Exploring Special Places

Lesson Overview

This 70-minute Social Sciences lesson is designed for Year 2 students in alignment with the Australian Curriculum: Humanities and Social Sciences (HASS). The lesson addresses the content descriptions AC9HS2K03 (understanding spatial representation and human-place interconnections) and AC9HS2S04 (discussing diverse perspectives on places). Students will investigate how places differ in significance to various people, including First Nations Australians, parents, and community members. Through hands-on activities, storytelling, and an 'investigation walk,' students will explore the concept of special places in their own lives and the lives of others.

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Objectives

By the end of the lesson, students will:

• Understand how places can be divided into local, regional, or state levels.
• Identify why particular places are special or significant to different people, including First Nations Australians.
• Discuss and share their own perspectives on special places and compare them with those of their peers.

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Resources and Preparation

Resources:

• Map of Australia (large, clearly showing states, territories, and major landmarks).
• Photos or illustrations of significant Australian locations (e.g. Uluru, Great Barrier Reef, local landmarks, memorials).
• A selection of tactile materials (sand, leaves, small rocks) to represent different places.
• "Story Stones" (painted with various special places like a campsite, sporting oval, school, bush, or beach).
• A3 Map handouts for students with room for drawings.
• Sticky notes for group brainstorming.
• Wireless microphone or 'speaking stick' for presentations.

Preparation:

• Identify a nearby outdoor setting at the school (playground, garden, or local park) for the investigation walk.
• Gather stories or information about a local sacred site or memorial to discuss First Nations perspectives.
• Pre-set learning pods: one for mapping, one for storytelling, and one for tactile exploration.

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Lesson Breakdown

Introduction (10 minutes)

1. Engage the Students:

   • Gather the students on the floor in a circle and begin with the question: "What does it mean for a place to be special?"
   • Take a straw poll: Ask students to raise their hands if they've ever visited a place they think is special, like the beach, their grandparents' house, or a park.

2. Explain the Learning Goals:

   • Use the map of Australia to introduce different scales of places: local (schools, parks), regional (towns, cities), and state/territory.
   • Show the photos of iconic Australian locations and ask: "Why might this place be special to someone?"

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Activity 1: Storytelling and Perspectives (15 minutes)

1. Small Group Discussions:

   • Split the class into small groups of 4-5 students. Provide each group with "Story Stones."
   • Explain that each stone represents places that are special to different people. For example:
     • “Camping in the bush might be special to First Nations Australians because it connects to their culture and ancestors.”
     • “A sporting oval might be special because it’s where we build friendships.”

2. Task:

   • Each group picks 2 stones and discusses why those places might be significant to someone. Write their thoughts on sticky notes.

3. Class Sharing:

   • Groups present their findings to the class using the 'speaking stick.'

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Activity 2: Investigation Walk (20 minutes)

Objective: To make connections between places and their significance using real-world observations.

1. Outdoor Exploration:

   • Take the students on a short investigation walk around the school or nearby outdoor area.
   • Provide guiding questions during the walk:
     • “What do you notice about this place?”
     • “Why might it be special, and to whom?”
     • “How is this place connected to other places?”

2. Draw and Record Places:

   • Each student selects one location during the walk they think is special (e.g. a tree, sports field, or quiet spot).
   • Record their responses in "place reflection notebooks" or draw the location on their A3 Maps. Encourage details like textures or colours to make it memorable.

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Activity 3: Mapping Connections (15 minutes)

1. Local to Regional Thinking:

   • Back in the classroom, guide students to mark their chosen location onto their A3 Maps.
   • Introduce the concept of interconnection:
     “How is this place connected to others? For example, is the tree a habitat for birds?”

2. Extension Discussion (if time permits):

   • Highlight a First Nations Australian perspective on a local area or sacred site.
   • Use the tactile materials (e.g., sand to represent deserts or rocks to represent mountains) to highlight the feel and significance of these places.

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Activity 4: Reflection and Understanding (10 minutes)

1. Personal Stories:

   • Return to the circle time. Ask students to share why they chose their locations during the investigation walk.
   • Encourage responses starting with: “I think this place is special because…”

2. Guided Reflection:

   • Discuss how different people value places in different ways.
   • Revisit the map of Australia briefly and ask: “How are your places connected to other places on the map?”

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Assessment

• Observe students’ participation in discussions for engagement and understanding of 'special places.'
• Review their sticky notes and A3 Maps for evidence of spatial and emotional connections to places.
• Use informal questioning during the reflection to gauge understanding of interconnection and perspectives.

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Differentiation Strategies

• For students who need extra support: Pair them with a peer mentor during group activities or provide sentence starters for the discussion.
• For students who need an additional challenge: Ask them to identify a place outside Australia (e.g., a holiday destination) and explain how it connects to their lives or a local place.

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Closing

• Summarise the key idea that everyone has special places, and these places are interconnected in meaningful ways.
• End with a class pledge: “We will respect everyone’s special places.”

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This lesson is designed to inspire students to actively explore and reflect on their relationships with places, fostering cultural sensitivity and spatial awareness. It’s more than just a classroom task—it’s a personal journey into understanding the world around them.