Natural Features Nearby

Overview

In Lesson 4 of Places Near and Far, students build on their knowledge of maps and neighbouring countries by comparing natural features in Australia and Indonesia. Using photographs, a simple map and information cards, they identify similarities and differences in landforms, bodies of water, climate, vegetation and animal life, then record findings in a comparison table.

Learning intentions

• Students will locate Indonesia and Australia using a map.
• Students will identify and describe natural features in both places.
• Students will compare places using geographical vocabulary.
• Students will develop questions to guide further investigation.

Success criteria

• I can locate Australia and Indonesia and describe their relative direction.
• I can identify natural features such as mountains, islands, rivers, forests and beaches.
• I can record at least two similarities and two differences accurately.
• I can use words such as natural feature, landform, vegetation, climate and neighbouring country.

Curriculum links

• Similarities and differences between places in Australia and neighbouring countries, including natural features.
• Developing questions to guide investigations about places.
• Interpreting information from photographs, maps and short factual texts.
• Locating, collecting and recording geographical information from maps and other sources.
• Locating Australia’s neighbouring countries and regions.

Lesson structure (50 minutes)

1. 0–5 min · Hook and prior knowledge. Display a striking split image of Australia’s Great Barrier Reef and an Indonesian volcanic island using the opening comparison image. Ask, “What natural features can you see, and what might these places have in common?” Students think independently, share with a partner and contribute observations; clarify that natural features are parts of the environment not built by people.

2. 5–12 min · Locate and model. Use the map and vocabulary slides to locate Australia and Indonesia on a map, identifying Indonesia as a neighbouring country to Australia and discussing relative direction. Model reading one photograph and recording a comparison, such as: “Both places have coastlines. Australia has large dry areas, while Indonesia has many tropical forests.” Students practise orally using the sentence frame, “Both places have…, but…”

3. 12–18 min · Question building. Show the investigation prompts on the question-building slide: “What natural features are similar?”, “What is different?”, “Why might the places be different?” and “What else do we need to know?” Students suggest one question about the two places, then improve it with a partner so it can be answered using evidence from the available sources. Invite several students to share questions.

4. 18–35 min · Paired investigation. Distribute the Australia and Indonesia comparison table and provide pairs with the source photographs and short information cards. Students investigate four categories—landforms, water, vegetation and climate—recording evidence in the table and identifying at least two similarities and two differences. Partners use the geographical word bank and sentence starters on the worksheet; circulate to ask, “What evidence shows that?” and check that students distinguish natural features from constructed features.

5. 35–44 min · Compare and discuss. Display the comparison discussion prompts. Pairs join another pair and compare one similarity and one difference, explaining the evidence they recorded. Each group chooses its clearest comparison to report. Record responses in a class table, correcting misconceptions sensitively—for example, explaining that a city or road is constructed, whereas a river or mountain is natural.

6. 44–50 min · Plenary and exit check. Revisit the learning intentions on the summary and exit prompt. Students complete an exit response: “One natural feature Australia and Indonesia share is…”, “One difference is…”, and “A question I still have is…”. Collect responses as students leave and ask two or three volunteers to explain how they know their comparison is accurate.

Resources

• the Natural Features Nearby slide deck
• the Australia and Indonesia comparison table
• Printed photographs of Australian and Indonesian natural features
• Short factual information cards about each place
• Classroom globe, wall map or projected map
• Pencils, highlighters and coloured pencils
• Document camera or interactive whiteboard

Assessment

• Listen during partner talk for accurate use of natural feature, landform, vegetation, climate and neighbouring country.
• Check comparison tables for correctly recorded evidence, at least two similarities and two differences, and clear separation of natural from constructed features.
• Use exit responses to assess students’ ability to interpret sources, compare places and develop a relevant inquiry question.

Differentiation

• Provide a visual word bank, labelled example, reduced choice of categories and sentence starters: “Both places…”, “Australia has…, whereas Indonesia…”, and “I know this because…”
• Pair students strategically and read information cards aloud or provide audio support for students who need help accessing text.
• Allow students to draw and label a feature before writing; provide enlarged photographs and a partially completed table for students with fine-motor, literacy or attention needs.
• Extend confident students by asking them to explain how climate may affect vegetation or animal life, or to write a further “Why there?” question supported by evidence.