Exploring Country Connections

Year Level

Year 2

Duration

30 minutes

Class Size

4 students

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Curriculum Alignment

This lesson aligns with the Australian Curriculum (v9) Humanities and Social Sciences for Year 2:

• AC9HS2K04: Explore the interconnections of Australian First Nations peoples to a local Country/Place.
• AC9HS2K03: Understand how places can be spatially represented in geographical divisions from local to regional to state/territory, and how people and places are interconnected across those scales.

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Learning Objectives

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

1. Identify a local Country/Place important to Australian First Nations peoples and describe how they are connected to this place (AC9HS2K04).

2. Explain that places can be represented at different geographical scales: local, regional, and state/territory (AC9HS2K03).

3. Demonstrate an understanding of how people and places are connected across these scales through stories and spatial representations (AC9HS2K03, AC9HS2K04).

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Resources

• Large printed or digital map of the local area, the regional area, and the state/territory.
• Images or artefacts representing First Nations connection to the local Country/Place (e.g., local natural features, artworks, symbols).
• Simple blank maps for students to draw on.
• Colour pencils, sticky notes.
• Storybook or video about a local First Nations people’s connection to Country/Place (age-appropriate).
• A small globe or Australia puzzle.

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Lesson Outline

1. Introduction and Engagement (5 minutes)

• Greet students and introduce the topic: Today, we will learn about the special connections First Nations peoples have with a local Country or Place and how these places fit into bigger areas like regions and states.
• Show the students a globe or puzzle of Australia. Briefly discuss that Australia has many states and territories.
• Explain that the First Nations peoples have special Countries/Places they belong to and care for.

2. Story and Discussion (8 minutes)

• Present a short story or video about an Australian First Nations group connected to a local Country/Place. Focus on the social, cultural, or spiritual connection.
• Ask guided questions:
  • Who lives here? (First Nations peoples)
  • What do they care about in this place? (land, water, animals)
  • How do they show respect for their Country/Place?
• Invite students to share what they notice about the connection.

3. Mapping Activity (10 minutes)

• Show the large map of the local area first. Point out the local Country/Place from the story.
• Explain "local" means the place close to where we live.
• Then zoom out to the regional map (wider area) and then to the state/territory map.
• Demonstrate how the same place appears on each map but in different sizes/scales.
• Give each student a blank outline map of the local area and ask them to place a sticky note or draw a symbol representing the First Nations Country/Place.
• Next, ask them to point out where this place fits on the regional and state/territory maps.
• Discuss how people and places are connected through these scales, for example:
  • People in the local area belong to the regional community.
  • Different local places together make up the state/territory.

4. Reflection and Drawing (5 minutes)

• Ask students to draw a picture showing the First Nations connection to their local Country/Place.
• Encourage them to include things they learned about how people care for and respect the place.
• Invite a few students to share their drawings and explain what they have learned.

5. Wrap Up and Review (2 minutes)

• Recap key points:
  • First Nations peoples have special connections to their local Country/Place.
  • Places can be shown on maps at local, regional, and state/territory scales.
  • People and places connect across these different scales.
• Encourage students to think about their own connection to their local place.

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Assessment

• Observation of student participation in discussions and mapping activities.
• Review students’ maps to check understanding of the local to state/territory scales.
• Evaluate drawings and explanations for comprehension of First Nations connections to Country/Place and respect shown.

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Differentiation and Support

• Provide extra support with mapping for students needing help with spatial concepts.
• Use visual aids and concrete examples to make ideas accessible.
• Encourage students to use oral explanations if drawing is difficult.

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Extension Ideas

• Plan a short visit or virtual tour to a local site significant to First Nations peoples.
• Introduce simple language or greetings from the local First Nations community.
• Invite a community Elder or cultural educator to speak about Country/Place connections.

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This lesson plan is designed with sensitivity to the importance of First Nations peoples’ knowledge and connection to Country/Place. Activities foster respect and understanding in ways suitable for Year 2 students. It complies fully with the Australian Curriculum (v9) requirements for Humanities and Social Sciences Year 2 standards AC9HS2K04 and AC9HS2K03 .