Recognising letters, words and other symbols Finding material in an indexed collection Recalling /remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrations Interpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another correct spelling, punctuation, grammar Using vocabulary appropriate to a context Summarising /condensing written text Compiling lists/statistics Recording /noting data Compiling results in a tabular form Graphing Calculating with or without calculator Estimating numerical magnitude Approximating a numerical value Substituting in formulae Setting out /presenting/ arranging/ displaying Structuring /organising extended written text Structuring /organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating /issues Reaching a conclusion which is necessarily true provided a given set of assumptions is true Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a series Extrapolating Applying strategies to and test ideas and procedures Applying a progression of steps to achieve the required answer Generalising from information Hypothesising Criticising Analysing Synthesising Judging /evaluating Creating /composing /devising Justifying Perceiving patterns Visualising Identifying shapes in two and three dimensions Searching and locating items/information Observing systematically Gesturing Manipulating /operating /using equipment Sketching /drawing Link to ACARA Senior Geography Syllabus Learning and Teaching Strategies Week 1 and 2 Inquiry Question is the fun?? Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures Inclusive Education General Capabilities Literacy Numeracy Information and Communication Technology
Students need to conduct an audit of the ICT that they use. Prepare a map that shows the 4 categories (distance). For 2 (or a suitable number) day they keep a data tallying the connections made (facebook, google, youtube, instagram) in the following categories: within 1 km, within 50 km, within the state, country and internationally and for how long they are connected for (less than 5 mins, 5 – 15 mins, 15 – 60 mins, more than 60 mins). students collecting their information, in class they will: Use maps to analyse the level of connectedness through ICT’s globally and regionally. This connectedness may include cell phone services and internet access as well as services such as facebook and twitter. Compile class data from this table. Using these statistics, they graph their usage and the class usage using bar graphs. Prepare a paragraph that represents their understanding of how their class is interconnected via ICT and compare this to other countries information viewed via the youtube clips Extension discussion activity: Identify why some people have greater access to ICT’s. Consider income and access to infrastructure such as the introduction of the NBN. Provide some news articles presenting arguments for and against. Youtube: Globalization- Facebook Flatten's the World Youtube: Globalization and Social Media World Wide Survey of Internet Usage - Global Internet in 24 hours - Statistics: NBN Network: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063) Collect, select, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS064) Represent the spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066) Evaluate multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067) Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070) GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES
Direct your students to a website that gives a real-time update of statistics so that the global scale of the e-waste issue can be appreciated 2. Preparing an inventory Direct students to prepare an inventory of electronic items that they have personally and that are in their homes to identify the scale of the problem locally. Once individual students have completed their spreadsheets they can be merged with those of other students to give a broader perspective on the issue. 3. Considering a case study Examine the problem of e-waste in Guiyu, China. The information provides the basis for classroom or small-group discussion about the scale of the problem, the associated health risks and possible solutions. Guiyu presents an extreme example, but it is a clear warning about the future and raises the issue of international responsibility. Extension activity 4. Planning a campaign Ask them to consider ways in they can 'think globally, act locally', and plan an awareness campaign which has the focus on e-waste at their home or the broader school community. A number of tasks are suggested in the resource with the aim to raise awareness about the issue in their community and promote programs that seek to manage e-waste more effectively. (PDF, 228 KB). E-waste statistics (PDF, 244 KB). It contains to a photographic essay, a film clip and a short news article which provide authoritative, easy-to-understand information about e-waste in Guiyu, China. Direct your students to look at the document (PDF, 297 KB a range of appropriate primary and secondary sources (ACHGS064) Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068) Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070) Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071) GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES Place Space Environment Interconnection A number of tasks are suggested in the resource with the aim to raise awareness about the issue in their community and promote programs that seek to manage e-waste more effectively.