Continent Neighbours

Overview

Today’s lesson introduces students to the major characteristics of North America and South America and their locations relative to Australia. Students will use maps and simple data tools to organise information and describe key similarities/differences using appropriate geographic terms.

Learning intentions

• Students will locate North America and South America on a world map and describe where they are compared to Australia.
• Students will identify the main geographic characteristics of each continent (for example, key landforms, climate zones, and major bodies of water).
• Students will collect and organise information from maps and short source cards.
• Students will present a simple description using geographic terms and map evidence.

Success criteria

• I can point to North America and South America on a map and name at least two ways their location relates to Australia (for example, direction, distance cues, hemisphere).
• I can describe one or two main characteristics of each continent using evidence from the map (for example, major oceans, mountain ranges, or climate zones).
• I can organise notes in a table using headings and keywords.
• I can use geographic terms correctly (for example, hemisphere, oceans, continent, landform, climate).

Curriculum links

• WA HASS Year 5: locate, collect and organise information and data from primary and secondary sources in a range of formats.
• WA HASS Year 5: evaluate information and data in a range of formats to identify and describe patterns and trends, or infer relationships.
• WA HASS Year 5: present descriptions and explanations using ideas, findings and viewpoints from sources, using relevant terms and conventions.
• WA HASS: The main characteristics of the continents of South America and North America, and the location of their major countries in relation to Australia (WA5HAKUG1).

Lesson structure (60 minutes)

1. 0–8 min · Warm-up: Map sprint

• Teacher displays a world map and asks students to find Australia, then locate where “North America” and “South America” would be on the map.
• Students work in pairs to mark arrows/directions (e.g., “north-west”, “south-west”) from Australia to each continent and share one guess with the class.

2. 8–18 min · Explicit teaching: Where are the continents?

• Teacher models how to use a map legend and coordinates cues (where available), focusing on hemisphere and directional relationships to Australia.
• Students follow along on their own blank map: shade North America in one colour and South America in another; write “North” or “South” hemisphere on each.
• Teacher introduces key directions and location phrases: “north of”, “south of”, “west/east of”, and “which hemisphere is mostly involved?”

3. 18–28 min · Explicit teaching: Main characteristics

• Teacher uses a set of prepared source cards (map extracts and short climate/landform prompts) to model what counts as “main characteristics” (not every detail).
• Students add three “characteristic starters” to a class example chart:
• North America: possible examples (mountains, large river systems, deserts or temperate zones—choose from the source cards)
• South America: possible examples (the Andes, rainforest regions, temperate zones—choose from the source cards)
• Shared features: major oceans surrounding each continent

4. 28–40 min · Guided practice: Organise information

• Teacher distributes an evidence table with two columns (North America / South America) and headings: “Location vs Australia” and “Characteristics”.
• Students complete the table together using teacher-guided prompts:
• Identify major ocean(s) from the map
• Choose one landform/climate feature from the source cards for each continent
• Write one location sentence linking each continent to Australia using sentence starters provided
• Teacher circulates, checking that students use keywords and include evidence cues (e.g., “on the map, I can see…”).

5. 40–52 min · Independent activity: Map + mini description

• Teacher explains the task: Students produce a “Two-Continent Brief” on the template (one short paragraph or two dot points per continent) and include a finished labelled map.
• Students:
• Label: Australia, North America, South America, and at least one major ocean for each continent.
• Write one sentence on each continent’s location relative to Australia and one sentence on a main characteristic.
• Teacher provides a word bank and sentence starters (displayed):
• “North America is … of Australia and lies mainly in the … hemisphere.”
• “A main characteristic of North America is …, shown by …”
• “South America is … of Australia and lies mainly in the … hemisphere.”
• “A main characteristic of South America is …, shown by …”

6. 52–58 min · Exit-check: Quick pair-share

• Teacher asks students to share one accurate location statement and one characteristic statement with a partner.
• Students rehearse answers using geographic terms; teacher listens for misconceptions.

7. 58–60 min · Exit ticket

• Teacher collects an exit ticket with three short responses:
• A) Name the hemisphere(s) each continent is mostly in.
• B) Write one location sentence linking each continent to Australia.
• C) Choose one characteristic for North America and one for South America (one keyword each, supported by “shown on the map”).

Resources

• World map (large display) and individual blank map templates
• Coloured pencils/markers (two colours for each continent)
• Source card set: map extracts and short prompts for landforms/climate zones
• “Evidence table” worksheet (North America / South America headings)
• “Two-Continent Brief” template with sentence starters
• Word bank with: continent, hemisphere, ocean, landform, climate, located, direction, evidence
• Timer and display chart for modelled notes
• Exit ticket slips

Assessment

• Formative: teacher observation during the map sprint and guided table completion (check for correct hemisphere/direction wording and inclusion of evidence cues).
• Formative: review of independent “Two-Continent Brief” for accuracy of location statements and use of at least one characteristic per continent.
• Exit ticket: quick verification of hemispheres, one location sentence for each continent, and one characteristic keyword per continent.

Differentiation

• Support:
• Provide sentence starters and a simplified word bank with illustrated cues (ocean/landform icons).
• Offer a partially completed evidence table for students who need scaffolded structure.
• Extension:
• Challenge students to add one extra labelled feature (for example, an additional ocean or a named landform) and include a second characteristic sentence.
• EAL/SEN:
• Allow students to use a labelled diagram first, then add sentences using the starter frames.
• Provide an optional word bank translated into key first-language words if available in class resources.
• Ensure engagement:
• Use pair roles (mapper/recorder) during guided practice so all students contribute to both locating and organising information.