Exploring Features Around

Learning Objectives

• Identify and describe common physical and human features in their local environment.
• Use simple geographical vocabulary such as hill, river, road, and shop to describe what they see.
• Develop observational skills by recognizing features on journeys they make regularly.

Aligned with the National Curriculum for England Geography, Key Stage 1:

• Pupils should develop knowledge about the world, the United Kingdom and their locality.
• Pupils should understand basic geographical vocabulary to refer to key physical and human features.
• Pupils should use simple fieldwork and observational skills to study the geography of their school and its grounds, and the key human and physical features of its surrounding environment.

Preparation

• Prepare a simple large map of the local area showing main physical and human features (can be a printed map or projected image).
• Printed A4 ‘Journey Observation Checklist’ featuring two columns titled “Physical Features” and “Human Features” with simple pictures (e.g., trees, hills, rivers / buildings, roads, shops).
• Whiteboard and markers.
• 10 small sticky notes or stars per student.

Introduction (2 minutes)

1. Gather students in a circle and explain the focus: "Today, we're going to think about the things we can see when we travel from home to school or around our local area."
2. Recap vocabulary with the class: Define ‘physical features’ = things found in nature (trees, rivers, hills); ‘human features’ = things made by people (houses, roads, shops). Write these on the board with pictures.

Main Activity (6 minutes)

Step 1: Imagine Your Journey (3 minutes)

• Ask children to close their eyes and imagine a journey they take regularly (e.g., walking to school or a local park). Prompt with questions: “What do you see first? Are there any hills or trees? Do you see shops or roads?”
• After a few moments, distribute Journey Observation Checklists. Have children tick or draw next to features they ‘see’ on their journey.

Step 2: Group Sharing and Sorting (3 minutes)

• Create two columns on the whiteboard labeled Physical Features and Human Features.
• Invite volunteers to share some features from their lists and write them under the correct heading.
• Use sticky notes for children to place their own favourite feature either under physical or human columns on a classroom chart or wall map for visual reinforcement.

Plenary (2 minutes)

• Recap what ‘physical’ and ‘human’ features mean with quick flashcards.
• Ask: "Why is it important to notice different features on our journeys?" Encourage answers that link to understanding places and helping us find our way.
• Preview that in the next lesson, they will go outside and look for these features in real life!

Assessment

• Observe participation during sharing and check the Journey Observation Checklists for understanding of vocabulary and categorisation skills.
• Assess if children accurately distinguish between physical and human features.
• Use sticky note placement as a quick formative check of recognition and comprehension.

Wider Learning Opportunities

• Encourage children to draw a map of their own journey using physical and human features.
• Link to English: Write simple sentences about their journey and describe features.
• Link to Art: Create a collage using natural and man-made materials representing features.

Differentiation

• For children needing support, use picture cards to match features to words on the Checklist.
• For more confident learners, challenge them to think of less obvious features or describe why a feature might be important to people or the environment.

This plan meets specific National Curriculum aims for Year 2 Geography, encouraging geographical vocabulary, observation, and connection to personal experience, while remaining engaging and interactive within a short 10-minute timeframe.