Special Places Exploration

Year Level

Year 2

Duration

50 minutes

Class Size

25 students

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WALT (We Are Learning To)

• Identify what makes a place special
• Recognise natural, managed and constructed features of places
• Understand that places can be represented spatially and connect with other places locally and globally
• Express why a place is important through drawing and discussion

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Australian Curriculum Links

Humanities and Social Sciences (HASS) - Geography Year 2

• AC9HS2K01: A local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance
• AC9HS2S05: Identify how knowledge of special places and natural systems in their local area contributes to behaviour and caring for places
• AC9HS1K03: Identify natural, managed and constructed features of local places and their location
• Achievement Standard: "They identify the location and nature of the natural, managed and constructed features of local places, the ways places change, and how they can be cared for by people." They "identify that places can be spatially represented in different geographical divisions" and "how people and places are interconnected locally and broadly".

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Lesson Overview

This explicit instruction lesson uses the I do, we do, you do structure to engage Year 2 students in discovering what makes places special, connecting to their own experiences and local environment, and recognising global landmarks. Visuals and hands-on activities will support diverse learners, including differentiated tasks and extension opportunities.

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Materials

• Large photos/posters of local natural, managed, and constructed places (e.g., park, school, local creek, garden, street scene)
• Photos of global landmarks (e.g., Sydney Opera House, Eiffel Tower, Uluru)
• Drawing materials: paper, pencils, crayons, markers
• Visual word chart to support vocabulary: special, place, natural, managed, constructed, care, local, global
• Whiteboard or chart paper and markers
• Options for sensory engagement (e.g., textured materials related to nature or landmarks for tactile learning)

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Lesson Plan

1. Introduction (I Do) - 10 minutes

• Greet students and introduce the WALT using clear visual aids and oral explanation:
  "We are learning to find out what makes a place special."
• Explicitly define "place" and what “special” can mean: a place we like, a place we care for, or a place that is important to people. Use visuals and gestures.
• Show photos of our local places: natural (trees, creek), managed (park, garden), constructed (school, roads). Explain each with simple, clear language.
• Next, show photos of global landmarks and briefly mention these are special places others know around the world (e.g., Sydney Opera House, Uluru).
• Model thinking aloud why some places are special—“This park is special to me because I play here with my friends” or “Uluru is special because it is important to First Nations Australians.”
• Record key words on a chart visually (natural, managed, constructed, care).

2. Guided Practice (We Do) - 15 minutes

• Together as a class, brainstorm: "What makes a place special to you?" Write responses on the whiteboard/chart paper with supporting visuals or drawings beside words (e.g., family, fun, nature, culture).
• Discuss examples of how people care for places (picking up litter, planting trees). Incorporate a short, simple story or video clip if possible (culturally relevant, e.g., a First Nations Australian perspective on caring for Country).
• In pairs, students look at photos from the start and discuss with a partner what they think makes each place special. Provide sentence starters: “This place is special because...”
• Share some ideas out loud to reinforce learning and correct misconceptions, modelling respectful listening and turn-taking (Berry Street Educational Model–engagement and wellbeing).

3. Independent Practice (You Do) - 20 minutes

• Activity: Students draw a picture of a place that is special to them (could be their home, a local park, a relative’s place, a favourite holiday spot).
• Encourage them to include natural, managed, or constructed features in their drawing.
• Provide differentiated options:
  • For students who need support: Provide stencil shapes, picture prompts, or templates.
  • For advanced learners: Ask them to write 2-3 sentences explaining why their place is special, using newly learned vocabulary.
• Circulate to offer scaffolding, positive feedback, and extension.
• Optionally, students may share their picture briefly with the class or small groups to practice communication.

4. Conclusion and Reflection - 5 minutes

• Gather students and invite a few to share why their place is special.
• Recap learning: “We learned that places can be natural, managed, or constructed, and that places are special for many reasons.”
• Highlight one caring action students can do to help look after a special place.
• Reinforce links to the Australian Curriculum and their place in the community and world.

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Differentiation Strategies

• Visuals and clear vocabulary support for EAL/D and learners with special needs
• Small group or 1:1 support for students working below benchmark
• Sentence starters and clamp-down on simple speaking turns to build confidence
• Drawing scaffolds or digital drawing apps for fine motor needs
• Extension tasks with writing and critical thinking for high-achieving students (e.g., how places around the world are connected or change over time)

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Extension Activity Ideas for Advanced Learners

• Research a local Indigenous site of cultural significance and share findings
• Create a mini-poster that includes photos, a map, and sentences on why a chosen place is special
• Explore how their special place has changed over time or how they can help care for it in the future

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Wellbeing and Engagement Notes

• Incorporate movement breaks by standing and sharing ideas during the brainstorm
• Use positive engagement language and Berry Street practices for safe, inclusive discussions
• Celebrate diversity in responses referring to each student's culture and background

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This lesson empowers students to appreciate their local environment and global community, promoting connection and care for places—forming foundational geographic understandings consistent with the Australian Curriculum (v9) for Year 2 Geography.