Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people 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 English, Numeracy, ICT, History Learning and Teaching Strategies Week 1 2 3 4 5 6 7 8 9 10
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 Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate ENGAGE Resources PART 1. Lesson 1. (1 hr) A)Share a text (see suggested in Resources column); discuss themes of population and settlement and the impacts on the environment. B)Conduct a Silent Conversations Activity; Use questions like- What’s changed? How have humans changed this environment? What’s stayed the same? What features of the natural environment have humans utilised? How? What features of the natural environment have impeded urban development? How? C) Share findings and create a class Mind Map of responses (eg. Ipad Apps; poplet, tools4teachers, total recall etc) Lesson 2.(1hr) Options- A)We Do Activity; Invite a guest speaker (local ABTSI Elder) to come and talk re indigenous people’s use and management of the land B) We Do Activity; Excursion to a local indigenous cultural centre (eg. Tjapukai, Mossman Gorge Cultural Centre, Walker Bros. Mamu-Innisfail/Southern Tablelands district) Suggested Texts- ‘Window’ by Jeannie Baker ‘Where the Forest Meets the Sea’ by Jeannie Baker ‘Mirror’ by Jeannie Baker ‘Belonging’ by Jeannie Baker ‘My Place’ by Nadia Wheatley and Donna Rawlins A5 paper with Silent conversations questions -IWB or Ipad for Mind mapping Activity
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 Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate ELABORATE Resources Lesson 1/2 (2hrs) A)You Do Activity; After comparing the Positive/Negative Effects of the development in your local area and developing your own ideas regarding the issue, write a Letter back to the Local Council Planning Dept. Representative to express your point of view! -Draft letter -Edit -Publish Geography Journals for drafting of Letter. Choice for published letter- computer typed/handwritten. Geographical Language Assessment Opportunities
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 Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate EVALUATE Resources PART 2- Lesson 1 (1hr) A)Engage the students by using one of the following suggested websites/ipad apps where the students play a game that allows them to ‘find’ certain countries, continents etc. Start with a World Map, then focus in on Australia, Europe and North America. Discuss with the students – What’s something new you discovered? What surprised you? What do you want to know? Record on a class K/W/L chart Lesson 2: (1hr) A)Pose Inquiry Question What is a Continent? Devise a Class Definition for ‘Continent’; identify major continents of the world! Students use either computers, ipads or atlases to access world maps and then identify and mark on the major geographical features (eg. Polar Regions, Tropics, Equator and Major Continents) using either colour/shading/keys on a blank Paper template. Apps: Tap-quiz maps, Geoquiz Websites: Ilike2learn.com Access to either computers, ipads or class set of Atlases. A4 template of the World Geographical Language Assessment Opportunities
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 Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate EVALUATE Resources PART 2- Completion of any unfinished collection and recording of information from previous 2 weeks! Early Finishers; Repeat Previous investigation using ‘Australia” Computer/data Projector/IWB/Ipad with Google Earth/National Geographic World Atlas Geography Journals Ipad app; World factbook. Access to computers, ipads, atlases Geographical Language Assessment Opportunities Geography, continents, North America, Europe, Australia, place, spaces, collect, geographical, data, information, location, maps, Of-
border, sources, legend, title, compass points, globe, North American Map template with recorded information of 2 countries Week 1 2 3 4 5 6 7 8 9 10 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