Our Place Exhibition

Overview

This final lesson in the five-part unit Our Diverse Places brings together students’ learning about Australian and neighbouring places. In groups, students create and present an annotated “Our Place” display showing location, natural, managed and constructed features, comparisons, how people use and value places, and a message about caring for places.

Learning intentions

Students will:

• consolidate information about an Australian place and a neighbouring country.
• design an annotated display using maps, labels, drawings and comparisons.
• explain how people use, value and care for places.
• practise speaking clearly and giving respectful peer feedback.
• draw conclusions about similarities and differences between places.

Success criteria

• I can include a clear map and accurate labels.
• I can describe natural, managed and constructed features.
• I can explain at least one similarity and one difference between places.
• I can explain how people use or value a place and suggest one way to care for it.
• I can speak clearly and give kind, useful feedback.

Curriculum links

• HASS: similarities and differences between places in Australia and neighbouring countries, including natural, managed and constructed features.
• HASS: developing questions about people, places and issues, and drawing conclusions from information.
• HASS: how people connect with, use and value places, including caring for significant natural features.
• English, The Arts and Digital Technologies: presenting ideas orally and designing a clear visual communication for an audience.

Lesson structure (40 minutes)

1. 0–5 min · Hook and success criteria. Teacher displays two contrasting place images and asks, “What can a place tell us about the people who live there?” Open with the comparison hook and learning intentions and revisit the success criteria. Students discuss one feature they notice and identify what a successful exhibition must show.

2. 5–10 min · Exhibition briefing. Teacher models a simple display using the slide deck: a map with a title, a key, labelled features, a comparison sentence, a use/value statement and a care message. Show the annotated display example and checklist and explain that each group will present for approximately one minute. Students sit in their groups of five and allocate roles using the group role cards; suggested roles are map and labels, comparison researcher, designer, speaker and feedback recorder.

3. 10–25 min · Design and create. Teacher distributes the Our Place exhibition planning sheet and circulates, checking that groups use evidence from previous lessons rather than adding unsupported details. Students create their display on A3 paper or a shared digital canvas, including:

• a title and map showing Australia and the neighbouring country or place;
• at least two natural features;
• at least one managed feature and one constructed feature in each place where possible;
• one similarity and one difference;
• how people use or value one place;
• a practical care message. Students may add drawings, symbols, photographs or carefully selected digital images.

4. 25–33 min · Gallery presentations. Teacher displays the presentation instructions and speaking prompts and reminds students to face the audience, use a clear voice and point to evidence on the display. Groups present while classmates listen for one strong comparison and one care idea, recording brief feedback on the planning sheet.

5. 33–38 min · Peer feedback and improve. Teacher models the sentence stems, “I noticed…” and “One suggestion is…”. Students give feedback to another group, identifying one accurate feature, one clear comparison and one improvement that would make the display easier to understand; groups make one quick improvement where time allows.

6. 38–40 min · Plenary and exit reflection. Teacher returns to the opening question and asks, “How are places different, and how are people connected to them?” Students share one conclusion, then complete the Success Criteria Exit Ticket Slips by indicating which criteria they met and writing one new understanding about places or caring for them.

Resources

• the complete Our Place Exhibition slide deck
• the Our Place exhibition planning sheet
• the group role cards
• the Success Criteria Exit Ticket Slips
• A3 paper or poster sheets
• Coloured pencils, markers, rulers, glue and scissors
• Student maps, notes, photographs and research from lessons 1–4
• Tablets or computers with a shared presentation or drawing tool, if available
• Visual timer

Assessment

• During group work, check each planning sheet for a map, feature categories, an evidence-based comparison, a use/value explanation and a care message.
• During presentations, assess whether students communicate clearly and draw a conclusion about similarities, differences or connections between places.
• Use peer feedback and the exit ticket to identify students needing support with geographical vocabulary, comparison or oral presentation skills.

Differentiation

• Provide a partially completed planning sheet, a word bank with natural, managed, constructed, similar, different, value and care, and sentence starters such as “Both places have…” and “People value this place because…”.
• Pair students strategically and allow students to rehearse with a partner before presenting. Accept pointing, labelled visuals or a recorded presentation as alternatives for students with speech, language or communication needs.
• Provide enlarged maps, high-contrast materials, reduced writing demands and adult or peer scribing for students requiring additional support.
• Challenge confident students to explain why a feature is found in each place, include a carefully worded “because” statement, or suggest a care action that could work for both places.
• Support EAL/D learners with image-based vocabulary, gestures, bilingual dictionaries where available and the option to present using prepared notes.