Place physical features

Overview

In this lesson, students compare the physical geography around Canberra and Brasília. They identify landforms and natural features and use a Venn diagram to show similarities and differences.

Learning intentions

• Students will identify physical features in and around Canberra and Brasília (such as landforms and water bodies).
• Students will compare those physical features between the two places.
• Students will record observations using clear science-like descriptions (what it is and where it is).
• Students will represent similarities and differences in a Venn diagram.

Success criteria

• I can name at least two physical features for Canberra and two for Brasília.
• I can tell the difference between a landform and a water feature.
• I can place at least three similarities and three differences correctly in a Venn diagram.
• I can explain my choices using sentence starters and evidence from our images/maps.

Curriculum links

• Students use geographical inquiry skills to observe, gather and record information about places and their features.
• Students describe similarities and differences between places at the level of natural and physical features.
• Students develop map and location understandings by using simple geographic representations (maps, diagrams, images).
• Students communicate findings using appropriate geographical language and representations.

Lesson structure (60 minutes)

1. 0–5 minutes: Welcome & lesson focus

• Show the lesson title slide and recap what was learned in lesson 2: what “physical features” means.
• State today’s goal: compare landforms and natural features for Canberra and Brasília.

2. 5–15 minutes: Activate prior knowledge (two quick spot-checks)

• Display a simple map/image of each city’s surrounding region (Canberra and Brasília) with minimal labels.
• Ask pairs to discuss: “What land looks like (hills, plains, valleys)?” and “What water do you notice (river/lake/wet area)?”
• Take 3–4 quick class answers, recording them on a board under two headings: Landforms and Water/natural features.

3. 15–30 minutes: Explore Canberra (guided image set)

• Give students a Canberra observation sheet with 3 image prompts (e.g., surrounding landscape, river/lake/water area, notable natural feature).
• In pairs, students complete: “I notice… / This is a… (landform/water feature) / It is in/near…”
• Teacher circulates and prompts with sentence starters.

4. 30–45 minutes: Explore Brasília (guided image set)

• Repeat the same process for Brasília using a second observation sheet.
• Students add their findings using the same categories so comparisons are accurate.
• Quick teacher check: “Which features are landforms, not water?”

5. 45–55 minutes: Venn diagram comparison

• Model the Venn diagram on the board: left circle Canberra, right circle Brasília, middle similarities.
• Students complete their own Venn diagram in their books or on a provided worksheet.
• Require at least: 3 differences per side and 3 similarities in the overlap.

6. 55–60 minutes: Share-out & quick exit check

• Two or three volunteers read one similarity and one difference.
• Collect exit ticket slips: “One physical feature in both cities is…” and “One feature that is different is…”

Resources

• Two city image/map sets (printable), one for Canberra surroundings and one for Brasília surroundings
• Canberra observation worksheet (3 prompts) and Brasília observation worksheet (3 prompts)
• Teacher model Venn diagram on a whiteboard or large chart paper
• Student Venn diagram worksheet with space for 3 similarities and 3–4 differences
• Sentence starters strip (e.g., “In Canberra, I notice…”, “In Brasília, there is…”, “Both cities have…”, “A difference is…”)
• Coloured pencils or crayons for sorting features by category
• Simple word bank cards: landform, water body, river, lake, hill, plain, valley, coast (if relevant), natural vegetation (if shown)
• Timer and checklist for teacher use during circulation
• Optional: gloves/hand lens not needed; keep visuals clear and age appropriate

Assessment

• Observe pairs during exploration and note whether they correctly label landforms vs water features.
• Check Venn diagram accuracy using a simple marking guide: correct placement (similarity vs difference) and use of geographical language.
• Exit ticket: confirm at least one similarity and one difference is stated clearly and connected to a feature.

Differentiation

• Support: Provide a partially completed Venn diagram template with word bank options in the correct places (teacher chooses sentence starters and a few feature examples).
• Support: Use image-only sorting first (students place picture cards into Canberra/Brasília/both) before writing.
• Extension: Ask students to add “because” reasoning (e.g., “Both places have rivers, so…”) or include one extra feature beyond the minimum.
• EAL/SEN: Offer sentence frames and allow oral responses recorded by the teacher or via partner scribing; pre-teach key words with picture matching.