Capital Cities Map Start

Overview

In this first lesson of the unit, students explore what a capital city is, then locate Canberra (Australia) and Brasília (Brazil) on maps. They begin comparing each capital using a T-chart focused on natural and built features.

Learning intentions

• Students will understand that a capital city is an important centre for government and administration.
• Students will locate Canberra and Brasília using a map (including directions and scale where appropriate).
• Students will identify and compare two natural and two built landmarks in each capital city.
• Students will practise recording information clearly using a comparison T-chart.

Success criteria

• I can locate Canberra and Brasília on a map and say which country each capital belongs to.
• I can name at least two landmarks in Canberra (one or two natural, one or two built).
• I can name at least two landmarks in Brasília (one or two natural, one or two built).
• I can complete a comparison T-chart with clear headings and matching information for both cities.

Curriculum links

• Geographical knowledge: identifying places and describing features of places (including capital cities).
• Geographical skills: using maps and simple geographical tools to locate and describe places.
• The inquiry process: asking questions, observing, and recording information from sources.
• Civics and citizenship understanding: recognising roles of places in government and administration.

Lesson structure (60 minutes)

1. 0–5 mins | Welcome & hook

• Show two images: Canberra’s Parliament area and a Brasília landmark (teacher-chosen). Ask: “What do these places have in common?”
• Clarify the unit theme: exploring and comparing places in Australia and Brazil.

2. 5–12 mins | What is a capital city?

• Briefly explain: capital cities are major centres where governments plan and run key national services.
• On the board, add a simple class definition: “A capital city is an important city for government and administration.”

3. 12–25 mins | Map locating activity (teacher-led + students)

• Give each student or pair a world map (or Australia + South America inset map).
• Students find: Australia → Canberra; Brazil → Brasília. Use prompts like “Which direction is it from your country/region?” and “What continent is it on?”
• Teacher checks locations using whole-class quick call-backs: “Point to Canberra. Point to Brasília.”

4. 25–38 mins | Landmarks mini-investigation (sources + discussion)

• Provide short printed picture-cards or teacher-prepared image sheets for each city (3–4 landmarks per city: mix natural and built).
• In pairs, students sort landmarks into two categories: natural (e.g., rivers, hills, landscapes) and built (e.g., buildings, monuments, bridges).
• Quick class check: choose one landmark from each city and ask, “Is it natural or built, and why?”

5. 38–55 mins | Comparison T-chart task

• Students complete their comparison T-chart in notebooks or a worksheet.
• T-chart columns: Canberra | Brasília. Two rows under each column: Natural landmarks and Built landmarks.
• Students write: at least two landmarks per city (with one sentence each: “Canberra has … (natural/built). Brasília has … (natural/built).”).
• Teacher circulates, supports correct categorisation, and confirms map facts (city-country match).

6. 55–60 mins | Exit ticket (quick assessment)

• Students answer two prompts on an exit slip:
• “Locate Canberra and Brasília on the map (label one).”
• “Name one natural and one built landmark from either city.”
• Collect slips for next lesson grouping/support.

Resources

• World map or wall map plus student maps (Australia and South America insets if possible)
• Image cards or printed pictures of Canberra and Brasília landmarks (mixed natural and built)
• Blank comparison T-chart worksheet (clear headings and lines for writing)
• Student pencils, crayons/markers (for categorising colours)
• Timer for each activity segment
• Anchor chart: “Capital city = government and administration”
• Teacher image set (projector or printed) for hook and explanations
• Exit ticket slips

Assessment

• Formative: teacher observation during map locating and landmark sorting (listen for correct city-country identification and correct natural/built categorisation).
• Formative: review of completed T-charts for at least two landmarks per city with headings and clear matching.
• Summative-for-now (mini): exit slip responses showing one correctly located city label and one natural + one built landmark.

Differentiation

• Support:
• Provide sentence starters: “In Canberra, I noticed … (natural/built).”
• Offer a partially completed T-chart with one landmark already placed for each city.
• Use colour-coding: green for natural, red for built.
• Extension:
• Ask students to add a second reason sentence: “It is natural because it is part of the environment.”
• Challenge with a simple directions question using the map: “Is Brasília north/south/east/west compared with Australia?”
• EAL/SEN:
• Use picture-supported labels and an oral rehearsal before writing.
• Allow verbal responses to be scribed by a peer or teacher if needed.
• Learning needs for 11 students:
• Pair students strategically (one confident mapper with one developing mapper) and rotate roles (map finder / writer).

Key vocabulary

• capital city
• government
• administration
• landmark
• natural
• built
• map
• direction
• Australia
• Brazil
• Canberra
• Brasília