Special Places Connections

Overview

In this lesson, students identify a special place in their lives and explain why it is important to them and their family. Students also learn how people and groups care for places, including First Nations Australians, and reflect on how they can look after places they value.

Learning intentions

• WALT identify features and significance of a special place in their lives.
• WALT explore how places are cared for by individuals and groups, including First Nations Australians.
• WALT explain why places are important to different people and communities.
• WALT reflect on how we can look after places we care about.

Success criteria

Students can:

• I can name a special place and describe at least 2 features of it.
• I can say why the place is special to me or my family.
• I can give an example of how people care for the place (and explain it simply).
• I can show where the special place is on a simple bird’s-eye view map using labels and directions like near/far or beside.

Curriculum links

• HASS Year 1: AC9HS1K04 (how places change and how they can be cared for by different groups, including First Nations Australians).
• HASS Year 1: AC9HS1K02 (continuity and change between aspects of daily life and family traditions and cultural practices).
• HASS Year 1: AC9HSFK03 (features of familiar places, why some places are special, and how they can be looked after).
• Skills: interpreting and using information from sources and observations to respond to “where/what/why/how” questions.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher shows 2–3 classroom photos (or teacher-drawn images) of local places (park, beach/creek, community garden) and asks: “What place do you feel happy/safe/connected to?” Students point or tell a partner one special place they think of.

2. 5–12 min · Mini-teach: What makes a place special? Teacher explains: “A special place has features (what you can see) and it has meaning (why it matters).” Use sentence frames: “My special place is…” “It has…” “It feels…” “My family goes there to…” Students repeat the frames and choose their special place for the next activity.

3. 12–20 min · Map our place (bird’s-eye view). Teacher gives each student a simple blank bird’s-eye view template (top-down) of a familiar local area (classroom + nearby park/garden area, or a generic map with key shapes). Teacher models adding: a house/school shape, a path, and the special place mark, then labels with a word. Students draw their special place as a simple symbol, add a label, and write one location word (e.g., beside, near, close to, further).

4. 20–28 min · Caring for places (people and groups). Teacher introduces a “Care cards” set: watering plants, picking up rubbish, keeping paths clear, not damaging plants/animals, respecting signs/rules. Teacher also shares an age-appropriate Indigenous perspective concept: “Some First Nations people look after Country by caring for places so plants and animals stay healthy for the future.” (Keep it general and respectful; avoid details that the class cannot verify.) Students sort one card into: “We do to care” and “People in my community do to care” (teacher can assist).

5. 28–35 min · Special place speaking task (connections and importance). Teacher uses a 4-part checklist on the board:

• Place name
• Features (what it has)
• Why it’s special (connection to self/family/community)
• Care (how people look after it) Students hold their map and tell a partner their 4 parts using sentence starters. Teacher listens for key language and misconceptions.

6. 35–42 min · Whole-class share: Why different people care too. Teacher asks: “How might other people care for the same place?” Model: “Someone might clean it, someone might plant, someone might teach others, someone might visit to learn.” Students contribute one idea each (or the group combines ideas), ensuring focus on care and respect.

7. 42–45 min · Exit ticket reflection (quick and clear). Teacher asks students to complete one drawing + one sentence: “One way I can look after my special place is…” Students submit for quick check.

Resources

• Photos or printed pictures of local places (1–3 options)
• Bird’s-eye view map templates (simple classroom/local area outlines)
• Coloured pencils/crayons, glue sticks
• “Care cards” (watering, picking up rubbish, staying on paths, reading signs, reusing bins, etc.)
• Sentence starters cards for students
• Student checklists (4-part speaking task)
• Exit ticket sheet (drawing box + sentence line)

Assessment

• Teacher observation during partner talk: whether students name a special place, give features, and explain one care action.
• Map check: correct placement using a simple top-down drawing and a location word (near/beside/far).
• Exit ticket: students state one realistic action to care for their special place.

Differentiation

• Provide sentence starters with word banks (special place, features, feels, family, care) for students needing support.
• Offer a “choose from three” option for map location and care cards if fine motor or language is challenging.
• For students needing extension, ask: “What could happen if we do not look after the place?” and “Who might help?”
• If language barriers exist, allow pointing to pictures, use first-draft drawing, and accept single-word responses with teacher scribing.
• Provide extra teacher support during the caring sorting activity for students who may confuse caring with changing (reinforce “care” actions).