Geographical Language Assessment Opportunities Mapping, conventions, states, territories, labelling, compass directions, physical map, north, northern, east, eastern, south, southern, west, western Australia Map Puzzle BOLT elements checklist EXPLORE Resources Comparing borders: Look at the Aboriginal Australia map to identify that their culture is grouped according to languages within a region – for example, in Cairns Diocese, the language groups are all part of the Rainforest region. Ask students if they can see the differences in boundaries between this map and our map of Australia from previous activity. Discuss how the regions are linked to the landscape/climate (see smaller map on right hand side of chart) Major Features of Australia: Identify and describe major natural features of Australia from the story “Are We There Yet?”, including Divide students into groups. They are given a map of their state to label the capital city and any natural features. Make a legend to show natural features. As a class, join the states together to form Australia for display. Students use maps, google maps, atlases and other relevant books to assist. Discuss the typical names given to regions in Australia as found in the story and locate them on a map – eg. The Top End, The Far North, The Outback. Discuss how different people have connections with natural features – eg. Aboriginal people. Read “Nyuntu Ninti” by Bob Randall and Melanie Hogan which is a story that identifies the significance of Uluru to the local people. Think Pair share - Ask students to identify an area of significance to them and explain why. Complete Assessment Task 1 – Map of Australia. Further Activities: Show students the map of the Aboriginal groups in our diocese – see Diigo Geography 2013 link – Welcome to Indigenous Map of Australia (available from CES – each school should have a copy) or digital version Cardboard Enlarged states of Australia Atlases Google Maps “Nyuntu Ninti” by Bob Randall and Melanie Hogan
Country Geographical Language Assessment Opportunities The Top End, The Far North, The Outback, capital city, state names, significance, natural features, names of natural features Complete assessment task 1 – Map of Australia Bolt Elements Checklist Reflection 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 EXPLAIN Resources
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 EVALUATE Resources Students analyse the data collected as well as information gained from class activities to write a persuasive paragraph answering the question, is the Reef worth saving? Class notes, displays and posters Data Geographical Language Assessment Opportunities Analyse, data, persuasive, conclusions, evidence, reasons Completion of Assessment Task 2 Reflection
Geography Assessment Task 2 Is the Great Barrier Reef worth saving? Achievement Standard A B C D E Geographical knowledge and understanding Considered identification and explanation of: *the interconnections between people and the reef *different perceptions of the reef and how this influences views on protection Identification and explanation of: * the interconnections between people and the reef *different perceptions of the reef and how this influences views on protection Identification and description of: *the interconnections between people and places *different perceptions of places and how this influences views on the protection of places Partial description of: *the interconnections between people and places *different perceptions of places *views on the protection of places Statements about: *the interconnections between people and places *different perceptions of places Questioning and Researching Development of a geographical inquiry that includes: *logical and interrelated geographical questions *a collection of information from a range of valid sources to answer questions Development of a geographical inquiry that includes: *logical geographical questions *a collection of information from a range of sources to answer questions Development of a geographical inquiry that includes: *relevant geographical questions *a collection of information from different sources to answer questions Development of a geographical inquiry that includes: *simple geographical questions *a collection of information from a narrow range of sources to answer questions Development of a geographical inquiry that includes: *use of provided geographical questions *a collection of information from supplied sources Communicating Clear and purposeful communication of findings in a range of texts that: *use appropriate geographical terminology *suggests actions in response to a geographical challenge Effective communication of findings in a range of texts that: *use appropriate geographical terminology *suggest actions in response to a geographical challenge Communication of findings using geographical terminology in a range of texts that: *use geographical terminology *suggest actions in a response to a geographical challenge Narrow communication of findings, using simple geographical terminology in a range of texts that: *use simple geographical terminology *identify actions in response to a geographical challenge Fragmented communication of findings using provided geographical terminology in a range of texts that: *use provided geographical terminology *identify actions related to a geographical