Human and Physical Features

Overview

This 45-minute lesson is lesson 2 of 6 in the unit "Exploring Local and Global Geography" designed for EYFS and KS1 (Reception, Year 1, and Year 2), focusing on deepening understanding of human and physical geographical features, alongside introducing basic compass skills. The lesson is designed in full alignment with the National Curriculum for England, specifically addressing key concepts and geographical skills appropriate to the age groups.

National Curriculum Links

EYFS

Understanding the World: People, Culture and Communities
- Explore the natural world around them.
- Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

Key Stage 1 (Years 1 and 2)

Geography Programmes of Study:
- Pupils should develop knowledge about the world, the United Kingdom and their locality.
- Identify seasonal and daily weather patterns in the United Kingdom.
- Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather; and key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.
- Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
- Use simple compass directions (North, East, South, and West) and locational and directional language.

Learning Objectives

By the end of the lesson, pupils will be able to:

EYFS: Identify and talk about human and physical features in pictures and their immediate environment.
Year 1: Match images to the correct human or physical feature. Use basic geographical vocabulary confidently.
Year 2: Label diagrams with human and physical features using appropriate vocabulary. Begin understanding compass directions.
All: Create a simple working compass using a needle and magnet, recognising the importance of direction in geography.

Resources

Images depicting examples of human and physical features (laminated cards for EYFS and Year 1)
Diagrams of local landscapes for Year 2 to label (printed, blank with spaces)
Sewing needles (one per pair)
Small bar magnets (one per pair)
Small bowls or containers of water (one per pair)
Cork or thick foam pieces (to float the needle)
Mini whiteboards and markers
Compass rose posters for classroom
Labels with compass points (N, E, S, W)
Storybook or short video recap about human and physical features
Flooring or wall space to mark out compass directions
Stickers for assessment task

Lesson Structure

1. Introduction (10 minutes)

Recap on Human and Physical Features

Welcome pupils and recall last lesson. Use storybook or short animated video showing different human and physical features.
Display images one-by-one asking “Is this a human or physical feature?”
EYFS: Use simple questions and encourage naming features they recognise around them.
Year 1/2: Prompt with vocabulary, e.g. “city, hill, river, shop,” encourage full sentences.

Learning Focus: Reinforce understanding of key geographical vocabulary and concepts.

2. Introducing the Compass (10 minutes)

Whole Class Interactive Talk and Demonstration

Explain how people use compasses to find direction, guiding explorers and helping map the land.
Show a large classroom compass rose and explain the four main directions (N, E, S, W) simply.
Demonstrate making a simple compass: magnetise a needle by rubbing on a magnet for ~30 seconds, then carefully place it balanced on cork floating in water and watch. Watch the needle align North-South.

Engagement: Use floor space to reinforce directions by standing in place per direction with pupils.

Ask children to point North, South, East, West after demonstration.

3. Hands-on Compass Creation Activity (15 minutes)

Group work (pairs or threes)

Each group creates their own floating compass following the steps demonstrated.
Adults support with safety regarding needles.
Once complete, pupils test their compass, verifying the needle points North.

Differentiated Tasks:

EYFS: Using laminated picture cards of local environment scenes, identify and point out human and physical features. Use prompting questions, e.g. “Where do you see the river?”
Year 1: Match image cards of human and physical features to word cards (using Velcro boards or magnetic boards).
Year 2: Label printed diagrams (such as a village scene) with correct terms—human features (e.g., shop, house) vs physical features (e.g., river, hill). Also encourage them to draw a simple compass rose on their paper.

4. Plenary and Assessment (10 minutes)

Class Discussion & Review

Discuss how compasses help us understand geography better. Ask: "Why do you think it is important to know where North is?"
Review key vocabulary by flashcard quiz. Pupils answer by standing or raising hands for human or physical feature shown.

Formative Assessment:

EYFS: Use stickers on picture cards to show understanding; identify at least 2 features correctly.
Year 1: Verbally explain why the compass points North and match at least 3 features correctly.
Year 2: Check labelled diagrams accuracy; mini quiz on compass directions (identify North, East, South, West on classroom compass).

Curriculum Points to Highlight for Teachers

Encourages geographical enquiry and vocabulary development appropriate for EYFS and KS1.
Combines physical geography concepts with practical, hands-on compass skills – linking theory with geography’s practical application.
Supports development of fine motor skills through compass making, plus peer collaboration and discussion are promoted.
Differentiated activities ensure engagement and challenge appropriate to stage.

Extension Ideas (if time allows or for homework)

Draw a map of the school grounds or local park labelling human/physical features and adding a compass rose.
Listen to children’s stories about explorers finding new places and discuss how they used compasses.
Use a simple digital compass app (with adult supervision) to explore direction outside the classroom.

Safety and Inclusion Notes

Ensure needles are handled carefully by adults and children supervised at all times during the compass activity.
Provide alternative non-sharp compass-making option for those with sensory or motor difficulties (e.g., paper compass rose and direction games).
Use visuals consistently to support English language learners and children with SEND.

This lesson plan harnesses hands-on science, visual learning, and geographical language integration to create an immersive, memorable learning experience tailored closely to the National Curriculum and developmental stages of EYFS and KS1 pupils.