Our Interconnected Places

Year Level

Year 2
Curriculum Area: Humanities and Social Sciences (HASS)
Content Descriptor: AC9HS2K03 - how places can be spatially represented in geographical divisions from local to regional to state/territory, and how people and places are interconnected across those scales.

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Lesson Duration

45 minutes

Lesson Goal

By the end of the lesson, students will be able to:

• Understand how places can be divided into scales (local, regional, state/territory).
• Identify and provide examples of connections between people and places at each level.
• Create a simple map with labels representing different geographical scales.

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Resources Needed

• Large paper map of Australia (for classroom display).
• Small world globe or inflatable globe for class demonstration.
• A3-sized blank paper (1 per student).
• Coloured pencils or crayons.
• A few pre-cut images/icons of local and regional Australian landmarks (e.g., Sydney Opera House, Uluru, a beach scene, a farm).
• Sticky notes.
• Whiteboard markers.

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Lesson Outline

Introduction (5 minutes)

1. Hook Question: Begin by holding the globe and asking students, "Who can tell me a place they’ve visited or would like to visit in Australia?" Encourage a few students to share.
2. Whole-Class Participation: Write some responses on the board, e.g., “Uluru,” “Perth,” or “the beach,” followed by, “How is this place connected to the one you’re in now?”
3. Framing the Lesson: Explain, “Today we’re going to learn about how places—like our street, our town, and other parts of Australia—are connected to each other. We’ll also think about what makes them special and what keeps us connected.”

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Key Concepts and Exploration (10 minutes)

Teacher Input:

• Introduce the idea of scales (local, regional, state/territory), using the classroom map of Australia. Use these examples during explanation:
  • Local: Where we live—our houses, streets, town or suburb.
  • Regional: A nearby area where similar activities happen. For example, farming areas or cities like Newcastle in New South Wales.
  • State/Territory: Larger parts of Australia’s map like Queensland or Western Australia.

Class Discussion:

• Ask the class, “What do we have right here in our local area that’s unique?” Write responses on sticky notes (e.g., a local park, school, shops, etc.) and place them over the classroom map.
• Build on this: “What about things we might find in places like a farm region, or out in the state? How would those be different to local features?”

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Activity: Mapping Connections (20 minutes)

Set-Up:

1. Hand out blank A3 sheets and explain that students will create their own maps to show how we are connected to other places.

Steps:

1. Step 1 - Draw Local Connections:
   • Start small by asking students to draw something from their own neighbourhood (e.g., their house, street, or a park). Label it “Local.”
2. Step 2 - Add Regional Connections:
   • Students can then add something nearby but outside of their immediate area, like a farm, a highway, or a big shopping centre. Label it “Regional.” Discuss examples to help.
3. Step 3 - Link to State/Territory Level:
   • Discuss one or two iconic state features (e.g., Great Barrier Reef for Queensland) and ask students to add a connection to this on their maps. They can draw or glue one of the pre-cut landmark images provided.

Sharing:

• Pair students up to compare their maps. Ask them to discuss how they see connections between the places on their maps.

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Wrap-Up and Reflection (10 minutes)

1. Class Discussion:

   • Display some of the student maps at the front. Ask students, “What are some ways people and places are connected across different scales?” (Examples: travel, sharing food/products, holidays).

2. Reflection Question:

   • Ask students to write or draw in the corner of their map one way we depend on another place (e.g., farmers provide food, transport brings goods).

3. Teacher Exit Prompt:

   • As students prepare for the next activity, ask: “What is one thing that connects your local area to another part of Australia?” (Collect responses.)

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Differentiation

• For Students Needing Extra Support: Provide pre-drawn map templates with blank spaces for students to label and colour.
• For Advanced Students: Ask students to add extra labels to “state/territory” divisions or explain connections in writing on their map.

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Assessment

• Formative: Observe students' participation during map creation and pair discussions to gauge understanding of connections across scales.
• Summative: Evaluate completed maps for accurate representation of a local, regional, and state/territory feature, with at least one connection identified.

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Teacher Reflection

• Which parts of the lesson challenged students most? Were the concepts of geographical scales clear and accessible?
• Did the mapping activity engage all students? How might resources be adapted to better suit their needs?

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This lesson plan aligns specifically with the Australian Curriculum, fostering understanding of geography and the dynamics of interconnection across scales. By making learning concrete through maps and creative expression, students actively connect content to their lived experiences, laying the foundation for future geographical and historical studies.