Discovering Special Places

Overview

• Lesson Title: What Makes a Place Special?
• Unit: Exploring Our Special Places (Lesson 2 of 16)
• Year Level: Foundation (Prep)
• Subject: HASS – History, Version 9.0 (Australian Curriculum)
• Duration: 45 minutes
• Class Size: 20 students
• Curriculum Link:
  • Humanities and Social Sciences – History
    Level: Foundation Year
    Strand: Knowledge and understanding
    Content Descriptor (ACHASSK017):
    The reasons why some places are special to people, and how they can be looked after.

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Learning Intentions

By the end of this lesson, students will:

• Understand what makes a place special to people.
• Identify and describe features that can make a place special.
• Collaboratively create a visual chart to show these features.

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Success Criteria

Students will: ✅ Listen and respond to a story about special places.
✅ Contribute ideas during group discussions.
✅ Sort images and words that show special features of places.
✅ Help create a class poster/chart about special places.

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Catholic Ethos Consideration

• Emphasise how we care for God’s creation and show respect for places that are special to others.
• Allow students time to mention sacred or spiritual places that are important to their families or community.
• Support students in expressing love for places that bring peace, joy, and connection.

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Materials

• Big book or printable retelling of the story "Tiddalick the Frog" (Dreamtime Story – simple language version)
• Prepared A3 chart paper with the heading: “Our Special Places Have…”
• Printed picture cards: trees, playgrounds, beaches, churches, animals, families, picnic areas, gardens, etc.
• Blue-tack or Velcro dots for stick-and-sort activity
• Coloured markers or crayons
• One simple recording sheet per student (A4, template included below)
• Story rug or gathering space
• Reflection space/mat with natural items (leaves, shells, flowers) for cool-down and prayer

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Lesson Sequence

1. Welcome and Connection (5 minutes)

• Seat students in a circle on the floor.
• Gently ask: “Can you think of a place that makes you feel happy or special?”
• Invite 2–3 students to share briefly. Encourage using visuals: “Use your hands to show what’s in that place!”

Transition Line: “Let’s listen to a story about a very special place where something amazing happened…”

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2. Storytime – 'Tiddalick the Frog' (10 minutes)

• Read aloud the retelling of "Tiddalick the Frog". Reinforce oral storytelling and eye contact, using voices and gestures.
• Focus on:
  • Why was the land special to the animals?
  • What happened when it wasn’t looked after?
  • What makes the place in the story unique or important?

Think-Pair-Share Prompt: “What makes the place in the story special? Talk to a partner.”

Teaching Tip: Pair students purposefully (strong communicator with quieter peer).

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3. Class Discussion – What Makes Places Special? (5 minutes)

• Use open-ended questioning:
  • “Are all special places the same?”
  • “Can a park be special? What about a church or backyard?”
• Begin the chart: “Our Special Places Have…”
  • Add a couple of student suggestions (e.g., trees, animals).

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4. Cooperative Sorting Activity (10 minutes)

Whole-Class, No-Rotation Required (Differentiation Built-In):

• Display picture cards on the mat.
• In groups of 4 (5 groups), guide students to:
  • Take turns choosing a card.
  • Stick it under one of the following categories on the class chart:
    • Nature Features (trees, flowers, water)
    • Special People (family, friends)
    • Fun Things (playgrounds, bikes)
    • Quiet or Holy Places (church, garden)
• Adult/teacher aide prompts are suggested: “What do you see in this card? Where might it go?”

Differentiation Support:

• Pre-teach vocabulary to EAL/D students using image flashcards.
• Have sentence stems ready: “This place is special because it has ___.”

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5. Individual Creative Reflection (10 minutes)

• Distribute the student recording sheets:

  • Title: “A Special Place I Know…”
  • Two boxes: (Draw it!) and (What makes it special?)

• Students draw and label a place they think is special.

  • Use inventive spelling and sound cues where necessary.
  • Adult prompts: “Could a place feel special because you go there with someone you love?”

Extension Task: Students with early writing skills can write a full sentence: “My special place has a __.”

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6. Sharing Circle and Prayer (5 minutes)

• Choose 2–3 students to sit in the “Speaker’s Chair” and share their work.
• Move to quiet nature-themed reflection space:
  • Close eyes, listen to bell/shell chime.
  • Short prayer: “Thank you God for all the beautiful and special places you’ve given us. Help us look after them.”

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Assessment & Monitoring

Observation Checklist (Teacher):

• ☐ Participates in discussion
• ☐ Identifies a feature that makes a place special
• ☐ Completes drawing task with support
• ☐ Expresses respect for others' ideas

Use iPad or clipboard to jot quick notes on engagement and understanding levels.

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Adjustments and Differentiation Suggestions

Student Needs	Adjustments
EAL/D	Use visuals, sentence stems, and buddy talk pairings
Speech/Language delays	Offer choices using picture cards, repeat instructions slowly
High achievers	Prompt to write complete sentences, add extra features
Low or emerging literacy	Focus on drawing detail and oral explanation

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Teacher Time-Savers

• Print all image cards and templates before lesson (can reuse each year!)
• Store in zip-lock bags labelled "Special Places Lesson"
• Use class-made chart as display for ongoing reference over the unit

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Reflection for Next Lesson Prep

• Which features were most commonly chosen by students?
• Which students might need pre-teaching of vocabulary/phrases next time?
• Start gathering images or resources for Lesson 3: Caring for Our Special Places.

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Student Recording Sheet Template

Title: A Special Place I Know
🖍 Draw it here: [Box]
🗣 “This place is special because…” [Lines or speech bubble space]

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Closing Thoughts

This lesson invites young learners to develop a personal connection to places in their world and begin thinking about the importance of caring for them. Through play-based group work, storytelling, and shared visual learning, students lay the foundation for understanding place, identity, and respect for both land and community in a uniquely Australian and faith-filled context.

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Wow Factor Tip for Teachers: Laminate the class anchor chart and let students add sticky notes or images to it throughout the unit. It becomes a living document that grows with their understanding — and it's ready to re-use next year!