GEOGRAPHY OVERVIEW YEAR THREEUNIT ONE – 10 hours (There are more activities in each section than time will allow. Teacher uses discretion to select activities best suited for their class.

Unit Title: Australian Places

Achievement Standard

By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places.Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.

Geographical Concepts

Content Descriptions Assessment (A)

PlaceSpaceEnvironmentInterconnectionSustainabilityScaleChange

KNOWLEDGE AND UNDERSTANDING

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence

Assessment Task 1Mapping – Australian States and Natural Features

Assessment Task 2Inquiry - Is the Great Barrier Reef worth Saving? Including data collection table, graph and persuasive paragraph

views about the protection these places (ACHGK018)

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

GEOGRAPHICAL INQUIRY AND SKILLS

Develop geographical questions to investigate (ACHGS019)

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Represent data by constructing tables and graphs (ACHGS021)

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 (ACHGS022)

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Learning Framework Community Contributor Active Investigator Designer and Creator

Leader and Collaborator Effective Communicator Quality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Links to other LA’s MathematicsCreate and interpret simple grid maps to show position and pathways (ACMMG065)Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)Interpret and compare data displays (ACMSP070)ScienceUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)EnglishUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)History - Link to History Unit available on the Curriculum Place Year 3 – “Is an Irukandji just a jelly fish?”The importance of Country and Place to Aboriginal and /or Torres Strait Islander peoples who belong to a local area (ACHHK060)Identify sources (ACHHS215)Locate relevant information from sources provided (ACHHS068)Identify different points of view (ACHHS069)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

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

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical 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

Cross Curricular Priorities

Catholic Ethos Aboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

EXPLORE Resources

Mapping Australia: Identify Australia on the globe 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 given 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 – http://www.teachingtreasures.com.au 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

Introduce concept of legends in maps by drawing a simple plan of the classroom. Students add desks, cupboard, chairs etc., then colour using colours found in a physical map – eg. Green for the floor, yellow for mid- level (desks, chairs) and brown for highest objects in room (fans, blackboard etc). Show a physical map of Australia to determine which things are green, yellow, brown – discuss how mountains are brown, ocean is blue, low level land is green and mid-level land is yellow. If time allows,

Google EarthGoogle MapsAtlaseshttp://www.scribblemaps.comMap of Australia –http://www.vbmap.org/pictures/australia/australia_states_blank.png

BOLTS sheet and checklist in appendix

use Google Maps and click on Terrain to show a physical map.Further Activities:

Students complete variety of maps using the mapping conventions taught above. Compass direction activities such as using maps of the school to walk around. Orienteering activities Identifying grid references and drawing maps with grid references Investigation of different symbols used on maps using http://www.compassdude.com/map-symbols.shtml Use scribble maps to create different map types http://www.scribblemaps.com

http://www.teachingtreasures.com.au

Geographical Language Assessment Opportunities

Mapping, conventions, states, territories, labelling, compass directions, physical map, north, northern, east, eastern, south, southern, west, western

Australia Map PuzzleBOLT elements checklist

EXPLORE continued 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 (divided into states). 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

Queensland Great Dividing Range, Great Barrier Reef, DaintreeNSW Blue MountainsVIC The Twelve ApostlesSA Flinders Ranges, Great Australian BiteWA Great Sandy DesertNT Uluru, Simpson DesertTAS Franklin River, Cradle Mountain

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

Aboriginal Australia map (available from CES – each school should have a copy) or digital versionhttp://www.abc.net.au/indigenous/map/

CardboardEnlarged states of AustraliaAtlasesGoogle MapsTourist brochures of states if possible with

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 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.

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 AustraliaBolts Checklist

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical 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 elder 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 http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners

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

“Primary Society & Environment: Book D” RIC Publications

http://www.reefed.edu.au/Reef Beat Posters for display

Appendix activity sheet

Watch DVD – Finding Nemo Visit Reef HQ in Townsville for an excursion

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 conserve culturally or scientifically significant locations in their natural state. Their preservation and management is the responsibility of governments, community groups and the individuals who use them.

As Learning – research materials

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional LearningAsia and Australia’s Engagement with Asia

Inclusive EducationSustainability Education

General Capabilities

Literacy Critical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ELABORATE Resources

Introduce Assessment Task: Pose question “Is the Great Barrier Reef worth saving?” Ask students to identify what questions they’d need to ask to answer

this – give question stems for prompting such as What & Where; How & Why; What impact; So What?Examples: What do you want to save? Where is the reef? How is the reef important to us? How do you feel about the reef? Is it important to you and why? Why do we need the reef? What impact does the reef have on the local area? Use inquiry planning sheet to begin task.

Collecting Data – students choose relevant questions to ask a group of people (in school) and then present this data in a graph (using digital technology or not). Teacher works with students on the structure of their table to collect the data.

**Need to link with Maths to ensure students have an understanding of using tally marks and graphing.**Link to ICT to model to students how to use excel to make a graph (if applicable)

Inquiry Planning sheet in appendix

Geographical Language Assessment Opportunities

Data, collecting, graph, tally marks, geographical, questioning, survey As Learning – are students able to identify questions relevant to

the inquiry?

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 LearningAsia and Australia’s Engagement with Asia

Inclusive Education Sustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical 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? Focus on the items to be assessed in the marking sheet to give students a focus for their writing – ie. Communicating their findings; organising an argument based on findings; proposing actions.

Class notes, displays and postersData

Geographical Language Assessment Opportunities

Analyse, data, persuasive, conclusions, evidence, reasons Completion of Assessment Task 2

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Appendix

BOLTS – Mapping Conventions

B BORDER Positions the map within the white space of the page

A box which surrounds the map and all other elements

O ORIENTATION A north point or latitude and longitude

To show the direction of the map

L LEGEND A key to the symbols and colours used on the map

Usually located in the bottom left or right-hand corner

Uses shading No more than 1cm2 Is titled Uses accepted mapping

symbolisationT 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)

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Assessment Task 1

Student Name:

Year Level: 3

Name of Task: Mapping

Teacher:

Learning Area/s: Geography

Assessed By:

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 Other Teacher

Task Description

Correctly label a map of Australia to show:

States/territories

Capital cities

At least one natural feature for each state

Procedure (You will)

1. Use the blank map of Australia and draw in the lines to separate the states and territories. Label these

2. Label the capital cities of each state/territory

3. Label any natural features

4. Remember to use the BOLTS conventions when completing your map.

Resources

Blank Map of Australia; BOLTS conventions poster on display

Marking SheetUse Mapping Checklis

Assessment Task 2

Student Name:

Year Level: 3

Name of Task: Is the Reef worth saving?

Teacher:

Learning Area/s: Geography

Assessed By:

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 Other Teacher

Task Description

Write a persuasive paragraph to answer the question “Is the Great Barrier Reef worth saving?” Collect and present relevant data to help you answer this question.

Procedure (You will)

1 During the class activity, identify questions that you could use to find out if the reef is worth saving – use Inquiry Planning Sheet. You will need to include information about how people use the reef and their connection to it; and why the reef is worth protecting.

2 Design a table to collect your data in.

3 Collect and record the data from a minimum of 20 people.

4 Present your data in a graph.

5 Analyse the data and use this information to help you write the paragraph. Include in your paragraph any suggested actions that people could take to protect the reef.

Resources

Class notes, posters, internet, books, DVDs.

Marking SheetSee over

The Great Barrier Reef Use the following questions to examine the Great Barrier Reef from a geographical perspective. You may need to use a variety of tools such as: books, the internet and your atlas.

Where is it?

How big is it?

What does it look like?

How does it connect to other places?

What is the weather/climate like?

What is the scenery like? Why?

How do people travel around it?

What sort of work do people do in it?

What animals live on the Reef?

What plants live on the Reef?

Is there any evidence that it is changing?

If so, how will this change affect the local people?

If so, how will this change affect the Reef environment?

Would you like to visit this place? Why?

INQUIRY PLANNING SHEET

Is the Great Barrier Reef worth saving?

What things do we need to find out to do this investigation?

My Ideas Class Ideas

What questions could you use to help you with this investigation?

My Ideas Class Ideas

Is the Great Barrier Reef worth saving?

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Geography Assessment Task 2Is the Great Barrier Reef worth saving?

Achievement Standard A B C D EGeographical 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 challenge

Overall Result