Geography



GEOGRAPHY OVERVIEW YEAR THREEUNIT TWO – 20 hrsUnit Title: Australia’s NeighboursAchievement StandardBy the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places.Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.Geographical ConceptsContent DescriptionsAssessment (A) FORMCHECKBOX Place FORMCHECKBOX Space FORMCHECKBOX Environment FORMCHECKBOX Interconnection FORMCHECKBOX Sustainability FORMCHECKBOX Scale FORMCHECKBOX ChangeKNOWLEDGE AND UNDERSTANDINGThe location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016) The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)GEOGRAPHICAL INQUIRY AND SKILLSCollect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) Represent data by constructing tables and graphs (ACHGS021) Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)Climate Map and analysis – Australia Guided Inquiry – Similarities and differences between Australia and one of our Neighbours(See work sample portfolio – Australian Curriculum Geography)Learning Framework FORMCHECKBOX Community Contributor FORMCHECKBOX Leader and Collaborator FORMCHECKBOX Active Investigator FORMCHECKBOX Effective Communicator FORMCHECKBOX Designer and Creator FORMCHECKBOX Quality ProducerCross Curricula Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Behaviour FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceLinks to other LA’sMathematics Create and interpret simple grid maps to show position and pathways (ACMMG065)Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)Interpret and compare data displays (ACMSP070)ScienceUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)EnglishUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)Learning and Teaching StrategiesWeek12345678910 Cross Curricular Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Behaviour FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceEngage ?Explore ?Explain ?Elaborate ?EvaluateENGAGEResourcesIntroduce unit through the use of a passport. Discuss that we will be travelling to our neighbouring countries and learning about their people and environment. Discuss “What is a neighbour?” Discuss with students places they’ve been. Ask if they could name any neighbouring countries. Use KWL chart to record.Make their passport, decorating as required, ready for future lessonsDo an internet search to ‘ Create a passport template’ to find an activity suited to your students.Geographical LanguageAssessment OpportunitiesPassport, travelling, journey, neighbour, neighbouringDiagnostic Assessment – were students able to name any of Australia’s neighbours?ReflectionWeek12345678910 Cross Curricular Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Behaviour FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceEngage ?Explore ?Explain ?Elaborate ?EvaluateEXPLOREResourcesAustralia’s Neighbours:Use Google Maps – locate Australia. Use the zoom in and out to locate Australia’s neighbours. Describe the location of these countries using positional language such as: north of Australia is Papua New Guinea; to the east of Australia is New Zealand etc . Identify capital cities and major natural features of neighbouring countries – including New Zealand, Papua New Guinea, Indonesia, Pacific Island Nations and Timor-Leste. Click on Traffic – photos to identify features of these counties. Use the Tag on the left side to specify features to look for – eg. Mountains. Create a table of information about each of the countries discussed using the map.Identify the names of the regions our neigbours are part of – for example – Pacific Neighbours: Fiji, Papua New Guinea, New Zealand, Solomon Islands, Tonga, Cook Islands, Nauru, Vanuatu, Western Samoa; Northern Neighbours: Indonesia, Papua New Guinea, Timor-Leste, Singapore, Malaysia and BruneiFurther Activities:“Primary Society and Environment: Book D” RIC Publications – pg 37, 38, 39 – Mapping our Near-North Neighbours.Google MapsChart PaperPens“Primary Society and Environment: Book D” RIC PublicationsGeographical LanguageAssessment OpportunitiesNeighbours, country names, capital city names, natural featuresEXPLOREResourcesClimate Maps:Discuss the difference between weather and climate – weather contributes to the climate type. Focus on tropical, temperate, dry/arid and polar/arctic and the features of each. In groups create a collage to represent the different climate zones.Look at various climate maps of Australia and the world. Use a blank map of the world to mark in the climate zones – revising the Equator and tropics (from year 2). Model to students the use of the BOLTS process for mapping conventions (as in unit 1) as well as using a legend to identify the zones. Pose questions to help the students to identify the distribution of climate zones in the world. What do you notice about the location of the hot zones and cold zones of the world? Provide images/photographs that show features of these zones – for example in National Geographic website – photography – nature & weather or use Google maps in satellite. Create a table to show features:Climate ZoneCountriesWeatherFeaturesComplete assessment task 1 (appendix)Further Activities:Use the data for average temperature and average rainfall for Australia to create a graph – either using Microsoft Excel or hand drawn. . Students will need an understanding of the term average.Chart PaperMagazinesInternetScissorsGlueWeb links as listedBlank map of the worldPhotographs of various climate zonesGeographical LanguageAssessment OpportunitiesClimate zones, hot, cold, temperate, tropics, polar, arid, dry, countries, weather, features, equator, world, continents, averageComplete assessment Task 1ReflectionWeek12345678910 Cross Curricular Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Behaviour FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceEngage ?Explore ?Explain ?Elaborate ?EvaluateEXPLAINResourcesJourney to Australia’s Neighbours:Introduce group task to students. Explain that they need to use their passport to travel to each of Australia’s near neighbours that have been identified. In order to complete this task, they must find important information about the country and write it in the relevant place on the passport. They will receive the country’s stamp once the information is completed and corrected. Students must travel to all of these countries in the next couple of weeks. Teacher will provide web links, video clips, travel brochures, books and any other materials to assist in the gathering of this information.Further Activities:“Primary Society and Environment: Book D” – Australia’s Neighbours Unit – pg 30 – 54Model the construction of a Venn Diagram using information gathered (will need this for assessment task)Web links, video clips, travel brochures, books on the countries identifiedGeographical LanguageAssessment OpportunitiesClimate zones, hot, cold, temperate, tropics, polar, arid, dry, countries, weather, features, equator, world, continents, brochureReflectionWeek12345678910 Cross Curricular Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Behaviour FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceEngage ?Explore ?Explain ?Elaborate ?EvaluateELABORATEResourcesGuided InquiryAfter completion of Passports, students use their compiled information to complete assessment task. Go through task sheet and criteria sheet with studentsSee Assessment Task sheetGeographical LanguageAssessment OpportunitiesCompletion of Assessment Task 2ReflectionPlanning for Differently Abled StudentsStudent/sDifferent AbilityAustralian Curriculum Content Descriptions being addressedLearning and Teaching StrategiesAssessment StrategiesAssessment Task 1Student Name:132080-4699000Year Level: 3Name of Task: Mapping Australia and its NeighboursTeacher: Learning Area/s:Geography Assessed By:Date Commenced:Date Due:Type of Task: FORMCHECKBOX Oral FORMCHECKBOX Written FORMCHECKBOX OtherTask Conditions: FORMCHECKBOX Individual FORMCHECKBOX Pair FORMCHECKBOX Group Work FORMCHECKBOX In Class FORMCHECKBOX Homework FORMCHECKBOX OtherOpportunity to Access: FORMCHECKBOX Books FORMCHECKBOX Notes FORMCHECKBOX Library FORMCHECKBOX TechnologyAssessed By: FORMCHECKBOX Self FORMCHECKBOX Peer FORMCHECKBOX Other FORMCHECKBOX TeacherTask Description Construct a map showing the distribution of climate types in Australia and write a paragraph to compare two climate zones.Procedure (You will)Construct a climate map of Australia (using ICT or hand drawn)Identify at least one place within one climate zone and label on the mapWrite a short paragraph on what it would be like to live in a climate that’s different to your ownResourcesComputers, atlases8140700-22415500GEOGRAPHY ASSESSMENT TASK 1 CLIMATE MAPSAchievement StandardsABCDEGeographical Knowledge and UnderstandingConsidered identification and explanation of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of placesIdentification and explanation of:* the characteristics of different places at the local scale*similarities and differences between the characteristics of placesIdentification and description of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of placesPartial description of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of placesStatements about:*the characteristics of different places at the local scale*similarities and differences between the characteristics of placesCommunicatingClear and purposeful communication of findings in a range of texts that:*represent the location of a range of places on labeled maps that use the cartographic conventions of legend, title and north point.Effective communication of findings in a range of texts that:*represent the location of a range of places on labeled maps that use the cartographic conventions of legend, title and north munication of findings using geographical terminology in a range of texts that:*represent the location of a range of places on labeled maps that use the cartographic conventions of legend, title and north point.Narrow communication of findings, using simple geographical terminology in a range of texts that:*represent the location of a range of places on labeled maps that use the cartographic conventions of legend, title and north point.Fragmented communication of findings using provided geographical terminology in a range of texts that:*represent the location of a range of places on labeled maps that use the cartographic conventions of legend, title and north point.147955-14922500Geography Assessment Task 2Student Name:Year Level: 3Name of Task: Guided Inquiry – Similarities and differences between Australia and one of its neighboursTeacher: Learning Area/s:Geography Assessed By:Date Commenced:Date Due:Type of Task: FORMCHECKBOX Oral FORMCHECKBOX Written FORMCHECKBOX OtherTask Conditions: FORMCHECKBOX Individual FORMCHECKBOX Pair FORMCHECKBOX Group Work FORMCHECKBOX In Class FORMCHECKBOX Homework FORMCHECKBOX OtherOpportunity to Access: FORMCHECKBOX Books FORMCHECKBOX Notes FORMCHECKBOX Library FORMCHECKBOX TechnologyAssessed By: FORMCHECKBOX Self FORMCHECKBOX Peer FORMCHECKBOX Other FORMCHECKBOX TeacherTask Description You are to choose 2 locations to investigate and compare their similarities and differences.Procedure (You will)Choose two places from: Jakarta Port Moresby Wellington Honiara DiliInterpret the climate graph given, as well as maps of the Asia/Pacific region and the information collected throughout the term to answer questions found on the assessment worksheet.Develop at least 3 geographical questions about the countries of the places chosen.Conduct research to answer these questions and record your answers in the space provided.Represent your findings in a Venn diagram to show the similarities and differences between the two places.Write a paragraph explaining these similarities and differences.ResourcesClimate graphs for cities Maps, internet, computersAssessment worksheetsCLIMATE GRAPHS FOR LOCATIONSASSESSMENT WORKSHEETInterpreting Climate GraphsPlace 1Place 2QuestionsWhere is the place located in relation to Australia?Where is the place located in relation to the Tropic of Capricorn?Where is the place located in relation to the Equator?What is the hottest month?What is the average temperature in the hottest month?What is the coldest month?What is the average temperature in the coldest month?What is the wettest month?What is the driest month?What is the average rainfall of the wettest month?What is the average rainfall of the driest month?ASSESSMENT WORKSHEETCountry InvestigationCountry 1Country 2Your questions to investigateSIMILARITIES AND DIFFERENCES BETWEEN …………………………………….. AND ……………………………………..38265107112006356356254758226425-25273000GEOGRAPHY ASSESSMENT TASK 2 GUIDED INQUIRY – SIMILARITITIES AND DIFFERENCES BETWEEN AUSTRALIA AND ITS NEIGHBOURSAchievement StandardABCDEGeographical Knowledge and UnderstandingConsidered identification and explanation of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of places*the location of selected countries and the distribution of features of placesIdentification and explanation of:* the characteristics of different places at the local scale*similarities and differences between the characteristics of places*the location of selected countries and the distribution of features of placesIdentification and description of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of places*the location of selected countries and the distribution of features of placesPartial description of:*the characteristics of different places at the local scale*similarities and differences between the characteristics of places*the location of selected countries and the distribution of features of placesStatements about:*the characteristics of different places at the local scale*similarities and differences between the characteristics of places*the location of selected countries and the distribution of features of placesQuestioning and ResearchingDevelopment of a geographical inquiry that includes:*logical and interrelated geographical questions*a collection of information from a range of valid sources to answer questionsDevelopment of a geographical inquiry that includes:*logical geographical questions*a collection of information from a range of sources to answer questionsDevelopment of a geographical inquiry that includes:*relevant geographical questions*a collection of information from different sources to answer questionsDevelopment of a geographical inquiry that includes:*simple geographical questions*a collection of information from a narrow range of sources to answer questionsDevelopment of a geographical inquiry that includes:*use of provided geographical questions*a collection of information from supplied sourcesCommunicatingClear and purposeful communication of findings in a range of texts that:*describe the location of a range of places and their features using cardinal pointsEffective communication of findings in a range of texts that:* describe the location of a range of places and their features using cardinal points Communication of findings using geographical terminology in a range of texts that:* describe the location of a range of places and their features using cardinal pointsNarrow communication of findings, using simple geographical terminology in a range of texts that:* describe the location of a range of places and their features using cardinal pointsFragmented communication of findings using provided geographical terminology in a range of texts that:* describe the location of a range of places and their features using cardinal pointsOverall Result ................
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