Our World Introduction

Year Level

Year 2

Duration

30 minutes

Class Size

20 students

Curriculum Alignment (Australian Curriculum v9)

Science Understanding:

AC9S2U01: Collaboratively explore features of daily and seasonal changes in the environment and how these affect everyday life.
AC9S2U05: Recognise that the world consists of land, water, and air and identify some characteristics of these environments.

Science Inquiry Skills:

AC9S2I01: Pose questions to explore observed simple patterns and relationships and make predictions based on experiences.
AC9S2I03: Make and record observations including informal measurements, using digital tools as appropriate.
AC9S2I05: Compare observations with predictions and others’ observations, consider fairness of investigations, and identify further questions with guidance.

Learning Intentions (WALT)

We Are Learning To understand what makes up our world including land, water, and air.
We Are Learning To identify different types of environments and their characteristics.
We Are Learning To work together to observe, record, and discuss these environments.

Success Criteria

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

Describe the main components that make up our planet: land, water, and air.
Identify and sort examples of different environments based on their features.
Collaboratively share observations about the environments they explore.

Materials Needed

Large world map or globe.
Picture cards illustrating different environments (e.g., mountains, ocean, forest, desert, river, sky).
Chart paper and markers.
Digital camera or tablet (optional, for photo observations).
Environment sorting mats labeled “Land,” “Water,” and “Air.”

Lesson Outline

1. Introduction and Engagement (5 minutes)

Teacher talk: Introduce the unit "Exploring Our World" and today's focus — understanding what our world is made of.
Show the globe or large map and discuss briefly: What do we see?
Introduce the three big parts of the world — land, water, and air.
Use simple questions: "Can you find where the land is?" "Where is the water?" "What do we breathe?"

2. Group Activity: Environment Sorting (15 minutes)

Divide class into 4 groups of 5 students.
Give each group a set of environment picture cards.
Provide three sorting mats labeled Land, Water, and Air.
Task: Students work together to sort the cards under the correct mats.
Teacher circulates, prompts discussion, and supports with guiding questions:
- "Why did you put this picture under water?"
- "Can air be seen? What signs tell us about air?"
Optionally, take photos of the groups during sorting to record observations.

3. Class Discussion and Reflection (7 minutes)

Each group presents one or two pictures from their sorting and explains why.
Discuss characteristics of each environment as groups share.
Document key points on chart paper visible to the class.
Reinforce the understanding that land is solid, water flows and can be seen in rivers and oceans, air is invisible but important.

4. Summary and Next Steps (3 minutes)

Recap learning intentions and success criteria.
Praise collaborative work and observations.
Connect with next lesson: deeper exploration of each environment type.

Differentiation Strategies

For diverse learners: Use picture cards with clear, colourful images to support verbal explanations.
Provide dyslexia-friendly printed labels using a clear font (e.g., Arial, size 14+).
Allow use of tablets or cameras to capture observations for students who prefer visual recording.
Offer sentence starters on prompt cards to support students sharing in discussions, e.g., "I put this under water because..."
Give additional one-on-one support during sorting for students who require it.

Extension Activities (Advanced Learners)

Encourage students to pose their own questions about environments, e.g., “Why do fish live in water?”
Challenge them to think of examples of environments they have visited locally and describe differences.
Invite these students to prepare a simple mini-presentation for the class in a future lesson.

Dyslexia-Friendly Reading Options

Use simple, concise sentences on all printed materials.
Limit the number of words per card and use high-contrast colours (e.g., black text on yellow background).
Incorporate icons or symbols to supplement text.
Read materials aloud together before activities.

Assessment

Observe students during group sorting for understanding of environment categories.
Listen to verbal explanations for clarity in identifying environment characteristics.
Review photo or digital observations taken if used.
Note participation and use of scientific vocabulary related to land, water, and air.

This lesson serves as Lesson 1 in the unit "Exploring Our World," focusing on introducing Year 2 students to the concept of our planet's major environments aligned with Australian Curriculum Science standards for Year 2 students. It balances hands-on, discussion, and visual learning, catering to diverse learning needs and abilities.

Teaching Instructions