Exploring Australian Landscapes

Overview

This Geography lesson is designed in alignment with the Australian Curriculum: Humanities and Social Sciences (HASS), specifically targeting Year 6 students and tailored for a Social Sciences focus on geographical skills. It will cover the curriculum content descriptor: ACHASSK138 - The geographical diversity of the Asia region and the location of its major countries in relation to Australia, with a particular focus on Map Skills. This lesson is adapted for special education students, using a hands-on, highly visual, and interactive approach, designed to maximise engagement and cater to diverse learning styles.

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Learning Objectives

By the end of this 50-minute lesson, students will be able to:

1. Identify key physical features of the Australian landscape on a map.
2. Use cardinal directions (N, E, S, W) to interpret features on a simple map.
3. Recognise the relationship between human and natural features within Australia.
4. Practice teamwork and contribute to group discussions using their knowledge of Australian geography.

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Materials Needed

• A large laminated map of Australia (with major landmarks and key landscapes such as deserts, rivers, mountains, and cities marked).
• Individual student copies of simplified, coloured maps of Australia.
• Large cut-out compass rose (North, East, South, West).
• Sets of brightly coloured whiteboard markers (different colours for land, rivers, and mountains).
• Visual aids: 3-4 laminated images of Australian physical features (e.g., Uluru, Great Barrier Reef, Murray River, Blue Mountains).
• Velcro tags, for interactive map activities.
• Student task cards with tactile images for students with sensory needs.

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Lesson Structure

Introduction (10 minutes) – Warm-Up and Orientation

1. Welcome and Purpose

   • Greet the students and explain the goal of today’s lesson: "Today we will become geographers and learn more about Australia’s amazing landscapes – rivers, mountains, deserts, and more! We will use maps to help us. By the end of the lesson, we will work together to map out Australia’s most important features.”

2. Icebreaker Activity: Directions Game

   • Use a large printed compass rose in the middle of the classroom and direct students to physically move towards each cardinal direction (N, E, S, W) as you call it out.
   • Make it fun by incorporating Australian animals: e.g., "Waddle like a penguin to the South!" or "Bounce like a kangaroo to the East!"

3. Reviewing Visual Aids

   • Present 3-4 laminated images of Australian landscapes and ask students simple "Guess What?" questions about them (e.g., "What landmark is orange and found in the Outback?" – Answer: Uluru).

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Main Activity (30 minutes) – Group and Individual Work

Part 1: Map Exploration (15 minutes)

1. Interactive Map Activity

   • Place the laminated map of Australia on the classroom table.
   • Distribute velcro tags to students. Each tag will have either a physical feature (e.g., "river") or a city (e.g., "Darwin").
   • Verbally guide students to attach tags to the correct place on the map using verbal prompts like:
     • "Find Northern Territory on the map – which famous rock is here?”
     • “Follow the east coast of Australia. Can you find the world's largest reef here?"

2. Pair Work: Exploring Student Maps

   • Pair students and provide each pair with an individual map of Australia.
   • Give verbal instructions for students to mark key locations with whiteboard markers as you call them out (e.g., circle the Great Barrier Reef in blue, trace the Murray River in green).

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Part 2: Hands-On Cardinal Direction Scavenger Hunt (15 minutes)

1. Scavenger Hunt Setup

   • Hide cut-outs of Australian animals (e.g., kangaroo, koala, emu) around the classroom beforehand, each with corresponding direction prompts attached (e.g., "Hop 5 spaces South to find me!").

2. Activity Instructions

   • Divide students into two small groups. Give each group a directional clue to start.
   • Support them in using cardinal directions and a mini compass (or laminated compass rose) to locate the next position, collecting an "animal" at each stop.

3. Plenary Discussion

   • Once the groups have found their animals, bring everyone back to the table. Review the routes they took, reinforcing the use of directions:
     • "You walked South to find the kangaroo. What landmark exists in Australia way down South?" (Answer: Tasmania).

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Conclusion (10 minutes) – Reflection and Wrap-Up

1. Quick Recap Quiz

   • Display the large laminated map again. Ask students to come up one by one and point to a feature they learned about today (e.g., "Who can show us where Uluru is?"). Give enthusiastic praise and support as needed.

2. Student Reflection

   • Pass out a “smiley faces” self-assessment card containing a visual for students to circle how they felt about the lesson (Happy Face – “I loved it!” / Neutral Face – “It was okay” / Sad Face – “I need more help”).

3. Preview of Next Lesson

   • Explain: "Next time, we’ll look at Australia’s connection with its neighbours and start thinking about other countries close to us, like Indonesia and Papua New Guinea!"

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Differentiation

• Sensory Supports: Laminated tactile images ensure accessibility for sensory learners.
• Verbal Simplification: Keep instructions simple and repeat key ideas when needed.
• Collaboration: Pair/group work ensures students can support each other socially and academically.
• Visual Reinforcement: Maps, images, and colour-coded elements scaffold learning for visual learners.

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Assessment

• Formative: Observe student participation during discussions, map activities, and the scavenger hunt.
• Student Reflection: Self-assessment cards.
• Verbal Demonstration: Responses in the recap quiz (pointing to/finding landmarks).

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This plan can be adapted over time to further extend skills with increasing complexity in map reading, locations, and geographical reasoning.