Learning Sequence:

Unit title: Our Places

Unit Focus
Humanities and Social Sciences: Geography.

Unit Duration

Year
Year

4 of 7 lessons (lessons will be 1 hours in length)

Inquiry question
What are the different features of places in Australia?

Unit Overview/outline
Students will progress from foundation understanding of The representation of the location of places and their featu

the developed understanding that places can have natural, managed and constructed environmental features, som
Torres Strait Islander people have a direct social and cultural connection.

While students start initially with their local places and its features, they should also be aware of and be immersed i
features, and how these features are managed.

This unit will provide students with the opportunities to use Geographical Inquiry skills through observation, collectio
Geographical data to answer inquiry questions.

Australian Curriculum Outcomes:

Geographical Knowledge and
Understanding
The natural, managed and constructed
features of places, their location, how they
change and how they can be cared for
(ACHGK005)

Geographical Inquiry and Skills

Observing, questioning and planning
Pose questions about familiar and
unfamiliar places (ACHGS007)
Collecting, recording, evaluating and
representing
Collect and record geographical data and
information, for example, by observing, by
interviewing, or from sources such as
photographs, plans, satellite images,
story books and films (ACHGS008)
Represent data and the location of places
and their features by constructing tables,
plans and labelled maps (ACHGS009)
Interpreting, analysing and concluding
Draw conclusions based on the
interpretation of geographical information
sorted into categories (ACHGS010)
Communicating
Present findings in a range of
communication forms, for example,
written, oral, digital and visual, and
describe the direction and location of
places, using terms such as north, south,
opposite, near, far (ACHGS011)
Reflecting and responding
Reflect on their learning and suggest
responses to their findings (ACHGS012)

General capabilities and

cross-curriculum priorities
Literacy

Understand learning area vocabulary.

Navigate, read and view learning area
texts.
Numeracy
Using spatial reasoning.
Interpret maps and diagrams.

ICT capability
Investigating with ICT.

Locate, generate and access data

and information.
Critical and creative thinking
Inquiring - identifying, exploring and
organising information and ideas.
Personal and social capability, selfawareness and develop reflective practice.
Intercultural understanding understanding how people view places in
different ways.
Aboriginal and Torres Strait Islander
histories and cultures
Welcoming story, introducing significance
of land to aboriginal people.
Achievement standard

Links to other Curriculum areas

Australian Curriculum: History
Explore a point of view (ACHHS036)
Identify and compare features of objects
from the past and present (ACHHS035)
Use a range of communication forms
(oral, graphic, written, role play) and
digital technologies (ACHHS038)
Australian Curriculum: Mathematics
Represent data with objects and drawings
where one object or drawing represents
one data value. Describe the displays
(ACMSP263)
Australian Curriculum: Science
Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)
Australian Curriculum: English
Construct texts that incorporate
supporting images using software
including word processing programs
(ACELY1664)

By the end of Year 1, students identify and describe the natural, managed and constructed
features of places at a local scale and recognise that people describe the features of places
differently. They identify where features of places are located and recognise that spaces can
be arranged for different purposes. Students identify changes in features and describe how to
care for places.
Students respond to questions about familiar and unfamiliar places by collecting, recording
and sorting information from sources provided. They represent the location of different places
and their features on pictorial maps and present findings in a range of texts and use everyday
language to describe direction and location. They reflect on their learning to suggest ways
that places can be cared for.

Lesson 1: Introduction to Unit Our Place.

Learning Objective(s):

Learning Outcomes:

Examine and engage with a map of

Australia, identifying States and
Territories. Describe direction and
location of places using
geographical terms.

Assessing students prior knowledge

of the name and location of states and
territories within Australia.
Introduction of Unit of work.
Introduce relevant geographical
vocabulary.
Development of student geographical
location understanding. (The idea that
students must understand location
and map before introducing the
features that are present within
locations).

Preparation/Resources:
Possum Magic, Meme Fox, 1983.
Interactive Whiteboard (IWB).
Indigenous elder presentation.
Google Earth/Maps.
iPad
Map of Australia for use on IWB
Interactive Aboriginal Language Map
[Link]
Globe for use in the classroom
Coloured pencils for Location/map activity.
Geography exercise books

15min
s

Introduction:
Introduce new unit of work, Our Places, by reading Possum Magic, Written
by Meme Fox. (Making sure students are aware they are paying special
attention to locations mentioned within the Australia story).
Get students to identify locations mentioned in the story. (Are the locations
mentioned familiar to students? Do the students know what they are? For
Example: State and/or Territory. Do we live in one of the places
mentioned?).
Development:
Use spatial location application on the Interactive Whiteboard (IWB), to
locate each State and Territory on a map. (Introduce/Familiarise
geographical vocabulary. For example: State, Territory, North, West, South,
East, near, far, and opposite, making sure the students understand
terminology, and that it is used within context).
Explain to students there are many different ways to look at a map. Using
the internet, a globe, or a print out. Give students time to engage and
explore with the different types of maps. (Some students may engage and
gain positive learning outcomes from a hands on map, a globe, rather than
using the IWB, or relevant ICT to learn about geographical location).
Get students to use relevant vocabulary to answer whole-class discussion
questions.
1. What state/territory do you live in? Students show on the IWB.
2. What state or territory were you born in? Student shows on IWB.
3. Do you know anyone who lives in another state? If so, where? Use
IWB.
Establish student understanding of the Aboriginal peoples connection to
land. Show students the map of the different dialect areas that the different
Aboriginal societies associate themselves. Explicitly explaining the
importance of both; the Australian map and Aboriginal community
association.

35min
s

Depending on state in which lesson is run, an Indigenous elder may be able

to come into the classroom to give a welcome to country talk, an informing
and engaging discourse about indigenous land ownership and the land that
the school is located on.
If unable to come into the classroom, use the IWB as a communication
connection tool, allowing students to still ask questions and inquire about
subject.

Activity: Appendix 1.
Model activity with the class, allowing students to clarify
misconceptions/misunderstandings.

Conclusion
Bring students back to the floor and create a share circle. Allow students
to share their work, and recap what they have learnt through the lesson.

10min
s

Assessment:
Formative:
Participation: Get students to use relevant vocabulary to answer wholeclass discussion questions.
1. What state/territory do you live in? Students show on the IWB.
2. What state or territory were you born in? Student shows on IWB.
3. Do you know anyone who lives in another state? If so, where? Use
IWB.
Completion of colour activity by each student.
Lesson 3: Places we have been.
Achievement Objective(s):

Talk about places. What are

places? Identify key features of
places.

Learning Outcomes:

Assessing students prior knowledge

of the term places, features of
places/certain places.
Development of student
understanding of relevant vocabulary.
Students awareness of places, and
features that create distinct features.

Preparation/Resources:
Interactive Whiteboard (IWB).
Google Earth/Maps.
iPad
Led and Coloured pencils for place/features activity.
Geography exercise books (Stick in activity).
Introduction:
As a class, develop an understanding of place. What is a place? (Can any
of the students provide an example? For example: Places are parts of the
Earths surface that are identified and given meaning by people. They may
be perceived, experienced, understood and valued differently. They range in
size from a part of a room or garden to a major world region. They can be
described by their location, shape, boundaries, features and environmental
and human characteristics (Australian Curriculum, 2015)).
Once understanding has been established, get students to turn in pairs and
discuss examples of places they know, or have visited.
Brainstorm and write the students places on the interactive whiteboard.
Development:

20mi
n

30mi

Develop understanding of the term features. (For example: The visible

elements of a place or landscape, classified as natural, managed and
constructed. This term is used in early primary, but is later replaced by the
term characteristics, which includes both the visible and invisible elements
of a place (Australian Curriculum, 2015).
Choose one of the places from the brainstorm activity that a majority of
students will know. (For example: A Park).
Use Google earth to look at this place as a class.
Using the IWB, Draw, identify and label the features of that place. (For
example: Swing set, Grass, Tree, Bathroom, Slide). Get students to come up
and contribute to their own learning.
Activity: Students will get a chance to develop their understanding of places
and features by creating/ drawing a picture of a place on a drawing
application on their iPad, including its features, and then labelling those
features.
(Scaffolded)
Top 2 groups (Reading)- Allow students to choose their own place, one the
students have already brainstormed, or one they can research. (Research:
Look around the room at pictures of places, or search on the Internet).
Bottom 2 groups (Reading)- Provide students with multiple examples of
places on the board (brainstormed earlier).

Conclusion:
Bring students back to the floor and create a share circle. Allow students to
share their work, and recap what they have learnt through the lesson.

10
min

Assessment:
Formative:
Participation: Get students to use relevant vocabulary to articulate their own
understanding of places and features. Student is actively participating in
classroom discussions and providing adequate examples that show
understanding.
Completion of creating/drawing activity, and sharing at the end of class
(whole-class).
Lesson 4: Constructed and Natural Features.
Achievement Objective(s):
Learning Outcomes:

There are two distinct types of

features within places. What are
these features (Natural and ManMade/Constructed), and how can we
differentiate them.

Reassesses to clarify students

understanding of the term place,
features of places/certain places.
Development of student
understanding of relevant
vocabulary.
Develop students understanding of
the two key types of features. (The
differences).

Preparation/Resources:
Interactive Whiteboard (IWB).
Google Earth/Maps.
Images of natural and constructed features.
Ipads
Geography exercise books (activity).
Access to whole school grounds.
Introduction:
Get students to bring down their iPads, in which they conceptualised their
place and the features within, in the previous lesson.

15
mins

Refer students back to the previous lesson, reassessing students

understanding, and providing clarification on any misunderstanding/
misconceptions developed on places and their features.
Develop further geography based vocabulary- Natural features and ManMade/Constructed features. What do students know about these terms
(open ended discussion). Provide examples of each.
Get students to face one another (pairs), to talk about the natural and
constructed features within their draw places, from last lesson.

Development:
Assess students understanding of new vocabulary- Show students the
Google Earth map application on the IWB that was used to show the
students the locations of states and territories in lesson 1. Use images of
natural and managed place features that were prepared before lesson, and
place these in the correct locations.
Let students brainstorm whether these features are natural or constructed,
and assess retained knowledge of each state and territory.
Examples of images: Flinders Street Station, Uluru, Movie World, Big
Banana.
Activity: Take the class for a walk around the school grounds. Allow
students to stop at certain points around the ground to explore and find
natural and constructed features.
Students will bring out their iPads to create a photo gallery of natural and
constructed features around the school.
Conclusion:
Bring the students back into the classroom. As a whole class, discuss what
features they found in the school ground. Were these features natural or
constructed? How can we distinguish?
Allow students who took photos a chance to share images.

30
mins

15
mins

Assessment:
Formative:
Participation: Get students to use relevant vocabulary to articulate their own
understanding of natural and constructed features. Student is actively
participating in classroom discussions and providing adequate examples that
show understanding. This including active participation in out of class activity.
Student shows understanding of features through tables, and the differences
through discussion.
Lesson 7: Manage our places.
Achievement Objective(s):

Learning Outcomes:

Places have natural, and constructed

environmental features. We must
help manage these features by
providing care.

Assess students understanding of

places and feature; natural and
constructed.
Assess students consideration for
these features and how managing
means to provide them with care and
maintenance.

Preparation/Resources:
Interactive Whiteboard (IWB).
ICT- iPads, Computer.
Images of natural and constructed features.
Introduction:
As this lesson is primarily based on the use of ICT applications, such as
iPads, computer and Internet facilities, it is important to go over online safety

15
mins

1.
2.
3.
4.

with students. Explicitly outlining the use of the ICT in relation to the lesson
itself, and providing students with an avenue to which they can show the
teacher anything inappropriate they come across.
Inform the students that this is the final lesson for this unit, and that they will
be working in teams to show you, the teacher, what they have learnt over the
past 10 lessons.
As a whole class, provide students with questions or statements that they can
answer. For example:
Can someone tell me what a place is?
What is a feature?
What are the two main features?
How do we manage these features?
As a class on the floor, get students to sit in a circle. Give each student a card
with a feature/ place on in. Each student will stand up one at a time, and
define the feature, and explain how we can manage or care for it.
This allowing for assessment of overall knowledge base within the whole
classroom.

Development:
Activity: (Allocate groups with different ability levels within, to provide scaffold
learning. Also considering learning styles and personality styles. For example: team
leader.
The students are to create a management poster. That is, create a poster that
outlines a place and feature that has not been managed. What does this place
look like? If it hasnt been managed or cared for, what are the consequences?
What could you do to care and manage this place and feature?
For example: Our schoolyard. Drawing of the place-yard, with a natural
feature-broken tree.
Conclusion:
Bring students back to the floor and create a share circle. Allow students to
share their work, and recap what they have learnt through the unit.
Get students to provide feedback on unit. What they enjoyed, what they did
not enjoy, and what they would have liked to have done.
Assessment:
Summative:
Student uses a wide variety of relevant vocabulary to articulate their
understanding of place and features.
Student can use visual representations to show understanding.
Student actively participated in whole classroom and individual/group
activities.
Submitted activities shows clear understanding.

35
mins

10
mins