GEOGRAPHY OVERVIEW YEAR THREEUNIT ONE – 20 hrs

Unit Title: Australian Places

Achievement Standard

By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places.Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.

Geographical Concepts

Content Descriptions Assessment (A)

PlaceSpacenvironmentInterconnectionSustainabilityScaleChange

KNOWLEDGE AND UNDERSTANDING

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence

Assessment Task 1Mapping – Australian States and Natural Features(ACHGK014)

Assessment Task 2Inquiry - Is the Great Barrier Reef worth Saving? Including data

views about the protection these places (ACHGK018)

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

GEOGRAPHICAL INQUIRY AND SKILLS

Develop geographical questions to investigate (ACHGS019)

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Represent data by constructing tables and graphs (ACHGS021)

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

collection table, graph and persuasive paragraph (ACHGK018) (ACHGS019) (ACHGS020) (ACHGS021) (ACHGS023) (ACHGS024)

Learning Framework Community ContributorLeader and Collaborator

Active Investigator Effective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Links to other LA’s MathematicsCreate and interpret simple grid maps to show position and pathways (ACMMG065)Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)Interpret and compare data displays (ACMSP070)ScienceUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)EnglishUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)HistoryThe importance of Country and Place to Aboriginal and /or Torres Strait Islander peoples who belong to a local area (ACHHK060)Identify sources (ACHHS215)Locate relevant information from sources provided (ACHHS068)Identify different points of view (ACHHS069)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ENGAGE Resources

Read “Are We There Yet?” by Alison Lester. Give students a blank map of Australia to mark on anything they know about it.

“Are We There Yet?” by Alison Lester

Geographical Language Assessment Opportunities

Journey, Australia, map, states, territories, natural features, names of specific places Formative Assessment – Australia map

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EXPLORE Resources

Mapping Australia: Identify Australia on the globe or using Google earth. Discuss how Australia is a country and a continent and is split into

states/territories. Display map for students to see and name states. Use directional language to describe the location of each state – eg. Eastern states, northern states etc.

Students are given a map of Australia. Identify how to break the map into states. Teach mapping conventions using the BOLTS elements. Ask students to draw a line to PRINT on. Teacher models how to label the map with states and capital cities and students complete as guided practice. Use grid references to locate capital cities.

Australia Map Puzzle – http://www.teachingtreasures.com.au to see if the students are able to piece together a puzzle of the states and capital cities of Australia. Promethean Planet Flipchart – Capital Cities of Australia

Introduce concept of legends in maps by drawing a simple plan of the classroom. Students add desks, cupboard, chairs etc., then colour using colours found in a physical map – eg. Green for the floor, yellow for mid- level (desks, chairs) and brown for highest objects in room (fans, blackboard etc). Show a physical map of Australia to determine which things are green, yellow, brown – discuss how mountains are brown, ocean is blue, low level land is green and mid-level land is yellow. Expose students to the Indigenous Map of Australia and discuss the differences to that of a physical map. If time allows, use Google Maps and click on Terrain to show a physical map.

Further Activities: Students complete variety of maps using the mapping conventions taught above.

Google EarthGoogle MapsAtlasesMap of Australia –http://www.vbmap.org/pictures/australia/australia_states_blank.png

Indigenous Map of Australia

Compass direction activities such as using maps of the school to walk around. Orienteering activities Identifying grid references and drawing maps with grid references

BOLT elements sheet and checklist in appendixhttp://www.teachingtreasures.com.au

Geographical Language Assessment Opportunities

Mapping, conventions, states, territories, labelling, compass directions, physical map, north, northern, east, eastern, south, southern, west, western

Australia Map PuzzleBOLT elements checklist

EXPLORE Resources

Comparing borders: Look at the Aboriginal Australia map to identify that their culture is grouped according to languages within a region – for

example, in Cairns Diocese, the language groups are all part of the Rainforest region. Ask students if they can see the differences in boundaries between this map and our map of Australia from previous activity. Discuss how the regions are linked to the landscape/climate (see smaller map on right hand side of chart)

Major Features of Australia: Identify and describe major natural features of Australia from the story “Are We There Yet?”, including

Queensland Great Dividing Range, Great Barrier Reef, DaintreeNSW Blue MountainsVIC The Twelve ApostlesSA Flinders Ranges, Great Australian BightWA Great Sandy DesertNT Uluru, Simpson DesertTAS Franklin River, Cradle Mountain

Divide students into groups. They are given a map of their state to label the capital city and any natural features. Make a legend to show natural features. As a class, join the states together to form Australia for display. Students use maps, google maps, atlases and other relevant books to assist.

Discuss the typical names given to regions in Australia as found in the story and locate them on a map – eg. The Top End, The Far North, The Outback.

Indigenous Map of Australia (available from CES – each school should have a copy) or digital versionhttp://www.abc.net.au/indigenous/map/

CardboardEnlarged states of AustraliaAtlasesGoogle Maps

Discuss how different people have connections with natural features – eg. Aboriginal people. Read “Nyuntu Ninti” by Bob Randall and Melanie Hogan which is a story that identifies the significance of Uluru to the local people. Think Pair share - Ask students to identify an area of significance to them and explain why.

Complete Assessment Task 1 – Map of Australia.

Further Activities: Show students the map of the Aboriginal groups in our diocese – see Diigo Geography 2013 link – Welcome to Country

http://www.scribblemaps.com

“Nyuntu Ninti” by Bob Randall and Melanie Hogan

Geographical Language Assessment Opportunities

The Top End, The Far North, The Outback, capital city, state names, significance, natural features, names of natural features Complete assessment task 1 – Map of AustraliaBolt Elements Checklist

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EXPLAIN Resources

Focus – The Great Barrier Reef: Discuss the importance of saving Australia’s natural features. Identify national parks in Australia – see pg 116 RIC Book for

examples and World Heritage Sites – see pg 118. Students complete a map to identify. Focus on The Great Barrier Reef as a natural feature of Queensland. View movie-clips on the ReefED website

(www.reefed.edu.au/library/movies/movies.html). Draw students’ attention to the variety of Reef, features, animals, activities and plants. Discuss the uses of the reef and how it influences our local area – tourism, employment, marine studies

In groups, students use the worksheet The Great Barrier Reef from a Geographical Perspective to research features of the reef. Use websites, books and posters to get information. Ask groups to report back to the class to make a class summary of the questions for display. (This is for background information)

Invite an Aboriginal elder ( as per protocols discussed with your Indigenous Liaison Officer for your school) to discuss the significance of the reef (sea country) to the Aboriginal people – or use Reef Beat Posters – Sea Country Connections to identify how Aboriginal people have used the reef and how they care about it.

Discuss student connections with the reef – eg. Finding Nemo or Migaloo (animals they know and care about)Further Activities:

Create posters of the features of the reef View brochures of the reef and identify features

“Primary Society & Environment: Book D” RIC Publicationswww.reefed.edu.au/library/movies/movies.html

Reef Beat Posters for display

Appendix activity sheet

Watch extract of the DVD – Finding Nemo

Geographical Language Assessment Opportunities

Natural heritage refers to the physical and biological environments inherited from generation to generation. National parks are a means of saving our natural heritage. Approximately 3200 Australian national parks have been created to conserve culturally or scientifically significant locations in their natural state. Their preservation and management is the responsibility of governments, community groups and the individuals who use them.

As Learning – research materials

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive Education Sustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ELABORATE Resources

Introduce Assessment Task: Pose question “Is the Great Barrier Reef worth saving?” Ask students to identify what questions they’d need to ask to answer

this – give question stems for prompting such as What & Where; How & Why; What impact; So What?

Inquiry Planning sheet in appendixGhost Nets

Examples: What do you want to save? Where is the reef? How is the reef important to us? How do you feel about the reef? Is it important to you and why? Why do we need the reef? What impact does the reef have on the local area? How would the nets affect the reef if the Aboriginal and Torres Strait Islander people didn’t recycle the nets in their art work? (i.e. ghost netsUse inquiry planning sheet

Collecting Data – students choose relevant questions to ask a group of people (in school) and then present this data in a graph. Teacher works with students on the structure of their table to collect the data.

**Need to link with Maths to ensure students have an understanding of using tally marks and graphing.**Link to ICT to model to students how to use excel to make a graph (if applicable)

Geographical Language Assessment Opportunities

Data, collecting, graph, tally marks, geographical, questioning, survey

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EVALUATE Resources

Students analyse the data collected as well as information gained from class activities to write a persuasive paragraph answering the question, is the Reef worth saving?

Class notes, displays and postersData

Geographical Language Assessment Opportunities

Analyse, data, persuasive, conclusions, evidence, reasons Completion of Assessment Task 2

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Appendix:The Great Barrier Reef

Use the following questions to examine the Great Barrier Reef from a geographical perspective. You may need to use a variety of tools such as: books, the internet and your atlas.

Where is it?

How big is it?

What does it look like?

How does it connect to other places?

What is the weather/climate like?

What is the scenery like? Why?

How do people travel around it?

What sort of work do people do in it?

What animals live on the Reef?

What plants live on the Reef?

Is there any evidence that it is changing?

If so, how will this change affect the local people?

BOLT ELEMENTS

B BORDER Positions the map within the white space of the page A box which surrounds the map and all other elements

O ORIENTATION A north point or latitude and longitude To show the direction of the map

L LEGEND A key to the symbols and colours used on the map Usually located in the bottom left or right-hand corner Uses shading No more than 1cm2 Is titled Uses accepted symbolisation eg. Towns urban areas

railways national parksT TITLE Explains where and what the map shows

Written in upper caseS SCALE To measure distance on a map

Either line or ratio

Assessment Task 1

Student Name:

Year Level: 3

Name of Task: Mapping

Teacher:

Learning Area/s: Geography

Assessed By:

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Other Teacher

Task Description

Correctly label a map of Australia to show:

States/territories

Capital cities

At least one natural feature for each state

Procedure (You will)

1. Use the blank map of Australia and draw in the lines to separate the states and territories. Label these

2. Label the capital cities of each state/territory

3. Label any natural features

4. Remember to use the BOLTS process when completing your map.

Resources

Blank Map of Australia; BOLTS process poster on display

GEOGRAPHY ASSESSMENT TASK 1MAPPING AUSTRALIA AND ITS FEATURES

A B C D E

Assessment Task 2

Student Name:

Year Level: 3

Name of Task: Is the Reef worth saving?

Teacher:

Learning Area/s: Geography

Assessed By:

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Other Teacher

Task Description (needs to include purpose and audience)

Write a persuasive paragraph to answer the question “Is the Great Barrier Reef worth saving?” Collect and present relevant data to help you answer this question.

Procedure (You will)

5. During the class activity, identify questions that you could use to find out if the reef is worth saving.

6. Design a table to collect your data in

7. Collect and record the data from a minimum of 20 people

8. Present your data in a graph

9. Analyse the data and use this information to help you write the paragraph

Resources

Class notes, posters, internet, books, DVDs.

INQUIRY PLANNING SHEET

Is the Great Barrier Reef worth saving?

What things do we need to find out to do this investigation?

My Ideas Class Ideas

What questions could you use to help you with this investigation?

My Ideas Class Ideas

Is the Great Barrier Reef worth saving?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Geography Assessment Task 2Is the Great Barrier Reef worth saving?

Achievement Standard A B C D EGeographical knowledge and understanding

Considered identification and explanation of:*the interconnections between people and the reef*different perceptions of the reef and how this influences views on protection

Identification and explanation of:* the interconnections between people and the reef*different perceptions of the reef and how this influences views on protection

Identification and description of:*the interconnections between people and places*different perceptions of places and how this influences views on the protection of places

Partial description of:*the interconnections between people and places*different perceptions of places*views on the protection of places

Statements about:*the interconnections between people and places*different perceptions of places

Questioning and Researching

Development of a geographical inquiry that includes:*logical and interrelated geographical questions*a collection of information from a range of valid sources to answer questions

Development of a geographical inquiry that includes:*logical geographical questions*a collection of information from a range of sources to answer questions

Development of a geographical inquiry that includes:*relevant geographical questions*a collection of information from different sources to answer questions

Development of a geographical inquiry that includes:*simple geographical questions*a collection of information from a narrow range of sources to answer questions

Development of a geographical inquiry that includes:*use of provided geographical questions*a collection of information from supplied sources

Communicating Clear and purposeful communication of findings in a range of texts that:*use appropriate geographical terminology*suggests actions in response to a geographical challenge

Effective communication of findings in a range of texts that:*use appropriate geographical terminology*suggest actions in response to a geographical challenge

Communication of findings using geographical terminology in a range of texts that:*use geographical terminology*suggest actions in a response to a geographical challenge

Narrow communication of findings, using simple geographical terminology in a range of texts that:*use simple geographical terminology*identify actions in response to a geographical challenge

Fragmented communication of findings using provided geographical terminology in a range of texts that:*use provided geographical terminology*identify actions related to a geographical challenge

Overall Result