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Teaching/Learning Overview: Inquiry Based Teaching & Learning for Geography Year 3 - Places are both similar and different Level Description Places are both similar and different continues to develop students’ understanding of place by examining the similarities and differences between places within and outside Australia. The concept of place is developed through examining the major natural and human characteristics of Australia the Countries/Places of Aboriginal and Torres Strait Islander Peoples, and Australia's neighbouring countries. Students use the geographic concepts of environment and space to examine the similarities and differences between places in terms of the climate and the types of settlements. Students should be given the opportunity to imagine what it would be like to live in a different place to their own, and then think about their own and others’ feelings about places and the extent to which these are similar or different. They explore how feelings about places are the basis of actions to protect places and environments that are of special significance to them or other people. Students’ mental maps of the world and their understanding of place are further developed through learning about the representation of Australia and the location of Australia’s neighbouring countries, and comparing places both within and outside Australia. These comparisons should continue to be made at the scale of the local place. The content of this year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. These strands are interrelated and should be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Achievement Standard Year 3 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. Inquiry Questions A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The key inquiry questions for Year 3 are articulated below. How and why are places similar and different? x What would it be like to live in a neighbouring country? How do people’s feelings about places influence their views about the protection of places? Content Description (From AC Strand ‘Geographical Knowledge & Understanding’) The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) x using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state x identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef x The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) x using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places x discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and Language Groups x describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented x The location of Australia’s neighbouring countries and their diverse characteristics(ACHGK016) using a globe to locate New Zealand, the Pacific Island nations, Papua New Guinea, Timor-Leste and Indonesia, labelling them on a map, and identifying the direction of each

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Teaching/Learning Overview: Inquiry Based Teaching & Learning for Geography

Year 3 - Places are both similar and different Level Description Places are both similar and different continues to develop students’ understanding of place by examining the similarities and differences between places within and outside Australia. The

concept of place is developed through examining the major natural and human characteristics of Australia the Countries/Places of Aboriginal and Torres Strait Islander Peoples, and Australia's

neighbouring countries. Students use the geographic concepts of environment and space to examine the similarities and differences between places in terms of the climate and the types of

settlements. Students should be given the opportunity to imagine what it would be like to live in a different place to their own, and then think about their own and others’ feelings about places

and the extent to which these are similar or different. They explore how feelings about places are the basis of actions to protect places and environments that are of special significance to them

or other people. Students’ mental maps of the world and their understanding of place are further developed through learning about the representation of Australia and the location of Australia’s

neighbouring countries, and comparing places both within and outside Australia. These comparisons should continue to be made at the scale of the local place.

The content of this year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. These strands are interrelated and should be

taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Achievement Standard – Year 3 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.

Inquiry Questions A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and

interpretation of maps, photographs and other representations of geographical data. The key inquiry questions for Year 3 are articulated below.

How and why are places similar and different? x

What would it be like to live in a neighbouring country?

How do people’s feelings about places influence their views about the protection of places?

Content Description (From AC Strand ‘Geographical Knowledge & Understanding’)

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

using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state

x

identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef x

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

using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places x

discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and Language Groups x

describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented

x

The location of Australia’s neighbouring countries and their diverse characteristics(ACHGK016)

using a globe to locate New Zealand, the Pacific Island nations, Papua New Guinea, Timor-Leste and Indonesia, labelling them on a map, and identifying the direction of each

country from Australia

describing the similarities and differences between their local place and places in neighbouring countries in their natural and human characteristics

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

discussing how weather contributes to a climate type

identifying the hot, temperate and polar zones of the world and the difference between climate and weather

identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical arid, semi-arid, temperate, and Mediterranean.

investigating and comparing what it would be like to live in a place with a different climate to their own place

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

reading and viewing poems, songs, paintings and stories about people’s feelings about and attachment to places to explore the factors that influence people’s attachment to place

discussing why it is important to protect places that have special significance for people, for example, a wetland, a sacred site, a national park or a World Heritage site

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)

exploring different types of settlement, and classifying them into hierarchical categories, for example, isolated dwellings, outstations, villages, towns, regional centres and large cities

investigating the diversity of people who live in their place, using census data on age, birthplace, ancestry, language, religious affiliation, family composition or household composition, comparing them with the people in another place in Australia, and discussing their results

discussing the similarities and differences in the types of work people do in their own place with a different type of place in Australia and a place in another country

examining the similarities and differences between their daily lives and those of young people in a place outside Australia and discussing what it would be like to live in these places

Geographical Skills (From AC Geographical Strand ‘Geographical Inquiry & Skills’)

Observing, questioning and planning

Develop geographical questions to investigate (ACHGS019) x

developing ‘why there?’ questions about location; ‘what might happen?’ questions about future consequences; and ‘what ought to happen?’ or other questions about ethical behaviour

x

collaborating in groups to develop geographical questions about the similarities and differences between places x

Collecting, recording, evaluating and representing

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)

using maps, aerial photographs, satellite images or a digital application, for example, Google Earth, to identify, locate and describe different types of settlements

interviewing people about their feelings and attachment to places

acquiring geographical information from schools in geographically contrasting parts of Australia and/or neighbouring countries

Represent data by constructing tables and graphs (ACHGS021) x

identifying different types of settlements and patterns of settlements, using geographical tools, for example, photographs and/or satellite images, Google Earth and/or Street view

creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities and differences between places x

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)

x

making a plan of the classroom or home, using pictorial symbols

annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map symbols, scale and north point x

constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point x

Interpreting, analysing and concluding

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

developing appropriate conclusions from the patterns in the data, for example, from observations about the similarities and differences between places x

constructing tables or graphs to show the similarities and differences between places, and discuss possible reasons for them

debating the reasons for the similarities and differences between places they have studied

Communicating

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

selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as appropriate x

using geographical terminology when communicating with an audience, for example, about climate and settlement

describing the location and direction from a local place in Australia to a local place in at least two neighbouring countries, for example, New Zealand and Indonesia, using a globe or wall map

Reflecting and responding

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025) x

discussing what they know and have learned about the similarities and differences between places x

designing actions that people could take to protect and improve places that people perceive as important

proposing possible actions that could promote awareness about the similarities and differences between particular places

ACTIVE CITIZENSHIP FOCUS:

Pose questions about the society in which they live (ACHCS004)

Posing questions, for example, ‘How can we look after our environment?’, ‘How can we make our community safer?’

ASSESSMENT:

Proposed Assessment Strategies:

Geographical Knowledge & Understanding will be assessed by:

Task AC Link Achievement Standard

Diagnostic Lesson 1: Assess students’ semantic knowledge through the questions on board. Questioning on map conventions will also help diagnose their semantic knowledge on mapping.

Lesson 2: Using a power point to assess the general class knowledge on the states, territories and their capitals.

Lesson 3: Using a power point and discussion to assess the general class knowledge on the aboriginal tribe/language areas and the aboriginal regions.

Lesson 4: Using the power point to assess students on their semantic knowledge of landmarks.

(ACHGK014), (ACHGK015) Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places.

Formative Lesson 2: Students will have to complete a worksheet that requires them to draw the shape of the state or territory they are focusing on, colour the state or territory in within a map of Australian, fill in a fact sheet and draw the state or territory flag. These worksheets will be added to their atlas and assessed for quality, accuracy and depth of knowledge. Lesson 3: The students will be viewing and interpreting the similarities and differences between aboriginal Australian maps and Australian maps. This knowledge will be assessed in the final test.

Lesson 4: The landmark challenge will require students to fill out the name, write a sentence on the location of the landmark and write a sentence on an interesting fact about the landmark. This will be added to their atlas and assessed for quality,

(ACHGK014), (ACHGK015) Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places.

accuracy and depth of knowledge.

Lesson 5: The bar graph challenge will be added to the students’ atlases and assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed. Lesson 6: The Venn diagram challenge and mapping challenge will be added to the students’ atlases and assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be Lesson 7: The National Parks worksheets will be printed off and added into their atlases and then assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

Summative Lesson 8: The Students will write a minimum of one paragraph to plan a holiday around Australia. It needs to include descriptive writing, exact names of places and states and some activities they would do. It will be assessed for quality accuracy and depth of knowledge.

(ACHGK014), (ACHGK015) (ACHCS004)

Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places.

Proposed Assessment Strategies:

Geographical Inquiry and Skills will be assessed by:

Task AC Link Achievement Standard

Diagnostic Lesson 1: Questions to ascertain their semantic knowledge on Australian map conventions.

(ACHGS022) 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.

Formative Lesson 1: The map conventions worksheet will help students to create their essential map conventions legend, which will be added to the atlas book and assessed.

Lesson 2: Students will have to complete a worksheet that requires them to draw the shape of the state or territory they are focusing on, colour the state or territory in within a map of Australian, fill in a fact sheet and draw the state or territory flag. These worksheets will be added to their atlas and assessed.

Lesson 3: The students will have revision on mapping conventions and then their activities will be about locating and mapping aboriginal tribes on an aboriginal regions map. They will also be focusing on the relationship between capital cities and aboriginal tribes.

Lesson 4: The landmark challenge will require students to fill out the name, write a sentence on the location of the landmark and write a sentence on an interesting fact about the landmark. This will be added to their atlas and assessed.

Lesson 5: The bar graph challenge will be added to the students’ atlas and assessed. If students are able to complete the extension activity, that too will be added to their atlas and assessed. Lesson 6: The Venn diagram challenge and mapping challenge will be added to the students’ atlases and assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be Lesson 7: The National Parks worksheets will be printed off and added into their atlases and then assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

(ACHGS019), (ACHGS022), (ACHGS020), (ACHGS024), (ACHGS021), (ACHGS022)

They describe the location of selected countries (Australia) and the distribution of features of places. They represent data in the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

Summative Lesson 8: The Students will write a minimum of one paragraph to plan a holiday around Australia. It needs to include descriptive writing, exact names of places and states and some activities they would do. Then it is added to the atlas which is then assessed for quality accuracy and depth of knowledge.

(ACHGS021), (ACHGK022), (ACHGS023), (ACHGS024), (ACHGS025)

Unit of Work Overview

Lesson Objective(s) Activities Summary Assessment

1 At the conclusion of this learning experience each student should be able to:

1. Know the essential map conventions – north point marker, scale, title and legend.

2. Know that there are various maps for different information.

3. Know that map legends can change because of the above point.

Have three questions on the board for students to “Think, Pair, and Share” and have a class discussion after. Introduce the geography project of creating an atlas for them to plan an around Australia road trip.

The main activity for lesson one is map stations. This activity will expose students to a variety of maps all possessing the essential map conventions for the students to observe, learn and create a legend containing the map conventions for the form of their atlas.

To conclude this lesson a class discussion would be conducted about the essential map conventions to make sure that all the students are aware and understand the conventions.

Diagnostic: Assess students’ semantic knowledge through the questions on board. Questioning on map conventions will also help diagnose their semantic knowledge on mapping.

Formative: The map conventions worksheet will help students to create their essential map conventions legend, which will be added to the atlas book and assessed for quality and accuracy.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

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 represent the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

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 represent the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

2 At the conclusion of this learning experience each student should be able to:

1. Know the states and territories within Australia.

2. Know capital cites of the states and territories and be able to approximately locate them.

A power point slide with different states and territories shaded will be the introduction activity to ascertain the student’s semantic knowledge of Australia’s states and territories.

Activity 1 - Students will then work in pairs to figure out on a blank map the shape of the states and territories and locate and label their capital cities.

Activity 2 – Divide the class up into four groups. Students will find state specific information like, land size, population, specific flag and highest point.

Extension activity would get groups to create a bar graph using the size and population data of the states and territories to ascertain the similarities and differences.

Class discussion to close off the lesson and go through the information they found.

Diagnostic: Using a power point to assess the general class knowledge on the states, territories and their capitals.

Formative: Students will have to complete a worksheet that requires them to draw the shape of the state or territory they are focusing on, colour the state or territory in within a map of Australian, fill in a fact sheet and draw the state or territory flag. These worksheets will be added to their atlas and assessed for quality and accuracy.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

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 represent the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

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 represent the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

3 At the conclusion of this learning experience each student should be able to:

Understand and appreciate that there are numerous varieties of aboriginal language dialects and tribes.

Find and pronounce aboriginal language regions on a map of Australia.

Make connections between the Australian capitals and the aboriginal language regions which they are in.

The lesson will begin by recapping on mapping conventions and then follow through with discussion about the aboriginal tribe/language map and the aboriginal regions map to observe semantic knowledge. Activity 1 - This activity will consist of the students exploring the aboriginal tribe/language map to find the tribe names they are searching for, then they will draw and label the tribe names on their aboriginal regions map. Activity 2 - The next activity will consist of the students working collaboratively in groups of 4 to find the aboriginal tribes that surround each of the capital cities and drawing and labelling them on their aboriginal regions map. At the end of the lesson the students will pack up and then engage in discussion about the lesson and also try pronouncing tribe names and asking questions relating to the topic.

Diagnostic: Using a power point and discussion to assess the general class knowledge on the aboriginal tribe/language areas and the aboriginal regions.

Formative: The students will be assessed on Their abilities to remember mapping conventions and where the capital cities are located. Additionally they will be assessed on how they used map features, like rivers, lakes and islands, to locate tribes on the map. The students will be assessed through anecdotal notes and questioning.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

Cross Curriculum Links

English

(ACELY1676)

Geographical Knowledge & Understanding

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

They describe the location of selected countries (Australia) and the distribution of features of places. They represent data in 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 selected countries (Australia) and the distribution of features of places. They represent data in the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

4 At the conclusion of this learning experience each student should be able to:

1. Know selected natural and human features within Australia.

2. Locate these features.

3. Know at least one interesting fact about these features.

An introductory activity will be conducted similar to the web-quest, asking students to pick the image that matches the text. This will include showing a landmark name like Uluru and then showing three photos of various landmarks across Australia with one photo being the correct one.

Web-quest activity – Landmark challenge is where the students will have to find pictures that match the landmark names. Write another sentence which includes an interesting fact about the landmark. Locate and label each landmark on a blank map of Australia and don't forget to use the essential map conventions. When you have completed this challenge, write a sentence about which landmark you would most like to visit and why.

Extension activity - Research the 7 Natural Wonders of the world and identify which Australian landmarks form part of them? Use the links tab to find information on the 7 Natural Wonders of the world.

The final activity would go through the landmark challenge and get different students to share their sentences on the landmarks.

Diagnostic: Using the power point to assess students on their semantic knowledge of landmarks.

Formative: The landmark challenge will require students to fill out the name, write a sentence on the location of the landmark and write a sentence on an interesting fact about the landmark. This will be added to their atlas and assessed for quality, accuracy and depth of knowledge.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

History

(ACHHS071)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

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 present findings using simple geographical terminology in a range of texts.

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 present findings using simple geographical terminology in a range of texts.

5 At the conclusion of this learning experience each student should be able to:

1. Know some of the major rivers and the longest river in Australia.

2. Know some of the major deserts and the largest desert in Australia

3. Know some of the major

To start the lesson, ask students if they know what they would like to see on their trip around Australia? Would they consider visiting the largest rainforest, desert and longest river in Australia? Do they know them?

Web-quest activity – Students will be creating a bar graph on the information they have collected on each major natural feature: rivers, deserts and rainforests.

Extension activity - Once you have completed the bar graph challenge you can then locate and label the 4 longest rivers, largest deserts and rainforests on a blank map of Australia.

Formative: The bar graph challenge will be added to the students’ atlas and assessed for quality and accuracy. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

rainforests and the largest forest in Australia

To conclude the lesson we would have a class discussion on the largest natural features and locate them on the map of Australia.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

Cross Curriculum Links

Mathematics

(ACMSP069)

Science

(ACSIS057)

History

(ACHHS071)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS021)

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

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 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.

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 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.

6 At the conclusion of this learning experience each student should be able to:

1. Construct a Venn diagram to communicate similarities and differences.

2. Recall the names and some details of important mountains and mountain ranges.

3. Recall the names and some details of important islands.

4. Recall the names and some details of important reefs.

5. Recall the names of

The lesson begins by answering any questions that the students might have and afterwards goes straight into the web quest activities. Activity 1 – Venn diagram challenge: This activity consists of the students exploring the web for 3 different mountains and islands of their choice and comparing the facts, similarities and differences to make meaning. Activity 2 – Mapping challenge: This activity consists of the students looking at images of maps so they can map it themselves on their own maps. Extension activity – This activity consists of mapping the 3 mountains and islands onto your mapping challenge map. The lesson concludes with some discussion about their learning in the lesson.

Formative: The Venn diagram and mapping challenges will be added to the students’ atlas and assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS023)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS021)

(ACHGS022)

the oceans and seas surrounding Australia.

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676) Mathematics

(ACMSP069)

History

(ACHHS071)

Achievement Standard Coverage Achievement Standard Coverage

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 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.

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 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.

7 At the conclusion of this learning experience each student should be able to:

1. Discuss the similarities and differences between the flora and fauna of different regions of Western Australia.

2. Discuss the similarities and differences between the land formations in different regions of Western Australia.

3. Recognise the importance of preserving Ningaloo Reef and its inhabitants.

The lesson begins by answering any questions that the students might have and afterwards goes straight into the web quest activity. The activity consists of the students exploring the websites of 3 national parks and collecting information on about the flora and fauna, the activities that the park offers and some details which make it unique to itself. The extension activity consists of locating those national parks on a map of Western Australia. The lesson concludes with some discussion about their learning in the lesson.

Formative: The National Parks worksheets will be printed off and added into their atlases and then assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlases and assessed.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS023)

(ACHGS024)

Civics and Citizenship

(ACHCS004)

Cross Curriculum Links

English

(ACELY1676)

History

(ACHHS071)

Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS022)

Achievement Standard Coverage Achievement Standard Coverage

Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. They suggest action in response to a geographical

Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. They suggest action in response to a geographical

challenge. challenge.

8 At the conclusion of this learning experience each student should be able to:

1. Apply their learnt knowledge of

Australia as states and territories, and Australia’s major natural and human features in assessment.

2. Communicate a plan for a trip around Australia in a minimum of a paragraph.

In this lesson the students are doing their last atlas activity and an online ‘Google form’ test. The atlas activity consists of the students will write a minimum of one paragraph to plan a holiday around Australia. It needs to include descriptive writing, exact names of places and states and some activities they would do. Then it is added to the atlas which is then assessed for quality accuracy and depth of knowledge.

Summative: This lesson entails the ‘Google Form’ test which is linked onto the website and assesses the students’ Geographical Knowledge and Understanding. Also, the students’ will be submitting their atlases which will assess their Geographical Inquiry Skills. Their marks will be reflected onto a rubric.

AC Link(s) AC Link(s)

Geographical Knowledge & Understanding

(ACHGK014)

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

(ACHGS025)

Geographical Knowledge & Understanding

(ACHGK014)

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

(ACHGS025)

Civics and Citizenship

(ACHCS004)

Achievement Standard Coverage Achievement Standard Coverage

Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. They suggest action in response to a geographical challenge.

Students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. They suggest action in response to a geographical challenge.

Lesson 1

Learning Area: Date: Time: Year Level: Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

Learning Area Goal: 1. Using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state.

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. Constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point. 4. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

1. Know the essential map conventions – north point marker, scale, title and legend.

2. Know that there are various maps for different information.

3. Know that map legends can change because of the above point.

Assessment: Diagnostic: Assess students’ semantic knowledge through questions on the intro video. Questioning on map conventions will also help diagnose their semantic knowledge on mapping.

Formative: The map conventions worksheet will help students to create their essential map conventions legend, which will be added to the atlas book and assessed for quality and accuracy.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of map conventions.

Students’ knowledge and understanding of the different types of maps.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks. Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps the previous year.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 min Have three questions written up on the Interactive Whiteboard for the class to see. Get students to “Think, Pair, Share” answers for each of the three questions. Then Ask the class if their partner had an interesting place or travelled through a lot of states. Have a short class discussion about students’ experiences before moving

Which states have you been to in Australia?

Interactive Whiteboard (IWB)

Questions on interactive IWB

onto the geography project.

The geography project for this term will be to create an atlas of Australia. The reason why we are creating an atlas is for you to plan a trip around Australia or for someone you know that will be travelling around Australia.

Have a large size atlas to show at the front of the class, subtly point out a few essential map conventions.

Which cities have you visited?

What’s your favourite place you’ve visited in Australia? Why?

Who knows what an atlas is?

Who has used an atlas before?

What is this map convention used in this Atlas?

before lesson starts.

Australian Atlas

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

30 min 15 min

Map Station Activity: Have four stations with different maps:

Have a large-scale map with just terrain information on the map. Have a medium scale map with the roads and cites on the map. Have a small scale map with only the city of Perth on the map. Have a few iPads with the Google earth app and Australia on it.

Divide students up into groups for this activity. Explain that students will have 6 minutes at each station to analyse the map and ascertain the essential map conventions. (Use Kagan IWB class timer) Hand out a worksheet to guide students in determining the essential map conventions, see appendix A. Inform students that each member of the group will report back to the class one essential map convention their group has found. Once finished with observing the maps, seat students in their groups. Ask one member of the group to report one map convention that was common on all four maps. Ask each group to report a map convention. Continue asking the groups to share a common map convention they found; however, have a different reporter each time. Get all the students to create a legend of essential map conventions for the front of their own atlas.

Can you find the common essential map conventions within all of these four different maps? Round 1 – Repeat with different group reporter. What common map convention did you find, group 1? (Ask each group)

Group Worksheet, see appendix A. Large scale terrain map Medium scale map Small scale map of Perth 2 IPad with Google earth app IWB Kagan timer Have pre-prepared table with all the essential map conventions on it for students to copy down.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min

Discuss some of the differences between the maps. What information different maps portrayed and how the legends changed because of that.

Whole class: what where some of the differences between the maps? Did the legends change? Why?

Have a few photos of areas that I have been around Australia to share with the students.

Learning and Teaching Adjustments

If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 2

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

Learning Area Goal: 1. Using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state.

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. Creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities

and differences between places. 4. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 5. constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point 6. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate.

7. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

1. Know the states and territories within Australia.

2. Know capital cites of the states and territories and be able to approximately locate them.

Assessment: Diagnostic: Using a power point to assess the general class knowledge on the states, territories and their capitals.

Formative: Students will have to complete a worksheet that requires them to draw the shape of the state or territory they are focusing on, colour the state or territory in within a map of Australian, fill in a fact sheet and draw the state or territory flag. These worksheets will be added to their atlas and assessed for quality and accuracy.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of map conventions.

Students’ knowledge and understanding of the different types of maps.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks. Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential

map conventions from the last lesson. They would have also briefly looked at states and territories and their capital cities. Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 min

Review last lesson, focusing on the essential map conventions. Ask a few questions about the other states in Australia. Use the power point to use as a diagnostic test, see appendix B.

What essential map conventions are there from the last lesson? Who knows what state this is? (Using the interactive whiteboard).

IWB review of map conventions IWB power point of states and territories, see appendix B.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

20 min 25 min

Hand out blank map of Australia, see appendix C. Students are to work in pairs using Google earth on their IPad to draw in the state and territory boundaries. Colour in each state a different colour as described on the worksheet. Locate and label the capital cities of each state and territory. Locate 5 major regional centres in Western Australia. (Explain that a regional centre is a large country town like Kalgoorlie for WA) Go through the diagnostic power point (Appendix B) to test the acquired knowledge of the students. Group the students into four groups to complete the next class share activity. Each group will be given a worksheet, see appendix D. They will need to work as a group to find the information in the textbooks handed to them about one state or territory, they have 5 min to find the information. Use the Kagan IWB timers. Two students will report their findings to the rest of the class. Allow 7 min for all four groups to share their findings to the class. The rest of the class will need to record the other group’s findings in their Atlas as an information section about each state and territory in Australia, which will be assessed. Homework – get the students to finish drawing each state and territory flag. Extension activity: As a group students can make a bar graph to determine the similarities and differences with the states and territories area and populations.

What are the Capital Cities of the various states and territories? What is a regional centre and what are the five you found in Western Australia? What is the size of the different states and territories? What is the population of the different states and territories? Does each states and territory have a different flag?

Worksheet, see appendix C Pads with Google earth app IWB power point of states and territories. Worksheet, see appendix D Access to the internet either on their iPad or computer Access to excel for the extension activity, bar graphs. Kagan IWB timer

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min

Demonstrate the use of bar graphs to show the differences and similarities of the states and territories and populations.

Go through bar graphs with students. Ask if there are any questions?

Have one bar graph ready to show the students the difference between the population of the states and territories.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation:

Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher:

Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 3

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

Cross Curriculum Links

English

(ACELY1676)

Learning Area Goal: 1. Using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places. 2. Discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and

Language Groups. 3. Describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and

territories to gain an appreciation about the different ways Australia can be represented. 4. Developing ‘why there?’ questions about location; ‘what might happen?’ questions about future consequences; and ‘what ought to happen?’

or other questions about ethical behaviour. 5. Collaborating in groups to develop geographical questions about the similarities and differences between places. 6. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 7. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to: 1. Understand and appreciate that there are numerous varieties of aboriginal language dialects and tribes. 2. Find and pronounce aboriginal language regions on a map of Australia.

3. Make connections between the Australian capitals and the aboriginal language regions which they are in.

Assessment: Diagnostic: The teacher to monitor the students’ semantic knowledge of Aboriginal tribes/ languages and pronunciation of aboriginal words. Formative: The students will be assessed on Their abilities to remember mapping conventions and where the capital cities are located. Additionally they will be assessed on how they used map features, like rivers, lakes and islands, to locate tribes on the map. The students will be assessed through anecdotal notes and questioning.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of map conventions.

Students’ knowledge and understanding of the different types of maps.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks.

Students’ Prior Knowledge: The students will have prior knowledge of how aboriginal Australians view and explain the landscape and climate patterns through the year 2 geography curriculum; and they will use their knowledge of mapping conventions, such as scale, legend, title and north point, which they learnt in lesson 1 to read and understand different styles of maps.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 minutes

Teacher:

Gain the students’ attentions with a non-verbal cue, one hand in the air perhaps.

Recap on the last two lessons with a main focus on map conventions.

Ask the students some questions regarding scale, legend, map title and north point.

After recapping, present the aboriginal Australian language map (Appendix F) to the students using the IWB and engage in discussion about what it might be.

Then present the aboriginal Australian region map (Appendix F) using the IWB and engage in discussion about that, focusing on the relationship between this map and other maps displaying the states and territories of Australia.

I change really, really long distances into short distances, about as long as your index finger. What am I? I tell you what you’re looking at on a map. What am I? I show you all the markings and symbols that represent different things on the map, without me you wouldn’t know what you were looking at. What am I? I am a funny looking thing on a map but I am very important because I show the direction of anything on the map. What am I? What other maps have you seen that look similar to this one, why? What are some similarities you can see between this map and the states and territories map? What differences?

IWB with the PowerPoint images (Appendix F) Spread out the aboriginal tribe/ language names over a large table at the front (face down). Desks arranged into groupings of four, however they will not be working in groups just collaboratively.

Students:

Students to participate in active whole class discussion.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 minutes 20 minutes

Teacher:

After the discussion, ask two students to hand out a map of the aboriginal Australian tribes/languages and a map of the aboriginal Australian regions to each student in class.

Explain to the students that they will each have a copy of both these maps.

Briefly explain that when the students are instructed they will come to the front and take 2 of the paper tags that have been arranged on a desk then return to their seats; emphasising the importance of only having 2.

Once they are back at their desks, allow 2 minutes (Use Kagan IWB class timer) to swap the names with the people at their desks if they choose.

After this, gain their attentions with a non-verbal cue (thumb on the forehead).

Point out to the students that each of these tags has the name of an aboriginal tribe and each tribe speaks a different variation of the aboriginal language. Explain that all the tribes on these tags can be found on this map (Show the tribe/language map on the IWB) and the regions they are found in are alongside them in brackets.

What can you see on the map around the tribes that might help you to locate it on the other map? Rivers, lakes and islands are everywhere in Australia, are there any near to these tribes? Try to come up with three reasons why many of these tribes are based around water? If a drought occurred what might happen to the tribes in that area? Where might they go?

Aboriginal Australian Region Map, enough for the entire class. Aboriginal Australian tribe/language map, enough for the entire class.

Kagan IWB timer

10 minutes

Make sure that the teacher has everybody’s attention and then explain that their task is to locate each tribe’s area on the map and then colour in the area where the tribe is located on their other map (Show the aboriginal Australian region map on the IWB).

Check for understanding of the task after explaining. Ask some students to try and provide a recount of the task.

Give the students 20 (Use Kagan IWB class timer) minutes to complete this task.

Gain the students’ attentions with a verbal cue, a rhyme perhaps.

Explain to the students that their next task is to find all of the capital cities on this map (Show the aboriginal Australian region map on the IWB) and then colour in the tribal region that surrounds the capital; point out that they can use their maps of Australian states and capital cities from lesson 2 to help them remember where the cities are.

Give them 10 minutes (Use Kagan IWB class timer) to complete this task.

Students:

Two students to hand out a class set of maps of the aboriginal Australian tribes/languages and the aboriginal Australian regions.

Students to come to the front and take two paper tags with tribe/language names on them.

For 2 minutes they will trade, share and attempt pronouncing the aboriginal tribe names.

Begin the first task taking 20 minutes.

Begin the second task taking 10 minutes.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 minutes

Teacher:

Gain the students’ attentions and stop them working and ask them to glue their atlas sheets inside their atlas workbooks and pack away their stationary.

Attempt to pronounce some of the tribes names as a class, ask students to offer up some they thought were particularly hard to say.

Engage in discussion and asking questions about the tasks.

Answer questions from the students.

Wrap up by asking the students what they liked about the tasks and if they learnt anything new.

Which state or territory is the bibbulmun tribe located? What kinds of strategies did you use to find the tribes on the map? Were there any similarities between these maps and the Australian states and territories map? Did you learn anything new today? What was it?

Students:

Engage in discussion.

Ask questions.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 4

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676)

History

(ACHHS071)

Learning Area Goal: 1. Identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point 4. Constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point. 5. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate. 6. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations.

7. Use a range of communication forms (oral, graphic, written) and digital technologies.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

1. Know selected natural and human features within Australia.

2. Locate these features.

3. Know at least one interesting fact about these features.

Assessment: Diagnostic: Using the power point to assess students on their semantic knowledge of landmarks.

Formative: The landmark challenge will require students to fill out the name, write a sentence on the location of the landmark and write a sentence on an interesting fact about the landmark. This will be added to their atlas and assessed for quality, accuracy and depth of knowledge.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of the different types of features within Australia.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks.

Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential

map conventions from lesson 1. They would have also briefly looked at states and territories and their capital cities. Students know the states and territories of Australia and their capitals. They also know some similarities and differences between the states and territories like size, population and flags. Students would have also covered the many different ways Australia can be represented, in particular focusing in on the many Aboriginal language groups of Australia.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min Test student’s semantic knowledge around famous natural and human features around Australia. Ask several questions and then move onto the web-quest.

What is the difference between a natural and a human feature? Who knows a famous natural feature within Australia? Who know a famous human feature within Australia?

Have one photo of a famous natural and human feature within Australia as a demonstration.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

45 min Explain to the students that they will now have a landmark challenge (See appendix E), which will be web-quest challenge. The students will be given a landmark challenge to complete in pairs below:

Match the name with a photo on a worksheet. Write a sentence on where you can find the natural or human feature in

Australia Write another sentence describing one interesting fact about the feature. As they work through the web-quest challenge they will also need to

locate and label the landmarks on a blank map to add to their Atlas. Once they have finished the landmark challenge ask the students to write

a sentence on which landmark they would like to visit and why? Students will need to add the worksheet to their atlas to be assessed.

Students will be working in pairs throughout the challenge; however they will need to create their own landmark Atlas. Students will need to abide by the cartography standards and have all the essential mapping conventions on their map. Extension activity: Research the 7 Natural Wonders of the world and identify which Australian landmarks form part of them? Use the links tab to find information on the 7 Natural Wonders of the world.

(Web-Quest will have all the questions)

Have web-quest loaded on all the computers. Have appendix E, printed out for students. Have a blank map worksheet.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 min Conclude lesson by going through the answers of the web-quest activity that they just completed and mention that they will continue on with the web-quest in the next lesson.

Ask students to provide the name for the photos that you show up on the IWB. Ask students where they wanted to go and why?

Have a power point slide show with all the answers on it. Also have a place I would like to go to and why.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 5

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

Cross Curriculum Links

Mathematics

(ACMSP069)

Science

(ACSIS057)

History

(ACHHS071)

Learning Area Goal: 1. Identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef.

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. Creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities

and differences between places. 4. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 5. Constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point. 6. Developing appropriate conclusions from the patterns in the data, for example, from observations about the similarities and differences

between places. 7. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate. 8. 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. 9. Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends. 10. Use a range of communication forms (oral, graphic, written) and digital technologies.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

1. Know some of the major rivers and the longest river in Australia.

2. Know some of the major deserts and the largest desert in Australia.

3. Know some of the major rainforests and the largest forest in Australia.

4. Know some of the major mountains and mountain ranges within Australia.

5. Construct a bar graph to communicate understanding.

Assessment: Formative: The bar graph challenge will be added to the students’ atlas and assessed for quality and accuracy. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of the different types of natural features within Australia.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks. Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential

map conventions from lesson 1. They would have also briefly looked at states and territories and their capital cities. Students know the states and territories of Australia and their capitals. They also know some similarities and differences between the states and territories like size, population and flags. Students would have also covered the many different ways Australia can be represented, in particular focusing in on the many Aboriginal language groups of Australia. Students know some of the human and natural landmarks around Australia.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min Ask students if they know what they would like to see on their trip around Australia? Would they consider visiting the largest rainforest, desert and longest river in Australia? Do they know them? Well here is their opportunity to figure out what they are in the web quest.

Who knows what a natural feature is? Who knows what a bar graph is? What is a bar graph useful for?

IWB Web-quest loaded up for the students to use. Have a few examples of bar graphs, to show students.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

30 min 10 min

Challenge the students to test their parent’s knowledge on what they find out today. Students are to work through the web quest in pairs:

Find information on rivers, deserts and rainforests. Ascertain the longest or largest by means of a bar graph in excel. The graphs should then be printed out and added to their Atlas.

Teacher to let students know that they should be moving onto the deserts and rainforests after every ten minutes. Once students have completed the bar graph challenge they will then need to shade in the deserts, rainforests draw in the rivers on a blank map of Australia. Extension activity: Work on their Atlas, putting it together.

Find the longest river? Find the largest desert? Find the largest rain forest?

Have maps of Australia for the students to draw the natural features onto. Have web-quest ready.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 min Review what the students have learnt by checking that they have got the right answers for the bar graph challenge.

Ask the students what they found, what is the longest river, largest desert, largest forest?

Have answers on a power point slide show.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 6

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

Cross Curriculum Links

English

(ACELY1676) Mathematics

(ACMSP069)

History

(ACHHS071)

Learning Area Goal: 1. Identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef.

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. Creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities

and differences between places. 4. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 5. Constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point. 6. Developing appropriate conclusions from the patterns in the data, for example, from observations about the similarities and differences

between places. 7. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate. 8. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. 9. 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. 10. Use a range of communication forms (oral, graphic, written) and digital technologies.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

6. Construct a Venn diagram to communicate similarities and differences.

7. Recall the names and some details of important mountains and mountain ranges.

8. Recall the names and some details of important islands.

9. Recall the names and some details of important reefs.

10. Recall the names of the oceans and seas surrounding Australia.

Assessment: Formative: The Venn diagram and mapping challenges will be added to the students’ atlases and assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of the different types of natural features within Australia.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks. Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential

map conventions from lesson 1. They would have also briefly looked at states and territories and their capital cities. Students know the states and territories of Australia and their capitals. They also know some similarities and differences between the states and territories like size, population and flags. Students would have also covered the many different ways Australia can be represented, in particular focusing in on the many Aboriginal language groups of Australia. Students know some of the human and natural landmarks around Australia.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min Teacher:

Attain students’ attentions with a verbal cue, a pay attention rhyme.

Explain to the students that they will be working on their web-quests again this lesson but focusing on the ‘Landmarks part 2’ tab.

Quickly answer any questions about the web-quest prior to starting.

IWB Web-quest loaded up for the students to use.

Students: Asking questions about the web-quest.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

45 min Teacher:

Explain to the students that they will be working in pairs collaboratively, just like all their other web-quest lessons.

Students are to work through the activities on the web-quest. Venn diagram challenge and mapping challenge.

Teacher provides scaffolding and assistance when required.

Teacher to use probing questions to stimulate learning. Extension activity: Work on their Atlas, putting it together.

Hands up, who has been up a mountain before or been rock climbing? What was it like, can you explain? Hands up who has been on one of Australia’s islands before? What was it like, can you describe it?

Have the Venn diagram worksheets ready in case of printer breakdown or lack of time. Have maps of Australia for the students to draw the natural features onto (Extension activity). Students:

Working as collaborative pairs on their web-quest.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 min Teacher:

10 minutes prior to the end of the lesson gain the students attentions to pack away their stationary and glue their worksheets into their atlases,

Could someone please explain how a Venn diagram works for me?

Kagan timer on IWB

emphasis safety when doing this. Set a Kagan timer to help this along, 3 minutes.

Discuss with the students what they learnt in today’s lesson

Would anyone like to share something they learnt today? Would anyone like to share their work? Students:

Pack away equipment safely.

Participate in discussion.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties to aid them.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management:

Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 7

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

Geographical Inquiry & Skills

(ACHGS019)

(ACHGS022)

(ACHGS023)

(ACHGS024)

Civics and Citizenship

(ACHCS004)

Cross Curriculum Links

English

(ACELY1676)

History

(ACHHS071)

Learning Area Goal: 1. Identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef.

2. Collaborating in groups to develop geographical questions about the similarities and differences between places. 3. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 4. Developing appropriate conclusions from the patterns in the data, for example, from observations about the similarities and differences

between places. 5. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate.

6. Posing questions, for example, ‘How can we look after our environment?’, ‘How can we make our community safer?’ 7. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. 8. Use a range of communication forms (oral, graphic, written) and digital technologies.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

4. Discuss the similarities and differences between the flora and fauna of different regions of Western Australia. 5. Discuss the similarities and differences between the land formations in different regions of Western Australia.

6. Recognise the importance of preserving Ningaloo Reef and its inhabitants.

Assessment: Formative: The National Parks worksheets will be printed off and added into the students’ atlases and then assessed for quality, accuracy and depth of knowledge. If students are able to complete the extension activity, that too will be added to their atlas and assessed.

What will you monitor? Students’ semantic knowledge.

Students’ participation in the class work.

Students’ knowledge and understanding of the different types of natural features within Australia.

Students’ participation in group work.

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks. Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential

map conventions from lesson 1. They would have also briefly looked at states and territories and their capital cities. Students know the states and territories of Australia and their capitals. They also know some similarities and differences between the states and territories like size, population and flags. Students would have also covered the many different ways Australia can be represented, in particular focusing in on the many Aboriginal language groups of Australia. Students know some of the human and natural landmarks around Australia.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

5 min Teacher:

Attain students’ attentions with a non-verbal cue, a clapping sequence.

Explain to the students that they will be working on their web-quests again this lesson but focusing on the ‘Western Australia’ tab.

Quickly answer any questions about the web-quest prior to starting.

IWB Web-quest loaded up for the students to use.

Students:

Asking questions about the web-quest.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

40 min Teacher:

Explain to the students that they will be working in pairs collaboratively, just like all their other web-quest lessons.

Students are to work through the activities on the web-quest. National Parks exploration.

Teacher provides scaffolding and assistance when required.

Teacher to use probing questions to stimulate learning.

Extension activity: Work on their Atlas, putting it together.

Hands up who has been to any of these National Parks before? What was it like, can you explain?

Have maps of Western Australia for the students to draw the National Parks onto (Extension activity).

Students:

Working as collaborative pairs on their web-quest.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

15 min Teacher:

15 minutes prior to the end of the lesson gain the students attentions to print their worksheets and glue their worksheets into their atlases, emphasis safety when doing this. Set a Kagan timer to help this along, 8 minutes.

Discuss with the students what they learnt in today’s lesson

Could someone describe how the walpole – nornalup National Park is different from the Karijini National Park?

Kagan timer on IWB

Students:

Pack away equipment safely.

Participate in discussion.

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management: Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)

Lesson 8

Learning Area: Date: Time: Year Level:

Society & Environment - History 1 hour 3

Learning Experience Focus: Geographical Knowledge & Understanding

(ACHGK014)

(ACHGK015)

Geographical Inquiry & Skills

(ACHGS021)

(ACHGS022)

(ACHGS023)

(ACHGS024)

(ACHGS025)

Learning Area Goal: 1. Using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state.

2. Identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef.

3. Using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places. 4. Discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and

Language Groups. 5. Describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and

territories to gain an appreciation about the different ways Australia can be represented. 6. Creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities

and differences between places. 7. Annotating a map to show the natural and human features of Australia, using the appropriate cartographic conventions including map

symbols, scale and north point. 8. Constructing maps to show the features of places, using basic cartographic conventions including map symbols, scale and north point. 9. Developing appropriate conclusions from the patterns in the data, for example, from observations about the similarities and differences

between places. 10. Selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, photographs and pictures, as

appropriate. 11. Discussing what they know and have learned about the similarities and differences between places.

Specific Learning Goals: At the conclusion of this learning experience each student should be able to:

3. Apply their learnt knowledge of Australia as states and territories, and Australia’s major natural and human features in assessment. 4. Communicate a plan for a trip around Australia in a minimum of a paragraph.

Assessment: Summative: This lesson entails the ‘Google Form’ test which is linked onto the website and assesses the students’ Geographical Knowledge and Understanding. Also, the students’ will be submitting their atlases which will assess their Geographical Inquiry Skills. Their marks will be reflected onto a rubric.

What will you monitor? Students participation in class work

Noise level – wether students are working or distracted.

How will you monitor? Use Kagan’s Low Key Responses.

Over shoulder marking.

Completion of in class tasks.

Students’ Prior Knowledge: Students would have covered the compass directions and looked at maps before the previous year. They would have also learnt about the essential map conventions from lesson 1. They would have also briefly looked at states and territories and their capital cities. Students know the states and

territories of Australia and their capitals. They also know some similarities and differences between the states and territories like size, population and flags. Students would have also covered the many different ways Australia can be represented, in particular focusing in on the many Aboriginal language groups of Australia. Students know some of the human and natural landmarks around Australia.

Introduction Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

10 minutes

Teacher:

Gain the attention of the student’s with a clapping sequence.

Explain that today they will need to submit their atlases but they are going to do one last activity.

Explain that they will be split up from their usual partners and that one group of students (half the class) will be using their atlases to write at least a paragraph about where they would go on their holiday around Australia. It needs to include descriptive writing, exact names of places and states and some activities they would do.

The other half of the class will be going onto the web-quest to complete a test about everything they have been learning so far. It is located in the ‘links’ tab and is right at the bottom.

After 25 minutes they will swap activities.

IWB Web-quest loaded up for the students to use.

Students:

Listening to instructions.

Half of the students to be working on their descriptive writing.

Other half to be working on the test.

Body Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

25 minutes

Teacher:

Moving in between the separated class to provide assistance and scaffolding

Students who finish early can begin work on the other task.

When the time is up use a Kagan timer to transition.

Are you on task? Do you think the reef that you can see from space is the largest one in Australia? Do you remember its name?

Kagan timer on IWB

Students:

Working on their activities.

Transitioning.

Conclusion Time: Teaching and Learning Strategies: Focus Questions: Preparation/Resources

30 minutes

Teacher:

Moving in between the separated class to provide assistance and scaffolding.

Set 5 minutes on the Kagan timer to pack up equipment (stationary, turning off computers) safely and then ask students to submit their atlases.

Kagan timer on IWB

Students:

Working on their activities.

Packing up equipment (stationary, turning off computers).

Learning and Teaching Adjustments If a student in the class has hearing or visual impairments then they will need to sit close to the IWB and the teacher. Additionally students will be working collaboratively in groups of 2 or 4 in

each of these lessons which will help them to support each other’s learning as well as bounce ideas of each other. If there are particularly disruptive students in the class then their collaborative learning partners will need to be reviewed before commencing the tasks; the same will be applied with students who may have learning difficulties.

The following sections are to be completed AFTER the learning experience

Evaluation of Students’ Learning:

Future Action for Students:

Self-Evaluation: Planning and preparation

Learning Experience Structure:

Management: Future Action for Self:

Mentor Teacher: Please sign to indicate you have reviewed this Learning Experience Plan ___________________________________ (Mentor Teacher)