HASS · Year 2 · People and Places Around Us · Term 4

Human Features and Land Use

Students will explore human-made features in their local area, such as buildings, roads, and parks, and discuss how they are used.

• ACARA Content Descriptions
• AC9HASS2K04

About This Topic

This topic expands the students' geographical horizon by comparing their local area with places that are significantly different, either within Australia or in the Asia-Pacific region. Students look at similarities (everyone needs a place to sleep and eat) and differences (climate, housing styles, landscape). This connects to AC9HASS2K05, exploring the connections of people in Australia to other places in the world.

By comparing 'near and far,' students begin to understand how geography shapes culture and lifestyle. For example, they might compare a coastal Australian town with a mountain village in Papua New Guinea or a bustling city in Japan. This topic comes alive when students can physically model the patterns of different environments and use structured discussion to find common ground with children living thousands of kilometers away.

Key Questions

1. What purposes do the different human-made features in our community serve?
2. How is the land in our community used in different ways, such as for homes, shops, or parks?
3. If you could design a new feature for our local area, what would it be, where would you put it, and why?

Learning Objectives

• Identify human-made features in their local area and classify them by their purpose (e.g., residential, commercial, recreational).
• Explain how different land uses in their community meet the needs of its inhabitants.
• Design a simple map of a local area, illustrating at least three different human-made features and their functions.
• Compare the land use of their local area with a different place, identifying similarities and differences in human-made features.
• Justify the placement and purpose of a proposed new human-made feature for their local area.

Before You Start

Identifying and Describing Places

Why: Students need to be able to identify and describe familiar places before they can analyze the human-made features within them.

Basic Needs of People

Why: Understanding that people have needs for shelter, food, and community helps students grasp the purpose behind different land uses and human-made features.

Key Vocabulary

Human-made feature	Structures or modifications to the landscape created by people, such as buildings, roads, bridges, and parks.
Land use	The way land in a particular area is used, for example, for housing, farming, businesses, or recreation.
Community	A group of people living in the same place or having a particular characteristic in common; the area they live in.
Purpose	The reason for which something is done or created, or for which something exists.

Watch Out for These Misconceptions

Common Misconception

People in faraway places are 'strange' or totally different.

What to Teach Instead

Students often focus only on the differences. Active learning that highlights 'similarities' (like playing games or eating with family) helps them build a sense of global connection and empathy.

Common Misconception

Everywhere in Australia is the same as my town.

What to Teach Instead

Children often generalize their own experience. Comparing a tropical Darwin school with a snowy Tasmanian one helps them realize the vast geographical diversity within their own country.

Active Learning Ideas

Think-Pair-Share: The Suitcase Mystery

Show a photo of a faraway place (e.g., a snowy village or a tropical island). Students think of three things they would need to pack in their suitcase to go there, share with a partner, and discuss why those items aren't needed at home.

25 min·Pairs

Inquiry Circle: Postcards from Afar

In small groups, students look at photos of a 'faraway place' and its local school. They write a postcard 'home' describing one thing that is exactly the same as their school and one thing that is totally different.

40 min·Small Groups

Gallery Walk: Homes Around the World

Display images of different housing (e.g., stilt houses in Vietnam, apartments in Tokyo, suburban houses in Australia). Students rotate and discuss: 'Why is this house built this way?' (e.g., to stay dry, to save space).

30 min·Pairs

Real-World Connections

• Town planners work with local councils to decide where new roads, schools, and parks should be built, considering how these features will serve the community and impact existing land use.
• Architects design buildings like houses, shops, and libraries, ensuring they are functional and meet the specific needs of the people who will use them.
• Park rangers manage public spaces, ensuring parks are safe and enjoyable for visitors while also considering the natural environment.

Assessment Ideas

Exit Ticket

Provide students with a worksheet showing a simple drawing of a street. Ask them to label three human-made features and write one sentence for each explaining its purpose. For example, 'This is a house, it is for people to live in.'

Discussion Prompt

Pose the question: 'Imagine our school grounds could have one new human-made feature added. What would it be, where would you put it, and why would it be useful for students and teachers?' Facilitate a class discussion, encouraging students to justify their ideas.

Quick Check

During a walk around the school or local area, ask students to point out and name two different human-made features. Then, ask them to explain how each feature is used by people. This can be done through observation and brief verbal responses.

Frequently Asked Questions

Which Asia-Pacific countries are best to compare with?

Japan, Indonesia, and Papua New Guinea are excellent choices. They offer clear contrasts in climate, urban density, and traditional housing while being close neighbors with strong ties to Australia.

How do I teach about 'faraway places' without stereotypes?

Use 'real-life' photos of modern cities and everyday people, not just traditional dress or tourist icons. Show children doing familiar things, going to school, using technology, playing sport, to emphasize our shared humanity.

How can active learning help students understand global connections?

Active learning, like the 'Postcards from Afar' activity, encourages students to step into the shoes of someone else. By looking for similarities first, they develop a 'global mindset' that values diversity rather than just seeing it as 'other'.

How do I include First Nations connections to other places?

Discuss the historical trade between the Yolngu people of Northern Australia and the Macassans from Indonesia. This shows that Australia has been connected to the Asia-Pacific region through First Nations people for hundreds of years.