Changing Features

Learning Intentions

• Students will understand what natural, managed, and constructed features are.
• Students will learn about Uluru as a natural feature and why it changes colour.
• Students will recognise the cultural importance of Uluru for the Anangu people.
• Students will be able to classify features in their environment as natural, managed, or constructed.
• Students will appreciate the importance of respecting natural features and cultural values.

Success Criteria

• Students can correctly describe why Uluru changes colour using simple scientific ideas.
• Students can give examples of natural, managed, and constructed features.
• Students can participate in sorting activity and explain their choices.
• Students express one way of respecting natural features and Aboriginal cultural perspectives.

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Curriculum Links

NSW Science K-6 Syllabus links:

• ACSSU017: Different materials can be combined for a purpose (linking to minerals in Uluru).
• ACSHE022: People use science in their daily lives (acknowledging cultural connections).
• ACSIS025: Participate in guided investigations by sorting and classifying objects.
• ACSIS027: Communicate ideas and observations using drawings and oral language.

NSW Geography K-2 Syllabus links:

• GE1-1: Locating and describing natural, managed and constructed features of places.
• GE1-3: Describe features of places and how to care for them.
• Acknowledging Aboriginal perspectives as a cross-curriculum priority.

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Resources

• Large images of Uluru at sunrise and sunset (printed or projected).
• Printed sorting cards with images or words representing natural, managed and constructed features (e.g., Uluru, a walking track, a bridge, a tree, a picnic table).
• A large sorting mat or chart divided into three columns: Natural, Managed, Constructed.
• Whiteboard and markers.
• Reflection prompt cards ("One thing I learned about...").

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Lesson Procedure (60 minutes)

1. Introduction (10 minutes)

• Show students two large images of Uluru: one at sunrise, one at sunset.
• Ask: "What do you notice about Uluru in these pictures?"
• Explain clearly and simply:
  • Uluru is a natural feature — a big rock in the desert made from minerals.
  • It changes colour during the day because of sunlight shining on it, making it look red, orange, pink, or purple.
• Use simple language: "Sunlight makes the colours change because it shines on the minerals in the rock."
• Respectfully acknowledge: "Uluru is very special to the Anangu people, the traditional owners of the land. They care for it and have stories about it."
• Emphasise respecting natural places and Aboriginal culture.

2. Teaching and Discussion (15 minutes)

• Explain the three types of features:
  • Natural features: made by nature (e.g., Uluru, trees, rivers).
  • Managed features: places or things people take care of but can change naturally (e.g., walking tracks in national parks).
  • Constructed features: made by people for a purpose (e.g., bridges, buildings).
• Use visual aids showing examples with pictures.
• Include examples relevant to students’ local area if possible.
• Ask students for examples they may know.

3. Sorting Activity (20 minutes)

• Divide students into small groups.
• Give each group a set of sorting cards with pictures/words.
• Groups sort cards into Natural, Managed, and Constructed on the large mat.
• Circulate, asking guiding questions:
  • "Why do you think this is natural?"
  • "Who made this? Did people help manage it?"
  • "Is this built by people?"
• Encourage discussion and help students articulate their reasoning.

4. Reflection and Sharing (10 minutes)

• Bring the class together.
• Ask students to share one thing they learned about respecting natural features or Uluru.
• Prompt students with sentence starters:
  • "I learned that..."
  • "It is important to respect natural places because..."
  • "Uluru is special because..."
• Record key points on the whiteboard to revisit later.

5. Conclusion and Assessment (5 minutes)

• Recap the lesson’s main ideas:
  • Uluru is a natural feature that changes colour.
  • We classify features as natural, managed, or constructed.
  • Uluru is important to the Anangu people.
  • We respect natural and cultural features.
• Assess understanding informally by listening to reflections and participation in sorting.
• Optionally, collect sorting cards as a quick formative assessment.

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Differentiation Strategies

• Visual learners: use vivid images, colour-coded sorting cards.
• Oral learners: encourage full class and small group discussions.
• Hands-on learners: sorting activity provides tactile engagement.
• EAL or diverse learners: pre-teach key vocabulary with picture cards (sunlight, minerals, rock, respect).
• Provide sentences or phrases for sharing reflections for students needing language support.

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Notes for Teachers

• Use culturally appropriate language and approach when acknowledging Anangu perspectives.
• Reinforce respect and sensitivity for Aboriginal culture.
• Connect the lesson to students’ own environment by discussing local natural, managed, and constructed features.
• Emphasise simple science explanations appropriate for Year 1, avoiding complex mineralogy or scientific terminology.

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This plan aligns with the NSW Science and Geography syllabuses for Year 1, focusing on observation, classification, and respect for environment and culture .