Geography OverviewYear 4 Term ?

Allocated allowance: 20 hours

Unit Title: Sustainability: A global problem that start in your backyard!

Achievement Standard

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

Geographical Concepts

Content Descriptions Assessment (A)

Place SpaceEnvironment

Knowledge and Understanding The location of the major countries of Africa and South America in

relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two

Assessment For/As/Of Learning:Assessment will be comprised of a folio of work gathered throughout the term:

Interconnection Sustainability Scale Change

countries from both continents (ACHGK020) The types of natural vegetation and the significance of vegetation

to the environment and to people (ACHGK021) The importance of environments to animals and people, and

different views on how they can be protected (ACHGK022)Inquiry and SkillsCollecting, recording, evaluating and representing Represent data by constructing tables and graphs (ACHGS028) Represent the location of places and their features by constructing

large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Interpreting, analysing and concluding Interpret geographical data to identify distributions and patterns

and draw conclusions (ACHGS030)Communicating Present findings in a range of communication forms, for example,

written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Please see task sheet for a detailed explanation of the items required.

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, Maths, Science

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability Education, Aboriginal and Torres Strait Islander Histories and Cultures

General Capabilities Information and Communication Technology

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ENGAGE Resources

Activity 1Engage in a class discussion about the following quote:

“We are living as if we have an extra planet at our disposal. We are using 50 per cent more resources that the Earth can sustainably produce and unless we change course, that number

will grow fast — by 2030 even two planets will not be enough.”Quote from Jim Leape, Director General of World Wildlife Fund (WWF) International, available on the home page of the Living Planet Report 2012 website (see Resources). Activity 2As a class, watch the YouTube clip Sustainability explained through animation (see Resources). Discuss the visual representation of the key ideas about this concept. Activity 3Use a concept map, a KWHL (What I know, Want to know, How I will learn, Learning) or a word wall, to identify the big ideas about the concepts “the environment” and “sustainability”, e.g. resources, animals, vegetation, forests, settlements, agriculture, wellbeing, future, land management. Display this concept map for students to refer to during the unit.

WWF, Living Planet Report 2012, www.wwf.org.au/our_work/people_and_the_environment/human_footprint/living_planet_report_2012/

Sustainability explained through animation, www.youtube.com/watch?v=B5NiTN0chj0

www.scribblemaps.com

Google Maps Australia Geography

Activity 4 Teacher Background InformationIndigenous Australians gave names to places which were within the territoriesin which they lived. These names sometimes described natural features of the landscape, important events in a clan’s history, or notable people. Indigenous place names are telling of their significance, and were often handed down in Dreaming stories, songs and art from generation to generation.When the Europeans arrived in Australia, they often called the new places in which they settled by their indigenous names. But they also changed many of the original names to remind them of places and people in Europe. Indigenous place names connect Australiansto the rich culture of Indigenous Peoples who have witnessed the changes in the Australianlandscape for over forty thousand years.The Committee of Geographical Names of Australasia has been given the task of helping to preserve original place names in Australia and making sure that the names are spelled and pronounced correctly.

In class, examine a map of their local area. Ensure the map that you have selected has BOLTSS (BORDER, ORIENTATION, LEGEND, TITLE, SCALE, SOURCE, Keys to Geography: Essential Skills and Tools, Australian Geography Teachers Association). Have the students make observations about the local environment in a field trip around the school grounds or to a neighbouring area. Identify the environmental features of the place, the living and non-living things and the landform features. Ask the students: What makes this environment special? The poem “We are Going” by the Indigenous poet Oodgeroo Noonuccal (1990-1993) could be used to support this discussion:

We belong here, we are of the old ways.We are the corroboree and the bora ground,we are the old sacred ceremonies, the laws of the elders.We are the wonder tales of the Dream Time, the tribal legends told.We are the past, the hunts and the laughing games, the wandering camp fires.We are the lightning-bolt over Gaphembah Hillquick and terribleand the Thunder after him, that loud fellow.http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/we-are-going-0719054

Teacher Background InformationIndigenous Australians gave names to places which were within the territories in which they lived. These names sometimes described natural features of the landscape, important events in a clan’s history, or notable people. Indigenous place names are telling of their significance, and were often handed down in Dreaming stories, songs and art from generation to generation.

Teachers Association 2008, Keys to Geography: Essential skills and tools, Macmillan, South Yarra.

When the Europeans arrived in Australia, they often called the new places in which they settled by their indigenous names. But they also changed many of the original names to remind them of places and people in Europe. Indigenous place names connect Australiansto the rich culture of Indigenous Peoples who have witnessed the changes in the Australian landscape for over forty thousand years.

The Committee of Geographical Names of Australasia has been given the task of helping to preserve original place names in Australia and making sure that the names are spelled and pronounced correctly.

Geographical Language Assessment Opportunities

Sustainability, resources, vegetation, forests, settlements, agriculture, wellbeing, future, management, border, orientation, legend, title, scale, source, local, environment, landform, features, neighbour country, place, natural, landscapes, culture, field trip,

Concept Map

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability Education, Aboriginal and Torres Strait Islander Histories and Cultures

General Capabilities Information and Communication Technology Numeracy Information and Communication Technology

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EXPLORE Resources

Activity 1Download a MapMaker kit from the National Geographic website (see Resources) and assemble a wall-sized outline map of the world. Alternatively, use another outline world map. Ask the students to represent locations in Australia, South America and Africa on the same latitude using a political world map. As a class, use Google Earth to create a map and label each location. Download images related to each of the locations selected for study and classroom display. It is advised that teachers familiarise themselves with the process of making maps on Google Earth prior to beginning this lesson.Activity 2TEACHER BACKGROUNDINDIGENOUS DISTRIBUTION For forty thousand years before Europeans settled in Australia, Indigenous Australians lived in the lands near the Murray River. The river land provided people with the things that they needed to live: fish, water,birds and mammals for food, wood and reeds for making artefacts and kangaroo skins to keep warm.

Offer students a brief explanation of the term “biome”. As a class, identify the natural vegetation, including rainforests, savannah, grassland, woodland and desert, in the locations that were discussed in Activity 1, by referring to the Blue Planet Biomes website: blueplanetbiomes.org/world_biomes.htm. Edit the Google Earth map to include an image of features in the areas that were selected, such as major rivers and cities

National Geographic, World Political MapMaker Kit, education.nationalgeographic.com/education/maps/world-political-mapmaker-kit/?ar_a=1

Google Earth www.scribblemaps.co

m Blue Planet Biomes

website: blueplanetbiomes.org/world_biomes.htm.

WWF website at www.panda.org

www.worldclimate.com

Activity 3Provide students with a list of countries in South America and another list of countries in Africa. Restrict this list to countries that will have enough information for students when researching their countries in activities to follow. If the students pick more obscure countries, they may struggle to find the information that is needed. The two countries that they select will be the basis of most of the pieces of work that will be assessed during this unit. A sample list of countries is provided below. Have the students use the Blue Planet Biomes or Living Planet websites to collect data about the types of native animals that exist in the their selected locations of South America and Africa. Ask: How are species of plants and animals unique to each environment?

South America AfricaBrazilVenezuelaColumbiaPeruBolivia

AlgeriaNigerChadMoroccoMali

Please note that the countries featured in the list of African nations above are all made up of large areas of desert. This will allow for easier and more effective comparison with the countries in South America and their rainforests.Activity 4Provide students with access to internet, Britannica and the library. Ask the students to collect and represent data and information about the resources that are available in the two countries that they have selected (One in Africa, one in South America), such as forestry, food production, grazing, fishing, mining, and to classify them in a table as renewable and non-renewable. How the research is conducted is at the teacher’s discretion and will depend upon the resources available within each school. There are some helpful webistes such as www.factmonster.com and www.kids.net.au. A sample table is featured below.

Country Non Renewable Resources Renewable Resources

Activity 5Have students gain access WWF website at www.panda.org. In groups students use the site to research a critical species or a priority place/habitat. As “experts”, the group will then report back to the class. Each group will provide an image of their species or place. The images with then be placed on the wall world outline map. Activity 6

Have the students create climate graphs (temperature and rainfall) for each of locations that they previously selected (use a suggested resource such as Macmillan’s Keys to Geography, p. 86–87), using data collected from www.worldclimate.com. Please note that this website provides excellent information, however it is not easy to navigate. Some students may need assistance. To find the information that they need on the site, they must know the capital city of each of the countries that they selected.

Geographical Language Assessment Opportunities

biome, river, city, tundra, taiga, grasslands, deciduous forest, chaparral, desert, desert-scrub, savannah, rainforest, alpine, biome, industry, renewable, non-renewable, species, climate, temperature, rainfall, endangered

The table completed in Activity 4 will form a part of their work portfolio.The graph completed in Activity 6 will form a part of their work portfolio.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability Education

General Capabilities Critical and Creative Thinking Information and Communication Technology Literacy

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EXPLAIN Resources

Activity 1Explore the maps in the Living Planet Index (LPI) included in the Living Planet Report 2012 on WWF website (see Resources). Use the time filter to show how the world distribution of environments has changed from the past to present and ask the class to draw conclusions about this spatial change. Students will draw the conclusion that tropical and temperate areas have seen different rates and timing of habitat loss. It is recommended that teachers read “Biodiversity: Tropical vs Temperate” on WWF wesite (see Resources) in the Living Planet Report 2012, so that they have adequate background knowledge.Activity 2Play the class the YouTube clip Earth views from the International Space Station. Please note that this clip is quite long. Ask the students: What do the images of the Earth reveal about its environment? What are the advantages of using satellite images? (see the explanation of uses of satellite images on p.70 of Macmillan’s Keys to Geography). Students can complete Activity 3.10 on p.70.Activity 3On a basic map marked with continents, the equator, Tropic of Capricorn, Tropic or Cancer and the Oceans, identify the regions with rainforest and desert. Colour these accordingly. Ensure the map that you have selected has BOLTSS (BORDER, ORIENTATION, LEGEND, TITLE, SCALE, SOURCE, Keys to Geography: Essential Skills and Tools, Australian Geography Teachers Association). Describe the location of the rainforests and deserts (Use an atlas for assistance). Locate the two countries chosen previously in the unit on this map using grid references, compass direction and distance from current location. Examine the climate graph completed in the Explore

WWF, Living Planet Report 2012, www.wwf.org.au/our_work/people_and_the_environment/human_footprint/living_planet_report_2012/

International Space Station, www.youtube.com/watch?v=-aC1Xhhi2iw&list=PL7748474C1C07D1DA&index=4

Australia Geography Teachers Association 2008, Keys to Geography: Essential skills and tools,

phase and draw conclusions. Draw conclusions based on patterns observed. Write a paragraph detailing the conclusions drawn. Activity 4 When thinking about sustainability it is vital that we think about where things come from and how they get to us. Is it more sustainable to eat oranges from the Australia or from the US? The answer is Australia, unless you live in the Us. To get to Australia, an orange from the US has travelled thousands of miles and used up a lot of energy in aeroplanes, ships and trucks to get to the supermarket! Buying food from far away places uses up non-renewable fossil fuels and adds to pollution. Read the article about food miles or the Choice website. http://www.choice.com.au/reviews-and-tests/food-and-health/labelling-and-advertising/sustainability/food-miles.aspx. More information on food miles can be found at http://www.foodfairnessillawarra.org.au.Have students take an excursion to a local submarket. Provide them with a list of ingredients for a recipe of the teacher/student’s choosing. By reading packaging and labels the students are to record where each of the items originates from so that when they are back at school they can calculate the food miles required to make the recipe. Mark the origin of each item on a world map using an atlas for assistance. Ensure students follow correct mapping procedures, BOLTSS (BORDER, ORIENTATION, LEGEND, TITLE, SCALE, SOURCE- Keys to Geography: Essential Skills and Tools, Australian Geography Teachers Association).

Macmillan, South Yarra. Altas http://

www.choice.com.au/reviews-and-tests/food-and-health/labelling-and-advertising/sustainability/food-miles.aspx

http://www.foodfairnessillawarra.org.au

Geographical Language Assessment Opportunities

tropical , temperate, continents, the equator, Tropic of Capricorn, Tropic or Cancer, oceans, fossil fuel, food miles Work samples from Activity 3 (map with shading and marked countries).

Students must write a short paragraph explaining their conclusions about the relationships between climate and environmental features.

Google image search with annotations.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability Education

General Capabilities Critical and Creative Thinking Information and Communication Technology Ethical Behaviour Literacy

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ELABORATE Resources

Activity 1Have students complete a Google Image search for both of the countries that they had previously selected. Have students choose four images from their search and copy and paste them into a word document. The students must then annotate them to explain what they see and to demonstrate an understanding of the importance of that environment to those people.Activity 2Have students choose priority place/habitat from Activity 5 in the Explore phase. Students are to report on the types of vegetation in the priority place e.g. desert, rainforest. Students are to explain the significance of the vegetation type to the local people of the place/habitat. Students are to further research the threats facing this place/habitat. They will then propose actions that could be taken to conserve/protect this place/habitat. The WWF website at www.panda.org is again an excellent place to begin their research. This student will use their findings and proposals for action to write a short written report.

Google Word www.panda.org

Geographical Language Assessment Opportunities

Conserve, protect, habitat Report on priority place/habitat

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability Education

General Capabilities Ethical Behaviour Critical and Creative Thinking Information and Communication Technology Literacy

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EVALUATE Resources

Activity 1Though sustainability and conservation are global issues. Students need to understand that they can make a difference on a local level. Here’s a great rule to help understand what sustainability is about -

‘Leave the world better than you found it, take no more than you need,try not to harm life or the environment, make amends if you do.’

Have students create a poster or multi-media display promoting the importance of sustainability and actions children can take to live more sustainably.Activity 2Students are to research and then present ways of reducing their food miles. Teachers can find excellent background information online at http://www.ecostreet.com/10-ways-to-reduce-food-miles/ or http://www.gardenabcs.com/uploads/foodmiles.pdf. Children must then report back to the class at the conclusion of the unit to reflect on how they have taken action to reduce their food miles.Activity 3Plant a vegetable/fruit garden to supply the school canteen to reduce food miles at school.

http://www.ecostreet.com/10-ways-to-reduce-food-miles/

http://www.gardenabcs.com/uploads/foodmiles.pdf

Gardening Supplies

Geographical Language Assessment Opportunities

Sustainable, global, food miles Poster or multimedia display

Food miles report – Oral report (Teachers may like to design a separate criteria sheet for this activity or you a basic oral report criteria sheet)

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

St Somewhere’s School, Somewhere

Assessment Task SheetStudent Name: Year Level:

Name of Task: Geography Portfolio Teacher:

Learning Area/s: Geography

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description:

Throughout this unit you will complete many different activities. Ensure you put effort into each one, as a selection of these activities will become part of a portfolio of work. Your teacher will use this portfolio of work to assess your learning.

Procedure:

Gather together the following items:

EXPLORE PHASE

1. Your table (and any notes) that shows the information about the resources that are available in the two countries that you have selected (one in Africa, one in South America).

2. Your climate graph

EXPLAIN PHASE

1. Your basic world map on which you identified the regions with rainforest and desert. Also include the short paragraph that you wrote explaining your conclusions about the relationships between climate and environmental features.

2. The Google Image Search you completed for both of the countries you selected (one in Africa, one in South America). You should have 4 images for each country, eight images in total. You must include the observations that you wrote about each image.

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ELABORATE PHASE

1. Your report about the priority place/habitat. Ensure that you have identified the types of vegetation in this place/habitat, explained the significance of the vegetation type to the local people of the place/habitat and explained the threats facing this place/habitat. Also make sure that you have proposed actions that could be taken to conserve/protect this place/habitat.

EVALUATE PHASE

1. Your poster or multi-media display promoting the importance of sustainability and actions your peers can take to live more sustainably.

2. The notes from your “Food Miles” report (oral report).

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Year Four Geography Portfolio

Content DescriptionCriteria Highly Competent Competent Support Required

The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Characteristics of places in different locations

You can independently describe and compare the characteristics of places in different locations, making inferences based on observations and comparisons.

You can independently describe and compare the characteristics of places in different locations.

You required teacher help to describe and compare the characteristics of places in different locations

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

You can independently identify the natural vegetation and describe in detail with examples, the significance of the vegetation to the environment and the people.

You can independently identify the natural vegetation and describe the significance of the vegetation to the environment and the people.

You required teacher help to identify the natural vegetation and describe the significance of the vegetation to the environment and the people.

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Interconnection/Sustainability

You were able to independently identify and describe the interconnections between people and their environment and provide detailed information about ways that they can be protected.

You were able to independently identify and describe the interconnections between people and their environment and provide information about ways that they can be protected.

With teacher help you were able to identify and describe the interconnections between people and the environment.

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Represent data by constructing tables and graphs (ACHGS028)

Data representations

You were able to construct tables and graphs to display information about your selected countries and analyse the data to present a viewpoint.

You were able to construct tables and graphs to display information about your selected countries.

With teacher help you were able to use tables and graphs todisplay information about your selected countries.

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Interpreting Data

You were able to interpret and analyse data when identifying distributions and patterns. You were able to draw your own conclusions based on your analysis.

You were able to interpret data to identify distributions and patterns and draw conclusions.

You were able with teacher help to interpret data to find patterns.

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Presenting findings and proposing action

You were able to effectively present your findings in a range of forms using effective geographical language. You were able to propose a clear course of action based on your findings.

You were able to present your findings in a range of forms using some geographical language and propose an action plan based on these findings.

You were able to present your findings using some geographical language.

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance

Mapping You were able to locate places on a map using the BOLTSS conventions, describing your location using simple grid references, compass direction and distance. You were able to place additional information on your map.

You were able to locate places on a map using the BOLTSS conventions describing your location using simple grid references, compass direction and distance.

You were able to locate places on a map with teacher help.

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(ACHGS029)

Feedback

Signed: Date:

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