Settlements Comparison

Overview

This lesson is lesson 6 of 10 in “Exploring Continents and Cultures”. Students compare settlement types in Africa and South America by interpreting information in simple maps and picture-based data, then explaining similarities and differences using subject terms.

Learning intentions

WALT compare settlement types in Africa and South America. Students will be able to interpret settlement information shown in different formats (for example, picture cards, simple maps, and a bar/column-style summary) and use a Venn diagram to identify similarities and differences.

Success criteria

• I can identify at least three similarities between settlements in Africa and South America.
• I can identify at least three differences between settlements in Africa and South America.
• I can use key words correctly (for example: city, town, village, coastline, inland, transport, settlement).
• I can explain one similarity and one difference using evidence from the source materials.

Curriculum links

• Humanities and Social Sciences: interpret information and data displayed in different formats (including picture, line, bar, or column graphs and maps).
• Humanities and Social Sciences: present descriptions and explanations using relevant subject-specific terms.
• Humanities and Social Sciences: importance of environments and water sources to people and animals, and how this affects how and where people live.
• Humanities and Social Sciences: diversity of cultural, religious and/or social groups and how this shapes identity (linked to how communities live in different places).

Lesson structure (45 minutes)

1. 0–5 min · Hook and review. Teacher shows two quick images: one African settlement (for example, village or market area) and one South American settlement (for example, coastal town). Students do a turn-and-talk: “What do you notice about people’s homes and where they live—near water or inland?”

2. 5–12 min · Mini direct teach (settlement + sources). Teacher explains settlement types and how environment affects where people live, using a simple “city/town/village” sorting rule. Teacher models interpreting symbols on a simple map (for example, coastline line, inland shading) and reading information from a picture/data card (what it shows, what it suggests). Students complete a 3-question quick check aloud (identify: city/town/village; coastal/inland; one reason people might live there).

3. 12–20 min · Interpret Africa information. Teacher provides the Africa set: picture cards plus a simple map and a short data summary (for example, “more people live in cities” shown as a column chart). Students work in pairs to record:

• two settlement types seen in Africa
• one trend from the data summary
• one environmental clue (water/coast/inland) Teacher circulates for language support.

4. 20–28 min · Interpret South America information. Teacher repeats the process with the South America set. Students add notes using the same headings so comparisons are easy (settlement types, trend, environmental clue).

5. 28–40 min · Venn diagram comparison (core task). Teacher demonstrates how to place information into:

• Africa only (differences)
• South America only (differences)
• middle (similarities) Students complete the provided Venn diagram template for all students, aiming for at least 3 similarities and 3 differences total. Teacher uses sentence starters on the board:
• “Both places have… because…”
• “In Africa, we see…, but in South America we see…”
• “The environment clue suggests…”

6. 40–45 min · Share and closure. Each student shares one similarity and one difference (30–45 seconds each). Teacher collects Venn diagrams for quick review.

Resources

• Pre-prepared Venn diagram template (with three similarity circles and three difference prompts)
• Africa picture cards and a simple map with basic symbols (coastline/inland)
• South America picture cards and a simple map with basic symbols (coastline/inland)
• Simple data summary cards for each continent (picture-to-column or bar-style trend)
• Sentence starters on a class chart
• Marker pens/pencils, student journals or recording sheets
• Timer visible to students
• Teacher exemplar Venn diagram (partially filled)

Assessment

• Teacher observation checklist during interpreting tasks (can students identify settlement type, trend, and an environment clue?).
• Venn diagram marking against success criteria (3 similarities + 3 differences with evidence).
• Quick oral questioning at the closure (“Say one similarity and show where you found it.”)

Differentiation

• All students: provided Venn diagram template and sentence starters.
• Targeted support: teacher pre-teaches key words with matching cards (city/town/village; coastal/inland) and offers a simplified “choose from three” option for trend statements.
• Advanced learners: create a short video presentation (30–45 seconds) using their Venn diagram as the plan, including:
• one similarity (with evidence)
• one difference (with evidence)
• one concluding sentence about how environment affects settlements
• EAL/SEN support: use visuals for each prompt; allow students to record with labels and short phrases rather than full sentences; pair students thoughtfully so peer support is available.
• Structure support for writing: provide a “because” bank (for example: “near water”, “routes/transport”, “environment helps people live”).

Extension (optional)

• SKIP (not requested).