Local Features Exploration

Overview

A 30-minute geography session designed for Year 5 students (ages 9-10), focusing on identifying human and physical features in the local area. This lesson directly supports the Geography Programme of Study for Key Stage 2, specifically National Curriculum requirements in England.

---

Learning Objectives (WALT)

WALT: Identify and describe human and physical features in our local area.

---

Success Criteria

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

• Distinguish between human and physical features.
• Name at least three human and three physical features found in their local area.
• Explain why these features are important to the community or environment.

---

National Curriculum Links

Geography Key Stage 2 Programme of Study

• Pupils should develop knowledge about the wider world, the United Kingdom and their locality.
• Understand human and physical geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources.

Relevant Attainment Target:

• Use geographical skills and fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

---

Resources

• Printed images/photo cards of common human and physical features from local areas (e.g., rivers, hills, shops, roads)
• Large map or satellite image of the local area
• Whiteboard and coloured pens
• Dyslexia-friendly note sheets (clear font, bullet points, simple language)
• Clipboards or writable plastic sleeves with laminated checklists

---

Lesson Structure

1. Introduction & Group Discussion (5 minutes)

• Introduce WALT and success criteria clearly on the board.
• Explain the difference between physical features (naturally formed, e.g., rivers, hills) and human features (built by humans, e.g., houses, roads).
• Show visual examples of each using printed cards, emphasising differences with simple language suitable for dyslexic learners (bullet points, clear fonts).

Differentiation:

• Provide printed simplified definitions for learners who need extra support (e.g., EAL or dyslexia).
• Use peer support and group talk to reinforce understanding.

2. Interactive Mapping Activity (15 minutes)

• Display a large map or satellite image of the local area.
• Ask students, working in pairs or small groups, to identify physical and human features they can spot on the map.
• Each group will be given a checklist with images and names to help them categorise the features.
• Encourage students to physically mark or point out features on the map, using coloured pens (e.g., blue for physical, red for human).

Differentiation:

• Provide additional labelled maps to learners who benefit from guided support.
• Challenge advanced learners to think about why each feature is important (environmental or economic reasons).

3. Creative Mini-Project (7 minutes)

• Each student sketches one physical and one human feature from the local area in their notebook or on pre-printed templates.
• They label each feature and write one sentence explaining why it is important (using starter phrases like "I think the river is important because...").
• Use dyslexia-friendly coloured paper and allow oral scribing for students who need it.

Extension:

• Encourage advanced learners to create a short presentation or a “mini-guide” for visitors explaining the features they drew.

4. Plenary & Assessment (3 minutes)

• Quick round-robin sharing: each student names one physical and one human feature and explains their importance.
• Teacher assesses understanding through responses and sketches, giving positive feedback.

---

Assessment Opportunities

• Formative assessment through observation during activities and group discussion.
• Review of student sketches and written explanations.
• Use questioning at plenary to gauge understanding and vocabulary use.

---

Additional Notes

• Keep lesson language clear and simple; avoid jargon.
• Use multi-sensory approaches to cater for diverse learning needs (visual maps, physical markers, oral discussion).
• Celebrate all contributions, boosting confidence and engagement.

---

This engaging, hands-on approach helps pupils understand the difference between human and physical features while applying observation and analytical skills to their own locality, fully meeting the National Curriculum requirements for Geography in Key Stage 2.