1 

Map Scales: Tasmania – 2 

A map is a visual representation of a real area on the ground. The scale of a map identifies the relationship 

between the distance on the ground and on the map. 

Everything on a map is scaled down by the same proportion, so what is bigger or smaller on the ground is 

bigger or smaller on the map. 

A map showing a small area in great detail is known as a large-scale map. A map showing a large area in less 

detail is known as a small-scale map. 

You will need a copy of Map Scales: Tasmania – 1 and access to the Internet. 

1. Match each map of Tasmania to its correct scale: 

(a) Map A (b) Map B (c) Map C 

(1) 

40 

80 

120 

160 

200 km 

0 1 2 3 4 5 cm 

(2) 

70 

140 

210 

280 

350 km 

0 1 2 3 4 5 cm 

(3) 

2. (a) Use the scale of each map to calculate the distance between Hobart and Launceston. 

(b) 

Map A Map B Map C 

Which of the three maps is the most accurate? 

3. Use the scale of each map to find the distance, as the crow flies, between places in Tasmania. 

(a) Map A Marrawah to Hobart 

Launceston to Strahan 

Bronte Park to Bicheno 

(b) Map B Hobart to Bicheno 

Launceston to Bronte Park 

Strahan to Marrawah 

(c) Map C Hobart to Devonport 

Marrawah to Bronte Park 

Review sample 

Strahan to Bicheno 

4. Compare the size, scale and detail of the three maps of Tasmania. Explain the difference between smalland 

large-scale maps and when each would be used. 

0 

30 

1 

60 

2 

90 

3 

120 

4 

150 km 

5 cm 


BOOK 3

70° 

60° 

50° 

40° 

30° 

20° 

10° 

0° 

10° 

20° 

30° 

40° 

50° 

60° 

160° 

160° 

150° 

150° 

140° 

140° 

130° 

130° 

120° 

120° 

110° 

110° 

Latitude and Longitude – 1 

Section 1 

100° 

90° 

80° 

70° 60° 50° 40° 30° 20° 10° 0° 10° 20° 30° 40° 50° 60° 70° 80° 90° 100° 110° 120° 130° 140° 150° 160° 170° 180° 170° 

100° 90° 80° 70° 60° 50° 40° 30° 20° 10° 0° 10° 20° 30° 40° 50° 60° 70° 80° 90° 100° 110° 120° 130° 140° 150° 160° 170° 180° 170° 

70° 

60° 

50° 

40° 

30° 

20° 

10° 

0° 

10° 

20° 

30° 

40° 

50° 

60° 

Review sample 


BOOK 3

Section 1 

Latitude and Longitude – 2 

Images of Earth are divided into sections by lines of latitude and longitude. Using lines of latitude and 

longitude helps us to locate places on a map or on the ground. Lines of latitude are called parallels. Lines of 

longitude are also called meridians. 

You will need a copy of Latitude and Longitude – 1. 

1. (a) What and where is the equator? 

(b) 

What and where is the Prime meridian? 

(c) 

What and where is the International Date Line? 

2. With a partner, look at the world map and a globe to find similarities and differences between lines of 

latitude and lines of longitude. 

latitude 

longitude 

Differences 

Similarities 

3. Why do you think lines of latitude and lines of longitude make it easier to locate a place on a map? 

4. In which country does each pair of lines meet? 

Review sample 

Country Latitude Longitude 

(a) 30° S 60° W 

(b) 30° N 90° E 

(c) 60° N 120° W 

(d) 30° N 60° E 

(e) 30° S 150° E 

(f) 40° N 100° W 


BOOK 3

Hemispheres, Tropics and Circles – 1 Section 1 

Review sample 


BOOK 3

Section 1 

Hemispheres, Tropics and Circles – 2 

You will need a copy of Hemispheres, Tropics and Circles – 1 and access to an atlas or the Internet. 

1. (a) Use a world map or globe to find the name of each line of latitude. 

(b) 

(c) 

Write the name of some countries that each line passes through. 

Mark the five main lines of latitude on the map. 

Line Name Countries 

0º 

23.5º North 

23.5º South 

66.5º North 

66.5º South 

2. (a) Find a simple world vegetation map. Use the legend to decipher the map. Create a legend for your 

map and colour the map to show the same information. 

(b) 

(c) 

To one side of the map use brackets, }, to label each region. 

Write some information about the vegetation found in each region. 

Region 

Tropics 

Vegetation 

Review sample 

Temperate 

Arctic/ 

Antarctic 


BOOK 3

Stormy Weather – 1 

HURRICANES 

WHEN? 

NORTH 

AMERICA 

SOUTH 

AMERICA 

ATLANTIC 

OCEAN 

HURRICANES 

WHEN? 

TROPICAL CYCLONES 

WHEN? 

ARCTIC OCEAN 

AFRICA 

ASIA 


WHEN? 

INDIAN 

OCEAN 


WHEN? 

TYPHOONS 

WHEN? 

AUSTRALIA 

PACIFIC 

OCEAN 

SOUTHERN OCEAN 

PACIFIC 

OCEAN 

Section 1 

Review sample 


BOOK 3

Section 1 

Stormy Weather – 2 

Hurricanes, typhoons and tropical cyclones are different names given to the same weather phenomenon. 

You will need a copy of Stormy Weather – 1. 

1. Use the map legend to complete each label on the map, saying when each storm occurs. 

Name of storm 

LEGEND 

Symbol 

Hurricane: May–November 

Hurricane: June–November 

Tropical cyclone: April–December 

Tropical cyclone: October–May 

Tropical cyclone: 

Rare in South Atlantic 

Typhoons: April–January 

2. Match the names of the storm with the areas in which they occur. 

(a) Hurricane • • North-west Pacific Ocean 

(b) Tropical cyclone • • North-east Pacific and North Atlantic oceans 

(c) Typhoon • • Indian Ocean, South Pacific and South Atlantic oceans 

3. (a) What information does the map give about where hurricanes, typhoons and tropical cyclones occur? 

(b) 

Review sample 

Write three research questions you could ask to help in an investigation about hurricanes, typhoons 

and tropical cyclones. 


BOOK 3

Describing Locations 

Section 1 

You will need an atlas or access to the Internet. 

1. In which country and continent does each set of coordinates locate? 

Latitude 

Coordinates 

Longitude 

Country and Continent 

(a) 30° N 15° E 

(b) 60° N 15° E 

(c) 50° N 105° W 

(d) 40° N 100° E 

(e) 65° N 20° W 

(f) 20° N 105° E 

(g) 20° S 65° W 

(h) 45° S 170° E 

2. Find the latitude and longitude coordinates of each capital city. 

Include north or south for latitude and east or west for longitude. 

Country Capital city Latitude Longitude 

(a) Italy Rome 

(b) Australia Canberra 

(c) Mexico Mexico City 

(d) Japan Tokyo 

(e) Chile Santiago 

3. Write the latitude/longitude location for one city on each populated continent. 

Review sample 

Country 

City 

Latitude 

Location 

Longitude 


BOOK 3

Section 1 

Continent Research 

1. Write some questions for each aspect that could be asked to guide research about any populated 

continent. 

Aspect 

Questions 

Position on 

world map 

Physical 

features 

Climate and 

weather 

Natural 

resources 

and 

land use 

Political 

divisions 

Review sample 

Population 

density 

2. Choose one aspect to research for one continent. Present your research on a map including a title, a 

legend, a scale and a compass rose. 


BOOK 3

Name Assessment 1 Section 1 

Different Types of Maps 

Physical Political Resource Road 

1. For each map, write its correct name. 

Explain the different features each type of map shows and give examples of when each type of map 

would be used. 

(a) 

Map Features Uses 

CAPEL STREET 

PEEL STREET 

(b) 

WILLIAM STREET 

(c) 

(d) 

QUEEN STREET 

QUEEN STREET 

THERRY STREET 

LONSDALE STREET 

LATROBE STREET 

LITTLE LONSDALE STREET 

LITTLE BOURKE STREET 

BOURKE STREET 

FRANKLIN STREET 

LITTLE COLLINS STREET 

COLLINS STREET 

FLINDERS STREET 

ELIZABETH STREET 

FRESHWATER PL 

RUSSELL STREET 


EXHIBITION STREET 

SWANSTON STREET PRINCES BRIDGE ST KILDA ROAD 

YARRA RIVER 

RIVERSIDE QUAY 

SOUTHBANK BLVD 

SOUTHGATE AVE 

AUKLAND 

FALKNER ST 

KAVANAGH ST 

LEGEND 

0-100m 

WELLINGTON 

100-200m 

200m - > 

SPRING STREET 

Review sample 

CHRISTCHURCH 

LEGEND 

Basalt 

Obsidian 

Greywacke 

Argillite 

Pounamu 

Silcrete 


BOOK 3

Section 1 

Assessment 2 

Name 

Reading a Map 

Aidan 

Arbon 

Allach 

ROAD 

TOWN 

VILLAGE 

ANGUS ISLAND 

KEY 360º 

270º 

225º 

W 

SW 

N 

S 

180º 

NE 

SE 

45º 

E 

135º 

90º 

SCALE: 1 CM = 10 KM 

1. Name the four features on a map that help us interpret the information it provides. 

2. (a) What is the scale of the map? 

(b) What is the total distance of the coast road around the island? 

(c) What is the shortest distance, by road, from: 

(i) Angus to Allach (ii) Allach to Aidan (ii) Arbon to Aidan 

3. Which town do you think could be the main one on the island? Explain your choice. 

Angus 

315º 

NW 

Review sample 

4. Which town or direction? 

(a) 

is directly west of Allach. 

(b) Arbon is to the of Aidan. 

(c) Angus lies to the of the island’s other towns. 


BOOK 3


You will also 

need an atlas 

to complete 

this page. 

60 N 

30 W 

30 W 

20 W 

Locating Places 

10 W 0 10 E 20 E 30 E 40 E 50 E 60 E 70 E 

60 N 

70 E 

1. How does the map tell you which hemisphere the continent of Europe is in? 

2. (a) Which five European countries lie completely or mostly to the west of the Prime meridian? 

(b) 

(c) 

(d) 

50 N 

20 W 

Hamburg in Germany and Odense in Denmark lie very close to the same line of longitude. 

Which one is it? 

Madrid 

Odense 

Hamburg 

Frankfurt Prague 

Czech Republic 

40 N 

40 N 

10 W 

50 E 

Which five European countries does the Arctic Circle pass through? 

Write a sentence about the link between the equator and cities of Kharkov in the Ukraine, Krakow in 

Poland, Prague in the Czech Republic and Frankfurt in Germany. 

Krakow 

Kharkov 

0 10 E 20 E 30 E 40 E 

1: 28,000,000 

Review sample 

50 N 

60 E 

3. Use lines of latitude and longitude to describe the location of each capital city. 

(a) Madrid: between 40º N and 50º N; 0º and 10º W (b) Paris: 

(c) Warsaw: (d) Rome: 

(e) Dublin: (f) Minsk: 

(g) Moscow: (h) Sofia: 


BOOK 3

Section 1 

Assessment 4 

Name 

Rainfall – Australia 

You will also need an atlas to complete this page. 

120 E 135 E 150 E 

15 S 

15 S 

1. How does the map tell you which hemisphere the continent of Australia is in? 

2. (a) Look at a physical map of Australia. What natural features do you think affect the annual rainfall of the 

east coast of the country? 

(b) 

30 S 

1,600 

1,200 

800 

400 

200 

0 

LEGEND (mm per year) 

Suggest reasons for Tasmania’s high annual rainfall. 

3. Compare the annual rainfall of the tropical and temperate regions of Australia. 

Tropical regions 

120 E 

135 E 

Annual rainfall 

150 E 

30 S 

Review sample 

Temperate regions 

4. Suggest a reason why central Australia is very dry. 


BOOK 3

Maps and Scales – 1 

Section 2 

A map is a visual representation of a real area on the ground. 

The scale of a map identifies the relationship between distance on the ground and on the map. Scales vary 

with the amount of detail represented. Everything on a map is scaled by the same proportion, so what looks 

bigger or smaller in real life is bigger or smaller on a map. 

There are three types of scales used on maps. 

Match the type of scale to its description by shading both the same colour. 

Scale 

Line scale 

Ratio scale 

Written scale 

Smithton 

Description 

A ratio is used to represent the scale. 

For example, 1:100,000 means 1 cm = 100,000 cm, which is the same as 1 km. 

The scale amount is written to tell us what each centimetre represents. 

A line that shows the distance that is represented, usually for each centimetre. 


Devonport 

Mount Ossa 

Eldon Peak 

Queenstown 

Bridport 

Launceston 

Campbell Town 

Swansea 

Great 

Oyster 

Bay 

Review sample 

Bay of 

Fires 

Bicheno 

South West 

National Park 

HOBART 

0 20 40 60 80 km 

Scale: 1 cm = 20 km 

Storm 

Bay 

TASMANIA 


BOOK 3

Section 2 

Maps and Scales – 2 

You will need a copy of Maps and Scales – 1 and access to the Internet. 

1. What type of scale has been used on the map of Tasmania? 

2. Use the scale to calculate the distances between these cities or features, ‘as the crow flies’. 

From To Distance in centimetres Distance in kilometres 

(a) Devonport Launceston 

(b) Bridport Bay of Fires 

(c) Hobart Swansea 

(d) Launceston Mount Ossa 

(e) Smithton Cradle Mountain 

(f) Storm Bay Great Oyster Bay 

3. Suggest reasons why the location of each place has been important to its development. 

(a) 

(b) 

(c) 

Hobart 

Launceston 

Devonport 

4. Use additional resources to find the name of: 

(a) 

(b) 

the islands to the north-east of Tasmania. 

the stretch of water between Tasmania and 

mainland Australia. 

5. (a) Find a map of the major roads in Tasmania. Add the roads to the map. 

(b) 

Review sample 

Compare a physical map of Tasmania with the road map. How do you think the physical features of 

Tasmania have affected where towns have developed and where roads have been built? 


BOOK 3

N 

Using Scale and Direction – 1 

PARKLANDS LEISURE AREA 

Section 2 

W 

E 

Basketball court 

S 

Gym 

Netball court 

Cricket 

Tennis courts 

Cafe 

Office 

Car park 

Review sample 

Pool 

Spa 

KEY/LEGEND 

seats/benches 

entrance 

path 

0 5 10 15 20 m 

Scale: 1 cm = 5 m 


BOOK 3

Section 2 

Using Scale and Direction – 2 

You will need a copy of Using Scale and Direction – 1. 

1. Circle the scale which has been used on the map. 

(a) 1 mm = 5 m (b) 1 cm = 5 m (c) 5 cm = 5 m 

2. Use the scale to work out the size of each area. 

(a) The swimming pool: m 2 (b) The netball court: m 2 

(c) One tennis court: m 2 (d) One cricket pitch: m 2 

3. (a) How could you measure and work out the length of the paths? 

(b) Path length: m 

4. Write the direction of each feature from the cafe. 

(a) The car park: (b) The netball court: 

(c) The gym: (d) The spa: 

5. Calculate the shortest distance and the direction each person travels. 

Person From To Distance Direction 

(a) Mike Car park Basketball court 

(b) Tracey Pool Gym 

(c) Sally Tennis court Cafe 

(d) Geoffrey Cricket pitch Car park 

6. If Mike walked from the car park to the basketball court via the east path and Geoffrey travelled from the 

car park to the basketball court via the west path, who walked further? 

7. At what time of day, early morning or late afternoon, would it be better to play each sport (avoiding full 

sun)? On what fact or opinion are you making your choice? 

Sport Time of day Explanation 

swimming 

cricket 

basketball 

netball 

tennis 

Review sample 


BOOK 3

Drawing a Map to Scale – 1 

Draw a map of your classroom to scale. 

Section 2 

Review sample 


BOOK 3

Section 2 

Drawing a Map to Scale – 2 

You will need a copy of Drawing a Map to Scale – 1. 

1. Measure the dimensions of the room and work out a scale. 

length width scale 

2. Measure all the features you want to add and the size they will be on the map. 

Immoveable feature 

Moveable feature 

real size scale size real size scale size 

3. On the grid paper, add features to create a map of your classroom. Include a compass rose and a scale. 

4. (a) What score out of ten would you give your map? /10 

(b) How could your map be improved? 

5. (a) Why do you think drawing a map to scale is important? 

Review sample 

(b) 

Give an example of a problem that might occur if an inaccurate map is used. 


BOOK 3

Drawing to Scale – Enlarging 

Section 2 

7 

6 

5 

The grid method can be used to copy and enlarge 

a map. The lines in each square of the smaller 

grid are copied exactly on to the larger grid. 

4 

3 

1. Use the grid of larger squares to copy and enlarge the map of Italy. 

7 

6 

5 

4 

3 

2 

2 

1 

A B C D E F G 

Review sample 

1 

A B C D E F G 

2. What effect would it have on the scale of the enlarged map if rectangles were used instead of squares? 


BOOK 3

Section 2 

Drawing to Scale – Reducing 

The grid method can also be used to reduce the size of a map. The lines in each square of the larger grid are 

copied exactly on to the smaller grid. 

5 

1. Use the grid squares to draw a 

smaller-scale grid map of Australia. 

2. Before you copy the map to this 

grid, predict how you think it 

will look. 

4 

3 

2 

1 

A B C D E F G 

5 

4 

3 

2 

1 

5 

4 

3 

A B C D E F G 

Review sample 

2 

1 

A B C D E F G 


BOOK 3

Cartesian Coordinate System – One Quadrant 

Section 2 

The Cartesian coordinate system was developed by a mathematician named Rene Descartes, who was known 

as Cartesius, which is where the name came from. Cartesian coordinates use grid squares and numbers along 

an x axis (horizontal) and y axis (vertical) to pinpoint a place or feature on a graph, plane or map. They can 

also use positive and negative numbers. 

y 

axis 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1 

D 

A 

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 

1. Look at the graph above and write the Cartesian coordinates for each of the letters. Write the x axis 

number before the y axis. 

(a) A = (b) P = (c) S = 

(d) T = (e) E = (f) D = 

2. Add the following letters to these coordinates on the graph/plane above. 

S 

(a) C = (3, 5) (b) N = (12, 4) (c) O = (13, 3) (d) R = (1, 8) 

3. Write as many words as you can using all the letters on the Cartesian plane. Share them with a partner. 

E 

Review sample 

P 

T 

x 

axis 


BOOK 3

Section 2 

Cartesian Coordinate System – Four Quadrants 

A Cartesian plane can have four quadrants (quad means ‘four’). When this happens it uses positive and 

negative numbers and, unlike a number line, can go up and down as well as left and right. The horizontal 

number (x axis) is still written before the vertical number (y axis). 

Q2 Top left 

5 

Q1 Top right 

4 

– 5 – 4 – 3 – 2 – 1 0 

Q4 Bottom left 

1. Looking at the Cartesian plane above, what would you find at these coordinates? Draw the symbol and 

write the quadrant number. 

(a) (2, –1) (b) (–5, –5) 

(c) (3, 4) (d) (–1, 4) 

2. Add these symbols to these coordinates. 

(a) A rectangle in quadrant 3 (4, –3) (b) A triangle in quadrant 1 (4, 2) 

(c) A semi-circle in quadrant 4 (–1, –1) (d) A pentagon in quadrant 2 (–4, 2) 

3. Draw dots at these coordinates. 

(a) (0, 5) (b) (2, 2) (c) (3, 0) (d) (5, –2) (e) (3, –2) 

(f) (1, –2) (g) (–1, –2) (h) (–3, –2) (i) (–5, –2) (j) (–4, –1) 

(k) (–3, 0) (l) (–1, 3) (m) (0, 5) 

4. Join the dots of the coordinates in question 3. What shape have you drawn? 

– 1 

– 2 

– 3 

– 4 

– 5 

3 

2 

1 

1 2 3 4 5 

Q3 Bottom right 

Review sample 


BOOK 3

Cartesian Plane: Island Map – 1 

Section 2 

y 

axis 

10 

0 10 20 30 40 km 

Scale: 1.5 cm = 10 km 

9 

8 

−6 −5 −4 −3 −2 −1 

−1 

−2 

−3 

−4 

−5 

−6 

7 

6 

5 

4 

3 

2 

1 

0, 0 

1 2 3 4 5 6 

Review sample 

x 

axis 

−7 

−8 

−9 

−10 


BOOK 3

Section 2 

Cartesian Plane: Island Map – 2 

You will need a copy of Cartesian Plane: Island Map – 1. 

1. What are the coordinates for each feature? 

(a) Palm trees: (b) Huts: 

(c) Caves: (d) Lakes: 

2. What features are at each set of coordinates? 

(a) (6, –3): (b) (–4, –10): 

(c) (4, –5) and (5, –4): (d) (0, 0), (–1, 1) and (–1, –1): 

3. Add the features to the map at the given coordinates. 

(a) A camp fire at (5, –3) (b) A tent at (–2, –7) 

(c) A treasure chest at (–6, –2) (d) A pond at (5, 3) 

4. (a) Starting at the huts, plot a path of coordinates around the island, visiting features along the way. 

(b) Calculate the distance between each feature along the way. 

(c) Calculate the total distance covered. 

Feature Coordinates Distance 

Review sample 


BOOK 3

Cartesian Plane: Map of Victoria – 1 

Section 2 

Victoria is a state in south-east Australia. 

Map of VICTORIA 

4 

3 

2 

Mt Bogong 

1 

–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 

Mt William 

Mt Macedon 

–1 

–2 

Melbourne 

–3 

–4 

–5 

–6 

8 

7 

6 

5 

Mt Buller 

Mt Hotham 

Mt Baw Baw 

Review sample 

LEGEND 

state capital 

other towns / cities 

state border 

coastline 

mountains 


BOOK 3

Section 2 

Cartesian Plane: Map of Victoria – 2 

You will need a copy of Cartesian Plane: Map of Victoria – 1. 

1. Use the map of Victoria to answer each question. 

(a) 

(b) 

What is the capital city of Victoria? 

What are its coordinates? 

2. Add the names of these towns and cities to the map of Victoria using their coordinates. 

(a) Mildura: (–7, 7) (b) Shepparton: (0, 2) (c) Wodonga: (2, 2) 

(d) Geelong: (–2, –2) (e) Bendigo: (–3, 1) (f) Warrnambool: (–6, –3) 

(g) Hamilton: (–7, –1) (h) Lakes Entrance: (4, –2) (i) Swan Hill: (–4, 4) 

3. List the coordinates for each mountain. 

(a) Mount Bogong: (b) Mount Buller: 

(c) Mount Hotham: (d) Mount Macedon: 

(e) Mount William: (f) Mount Baw Baw: 

4. Research and add to the map, one of Victoria’s lakes. 

(a) 

(b) 

(c) 

What is the name of the lake? 

What are the lake’s coordinates? 

What is the closest city to the lake? 

5. Starting at Melbourne, use coordinates to plot two separate routes to another town or city in Victoria, 

passing at least one mountain. Give your instructions to friends to follow. 

Route one 

Route two 

Review sample 

Mountain(s) passed: 

Mountain(s) passed: 

Destination: 

How would you rate your instructions? Mark you score on the line. 

0 10 

Poor 

Excellent 


BOOK 3

Physical Features: Asia – 1 

Caspian Sea 

Arabian 

Desert 

Aral Sea 

Karakum 

Desert 

Lake Balkhash 

K2 

Kangchenjunga 

Everest 

Lake Taymyr 

Lake Baikal 

Gobi Desert 

Huang He River 

Yangtze River 

Mekong River 

Lake Khanka 

LEGEND 

Desert 

Peak 

River 

Lake 

Section 2 

Review sample 


BOOK 3

Section 2 

Physical Features: Asia – 2 

The physical geography of Asia is very diverse. This continent is home to the world’s highest mountain range, 

‘the roof of the world’, and the world’s lowest sea. It has forests, deserts, tundra, volcanoes, and many lakes 

and rivers. 

You will need a copy of Physical Features: Asia – 1 and access to an atlas or the Internet. 

1. Complete the table about the top three of each physical feature. 

Largest 

deserts 

Highest 

peaks 

Longest 

rivers 

Largest 

lakes 

Name 

Area, km 2 

Name 

Height, m 

Name 

Length, 

km 

Name 

Area, km 2 

1 2 3 

2. Choose a colour to mark each feature on your map of Asia. Add each symbol to the legend. 

3. Research the location of some of Asia’s largest mountain ranges to mark on your map. 

4. (a) Which two of the five main lines of latitude pass through Asia? Mark them on your map. 

(b) 

Review sample 

Between which lines of longitude does Asia lie? Mark them on your map. 

5. The Dead Sea lies between Jordan and Israel. Mark it on your map. Research to find three interesting 

facts about the Dead Sea. 

• 

• 

• 


BOOK 3

Physical Features: Europe – 1 Section 2 

Review sample 


BOOK 3

Section 2 

Physical Features: Europe – 2 

The landscape of Europe is wide and varied. Its location and physical features provide a range of climates with 

great seasonal variations. 

You will need a copy of Physical Features: Europe – 1 and access to an atlas or the Internet. 

1. Write some research questions to ask about each aspect of Europe’s physical geography. 

Aspect 

Questions 

Location 

Land 

Water 

Mountains 

Climate and 

weather 

Seasons 

2. List the resources you will use to find information to answer your questions. 

3. Add the information you have learned to your map of Europe. Include a title, a legend and a compass 

rose. 

4. Write a fast fact you have learned about each aspect. 

Location Land Water 

Review sample 

Mountains Climate and weather Seasons 


BOOK 3

World Temperatures – 1 

Section 2 

MAP A 

30 ºC 

20 to 30 ºC 

10 to 20 ºC 

0 to 10 ºC 

–10 to 0 ºC 

–10 ºC 

MAP B 

30 ºC 

20 to 30 ºC 

10 to 20 ºC 

0 to 10 ºC 

N 

Hugo Stiglitz 

Review sample 

–10 to 0 ºC 

–10 ºC 

N 


BOOK 3

Section 2 

World Temperatures – 2 

At any time of the year, different places across the globe experience different average daily temperatures. This 

information can be shown on a map. 

You will need a copy of World Temperatures – 1. The two maps show the average daily temperature ranges for 

January and July. The legend of each map explains the meaning of the different shaded areas on the map. 

1. (a) Which map represents which month? 

Map A 

Map B 

(b) 

Explain your answers for (a). 

2. With reference to the major lines of latitude, describe the difference in temperature for January and July, 

for different places in the world. 

3. Compare items of clothing and footwear you might need if you lived in each country all year. 

Sri Lanka 

Similar clothes 

Different clothes 

Review sample 

France 


BOOK 3

World Time Zones – 1 

Section 2 

0º 

180º 

0100 0200 0300 0400 0500 0600 0700 0800 0900 1000 1100 12 00 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 24 00 

SUN 

NORTH PACIFIC 

OCEAN 

SOUTH PACIFIC 

OCEAN 

NORTH ATLANTIC 

OCEAN 

Review sample 

SOUTH ATLANTIC 

OCEAN 

INDIAN OCEAN 

SUN 

0100 0200 0300 0400 0500 0600 0700 0800 0900 1000 1100 12 00 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 24 00 

Prime meridian 0º International Date Line 180º 


BOOK 3

Section 2 

World Time Zones – 2 

The world today operates on the 24-hour standard time known as Coordinated Universal Time (UTC). The line 

of longitude at 0º passes through a place called Greenwich, near London in the UK. This line is known as the 

Prime meridian and it is from here that all times are based. The International Date Line is the line of longitude 

at 180º. It passes through the Pacific Ocean on the opposite side of the world from Greenwich. 

You will need a copy of World Time Zones – 1 and access to the Internet. 

1. As Earth spins in a counter-clockwise direction, which half of the globe is ahead, in time, of Greenwich 

and which half is behind? 

(a) Western Europe, Africa, Asia, Australia Ahead or Behind 

(b) Greenland, North America, South America Ahead or Behind 

2. All lines of longitude, apart from 0º and 180º, are labelled E for east or W for west. Name the lines of 

longitude passing close to each city and write ahead or behind UTC. 

(a) Toronto: Canada (b) Tokyo: Japan 

(d) Santiago, Chile (c) Colombo: Sri Lanka 

(e) Anchorage: Alaska, USA (f) Madrid: Spain 

3. People who travel by air talk about ‘gaining’ and ‘losing’ time. 

(a) To ‘gain’ time, you travel east or west (b) To ‘lose’ time, you travel east or west 

(c) 

Does this remain true if the International Date Line is crossed? 

4. From your closest airport, plan a journey across different time zones to some of the world’s major cities. 

City Local time, 24-hr clock Hours + or – UTC 

Review sample 

5. The Prime meridian is shown on a map as a straight line but the International Date Line has a number 

of bends in it. Explain why you think this is. 

6. (a) Look at a map of world time zones on the Internet. What do you notice about the time zones of 

Russia, Australia and the USA compared with China? 

(b) 

Discuss the effect this may have on the lives of people in China. 


BOOK 3

Country Population and Density – 1 

Section 2 

The population of a country does not give a true picture of how crowded the country may be, because some 

countries have a bigger area than others. A more accurate statistic is the population density, population 

divided by area. 

1. Calculate the population density to the nearest whole 

number of each country and add it to the table. 

One 

= 100,000,000 people 

Country Approximate population Area km 2 Density number/km 2 

Australia 7,687,000 

United Kingdom 244,000 

Japan 378,000 

Russia 17,075,000 

Bangladesh 148,000 

Nigeria 924,000 

Pakistan 796,000 

Brazil 8,516,000 

Indonesia 1,905,000 

USA 9,834,000 

India 3,288,000 

China 9,597,000 

2. The legend shows how countries with similar population densities could be grouped. Add the countries 

from the table to the correct group in the legend. 

Population density number/ km 2 Symbol or colour Countries 

(a) Less than 100 

(b) 100–200 

(c) 200–300 

(d) 300–400 

(e) 400–500 

Review sample 

(f) Greater than 500 


BOOK 3

Section 2 

Country Population and Density – 2 

The population density of a country gives a clue about how much of the land is suitable for human habitation. 

You will need access to an atlas or the Internet. 

1. Look at a variety of world maps; e.g. physical, climatic, annual temperature range, precipitation and 

natural vegetation. Compare them with a population density map. 

(a) 

(b) 

(c) 

Write three research questions you might ask to discover why the main areas of high population 

density are where they are. 

Write key words and phrases you find in researching each question. 

Write a full answer to each question, giving examples and explanations. 

Question Key words/phrases Answer 

Review sample 


BOOK 3

World Agriculture and Resources – 1 Section 2 

Review sample 


BOOK 3

Section 2 

World Agriculture and Resources – 2 

Different areas of the globe are rich in different natural resources and have different climates to support 

different forms of agriculture. 

You will need a copy of World Agriculture and Resources – 1 and access to the Internet. 

1. (a) For the legend, design a symbol for each natural resource and agricultural product. 

(b) 

Research to find the top five producers of each resource and agricultural product. 

(c) 

Using your legend symbols, mark on the outline world map countries where each resource is mined 

or farmed. Add the legend to the map and a suitable title. 

Natural resource or 

agricultural product 

wool 

leather 

rice 

coffee 

tea 

wheat 

tobacco 

oil 

gold 

diamonds 

Symbol 

Countries where resource is mined or farmed 

Review sample 

2. What information does your completed map give you about the countries where the resources are 

mined or farmed? 


BOOK 3

World Markets – 1 Section 2 

Review sample 


BOOK 3

Section 2 

World Markets – 2 

Natural resources that are mined, and produce that is farmed or manufactured in one country is exported to 

markets all over the world. Countries import goods from different places so wherever you live in the world, you 

have access to goods from across the globe. 

You will need a copy of World Markets – 1 and access to the Internet. 

1. Motor vehicles are imported from a number of different countries. Research the names of 15 makes of 

car you see in your area and where they come from. Draw the symbol for each make. 

Make Symbol Country imported from 

Review sample 

2. Put this information on the outline world map with arrows to indicate the exports to your country. Add a 

legend and a suitable title. 

3. Explain the information your map gives about where in the world motor car manufacturing occurs. 


BOOK 3

World Pollution Index – 1 Section 2 

Review sample 


BOOK 3

Section 2 

World Pollution Index – 2 

As the world population has grown, so has the need for more food and the market for manufactured goods and 

energy. This growth comes at a cost to the environment—pollution in its many forms. Although attempts may 

be made to reduce pollution, the problem still remains. 

The air quality of cities around the world are tested and given a pollution rating known as the Pollution index. 

You will need a copy of World Pollution Index – 1 and access to the Internet. 

1. (a) Type ‘Pollution index by city’ into an Internet search engine to find the 15 most and least air polluted 

cities in the world. 

(b) 

(c) 

Design a way to show the rank of each city in each category; e.g. red numbers for most polluted, 

green for least polluted. 

Mark each city on the outline world map. 

Most polluted cities Rank and symbol Least polluted cities Rank and symbol 

Review sample 

2. Explain what your completed map tells you about pollution across the globe. 


BOOK 3

Australian Population and Cultural Diversity – 1 Section 2 

Review sample 


BOOK 3

Section 2 

Australian Population and Cultural Diversity – 2 

European explorers first sighted the Australian continent in 1606, but the Aboriginal people had arrived here 

about 50,000 years earlier. It is believed the total population of Indigenous people before the arrival of the 

First Fleet in 1778 was barely 500,000. In less than 250 years, migrants from all over the globe have raised 

the population to over 24,000,000. 

You will need a copy of Australian Population and Cultural Diversity – 1 and access to the Internet. 

1. (a) Research the nationalities of the different European explorers who visited different parts of Australia 

before British settlement. Include dates of where they landed or sighted land. 

(b) 

Research the nationalities of the different waves of migrants to Australia since the First Fleet. Include 

where they settled and the approximate time periods in which they came. 

Nationality Time period Location 

Review sample 

2. Add the information you have discovered to the outline world map. Use arrows to indicate where the 

explorers and migrants came from. Give the map a title and a legend. 

3. Use your map as a resource to help you explain to someone about the discovery and settlement of 

Australia. 


BOOK 3


Cartesian Plane Park Map 

y axis 

7 

Flying fox 

6 

Climbing net 

Monkey bars 

5 

Sandpit 

4 

3 

Fort 

Slide 

Balance beam 

2 

Swing 

1 

– 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1 0, 0 1 2 3 4 5 6 7 8 

Push ups 

Sit ups 

0 10 20 30 40 m 

Running track 

Chin ups 

1. Looking at the adventure park above, what would you find at these coordinates? 

(a) (4, 3), (4,4): (b) (–7, 4), (–7, 5), (–5, 4), (–5, 5): 

(c) (7, –2): (d) (5, 2), (6, 2), (7,2): 

2. What are the coordinates for these park features? 

(a) sit ups: (b) balance beam: 

(c) monkey bars: (d) BBQ: 

3. Add a tap symbol to each of these coordinates: (7, 4), (5, –4), (–5, –3) and (–1, 4). 

4. Plot two more seats where you think they are needed. 

5. Use the map scale to work out the real length of these features. 

(a) flying fox: (b) running track: (c) balance beam: (d) slide: 

– 1 

– 2 

– 3 

– 4 

– 5 

– 6 

– 7 

Picnic 

area 

m m m m 

6. (a) Choose a starting point and plot a path around the adventure park, visiting features along the way. 

Seat 

Toilets 

Review sample 

T 

BBQ 

x 

axis 

(b) 

Give your instructions to a partner to follow and rate how good they were. 

confusing 

very clear 


BOOK 3

Section 2 

Assessment 2 

Name 

Using Scales 

1. Complete the missing information for each scale. 

Written Ratio Graphic 

(a) 1 cm = 1 km 1:100,000 

(b) 1:50,000 

(c) 

(d) 

1 cm = 0.75 km 

2. Measure and calculate the real distance between each town with the given scale. 

Harper 

Glamis 

(a) Hull to Kent: 1 cm = 0.5 km 

(b) Glamis to Harper: 1: 500,000 

(c) Harper to Hull 1 cm = 1 km 

(d) Glamis to Kent 1: 75 

3. An area to be mapped measures 4 metres by 5 metres. Write the measurements for a map of the area 

drawn at each scale. 

(a) 

(b) 

(c) 

1 cm = 1 m 

1 cm = 2 m 

1 cm = 0.5 m 

Hull 

Kent 

4. Circle the scale which would allow the cartographer to add the most detail. 

(a) 1 cm = 1 m (b) 1 cm = 2 m (c) 1 cm = 0.5 m 

5. Explain the link between scale and detail. 

Harper 

0 

Hull 

1 km 

1 2 3 4 cm 

0.25 

0.5 0.75 

Glamis 

Review sample 

Kent 


BOOK 3


1. (a) Give each rainfall band a different 

shade of colour. 

Legend of rainfall mm 

0 to 20 

21 to 40 

41 to 60 

61 to 80 

81 to 100 

101 to 120 

more than 120 

(b) Use the legend to colour the map 

of Svenland correctly. 

Average monthly rainfall for Svenland 

Region Abbreviation Rainfall mm 

Urj UJ 65 

Glaurus GS 100 

Zaug ZG 80 

Argau AU 35 

Vaudor VR 110 

Jura JA 45 

Baden BN 70 

From a Table to a Map 

2. Suggest three groups of people who might study a map of rainfall. Explain why they would be interested. 

Groups of interested people 

VR 

ZG 

Svenland 

GS 

Reasons for interest 

BN 

AU 

Review sample 

UJ 

JA 


BOOK 3

E 

Section 2 

Assessment 4 

1. (a) What information on 

the map tells the 

hemisphere in which 

Canada lies? 

W 

NW 

N 

NE 

Name 

Population and Location 

Map of Canada 

80° N 70° N 

LEGEND 

MOUNTAINS 

LAKE 

ARCTIC 

CIRCLE 

SW 

S 

SE 

NATIONAL CAPITAL 

PROVINCE / TERRITORY CAPITAL 

ALBERTA 

3,750,000 

PROVINCE / TERRITORY NAME AND POPULATION 

GREENLAND 

60° N 

(b) 

(c) 

Describe the location 

of Canada with 

reference to its 

proximity to the 

equator and the poles. 

YUKON 

TERRITORY 

34,000 

Whitehorse 

BRITISH 

COLUMBIA 

4,500,000 

Victoria 

Great 

Bear 

Lake 

NORTHWEST 

TERRITORIES 

41,500 

ALBERTA 

3,750,000 

Yellowknife 

Edmonton 

SASKATCHEWAN 

1,000,000 

Regina 

NUNAVUT 

32,000 

Reindeer 

Lake 

MANITOBA 

1,250,000 

ONTARIO 

13,000,000 

Iqaluit 

Toronto 

QUEBEC 

8,000,000 

PRINCE EDWARD 

NEW 

Charlottetown 

ISLAND 

BRUNSWICK 

140,000 

750,000 

Quebec 

Ottawa 

Fredericton 

NEWFOUNDLAND 

AND LABRADOR 

500,000 

St Johns 

Halifax 

50° N 

40° N 

NOVA SCOTIA 

1,000,000 

Describe the weather and daylight hours you think regions of Canada would experience in winter. 

Give reasons for your answer. 

2. In different colours, shade each province and territory on the map of Canada. 

Review sample 

3. (a) Write the names of the provinces/territories in order from what you think have the greatest to least 

population density. 

(b) 

Explain how you made your decision for the list in (a). 


BOOK 3

Answers 

SECTION 1 ANSWERS 

DIFFERENT VIEWS – 2 2 

1. (a) 1 (b) 2 

(c) 3 (d) 1 and 3 

(e) 2 (f) 1 

(g) 2 

2. (a) 1 ,2, 3 (b) 1, 2, 3 

(c) 2 (d) 1 

(e) 1, 2, 3 

3. so spectators can see close-up 

action from parts of the field 

that are far away from them 

4.–5. Teacher check 

IDENTIFYING MAPS – 2 4 

1. B – Road or Street map 

C – Physical or Natural map 

D – Satellite map/image 

A – Political map 

E – Economic or Resource map 

2. Teacher check 

CHOOSING MAPS 5 


USING AN ATLAS 6 

1. (a) Wellington 

(b) London 

(c) Washington DC 

(d) Beijing 

(e) Rome 

(f) Ottawa 

(g) Dublin 

(h) Moscow 

2. (a) Asia 44,579,000 

(b) Africa 30,365,000 

(c) North America 

24,256,000 

(d) South America 

17,819,000 

(e) Antarctica 14,209,000 

(f) Europe 9,938,000 

(g) Australia/Oceania 

7,687,000 

3. (a) Arctic 13,986,000 

(b) Southern 20,327,000 

(c) Indian 73,556,000 

(d) Atlantic 106,400,000 

(e) Pacific 165,200,000 

GRID MAPS: 

A ZOO – 2 8 

1. (a) pathway 

(b) first aid 

(c) picnic area 

(d) cafe/restaurant 

(e) entrance 

(f) gift shop 

2. (a) penguins 

(b) turtles 

(c) toilets 

(d) meerkats 

(e) zebras 

(f) kangaroos 

3. (a) B1 

(b) G8, H8 

(c) D12 

(d) A6 

(e) C10, D10 

(f) H11 


GRID MAPS: 

A SCHOOL – 2 10 

1. (a) F1 (b) G6, H6 

(c) C4, C5 (d) K8, L8 

(e) E5, E6 (f) C3 

2. (a) car park 

(b) staff room 

(c) office 

(d) hall 


GRID MAPS: 

A CLASSROOM – 2 12 

Teacher check 

STREET MAPS – 2 14 


2. (a) fire station 

(b) theatre 

(c) sports centre 

(d) quay 

3. (a) A7, B7 (b) E5 

(c) I1 (d) D5, E6 


DIRECTIONAL LANGUAGE 15 

1. (a) forward (b) back 

(c) south (d) left 

(e) north (f) behind 

(g) front (h) east 

(i) right (j) west 

(k) above (l) below 


A MAP LEGEND 16 

1. (a) airport 

(b) hospital 

(c) medical centre 

(d) shopping centre 

(e) cycle path 

(f) bus station 

(g) police station 

(h) wheelchair access 


READING A MAP – 1 17 

Teacher check 

READING A MAP – 2 18 

1. (a) east 

(b) north-west 

(c) north-west 

(d) north/north-west 

(e) south-east 

(f) south-west 

(g) south 

(h) east 


CREATING A MAP 19 

Teacher check 

Review sample 

THE COMPASS ROSE 20 

1. (a) south-east 

(b) west 

(c) north 

(d) north-east 

(e) south-west 

(f) east 

2. (a) garage 

(b) cow paddock 

(c) chicken coop 

(d) dam 

(e) stables 

(f) pool 


BOOK 3

3. 

Answers 

Teacher check 

MAP FEATURES: 

MADAGASCAR – 2 22 

1. (a) Title – to say what the map 

is about 

(b) Legend – to say what the 

symbols on the map mean 

(c) Scale – to compare the 

distance on the map and 

the ground 

(d) Compass rose – to show 

the direction of the land 

and features on the map 

2. (a) Antananarivo; the legend 

shows the symbol for the 

capital city 

(b) six; the legend shows 

the line for the provincial 

borders 

(c) south-west; the compass 

rose shows which way is 

north 

(d) Tamasina and Tolaria: 

810 km, Mahajanga and 

Fianarantsoa: 630 km, 

Antananarivo and 

Antsiranana: 750 km; the 

scale shows that each cm 

on the map represents 

60 km on the ground. 

The distance between the 

cities in cm on the map 

multiplied by 60 equals the 

distance between the cities 

on the ground. 


MAP SCALES: 

TASMANIA – 2 24 

1. (a) 2 (b) 1 

(c) 3 

2. (a) Map A: 210 km 

Map B: 200 km 

Map C: 225 km 

(b) B 

3. (a) 420 km, 245 km, 210 km 

(b) 180 km, 120 km, 160 km 

(c) 270 km, 285 km, 345 km 


LATITUDE AND LONGITUDE – 2 26 

1. (a) a line of latitude at 0° 

(b) a line of longitude at 0° 

(c) a line of longitude at 180° 

2. Differences – Latitude: parallel 

to one another, only the 

equator splits the globe in half, 

measured north or south of 

the equator at 0º; Longitude: 

furthest apart at the equator, 

closest together at the poles, 

they all split the globe in 

half, measured east or west 

of the Prime meridian at 0º 

Similarities – measured in 

degrees in relation to a line at 

0º, divide the globe into areas 


4. (a) Argentina 

(b) China 

(c) Canada 

(d) Iran 

(e) Australia 

(f) USA 

HEMISPHERES, TROPICS 

AND CIRCLES – 2 28 

1. (a)–(b) 

0º: the equator; countries may 

include Gabon, Republic 

of Congo, Democratic 

Republic of Congo, Uganda, 

Kenya, Somalia, Indonesia, 

Ecuador, Colombia, Brazil, 

Maldives, Kiribati, Sao Tome 

and Principe 

23.5º N: Tropic of Cancer; 

countries may include 

Western Sahara, 

Mauritania, Mali, Algeria, 

Libya, Egypt, Saudi Arabia, 

United Arab Emirates, 

Oman, India, Bangladesh, 

Myanmar, China, Taiwan, 

Mexico, the Bahamas, Niger 

23.5º S: Tropic of Capricorn; 

countries may include 

Namibia, Botswana, South 

Africa, Mozambique, 

Madagascar, Australia, 

Chile, Argentina, Paraguay, 

Brazil, French Polynesia, 

Tonga 

66.5º N: Arctic Circle; countries 

may include Norway, 

Sweden, Finland, Russia, 

USA, Canada, Iceland, 

Denmark (Greenland) 

66.5º S: Antarctic Circle; passes 

through no countries 

(c) Teacher check 


STORMY WEATHER – 2 30 


2. (a) North-east Pacific and 

North Atlantic oceans 

(b) Indian, South Pacific and 

South Atlantic oceans 

(c) North-west Pacific Ocean 


DESCRIBING LOCATIONS 31 

1. (a) Libya, Africa 

(b) Sweden, Europe 

(c) Canada, North America 

(d) China, Asia 

(e) Iceland, Europe 

(f) Vietnam, Asia 

(g) Bolivia, South America 

(h) New Zealand, Australia 

and Oceania 

2. (a) 42º N, 13º E 

(b) 35º S, 149º E 

(c) 19º N, 99º W 

(d) 36º N, 140º E 

(e) 33º S, 71º W 


CONTINENT RESEARCH 32 

Teacher check 

ASSESSMENT 1: 

DIFFERENT TYPES OF MAPS 33 

1. (a) physical; natural features 

such as mountains, lakes, 

rivers, deserts, wetlands; to 

plan a hiking trip, to decide 

the best place for new 

construction 

(b) road; transport routes, 

constructed features; to 

plan a route or calculate 

distance between places 

(c) political; country, county/ 

state, territory boundaries; 

to compare the area of 

different places, to plan a 

holiday 

(d) resource; spread of 

resources within an area; 

to choose places to visit or 

the location of a mine or 

business 

Review sample 


BOOK 3

ASSESSMENT 2: 

READING A MAP 34 

ASSESSMENT 3: 

LOCATING PLACES 35 

Answers 

ASSESSMENT 4: 

RAINFALL – AUSTRALIA 36 

1. (a) title 

(b) legend 

(c) scale 

(d) compass rose 

2. (a) 1 cm = 10 km 

(b) 393 km 

(c) (i) 42 km 

(ii) 28 km 

(iii) 64 km 

3. Angus, as this is the name of 

the island and it has more roads 

leading to it than the other towns. 

4. (a) Arbon 

(b) south-west 

(c) south/east 

SECTION 2 ANSWERS 

MAPS AND SCALES – 1 37 

Line scale – A line that shows 

the distance that is represented, 

usually for each centimetre. 

Ratio scale – A ratio is used to 

represent the scale. 

Written scale – The scale amount 

is written to tell us what each 

centimetre represents. 

MAPS AND SCALES – 2 38 

1. a line scale 

2. (a) 3.5 cm, 70 km 

(b) 4 cm, 80 km 

(c) 5 cm, 100 km 

(d) 5 cm, 100 km 

(e) 5.5 cm, 110 km 

(f) 5.5 cm, 110 km 

3. (a) Hobart: sheltered bay away 

from wilder weather of west 

coast 

(b) Launceston: head of river, 

important when river transport 

brought supplies inland 

(c) Devonport: on the coast 

with close links to mainland 

Australia 

4. (a) Furneaux Islands 

(b) Bass Strait 


1. The lines of latitude are marked 

are labelled in degrees north. 

2. (a) Iceland, Ireland, Portugal, 

Spain, United Kingdom 

(b) 10ºE 

(c) Norway, Sweden, Finland, 

Russia, Iceland 

(d) The cities are all close to 

the line of latitude 50º North 

and so are about the same 

distance from the equator. 

3. (a) 40º & 50º N; 0º & 10º W 

(b) 40º & 50º N; 0º & 10º E 

(c) 50º & 60º N; 20º & 30º E 

(d) 40º & 50º N; 10º & 20º E 

(e) 50º & 60º N; 0º & 10º W 

(f) 50º & 60º N; 20º & 30º E 

(g) 50º & 60º N; 30º & 40º E 

(h) 40º & 50º N; 20º & 30º E 

USING SCALE AND 

DIRECTION – 2 40 

1. (b) 1 cm = 5 m 

2. (a) 375 m 2 (b) 412.5 m 2 (c) 

312.5 m 2 (d) 112.5 m 2 

3. (a) Measure the path on the 

map in cm then multiply by 

5 to give the true distance in 

metres. 

(b) 530 m 

4. (a) south-east 

(b) west 

(c) north-east 

(d) east 

5. (a) 117.5 m, NW 

(b) 20 m, N 

(c) 27.5 m, NE 

(d) 47.5 m, SE 

6. Mike: 122.5 m 

Geoffrey: 117.5 m 

Mike walked further. 

7. cricket, basketball, netball and 

tennis in the morning, swimming 

in the afternoon. The sun rises 

in the east and sets in the west 

so to avoid full sun, play sports 

situated on the west side in the 

morning and on the east side in 

the afternoon. 

1. The lines of latitude are labelled 

degrees south. 

2. (a) The Great Dividing Range 

mountains 

(b) It is a small island so even the 

centre is relatively close to the 

coast and it has mountains in 

the centre. 

3. Tropical regions: more rainfall 

– from 400 mm to 1,600 mm 

per year; Temperate regions: less 

rainfall – from 0 to 800 mm per 

year 

4. It is very far from the coast and 

has no mountains. 

DRAWING A MAP 

TO SCALE – 1 & 2 41–42 

Teacher check 

DRAWING TO SCALE – 

ENLARGING 43 


2. The enlarged map would not be to 

scale. It would be distorted, either 

too wide or too long. 

DRAWING TO SCALE – 

REDUCING 44 


Review sample 

2. It will be too wide. 

CARTESIAN COORDINATE 

SYSTEM – ONE QUADRANT 45 

1. (a) (4, 2) 

(b) (11, 7) 

(c) (6, 1) 

(d) (14, 9) 

(e) (8, 10) 

(f) (2, 5) 



BOOK 3

Answers 

CARTESIAN COORDINATE 

SYSTEM – FOUR QUADRANTS 46 

1. (a) Q3 

(b) Q4 

(c) Q1 

(d) Q2 


4. triangle 

CARTESIAN PLANE: 

ISLAND MAP – 2 48 

1. (a) (–1,10) (–1,9) (–2,10) 

(–3,8) (–5,9) 

(b) (5,4) (5,6) (4,4) (4,6) 

(c) (–3,–6) (–4,–6) (–5,–6) 

(d) (3,–5) (3,–6) 

2. (a) waterfall 

(b) boat 

(c) river 

(d) mountains 


CARTESIAN PLANE: 

MAP OF VICTORIA – 2 50 

1. (a) Melbourne 

(b) (–1, –2) 


3. (a) (3, 1) (b) (1, –1) 

(c) (2, 0) (d) (–3, –1) 

(e) (–6, 0) (f) (1, –2) 


PHYSICAL FEATURES: ASIA – 2 52 

1. Deserts: Arabian, 2,330,000; 

Gobi, 1,300,000; 

Karakum, 350,000; 

Peaks: Everest, 8,850; 

K2, 8,611; 

Kangchenjunga, 8,598; 

Rivers: Yangtze, 6,301; 

Huang He (Yellow), 5,464; 

Mekong, 4,350; 

Lakes: Caspian Sea, 371,000; 

Baikal, 30,500; 

Balkhash, 17,000 


4. (a) Tropic of Cancer, Equator 

(b) 30º E and 180º 


PHYSICAL FEATURES: 

EUROPE – 2 54 

Teacher check 

WORLD TEMPERATURES – 2 56 

1. (a) Map A – January 

Map B – July 

(b) Map A shows colder 

temperatures in the 

northern hemisphere and 

hotter temperatures in 

the southern hemisphere 

than Map B. In January, it 

is winter in the northern 

hemisphere and 

summer in the southern 

hemisphere, so Map A 

must be January and 

Map B July. 


WORLD TIME ZONES – 2 58 

1. (a) ahead (b) behind 

2. (a) 80º W behind 

(b) 140º E ahead 

(c) 70º W behind 

(d) 80º E ahead 

(e) 150º W behind 

(f) 5º E ahead 

3. (a) west (b) east 

(c) No, crossing the date line 

reverses the result. 


5. It passes around some islands 

so they are in the same time 

zone as their close neighbours. 

6. (a) Russia, Australia, the 

USA and China all span 

a number of lines of 

longitude but while Russia, 

Australia and USA have 

many time zones, China 

has one time zone for the 

whole country. 

(b) Teacher check 

COUNTRY POPULATION AND 

DENSITY – 1 59 

1. Australia, 3 

UK, 307 

Japan, 331 

Russia, 9 

Bangladesh, 1,013 

Nigeria, 189 

Pakistan, 251 

Brazil, 23 

Indonesia, 131 

USA, 33 

India, 403 

China, 146 

2. (a) Australia, Russia, Brazil, 

USA 

(b) Nigeria, Indonesia, China 

(c) Pakistan 

(d) UK, Japan 

(e) India 

(f) Bangladesh 

COUNTRY POPULATION AND 

DENSITY – 2 60 

Teacher check 

WORLD AGRICULTURE 

AND RESOURCES – 2 62 

Teacher check 

WORLD MARKETS – 2 64 

Teacher check 

WORLD POLLUTION INDEX – 2 66 

Teacher check 

AUSTRALIAN POPULATION AND 

CULTURAL DIVERSITY – 2 68 

Review sample 

Teacher check 


BOOK 3

Answers 

ASSESSMENT 1: 

CARTESIAN PLANE PARK MAP 69 

1. (a) 

slide 

(b) 

climbing net 

(c) 

picnic area 

(d) 

swing 

2. (a) (–3, –3) 

(b) (–7, 2) and (–5, 2) 

(c) (2, 5) and (4, 5) 

(d) (7, –4) 


5. (a) 35 m (b) 70 m 

(c) 20 m (d) 10 m 


ASSESSMENT 2: 

USING SCALES: 70 

1. (a) Teacher check 

(b) 1 cm = 0.5 km and 

Teacher check 

(c) 1:75,000 and 

Teacher check 

(d) 1 cm = 0.25 km, 1: 25,000 

2. (a) 6.25 km 

(b) 40 km 

(c) 10.5 km 

(d) 7.125 km 

3. (a) 4 cm × 5 cm 

(b) 2 cm × 2.5 cm 

(c) 8 cm × 10 cm 

4. (c) 1 cm = 0.5 m 

5. The greater the distance on the 

ground represented by each 

cm on the map, the smaller the 

scale and the less detail that 

can be shown. 

ASSESSMENT 3: 

FROM A TABLE TO A MAP 71 

Teacher check 

ASSESSMENT 4: 

POPULATION AND LOCATION 72 

1. (a) lines of latitude labelled 

north 

(b) Its southern border is 

about 50º N of the equator 

and its northern extreme is 

beyond the Arctic Circle. 

(c) Answers may include: very 

short days close to and 

beyond the Arctic Circle, 

long snowbound winters in 

the north and in the west 

mountain regions. 


3. (a) Correct order: Prince 

Edward Island, Nova 

Scotia, Ontario, New 

Brunswick, Quebec, 

Alberta, British Columbia, 

Manitoba, Saskatchewan, 

Newfoundland and 

Labrador, Yukon, North 

West Territories, Nunavut 

(b) Teacher check 

Review sample 


BOOK 3

PR-6627IRE Using Maps - Book 3

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?