Comparing Two Places

Overview

In this third lesson of Our Diverse Places, students compare their local place with another Australian place using photographs, maps and simple climate information. They identify similarities and differences in natural, managed and constructed features, organise evidence in a Venn diagram, and write comparative sentences.

Learning intentions

Students will:

• locate and describe features of two Australian places
• compare landforms, climate, activities and built features
• organise information in a Venn diagram
• write clear comparative sentences using evidence
• ask questions about why places are similar or different

Success criteria

• I can identify features of my local place and another Australian place.
• I can sort features into “local place”, “both places” or “other place”.
• I can use words such as both, similar, different, warmer, nearer and whereas to compare places.
• I can write at least two accurate comparative sentences.

Curriculum links

• Geography: similarities and differences between Australian places in their natural, managed and constructed features
• Geography: using geographical tools to locate and describe Australian places
• HASS inquiry: developing questions to guide investigations about places
• English and Mathematics integration: constructing comparative sentences and organising information in a Venn diagram

Lesson structure (40 minutes)

1. 0–5 min · Hook and question. Display a photograph of the local place beside a photograph of the selected Australian comparison place using the opening place comparison. Ask, “What might be the same and what might be different?” Students silently notice details, then share one observation with a partner.

2. 5–11 min · Locate and model. Use the map and feature examples to locate both places on an outline map of Australia and model how to describe one natural feature, one climate feature, one activity and one built feature. Students point to each place and help classify examples as natural, managed or constructed.

3. 11–16 min · Build comparison questions. Reveal the investigation questions and jointly read: “What is the land like?”, “What is the climate like?”, “What do people do there?” and “What has been built there?” Students add one question of their own and predict one similarity or difference.

4. 16–28 min · Pair investigation. Distribute the two-place comparison worksheet. Pairs study the photographs, map and short fact boxes in the deck, recording evidence about landforms, climate, activities and built features. They place each observation in the correct part of the Venn diagram, checking that shared features go in the overlap. Circulate and ask, “What evidence shows that?” and “Is this a natural or constructed feature?”

5. 28–35 min · Comparative writing. Show the sentence-building examples. Students write at least two sentences on the worksheet, using a sentence starter such as “Both places …”, “The local place is … whereas …” or “Unlike …, …”. Partners read their sentences to each other and check that each includes a feature and a comparison.

6. 35–40 min · Share and exit check. Invite several pairs to share one similarity and one difference, then display the plenary and exit prompt. Students complete the final worksheet prompt: “One reason these places are different might be …” and submit their work as they leave.

Resources

• the two-place comparison slide deck
• the two-place comparison worksheet
• Teacher-selected photographs of the local place
• Photographs and fact information for one Australian comparison place
• Outline map of Australia
• Classroom atlas, globe or approved digital map
• Pencils, coloured pencils and highlighters
• Whiteboard and markers

Assessment

• During modelling, check whether students can locate both places and distinguish natural, managed and constructed features.
• During pair work, question students about the evidence for each Venn diagram entry and note accurate use of geographical vocabulary.
• Use the completed Venn diagram, comparative sentences and exit response to assess whether students can identify similarities, differences and a possible reason for change or variation between places.

Differentiation

• Provide a word bank with landform, climate, activity, natural, managed, constructed, similar, different, both, whereas and unlike.
• Support students with partially completed Venn diagrams, labelled photographs, oral rehearsal and sentence starters before writing.
• Pair students strategically and allow students who need it to dictate sentences, draw and label features, or respond orally.
• Extend confident students by asking them to explain how climate or location may influence activities, housing or other built features.
• For EAL/D students, use clear images, gestures, repeated modelling and partner talk before independent writing; read fact boxes aloud where required.