Africa Resources Focus

Overview

Lesson 2 in a 10-lesson unit, students explore Africa’s landforms, water sources, and how environments (including vegetation and water) support people and animals. They build on Lesson 1’s continent overview by locating features on a simple map and interpreting information from images and data-style resources.

Learning intentions

Students will:

• explore key geographic features of Africa, including landforms and major water sources
• describe how natural vegetation and water support people and animals
• identify examples of how different environments can influence where people live and what resources they use
• present their findings using appropriate geography terms

Success criteria

Students can:

• name and locate key Africa features (e.g., major deserts/grasslands/water sources) using map clues
• explain how vegetation and water help people and animals survive and thrive
• interpret information from pictures/maps using evidence from the resource
• use subject terms correctly when speaking or writing (e.g., vegetation, water source, environment, natural resources)

Curriculum links

• AC9HS4K05: the importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent
• AC9HS4S03: interpret information and data displayed in different formats (images/maps) to identify key features and patterns
• AC9HS4S07: present descriptions and explanations, using ideas from sources and relevant subject-specific terms
• AC9HS4K01: recognise First Nations Australians’ continuous connection to Country/Place as context for understanding connections people have with land and water

Lesson structure (45 minutes)

1. 0–5 min · Welcome and retrieval. Teacher writes “Africa: Land & Resources” and asks students to recall one feature from Lesson 1; points to a blank outline map. Students share one recall idea with a partner.
2. 5–12 min · Direct teach: environments that sustain life. Teacher shows 3 visuals (desert, savannah/grassland, river/lake) and explains vegetation and water as parts of environments that support people and animals. Students complete a quick “Match & explain” mini task: choose the best word (vegetation/water source/environment) for each picture.
3. 12–20 min · Map location practice (simple locating). Teacher demonstrates locating major regions on a classroom map using compass direction words (e.g., north, south) and “bird’s-eye view” perspective. Students, in pairs, place 2 markers on the Africa map: one for an example vegetation region and one for a major water source, then tell how they know (e.g., “The river is shown as…”).
4. 20–28 min · Interpreting resources (data in different formats). Teacher provides a short resource pack: one picture card set of African environments and one “resource notes” sheet (teacher-created, using icons such as water, farmland, animals, shade). Students rotate through stations (or teacher-led with small group) to identify: “What do people use this for?” and “How do animals benefit?”
5. 28–38 min · Group explanation (presentations). Teacher models a 3-sentence explanation using stems:

• “In Africa, the environment includes…”
• “Water sources/vegetation help people/animals by…”
• “This is important because…” Students complete a “Resource Explanation” sheet, then one student shares their explanation to the group. (Teacher prompts use of correct terms.)

6. 38–45 min · Exit ticket and feedback. Teacher gives an exit ticket with two prompts: (1) Name one Africa land/environment feature you located. (2) Explain one way vegetation or water supports life. Students submit individually.

Resources

• Teacher-made Africa map (outline) with compass points
• Picture cards: desert, savannah/grassland, forest/woodland (where applicable), river/lake/wetland
• “Resource notes” sheet with icons for supports (food, farming, animals, drinking water, habitat)
• Student “Resource Explanation” worksheet with sentence starters
• Exit ticket slips
• Markers/sticky dots for map placement
• Optional: digital slide with zoomed-in map visuals (if available)
• EAL/D visual word bank (vegetation, water source, environment, natural resources, habitat)

Assessment

• Formative: teacher circulates during station work to check students’ reasoning (“How do you know?”) and correct terminology use
• Formative: observe student map placement and oral explanation for correct location language (north/south/east/west)
• Exit ticket: check ability to name a feature and explain how environment (vegetation/water) supports people and animals

Differentiation

• Support for EAL/D: provide sentence stems, a colour-coded word bank with icons, and allow responses using drawing plus one sentence
• Support for students needing scaffolds: offer a partially completed “Resource Explanation” where students fill in only key words (e.g., vegetation, water source, supports, habitat)
• Extension for gifted learners: students prepare a short 30–45 second mini-presentation on one African natural resource (e.g., cotton, coffee, timber, fishing) linking it to environment support (where it grows/what water/vegetation it relies on)
• Chunk tasks for all learners: use clear time limits per station, verbal check-ins, and hands-on map markers to reduce reading load
• Sensitivity note: when discussing land and water connections, teacher briefly links to the idea that First Nations peoples have continuous connections to Country/Place, then returns focus to Africa’s environments (keeps comparisons respectful and age-appropriate)