Table of Contents

Unit Overview.......................................................................................................................................2
Curriculum content descriptions to be taught:....................................................................................2
Lesson Sequence...................................................................................................................................5
Appendices:.........................................................................................................................................13
Appendix 2: Images to display for identifying features changed from past to present....................14
Appendix 3: Field Study Booklet......................................................................................................17

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 Unit Overview
Unit title: Features of places Duration of unit: 10 weeks
Unit outline:
This unit will build students knowledge of places and features of places. This unit focuses on developing students knowledge and understanding of what
the features are at places and whether the features are managed, constructed or natural. Students are also engaged with learning about the weather events
that can change and effect features. During this unit students will undertake a field trip that will provide students with the knowledge and understanding
needed to complete the summative assessment task at the end of the unit. This unit will teach students how to identify the differences between man-made
and not man-made living and not living things. .

Curriculum content descriptions to be taught:

Geographical Knowledge and Understanding Geographical Inquiry and Skills
The natural, managed and Questioning

constructed features of places, their Pose questions about past and present objects, people, places and events (ACHASSI018)
location, how they change and how they Researching
can be cared for (ACHASSK031) Collect data and information from observations and identify information and data from

The weather and seasons of places and sources provided (ACHASSI019)

Sort and record information and data, including location, in tables and on plans and
the ways in which different cultural
labelled maps (ACHASSI020)
groups, including Aboriginal and Torres
Sequence familiar objects and events (ACHASSI021)
Strait Islander Peoples, describe
Analysing
them (ACHASSK032)
Explore a point of view (ACHASSI022)
Activities in the local place and reasons Compare objects from the past with those from the present and consider how places

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 for their location (ACHASSK033) have changed over time (ACHASSI023)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
Evaluating and Reflecting
Content descriptors and prior knowledge is drawn from
the Australian curriculum under the HASS strand Draw simple conclusions based on discussions, observations and information displayed in
(ACARA, 2016). pictures and texts and on maps (ACHASSI025)
Reflect on learning to propose how to care for places and sites that are important or
significant (ACHASSI026)
Communication
Present narratives, information and findings in oral, graphic and written forms using
simple terms to denote the passing of time and to describe direction and location
(ACHASSI027)

Relevant Prior Curriculum:

Students will need to reflect back on the knowledge they developed during the foundation year whilst studying geography. The following content
descriptors demonstrate aspects of learning that students will need to refer to:

The representation of the location of places and their features on simple maps and models (ACHASSK014)

The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)

The reasons why some places are special to people, and how they can be looked after (ACHASSK017)

Year One Achievement Standard:

By the end of Year 1, students should be able to identify and describe the natural, managed and constructed features of places and their location at a local

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scale and how the features of these places change over time. They will identify where the features of places are located and demonstrate how spaces can be
arranged for different purposes. Students will be able to respond to questions about the past and familiar and unfamiliar places by collecting and
interpreting information and data from a variety of observations and sources. They will represent their understanding of the location of places and their
physical features on pictorial maps and present their findings in a range of texts, using appropriate language to describe the direction and location of each
feature. Students will reflect on their own learning experiences and suggest different ways that places can be cared for.
Assessment:
Summative task
This unit consists of a final assessment piece at the end of the unit. This is an information report which is based on the features of a place or location.
Students will be required to pick a feature while we are on a field trip and then study the feature throughout the day. Students will complete the field study
booklet while undertaking activities. The students will then use the information in the field study booklet to form a piece of formative text. The students will
be given the opportunity to draft and complete the report in class and then will need to present their finding to the class week ten.

Resources
Lesson Sequence
Lesson 1: What is a Place? What is a Location? How can we find a Place or Location? What Story book Window by Jeannie Baker
Students geography books.
tools can help us find a Place or Location?
Slideshare resource:
In this lesson students will develop their understanding of what a place/location is. During this
https://www.slideshare.net/MrsJuteau/windows
lesson students will read a story about place and or location (Window by Jeannie Baker). After
-2992791
reading the story students should engage in a class discussion about what they think place is. Do

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places change? What is it about places that change? How do places change?
The class can then complete an activity in their geography pads. Students will watch a slideshare
presentation of the story being read again. This time the teacher will freeze the screen and ask
students to identify places on the screen and write them in their books.
Lesson 2: How to use a Map? And how to draw a map? Teacher will need:
This lesson students will be developing their knowledge of what a map is and what they can use Copy of Maps (Local, school map, State map and
a map to do. Student will learn the features of a map and what they are. Features including map of country or world) to display and to
things like a legend and key locations (e.g. school and home). Students will look at a map and provide a visual to students.
see where they are on a map and where other places are on a map. Have a class activity where Students will need:
students need to locate the places on the map. Pose questions to the students of how you Geography book
would get from one place to another. Students to complete an activity sheet on maps.

Lesson 3: Directions and how to navigate between places. Students will need:
Pose questions and discuss what the directions are to and from a place or object on the map. Geography book
Plain paper or grid paper (to draw map)
Students will need to draw a map and label different places on a map. Students will be required
Pencil to label the map.
to draw a map of where items are in the classroom and then describe to the class where the
items are on the map (e.g. left, right, up and down. Extension words could be north, south, east
Teacher will need:
and west.).

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As a class have students copy into their books as they work through the activity. Draw on the Copy of Maps (Local, school map, State map and
board a basic map with a couple of streets and a school and house. Then label the school. As a map of country or world) to display and to
whole class activity ask students to come up with some street names and some other things we provide a visual to students.
Whiteboard markers
can include on the maps. (A park, tree, supermarket). Then as a group, ask questions to students
Questions to ask students about directions.
to give directions from one place to another. Explain to students that they are using a map to
identify where places are. To conclude the lesson have students line up outside and get them
listen to the direction you give and they have to move in that direction.
Evidence of learning:
Students will be able to use terminology relating to maps.
Students will be able to read a map and give directions from one place to another.
Students will be able to follow directions.
Lesson 4: What is a feature of a place? Discuss natural, managed and constructed features. Resources:
How weather events affect features of places. Feature of classroom activity sheet (Department
Lesson objective: of Education, Training and Employment, 2014)
Students will understand that places have features and will be able to classify features attach as appendix 1.
Man-made / non man-made
of a place.
Student will understand how to identify what a managed, constructed and natural https://www.youtube.com/watch?
features v=mXh8e2m6qSM
Natural, managed and constructed features
https://www.youtube.com/watch?
Pose questions to students of what a feature of a place is and how features can change.
v=mOwJuwBsn6g
Begin by looking at images of places from in the past to the present time. Students should
identify features that are in each image and then features that are in one image and not the
other. Images are included as an appendix. (See appendix 2).

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Watch the YouTube clip about man-made and not man-made places. Each of these places have
features. Through a classroom brainstorm have students name features they see for the teacher
to write on the board. This will allow students to make a list of the features. Once this is done.
Have students place the feature under one of the headings of natural or constructed.
Have students think about what features around place might be managed. Discuss with students
what a managed feature is. As students watch the second YouTube clip. Have students make
observations about what id a managed, constructed and natural feature.

Discuss with students how weather events can affect features of places. The events of a cyclone,
fire, flooding, earthquake etc.
Explain that floods can effect places because . Etc.

Lesson 5: How to write a report? Activity sheet for completing the report of a
Lesson Objective: place and features.
Camera
Students will be expected to write a short report on their findings of the upcoming field study
Geography book
trip.

Lesson Sequence:
Students will need to research to find the information and make observations. Students will
need to complete an activity sheet to help students gather all the information needed to write

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the report. Teacher will go through explain the process to writing an informative text with
students.
Students will need to write a report with the following information in it:
Name of the place/location
Whether the place is natural, constructed or managed.
If weather effects could affect the place
Is the place available to visit throughout all the seasons of the year?
Name a Natural, Constructed and managed.
Students will need to take a photo of their chosen place or location.
The teacher will explicitly teach the process of an information report.
Provide the students with a modelled and guided information report.

Lesson 6: small walk through school identifying natural, managed and constructed places. Clipboards
Geography books
Pencil
This lesson students will take a trip through the school grounds and will identify places Camera
throughout the school that is managed, constructed and natural. This lesson should be teacher
led and then students can break into groups to undertake the information report in groups.
Students are to practice their skills of inquiry before going on the field trip in the next lesson.

Students need to be prepared for the field trip. Students will be provided with an outline of the
events that will take place on the field trip. Students will be provided with an information pack
on the event of the trip.

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Lesson 7: Field trip Resources:
Field study booklet
Clipboards (class set)
Inquiry skills: Questioning, Researching ,Analysing
Cameras
Before we go on the field trip show the students the location on google maps to let First aid kit
Students contact details / consent forms
them see things they might want to look at or find out more about during the field trip.
Copy of order of events.
Explain to the students the safety concerns and how walk to the park safely. Explain that
they need to be listening the whole time we are away from the school and that they
must listen to the adult that is with their group.

As a class we will walk down to the park in broad street and sit in the park before
undertaking the research of what we want to find out. A volunteer from the museum
will meet us in the park to help answer students questions that might arise from their
investigation into the site. An indigenous elder will also be at the park waiting to advise
and inform the students of the aboriginal and Torres Strait Peoples understanding of the
features of places and how the weather can affect the places/locations.

When we get to the location students will split into groups of four and will undertake
their inquiry with a staff member or a parent helper.
Students will be able to request to take a photo with the group camera.
As students undertake the field study students will be required to complete a field study

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booklet which will help them to complete the assessment task next week. The field
study booklet is attached as an appendix.

Students will then have a supplied lunch in the park before going to the museum to take
a tour through the building to look at photos of the past compared to the present and
how the features have changed over the years.

Students will return to school and have a discussion about the field trip and finish any
activities into their field trip booklet, before leaving school for the day.

Lesson 8: Draft your report Computers

Information reports
Lesson 9: Write a report on three things that have changed in over the years. Name something
Evidence from field trip.
managed, constructed and natural. Photographs from field trip
Inquiry skills: Evaluating and Reflecting
Communication

Students will use these two lessons to prepare their information report. Students will have all
the information that they gathered during the field trip and will be able complete their
information reports during these lessons. Students will be provided with the images to attach to
their reports. Students will be able to write their report before working with the year five

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students to type their reports onto the computer. Students will be able to receive feedback and
make improvements from the teacher.
Students will be able to prepare to present their reports in week ten and the final lesson of
these unit.
Lesson 10: Present the report to fellow classmates Data projector
Slide show
Inquiry skills: Communication

This lesson is designed for students to present their reports to the class and the teacher.
Students will have the opportunity to display their images on a PowerPoint to have projected on
the whiteboard to be used as a tool to be referred to during their presentation.

Students will be marked on their speaking, their terminology (managed, constructed and
natural) other words might be direction language on the map the students drew. Students will
also need to provide information about the feature they have chosen to talk about.

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Dean Matthews, S0257035, EDCU14033, Assessment Task 2 Page | 12
 Appendices: Appendix 1:

o desks o whiteboard o chairs

http://www.clker.com/cliparts/f/x/v/b/R/s/white-board- http://www.clker.com/clipart-student-
http://www.clker.com/clipart-desk-
background-md.png chair.html
2.html

o windo o door o fan

ws

http://pixabay.com/en/door-entrance-enter-access- http://www.clker.com/clipart-ceiling-fan-
house-150323/ outline.html
http://pixabay.com/en/window-blue-
frame-open-227893/

o books o bookshelf o rubbish

bin

http://www.clker.com/clipart-24776.html http://pixabay.com/en/recycle-trash-
http://www.clker.com/clipart-3904.html
garbage-296463/

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Appendix 2: Images to display for identifying features changed from
past to present.

Image 2:

Image retrieved from:

https://scontent-syd2-1.xx.fbcdn.net/v/t1.0-
9/10612995_749125081792669_22003149662409
07215_n.jpg?
oh=127e6159191cab6004a6f892571e6a1b&oe=58
F8DD72

Image retrieved from:

https://scontent-syd2-
1.xx.fbcdn.net/v/t1.0-
9/10500416_732515043453673_4280
932080254291359_n.jpg?
oh=22a9e16bdaf8c2d8b185ec715199
3487&oe=58BA00D6

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Image retrieved from: Personal Collection Image 2:
Image Retrieved from:
https://scontent-syd2-1.xx.fbcdn.net/v/t1.0-
9/14900622_1193739843997855_976729455
066785240_n.jpg?
oh=82dabe3c01423d243e0882cdf9f165d2&o
e=58F5955C

Image from Google Earth

https://scontent-syd2-1.xx.fbcdn.net/v/t1.0-
9/18519886_10209436143636263_6703330439311
437225_n.jpg?
oh=9036910b340cc30f33e25421816572cb&oe=59A
67EDD

Dean Matthews, S0257035, EDCU14033, Assessment Task 2

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Image retrieved from:
https://dsx.weather.com//util/image/w/106000525.jpg?v=ap&w=980&h=551&api=7db9fe61-
7414-47b5-9871-e17d87b8b6a0

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Appendix 3: Field Study Booklet.

Year 1
FIELD TRIP TO THE
SARINA PARK.
Activity Booklet

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Draw a map of the place and include the features
around it:

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 Name
the
place:
Identify
the
features
around
the
place:
________________________________________
________________________________________
Identify
________________________________________
how they
________________________________________
have
________________________________________
changed
________________________________________
since
________________________________________
over the
________________________________________
years:
________________________________________
________________
Pick one
feature
in the
place to
do your
report on
(e.g. the
war
cenotap
h):
Identify if
the
feature is
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 either,
Construc
ted,
managed
or
natural:
Write ________________________________________
some ________________________________________
small ________________________________________
details ________________________________________
about ________________________________________
the ________________________________________
feature: ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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 _

Draw a picture of your chosen feature:

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Take Photos of the place and the
features that are within the
place.

List some natural features that you

see:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
___________

List some Managed features in the

place:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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_____________________________________
_____________________________________
_____________________________________
___________
List some constructed features in the
park:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
________________________________

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