Exploring Indigenous Geography

Overview

In this lesson (14 of 20) students investigate how Indigenous peoples’ connection to Country shapes geography, culture, and daily life. Students practise locating places using maps and describing patterns in environments and settlements across Asia and Australia-linked contexts.

Learning intentions

Students will:

• describe how people’s connection to land and place influences culture and lifestyle
• explain the geographical diversity of environments in Australia and compare with parts of Asia
• locate and describe key places using absolute location (latitude/longitude) when appropriate
• organise information from sources to support a short geographic explanation

Success criteria

Students can:

• use map evidence to describe where a Country/region is located in Australia (and relate it to the broader Asia region when relevant)
• explain at least two ways environment and landforms shape cultural practices or daily living
• compare one similarity and one difference between environmental settings and settlement patterns
• present information clearly using a map, a short paragraph, or a labelled sketch map

Curriculum links

• Humanities and Social Sciences: the geographical diversity and location of places in the Asia region, and its location in relation to Australia - Geographical inquiry skills: locate, collect and organise information and data from primary and secondary sources in a range of formats - Geographical description skill: describe the location of places in countries of the Asia region in absolute terms using latitude and longitude (AC9HS6K04_E3)
• Investigating patterns: explore diversity of environments and types of settlement and discuss patterns (AC9HS6K04_E1)

Lesson structure (60 minutes)

1. 0–5 min · Welcome and focus question. Teacher shares the driving question: “How does geography shape culture and lifestyle?” Students do a quick think and record one idea in their notebook.

2. 5–15 min · Mini-lesson: Country, place, and environment. Teacher explains respectful language (Country, place, land) and links geography to how people live, travel, eat, gather resources, and hold knowledge; uses a map to show “place + environment + connection.” Students underline key phrases and complete a 3-part graphic organiser: Place, Environment, Cultural/lifestyle effects.

3. 15–25 min · Map investigation: locating and describing. Teacher gives each student a simple map pack (Australia outline + a blank grid) and one short source card about an Indigenous group’s connection to Country (teacher-selected, age-appropriate, and non-stereotyping). Students:

• locate the region on Australia
• identify one landform/environment feature from a provided legend (river/coast/desert/grasslands/forest—depending on your selected case)
• write a 2–3 sentence description linking place to lifestyle.

4. 25–35 min · Absolute location practice (latitude/longitude). Teacher models how latitude/longitude works using one prepared example location (not requiring internet). Students practise on a grid: given 2 coordinate pairs, they plot a point and label it with the name of a place from the case study or a related reference place. Teacher checks accuracy with brief calls to students.

5. 35–48 min · Compare and pattern task (Asia connection). Teacher sets up a comparison: “Choose one environment from the Indigenous Country case and compare it to an environment in the Asia region.” Students work individually or in pairs to complete a Compare Table:

• Environment setting (e.g., coastal/river/desert/forest)
• Settlement/lifestyle implications (e.g., movement, food sources, seasonal activities)
• Similarity and difference (one of each) Teacher prompts discussion of patterns without forcing “universal” statements.

6. 48–57 min · Create a ‘Geography Shapes Life’ explanation. Teacher instructs students to craft a short explanation (8–10 sentences) using sentence starters:

• “In this place, the environment includes…”
• “Because of this, people’s culture/lifestyle often includes…”
• “This connects to the idea that geography…” Students draft and then self-check using the success criteria.

7. 57–60 min · Exit ticket. Teacher asks: “Name one piece of geographic evidence from your map or coordinates, and explain how it links to culture or lifestyle.” Students answer on a half-sheet.

Resources

• Australia wall map or digital projector map
• Student map pack: Australia outline with coordinate grid, legend, and blank space for labels
• Short source cards (teacher-prepared) describing respectful Indigenous geography and connection to Country
• Latitude/longitude plotting worksheets (grid + coordinate pairs)
• Compare Table handout
• Graphic organiser: Place / Environment / Cultural/lifestyle effects
• Coloured pencils or markers
• Notebook or writing booklet

Assessment

• Formative checks during mapping: teacher circulates to confirm correct location and vocabulary usage (“place”, “environment”, “connection to Country”)
• Observation during comparison task: whether students identify a similarity and difference linked to environment (not just opinion)
• Exit ticket: confirms students can use geographic evidence to explain lifestyle/culture effects

Differentiation

• Support: provide sentence starters and a word bank (place, environment, resources, seasonal, coastal/river/desert, knowledge) and pre-highlight coordinates that must be plotted
• Support: allow students to complete the compare table using images/icons if writing is a barrier
• Extension: challenge students to add a second geographic feature (e.g., “near a river” plus “seasonal flooding”) and explain how it changes daily activities
• EAL/SEN: offer a choice of response format for the exit ticket (one sentence with a labelled map, or a short paragraph) and provide modelling of one completed example