GEOGRAPHY OVERVIEW, SEMESTER 2
Unit Title:
Achievement
Standard
Unit 2: Features of Places
By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local
scale and recognise that people describe the features of places differently. They identify where features of places are
located and recognise that spaces can be arranged for different purposes. Students identify changes in features and
describe how to care for places.
Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from
sources provided. They represent the location of different places and their features on pictorial maps and present findings
in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest
ways that places can be cared for.
Geographical
Concepts
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Content Descriptions
The natural, managed and constructed features of places,
their location, how they change and how they can be cared
for (ACHGK005)
The ways the activities located in a place create its
distinctive features (ACHGK007)
Pose questions about familiar and unfamiliar places
Assessment (A)

ASSESSMENT TASK 1: What are the features of
the local park? Students are provided with three
photographs to identify as natural, managed or
constructed and write a sentence to explain.

ASSESSMENT TASK 2: Analysing photographs What changes can I observe? Students are
provided with an historical and current photograph
of a familiar place. They are asked to consider
“What changes can I observe?” and annotate the
photographs to record these observations
ASSESSMENT TASK 3: How we can care for an
important place? Students annotate a photograph
of the local environment to show how and why
places can be cared for.
(ACHGS007)
Collect and record geographical data and information, for
example, by observing, by interviewing, or from sources such
as photographs, plans, satellite images, story books and
films (ACHGS008)
Represent data and the location of places and their features
by constructing tables, plans and labelled maps
(ACHGS009)
Draw conclusions based on the interpretation of

geographical information sorted into categories
(ACHGS010)
Present findings in a range of communication forms, for
example, written, oral, digital and visual, and describe the
direction and location of places, using terms such as north,
south, opposite, near, far (ACHGS011)
eflect on their learning and suggest responses to their
findings (ACHGS012)
Learning Framework
Cross Curricula
Priorities
General Capabilities
Links to other LA’s
Community Contributor
Leader and Collaborator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Understanding
English, Maths, Religion, History, Information Technology
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Learning and Teaching Strategies
Week
1
2
3
4
5
6
Cross Curricular Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
General Capabilities
Literacy, Numeracy, ICT, Critical and Creative thinking
Engage ⇒
Explore ⇒
Explain ⇒
7
8
Elaborate ⇒
9
10
Evaluate
ENGAGE











Read an Aboriginal Dreamtime story and/or a Legend of the Torres Strait that identifies the natural features of a
place (for example “The Rainbow Serpent” by Dick Roughsey)
Pose questions: What do you notice in the illustrations about the landscape? How is it different to where we live?
Are there any shops? Parks? Buildings? Signs? I wonder how the Aboriginal and Torres Strait Islanders knew
where to go? How did they get to places and find their way living in their natural environment?
Ask: How can we find places? What do we use so we know where to go? Elicit discussion about different types of
maps students are familiar with and how they are useful.
Display “Places” multimodal presentation to review the purpose of maps and stimulate ideas about the Aboriginal
and Torres Strait Islanders use of artwork as maps.
Invite students to view Aboriginal artwork as maps (Google search: Aboriginal artwork as maps). What did the
Aboriginal peoples use maps for? Why did they need them? Elicit the term ‘place’ in discussions. Recall the
purpose and value of maps.
Discuss the significance of the symbols used by Aboriginal peoples to identify features of places. If possible, invite
an Aboriginal or Torres Strait Islander person to share their knowledge as a guest speaker.
‘Read’ and interpret Aboriginal artwork as a map using knowledge of symbols as a key, discussing the features of
the place described in the artwork (Google search Aboriginal art symbols for kids).
Select a page from Dreamtime story/Legend and demonstrate how to create an Aboriginal artwork ‘map’ to
represent the natural features depicted in the illustrations using traditional symbols.
Invite students to select their favourite image from the text and create their own ‘map’.
Ask: What is a place? Use shared ideas to define ‘place’. Include ideas and geographical vocabulary relevant to
students. [‘Place’ is defined as: parts of the Earth’s surface and can be described by location, shape, boundaries,
features and environmental and human characteristics.]
Explain that, for the Aboriginal and Torres Strait Islander peoples, connection to ‘Place’ is important to who they are
Resources

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

Aboriginal
Dreamtime story or
Torres Strait legend
“Places”
presentation
Displays of
Aboriginal artworks
and symbols (use
Google Search
Engine)
Student books/A4
paper
and their way of life (culture, identity and spirituality).
Geographical Language
Assessment
Opportunities
Dreamtime story, legend, maps, place, symbols, features, location,
Reflection
Week
1
2
3
4
5
6
7
Cross Curricular Priorities
Catholic Ethos, Sustainability, Social and Emotional Learning
General Capabilities
Literacy, ICT, Critical and Creative thinking, Personal and Social Competence
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
9
10
Evaluate
EXPLORE

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Recall terms: ‘natural’ and ‘constructed’ features from previous unit.
Display photographs of a ‘managed’ landscape. Pose question: Would this landscape be natural or constructed?
Lead students to the understanding that some environments are managed by humans to produce food, conserve
habitats for animals, provide recreational activities and cater for our human needs eg farms and parks.
Ask: What places have you been to that were really special to you? Allow students to share their ideas with peers
and encourage variety and difference of ideas.
Invite students to draw and name one place of personal significance onto a sticky note and stick labels onto a table
to sort their place as ‘natural’, ‘managed’ or ‘constructed’. Display as a class resource.
Provide a series of photographs from Geogspace: My Place Photos, demonstrating natural, managed and
constructed environments.
Organise students in small groups to analyse and compare photographs by recording answers to the following:
What things have been built here?
What things in the picture are natural?
Resources




Photograph of
managed
landscapes (sugar
cane field, botanic
gardens)
Sticky note paper
‘Natural, Managed,
Constructed’ table
page enlarged to
A3
Print-out of
photographs from
‘geogspace’ site:




Is any part of this place managed?
What is similar between the two places?
What is different between the two places?
Groups share their landscape photographs and discuss their observations of the landscapes.

Geographical Language
my place photos
Print out of
questions to
consider (optional)
Assessment
Opportunities
Natural, constructed, managed,
Reflection
Week
1
2
3
4
5
6
7
8
Cross Curricular Priorities
Catholic Ethos, Sustainability, Social and Emotional Learning
General Capabilities
Literacy, Numeracy, ICT, Critical and Creative thinking, Personal and Social Competence
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
9
10
Evaluate
EXPLAIN

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
Participate in a walk around the school grounds or an excursion through the local neighbourhood as a field study.
Allocate groups of children to locate examples of natural, managed and constructed features observed in the area.
Use field sketches (drawings, diagrams) or photographs to identify and record their observations.
Students share their findings and collate the data, by adding field sketches/photographs to the ‘natural’, ‘managed’
and ‘constructed’ table from previous lesson.
Pose questions using where, what, how and why to elicit information about the features observed.
- Where did you find the most natural features in the school?
- What constructed features did you find?
- Who looks after the managed features? How are the managed features cared for/managed?
- Why are there more … features than … features in the school grounds?
Resources




‘Natural, Managed,
Constructed’ table
page – 1 per child
Camera/Device to
take photographs
Print-out of
photographs from
the field study
Assessment Task 1
– one per child

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Draw conclusions using the student’s responses eg. In our school grounds, there are more constructed features
than managed features because...
Display one of the field study sketches or photographs and identify as a natural, managed or constructed feature.
Model how to analyse and write an explanation including justification: eg. These butterflies are natural features of
our school grounds because animals have been created by God and they are free to fly anywhere. etc...
Provide students with a variety of photographs from the field study. Students work in pairs to analyse by identifying
natural, managed and constructed features, and explain their findings.
Students share their explanations with their peers. Discuss the accuracy and reasoning of their judgements.
ASSESSMENT TASK 1 – What are the features of the local park? Students are provided with three photographs to
identify as natural, managed or constructed and write a sentence to explain.
Geographical Language
Assessment
Opportunities
Field study, field sketches,
Reflection
Week
1
2
3
4
5
6
7
Cross Curricular Priorities
Sustainability,
General Capabilities
Literacy, Critical and Creative thinking, Personal and Social Competence
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
9
10
Evaluate
ELABORATE



View images from Jeannie Baker’s wordless text “Window”. Ask: What changes did you see?
As a shared writing experience, create captions for each illustration to produce a class flow chart which depicts a
sequence of the changes as seen by the characters.
Fold the worksheet entitled “What Changes Can I Observe?” in half to display the photograph of the original St
Resources


“Window” by
Jeannie Baker
A3 poster of “What
Changes Can I
Observe?” – folded


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Monica’s church. Ask: What is this place? Do you know where it could be?
Reveal the bottom half of the worksheet to display a current photograph of St Monica’s Cathedral. Ask: How has
this place changed?
Students examine the photographs and identify and describe observable changes with a partner.
Share ideas with whole class.
Teacher model how to annotate the observable changes using the two St Monica’s photographs.
Students complete task independently.
ASSESSMENT TASK 2: Analysing photographs - What changes can I observe? Students are provided with an
historical and current photograph of the Cairns Esplanade. They are asked to consider “What changes can I
observe?” and annotate the photographs to record these observations.

Geographical Language
in half.
Assessment Task 2
– one per child
Assessment
Opportunities
Changes, captions, observe, changes, annotate
Assessment Task 2
Reflection
Week
1
2
3
4
5
6
7
8
Cross Curricular Priorities
Catholic Ethos, Sustainability, Social and Emotional Learning
General Capabilities
Literacy, Numeracy, ICT, Critical and Creative thinking, Personal and Social Competence
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
9
10
Evaluate
EVALUATE


Display a map of the school grounds (may be an aerial map from Google Earth or hand-drawn sketch)
Ask:
- Which places in the school grounds do you like best?
Resources

Map of the school
grounds (aerial
view)
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- Which places in the school do you use most?

- Which places in the school always look neat and tidy?
- Are there any places which sometimes look dirty or untidy?

- Which places in the school need the most care to keep them looking good?
- Which places in the school could be improved?
- What things could each of us do to look after these places in the school?
Discuss the importance of looking after and valuing places in the school grounds and nearby environment and relate
to our responsibility to be ‘stewards’ of the environment. Explain that Aboriginal and Torres Strait Islander peoples
too practised stewardship of the environment as it was vital to their survival.
Students brainstorm ideas for how to care for particular areas of the school and local environment.
Write each idea on a small piece of paper and discuss why it is important.
Organise a ‘treasure hunt’ where children hide the care idea and have peers search for it and read it out.
Collect all of the ideas at the end of the treasure hunt and display on a poster titled “How we can care for our
important places” (or similar).
Encourage students to reflect on their learning about places and how to can care for them and share their reflections
with peers in a small group.
ASSESSMENT TASK 3: How we can care for an important place? Students annotate a photograph of Crystal
Cascades to suggest ways to care for the environment and write why it is important.
Geographical Language
Google Earth
Reflection
Small pieces of
paper
Assessment Task 3
– one per child
Assessment
Opportunities
Assessment Task 3
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
Year One Geography “Features of Places” Criteria Sheet
Task
Very High
ASSESSMENT TASK 1:
Comprehensive and
insightful application of
knowledge to describe the
Students are provided with
natural, managed and
three photographs to identify
constructed features of
as natural, managed or
places.
constructed and write a
What are the features of
the local park?
High
Sound
Name: __________
Developing
Logical and detailed
application of
knowledge to describe
the natural, managed
and constructed
features.
Satisfactory and
relevant application of
knowledge to describe
the natural, managed
and constructed
features.
Narrow application of
knowledge to describe
the natural, managed
and constructed
features.
Student may require
direction to describe the
natural, managed and
constructed features of
places and share some
observations of personal
significance.
Effective
communication of a
range of changes
showing clear and
detailed observations.
Appropriate
communication of
evident changes
showing satisfactory
observations.
Variable communication
of obvious changes
showing simple
observations.
Minimal or directed
communication of most
obvious changes
showing rudimentary
observations.
Response is sound,
Response is simple,
suggesting a small range suggesting obvious and
of ways that places can familiar ways that places
be cared for.
can be cared for.
Response is basic or
directed, suggesting a
relevant way that places
can be cared for.
sentence to explain.
ASSESSMENT TASK 2:
What changes can I
observe?
Students are provided with
an historical and current
photograph of a familiar
place. They are asked to
consider “What changes can I
observe?” and annotate the
photographs to record these
observations.
ASSESSMENT TASK 3:
Proficient communication
of a variety of changes
showing astute and
perceptive observations.
Response is elaborate and Response is detailed
and sensitive,
articulating a range of
ways that places can be
ways that places can be
cared for.
cared for.
How we can care for an
detailed, clearly
important place? Students articulating a variety of
annotate a photograph of
the local environment to
show how and why places
can be cared for.
Support Required
Sugar Cane Fields, Cairns
Source: Al and Marie A NC NDhttp://www.flickr.com/photos/alandmarie/8607728777/sizes/z/in/photostream
Flecker Botanic Gardens, Cairns
Source: Steel Wool A NC ND http://www.flickr.com/photos/wynnie/586201085/
Natural
Managed
Constructed
Analyse and compare photographs (natural, managed, constructed)
 What things have been built here?
 What things in the picture are
natural?
 Is any part of this place managed?
 What is similar between the two
places?
 What is different between the two
places?
Assessment Task 1 “What Are The Features of the Local Park?”
Name: ________________ Date: _________
Colour the label ‘natural’, ‘managed’ or ‘constructed’ that matches the photograph. Explain how you know.
This place is:
natural
managed
constructed
because _____________________________
____________________________________
____________________________________
____________________________________
____________________________________
This place is:
natural
managed
constructed
because _____________________________
____________________________________
____________________________________
____________________________________
Australian Pelicans at Cairns Esplanade Source: Richard. Fisher A
http://www.flickr.com/photos/richardfisher/3000870157/sizes/m/in/photostr
eam/
____________________________________
This place is:
natural
managed
constructed
because _____________________________
____________________________________
____________________________________
____________________________________
Source: Sheba_Also A NC SA
http://www.flickr.com/photos/shebalso/8230840210/
____________________________________
What Changes Can I Observe?
Look at the two photographs. Compare the photographs. Write any changes you can see.
St Monica’s Roman Catholic Church in Cairns, 1884 PB
http://www.google.com/imgres?biw=1344&bih=682&tbs=sur:f&tbm=isch&tbnid=LHU_NiykqjCU1M:&imgrefurl=http://commons.wikimedia.o
rg/wiki/File:StateLibQld_1_136033_Roman_Catholic_Church_in_Cairns,_1884.jpg&docid=xhMx61QOxyll3M&imgurl=http://upload.wikime
dia.org/wikipedia/commons/5/5a/StateLibQld_1_136033_Roman_Catholic_Church_in_Cairns,_1884.jpg&w=1000&h=721&ei=YhNXUrCpJ
ofdkgWI4oCADw&zoom=1&iact=rc&dur=78&page=1&tbnh=136&tbnw=191&start=0&ndsp=21&ved=1t:429,r:2,s:0,i:92&tx=89&ty=95
Photograph of St Monica’s Cathedral 2012 Source: Melanie Cook wicked
A NC SA
http://www.flickr.com/photos/wiccked/8371931003/sizes/m/in/photostream/
Name: ______________ Date: _________
Assessment Task 2
What Changes Can I Observe?
Look at the two photographs. Compare the photographs. Write any changes you can see.
Name: ______________ Date: _________
Photograph of the Cairns Esplanade, 1931
http://www.google.com/imgres?tbs=sur:f&tbm=isch&tbnid=0VF54iUrRYrMM:&imgrefurl=http://commons.wikimedia.org/wiki/File:Queensland_State_Archives_915_The_Esplanade_Cairns_North_Queen
sland_c_1931.png&docid=Bn3WMQ25THSQgM&itg=1&imgurl=http://upload.wikimedia.org/wikipedia/commons/5/55/Queensland_State
_Archives_915_The_Esplanade_Cairns_North_Queensland_c_1931.png&w=720&h=522&ei=6bxVUsPeB4awkAWA4GYDg&zoom=1&iact=hc&vpx=535&vpy=284&dur=5110&hovh=191&hovw=264&tx=180&ty=150&page=2&tbnh=142&tbnw=196&start
=21&ndsp=36&ved=1t:429,r:31,s:0,i:187
Photograph of the Cairns Esplanade, Pier 2008 Source:
Donaldytong PB
http://www.google.com/imgres?tbs=sur:f&tbm=isch&tbnid=taGyxpxIOaijhM:&imgrefurl=http://en.wikipedia.org/wiki/Cairns&docid=1G8ua
EpKLOCdrM&imgurl=http://upload.wikimedia.org/wikipedia/commons/9/97/Cairns_Esplanade__Pier_(Shangrila_Hotel).jpg&w=2254&h=1403&ei=no9WUs7hNY2jkAXetYHIBQ&zoom=1&iact=rc&dur=94&page=1&tbnh=139&tbnw=2
13&start=0&ndsp=21&ved=1t:429,r:0,s:0,i:88&tx=69&ty=102
Assessment Task 3 How can we care for an important place?
Name: ______________ Date: _________
Look at the photograph. Annotate the photograph to show ways to care for this environment. Write why it is important to care for this environment.
Photograph of Crystal Cascades, Cairns. Source: Hellofish A NC SA http://www.flickr.com/photos/hellofish/2622887867/
It is important to care for this environment because _________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________________________________________________________________