for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet Represent by constructing tables and graphs Represent the location of places and their by constructing large-scale maps that conform to cartographic conventions including , legend, title and north point, and describe their location using simple grid references, compass direction and distance Interpret geographical to identify distributions and patterns and draw conclusions Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s Mathematics 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) Science Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) English Use 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 Strategies Week 1 2 3 4 5 6 7 8 9 10 Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
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 Brunei Further Activities: “Primary Society and Environment: Book D” RIC Publications – pg 37, 38, 39 – Mapping our Near-North Neighbours. Chart Paper Pens “Primary Society and Environment: Book D” RIC Publications Geographical Language Assessment Opportunities Neighbours, country names, capital city names, natural features EXPLORE Resources Climate 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: Chart Paper Magazines Internet Scissors Glue Web links as listed Blank map of the world Photographs of various climate zones
GEOGRAPHY ASSESSMENT TASK 1 CLIMATE MAPS Achievement Standards A B C D E Geographical Knowledge and Understanding Considered identification and explanation of: *the characteristics of different places at the local scale *similarities and differences between the characteristics of places Identification and explanation of: * the characteristics of different places at the local scale *similarities and differences between the characteristics of places Identification and description of: *the characteristics of different places at the local scale *similarities and differences between the characteristics of places Partial description of: *the characteristics of different places at the local scale *similarities and differences between the characteristics of places Statements about: *the characteristics of different places at the local scale *similarities and differences between the characteristics of places Communicating Clear 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 point. Communication 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.