Natural Features And Landscapes

Overview

Lesson 3 of 6 in Exploring Australian Places. Students identify and compare Australian natural features, then work in small groups to research one state or territory and explain what makes its landscape distinctive.

Learning intentions

• Students will identify natural features including mountains, deserts, rivers, forests, reefs and beaches.
• Students will locate Australian states and territories on a map.
• Students will compare the landscapes of different Australian places.
• Students will use information sources to share a clear explanation with others.

Success criteria

• I can name and describe at least four natural features.
• I can locate a state or territory on an Australian map.
• I can explain how a landscape is distinctive using examples.
• I can contribute fairly to my group’s research and presentation.

Curriculum links

• Geographical knowledge and understanding of natural, managed and constructed features of places.
• Locating and comparing places using maps and geographical language.
• Collecting, recording and interpreting information from maps, images and simple written sources.
• Communicating geographical findings using descriptions, comparisons and labelled representations.

Lesson structure (60 minutes)

1. 0–7 minutes – Engage and identify features Open with the introduction and mystery landscape slides. Show photographs of an Australian reef, desert, mountain, river, forest and beach. Ask: “What do you notice?” and “How do you know this is a natural feature?” Build a class list and clarify that natural features are parts of Earth that are not made by people.

2. 7–15 minutes – Teach key ideas and map location Use the natural features teaching slides and Australia map to introduce the six feature types. Briefly discuss examples such as the Great Barrier Reef, the Simpson Desert, the Murray River and the Snowy Mountains. Display an Australian map and model how to locate a state or territory using a title, compass direction and surrounding places.

3. 15–20 minutes – Model comparison Model a simple comparison between two places, for example: “Queensland has tropical forests and coral reefs, while South Australia has dry deserts and long coastlines.” Highlight useful words such as similar, different, north, south, coast, inland, wet and dry. Students turn to a partner and make one oral comparison.

4. 20–25 minutes – Organise research groups Arrange 19 students into four groups of four or five. Allocate each group one state or territory, ensuring a range of landscapes across Australia. Give each group a role using the Group Role Cards and distribute the natural features research organiser. Explain that students will record at least three natural features, where they are found, and why the landscape is distinctive.

5. 25–42 minutes – Group research Students use teacher-provided information cards, picture sources, atlases and maps to complete the organiser. Reopen the research instructions and question prompts to keep the task visible. Circulate and ask: “Which feature is most important to your explanation?” and “What evidence shows this place is different from another state or territory?”

6. 42–53 minutes – Group presentations and compare Each group has about two minutes to share its state or territory, identify three natural features and explain one distinctive characteristic. While listening, students add one interesting feature from another group to their worksheet. Use the presentation prompts and comparison table to support clear speaking and active listening.

7. 53–60 minutes – Review and exit assessment Revisit the plenary and review slide. Ask students to name a natural feature and the place where it can be found. Students complete the final section of the natural features research organiser, answering: “How is your group’s landscape distinctive?” Invite two or three students to share responses.

Resources

• the Natural Features and Landscapes slide deck
• the natural features research organiser
• the Group Role Cards
• Australian map showing states and territories
• Atlases or classroom maps
• Teacher-prepared information cards for each allocated state or territory
• Photographs of mountains, deserts, rivers, forests, reefs and beaches
• Coloured pencils, pencils and clipboards or group workbooks

Assessment

• Observe students’ use of geographical vocabulary, map-reading skills and accurate identification of natural features during discussion.
• Check group research organisers for three accurate features, a comparison and an explanation of distinctiveness.
• Listen to presentations for clear communication, relevant evidence and equitable group participation.

Differentiation

• Provide labelled photographs, a word bank, sentence starters and pre-highlighted information cards for students needing support.
• Pair students strategically and assign roles that allow different ways to contribute, including drawing, locating, reading or speaking.
• For EAL learners, use visuals, gestures, repeated oral rehearsal and sentence frames such as “This place has…” and “It is different because…”.
• Extend confident students by asking them to explain how climate, location or landforms may influence the plants, animals or people found in that place.