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 Using 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 ideas/themes /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 dimensions Searching and locating Observing systematically Gesturing Manipulating /operating /using equipment Sketching /drawing A note on resources: While Pearson, AEF and Macmillan texts and resources are referred to here, many other publishers have produced texts that are consistent with the content descriptors of the Australian Curriculum and should be considered at school-level. Learning and Teaching Strategies Weeks 1-4 Term III Inquiry Sub-question What, When, Where, How and Why is Urbanisation? FOCUS 1 To understand the causes and consequences of urbanisation across Australian and International regions FOCUS 2 To demonstrate the economic, environmental and social advantages and disadvantages of living in large cities K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES The causes and consequences of , drawing on a study from Indonesia, or another country of the Asia Observing and Questioning Planning, collecting and evaluating Processing, analysing, interpreting and concluding Communicating Reflecting and responding In-class observation Student participation Student Workbook Homework Tasks Assessment Research
TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES Urbanisation Topics to be covered: Key terminology (see right) Spatial Patterns of global growth in cities and rural areas Impact on natural resources Asia Region patterns of urbanisation (using statistics and graphic representations) Focus on either Indonesia or China (Pearson text China or AEF “Jakarta Faces” is a great resource) Positive and Negative Outcomes of Urbanisation Economic, Environmental and Demographic effects of Urbanisation Use of Statistics: How do geographers find and use data? Sub-questions: do human geographers gather data from? What is the difference between primary and secondary data? What is the difference between qualitative and quantitative data? ASSESSMENT: Commence research journal/student record of research for Comparative Presentation that demonstrates use of statistics and data between an Australian city and an Asian City (COLLECTION OF WORK); 3-5 minutes. Suggested time frame – set assignment in Week 2 with a submission date in Week 5 or as decided by HOD. Useful sites for Students to gather and compare sets of data: Population density Population distribution Urban area area Urban growth Urbanisation Mega-city Commute Developing World Formal Economy Global Economy Informal Economy Infrastructure Megacity Push and Pull Factors Quality of Life Regional centre Sea change Squatter Settlement Standard of Living Urban Sprawl Urbanisation World City Data/Datum Quantitative Qualitative Statistics Sample Variable Urbanisation Pearson Chapter 11 “Urbanisation” 11.1 Cities 11.2 Urbanisation in Asia 11.4 Impacts of Urbanisation 11.5 Urbanisation 11.6 Impacts of Urbanisation 11.7 Urbanisation in Australia AEF “Jakarta Faces” Module Statistics Ch. 4 “Keys to Geography” AGTA – Macmillan Internet Sites BBC Urbanisation GCSE:
Useful Sites: Melbourne Lanes - Darwin’s Mindil Beach Markets - Comparison of Cost of Living between Melbourne and Darwin – Associations/Migrant Support Services REFLECTION Learning and Teaching Strategies Week 1-4 Term IV Inquiry Sub-question How are rapid urbanisation, development and redevelopment affecting life in China? FOCUS 1 What are the effects of rapid urbanisation on people in China and how has the distribution of the population changed in recent times? 2 What impact does rapid urbanisation have on rural and city dwellers? FOCUS 3 How ghost cities solve the problem of the shortage of affordable accommodation in China? K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES
The reasons for and effects of in China Observing and Questioning Planning, collecting and evaluating Processing, analysing, interpreting and concluding Communicating Reflecting and responding In-class observation Student participation Student Workbook Homework Tasks Research for Report TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES Urbanisation topics to be covered: (Below titles are hyperlinked to the online activities) Students investigate the mass movement of rural migrants to the cities, the impact of rapid growth and expansion of cities across China, and present a graphical representation of the data. Students explore the displacement of rural migrants and city dwellers and conduct a news interview with a city resident affected by displacement. Students investigate the building of ghost cities in China and the millions of apartments that remain empty. Students present their ideas about the use of ghost cities as a possible solution to the acute shortage of accommodation. Students reflect on what they have learned about the massive urbanisation taking place in China and some of the ensuing problems and planning required for rural migration, unemployment and rapid urbanisation. Each activity has an accompanying set of supporting materials as follows: Addition Resources as suggested by AEF (in Teachers’ – works of Jane Genovese, an Australian graphic artist, who created popular infographics that are available online – many images to assist in the design of infographics – Wikipedia definition and description of hutongs Displacement Ghost City Hutong Welfare Desolate Credit Urbanisation AEF Module “Urbanisation in China” This module examines the rapid urbanisation, development and redevelopment that is occurring in many parts of China. Students will gain insights into the impact on rural migrants having to adjust to life in big cities and the displacement of many city dwellers due to rapid building development. Students will focus on people and some of the issues people face through conducting a mock interview and presenting possible solutions to accommodation shortages. Statistics
– article with satellite images the sprawling and desolate ghost cities and the abundant accommodation not being used (from Mail Online) – strategies about how to structure information from Harvard's Visible Thinking Routines – information impact of destruction of hutongs and the disappearance of an old way of life Videos – YouTube video animation from The Economist showing growth of urban centres from rural migration by Guy Thompson and Guy Hunter, VertigoMotionDesign – YouTube videographic from The Economist showing the acceleration of urban population growth and rural migration across China from the 1980s – YouTube video from The Economist tracing the impact on rural and city populations arising from rapid urbanisation in China – YouTube video showing the difficulties faced by Ahong, a 21 year-old hairdresser from a rural village who has worked his way up to become a stylist in a trendy hair salon – YouTube video showing the streets and buildings in a traditional hutong – YouTube video about the rise of uninhabited and desolate ghost cities across China, from SBS Dateline by Analyst Gillum Tulloch Comparative Case between Melbourne and Darwin (this is a good opportunity to teach the analytical skills required for the Essay Test at the end of the unit – students with specific learning needs may required adjustments/modification including but not limited to: scaffolding, graphic organisers, mind-mapping, rank ordering, 1:1 clarification, school officer support with organisation, etc). ASSESSMENT: Commence research research journal/student record of research for Proposal for New Australian City Report (RESEARCH); 500-800 words that demonstrate ability to present findings based on statistical analysis and depth of knowledge and understanding of the impact of urbanisation. For many students, this may be first opportunity to experience writing a formal report. It may be worth explicitly teaching the expectations of the genre. The requirements for writing reports can be found here, but may need to be previewed and refashioned in order to reach students. Ch. 4 “Keys to Geography” AGTA – Macmillan Guest Speakers from Migrant Associations/Migrant Support Services
Suggested time frame – set assignment in Week 4 with a submission date in Week 8 or as decided by HOD. REFLECTION Learning and Teaching Strategies Week 5-9 Inquiry Sub-question How is studying the nature and patterns of urbanisation useful in planning for the future? 1 To describe the factors that influence population movements in Australia FOCUS 2 To understand how the mining boom has influenced the distribution of the Australian population FOCUS 3 To investigate two mining locations in Australia K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES The reasons for and effects of in Australia The management and planning of Australia’s urban future Observing and Questioning Planning, collecting and evaluating Processing, analysing, interpreting and concluding Communicating Reflecting and responding In-class observation Student participation Student Workbook Homework Tasks