Our Land and Landscapes

Overview

Lesson 2 of 5 in Our Unique Aotearoa. Students explore photographs and simple maps of Aotearoa New Zealand’s physical features, discuss how these features affect people’s lives, and create a landscape representation.

Learning intentions

• WALT identify physical features of Aotearoa New Zealand.
• WALT describe how landscapes can influence where and how people live.
• WALT use images, maps, drawing and collage to communicate ideas.
• WALT listen to others and contribute respectfully to group learning.

Success criteria

• I can name and describe a mountain, beach, river, forest or island.
• I can explain one way a physical feature helps or affects people.
• I can create a picture or collage that represents a New Zealand landscape.
• I can share my ideas and listen to my group.

Curriculum links

• Understand how people make decisions about places and environments.
• Explore the relationship between people and the natural environment.
• Use images, maps and classroom discussion to gather and communicate social sciences ideas.
• Key competencies: thinking; participating and contributing; relating to others; using language, symbols and texts.

Lesson structure (30 minutes)

1. 0–4 minutes – Notice and wonder

Open with the introduction and image slides. Show a striking image of a New Zealand landscape and ask: “What do you notice? What might people do here?” Accept observations without correcting every detail. Explain that today students will investigate landforms and landscapes in Aotearoa.

2. 4–9 minutes – Explore the map and vocabulary

Use the map and feature slides to show a simple map of Aotearoa New Zealand and photographs of mountains, beaches, rivers, forests and islands. Locate the North and South Islands, then introduce the words “physical feature” and “landscape” in child-friendly language. Students repeat each word and make a quick action or gesture to help remember it.

3. 9–15 minutes – Group image investigation

Place students in groups of four or five and give each group a small selection of landscape images. Distribute the landscape investigation sheet. Students choose or are given one image, identify the physical feature, and discuss prompts such as: “What can you see?” “What might people do here?” and “How could this place help people or make life different?” Adults support groups to record words, labels or a simple sentence.

4. 15–22 minutes – Create a landscape

Revisit the activity instruction slides. Each group creates one landscape representation using drawing or collage. It should include at least one physical feature and show one way people use or respond to the place, such as swimming near a beach, travelling across a bridge over a river, farming near flat land, or walking in a forest. Encourage students to add labels and simple symbols.

5. 22–27 minutes – Share and compare

Groups place their work where everyone can see it. Each group gives a brief presentation: “Our landscape is…” and “People might…” Invite the class to identify similarities and differences between landscapes. Emphasise that Aotearoa has many different places, and people live, work and play in different ways because of these environments.

6. 27–30 minutes – Reflect and connect

Use the discussion and reflection slides to display the prompts: “One feature I can name is…” and “One way land affects people is…” Invite several students to respond orally or complete the final section of the landscape investigation sheet. Explain that the next lesson will investigate how people care for and use places in Aotearoa.

Resources

• the Our Land and Landscapes slide deck
• the landscape investigation sheet
• Printed photographs of mountains, beaches, rivers, forests and islands
• Simple classroom map of Aotearoa New Zealand
• Drawing paper or light card
• Crayons, coloured pencils and felt-tip pens
• Scissors and glue
• Magazines or pre-cut paper for collage
• Pencils and a timer

Assessment

• Listen for students correctly naming or describing physical features during group discussion.
• Check worksheets and artwork for a feature, a clear landscape representation and an idea about how people use or respond to the place.
• During sharing, note students’ ability to explain an idea, listen to others and use relevant vocabulary.

Differentiation

• Provide labelled picture-word cards, sentence starters and a reduced choice of features for students needing support.
• Allow students to draw, orally explain, label with single words or dictate ideas to an adult.
• Pair English language learners with supportive peers and model language with gestures and repeated images.
• Extend confident students by asking them to show two ways people use the landscape or explain one possible challenge, such as flooding, steep land or distance.