Learning and Teaching Strategies Week 1 2 3 4 5 6 7 8 9 10 Curricular Priorities Catholic 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 Read “Are We There Yet?” by Alison Lester. Give students a blank map of Australia to mark on anything they know about it. “Are We There Yet?” by Alison Lester Geographical Language Assessment Opportunities Journey, Australia, map, states, territories, natural features, names of specific places Formative Assessment – Australia map Reflection
Week 1 2 3 4 5 6 7 8 9 10 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 EXPLORE Resources Mapping Australia: Identify Australia on the or using Google earth. Discuss how Australia is a country and a continent and is split into states/territories. Display map for students to see and name states. Use directional language to describe the location of each state – eg. Eastern states, northern states etc. Students are a map of Australia. Identify how to break the map into states. Teach mapping conventions using the BOLTS elements (see appendix). Ask students to draw a line to PRINT on. Use capital letters for names of states and red dots to show where capital cities are (these are used to model a legend) Teacher models how to label the map with states and capital cities and students complete as guided practice. Use grid references to locate capital cities as in an atlas. Australia Map Puzzle – to see if the students are able to piece together a puzzle of the states and capital cities of Australia. Promethean Planet Flipchart – Capital Cities of Australia Google Earth Google Maps Atlases Map of Australia – sheet and checklist in appendix
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 by Bob Randall and Melanie Hogan which is a story that identifies the significance of Ulluru 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. Tourist brochures of states if possible with pictures of natural features “Nyuntu Ninti” by Bob Randall and Melanie Hogan 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 Bolts Checklist Reflection Week 1 2 3 4 5 6 7 8 9 10 Curricular Priorities Catholic 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 Focus – The Great Barrier Reef: Discuss the importance of saving Australia’s natural features. Identify national parks in Australia – see pg 116 RIC Book for examples and World Heritage Sites – see pg 118. Students complete a map to identify. Focus on The Great Barrier Reef as a natural feature of Queensland. View movie-clips on the ReefED website. Draw students’ attention to the variety of Reef, features, animals, activities and plants. Discuss the uses of the reef and how it influences our local area – tourism, employment, marine studies. In groups, students use the worksheet The Great Barrier Reef (in appendix) to research features of the reef. Use websites, books and posters to get information. Ask groups to report back to the class to make a class summary of the questions for display. (This is for background information) Invite an Aboriginal to discuss the significance of the reef (sea country) to the Aboriginal people – or use Reef Beat Posters – Sea Country Connections to identify how Aboriginal people have used the reef and how they care about it. Also can use Reef Ed site Discuss student connections with the reef – eg. Finding Nemo or Migaloo (animals they know and care about) Further Activities: Create posters of the features of the reef View brochures of the reef and identify features Watch DVD – Finding Nemo Visit Reef HQ in Townsville for an excursion “Primary Society & Environment: Book D” RIC Publications Reef Beat Posters for display Appendix activity Geographical Language Assessment Opportunities Natural heritage refers to the physical and biological environments inherited from generation to generation. National parks are a means of saving our natural heritage. Approximately 3200 Australian national parks have been created to As Learning – research materials
T TITLE Explains where and what the map shows Written in upper case S SCALE To measure distance on a map Either line or ratio Mapping Conventions Checklist (Including BOLTS) Name Print on a straight line. States in all capital letters. Red dot to indicate position of capital city. Border with a ruler. North point indicated. Positions legend in bottom corner. Uses accepted symbols in legend. Title explains where and what. Includes scale.
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 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 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