Geography Today

Overview

In this first lesson of the unit “Exploring Place Liveability”, students are introduced to what geography is and how geographers investigate people’s wellbeing through place. Students build early understanding of liveability and learn the key geographic terminology used throughout the unit.

Learning intentions

Students will:

• understand what geography studies and why it matters to human wellbeing
• use basic geographical terminology (place, liveability, factors, impacts)
• identify possible factors that affect people’s quality of life in a place
• collect and record geographical information using a simple template

Success criteria

Students can:

• explain in their own words what geography is (at least one example)
• define “liveability” and list at least 2 factors that influence it
• record information clearly using a teacher-provided organiser
• use at least 3 geographical terms correctly in discussion or writing

Curriculum links

• GELS-TAP-01: Students collect and record geographical information
• GELS-COM-01: Students communicate information using geographical terminology
• GELS-PER-01: Students identify perspectives of people or organisations on a geographical issue
• GELS-PRI-02: Students identify processes or interactions that change people, places and environments (introduced as “ways factors can affect people”)

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher writes “What makes a place liveable?” on the board and shows 2–3 short, descriptive place images (e.g., a town centre, a park area, a transport view). Students do a quick think: “What helps people feel good here?”

2. 5–15 min · Mini-lesson: What is geography? Teacher explains that geography is the study of places and how people and environments connect, then links it to human wellbeing. Teacher models 4 key terms on the board: place, liveability, factors, impacts. Students copy a simple definition table and complete a “Match the term” check (place–where; liveability–how good it is to live; factors–things that influence; impacts–effects on people).

3. 15–25 min · Guided inquiry: Liveability factors brainstorm. Teacher displays a generic example: “A neighbourhood with safe crossings, parks, shops, buses, and affordable housing.” Teacher asks: “Which factors improve liveability and what impacts might you see?” Students work in pairs to fill a 3-column organiser: Factor → Possible impact on people → Evidence from the example (e.g., “bus routes” → “easier to get to school” → “buses running frequently”).

4. 25–40 min · Perspective snapshot (people/organisations). Teacher introduces the idea that different people may view liveability differently (e.g., a student, an older person, a local business, a council). Teacher prompts: “Think of one person who uses this neighbourhood and one thing they may want improved.” Students complete a “Perspective Sentence Frame”:

• “For (person/organisation), liveability is improved when… because…” Teacher circulates and checks use of at least two geographical terms.

5. 40–50 min · Whole-class compilation and geographic language check. Teacher leads a class list on the board: liveability factors and the impacts students suggested. Teacher highlights strong examples and corrects misunderstandings (e.g., “factors” are influences, not outcomes). Students update their own notes using the class model and add one missing term.

6. 50–58 min · Exit ticket (recording + terminology). Students complete an individual exit ticket:

• Q1: In 1–2 sentences, what is geography?
• Q2: Define liveability.
• Q3: List 2 liveability factors and one possible impact for each (using “because”). Teacher collects for formative assessment.

7. 58–60 min · Quick wrap. Teacher summarises: “Today you learned geography is about places and the ways factors affect human wellbeing.” Students share one factor they think will matter most in our unit.

Resources

• Image set showing different place features (teacher-prepared)
• Liveability factor organiser (Factor → Impact → Evidence)
• Term definition cards or teacher-written definitions on board
• Perspective sentence frame slips or printed worksheet
• Exit ticket sheet for each student
• Coloured pens/highlighters for coding factors vs impacts
• Timer for step transitions

Assessment

• Formative: Teacher observation of pair work (use of terms: place, liveability, factors, impacts)
• Formative: Review perspective sentence frames for understanding of “different perspectives”
• Summative-for-now (low stakes): Exit ticket responses to check core concepts and terminology accuracy

Differentiation

• Support: Provide sentence starters and a word bank (place, liveability, factor, impact) plus a partially completed organiser for students needing scaffolding.
• Support: Offer an example filled-in model to reduce cognitive load before pair work.
• Extension: Challenge advanced students to add a “Why?” link showing interaction (e.g., how transport affects access to services, which affects wellbeing).
• EAL/SEN: Allow oral responses first (pair discussion) before writing; use visuals for each term; check for understanding with targeted prompts (“What is the factor? What is the impact?”).
• Grouping: Use mixed-ability pairs with clear roles (Reader for terms, Recorder for answers).

Extension (optional)

• Advanced task: Choose one liveability factor and write a mini “chain” of interactions: Factor → Impact → Further impact on wellbeing (two links). Then add a second perspective (e.g., council vs resident) and explain how their priorities might differ.