> >

>

�

Cha

pte

r 1

GE

OS

PATI

AL

SK

ILLS

1CHAPTER

Accurately interpreting information

Read pages 4–6 of the textbook. Write the name of the spatial concept against its description.

Geospatial concept Description Example

� The arrangement of objects or features at or near the Earth’s surface.

2 The change in location of one or more phenomena on or near the Earth’s surface. It includes direction, method, rate, nature and volume.

3 Where natural and built phenomena are found on or near the Earth’s surface.

4 The degree to which two or more phenomena are similarly distributed in an area. Geographers use the terms ‘strong’, ‘moderate’ or ‘weak’ to describe similarities of distribution.

5 The space between different locations.

6 The change of geographic characteristics, features or patterns of use over a period of time in a particular area.

7 Can refer to a feature of maps as well as the size of an area being studied.

8 The relationship between phenomena and places in the environment, and the degree to which they influence or interact with each other.

9 An area of the Earth’s surface with one or more common characteristics that distinguish it from other areas.

  Extension� Give a real-life example of where you could see or use each geospatial concept and write it in the table

above.

2 Find examples of geospatial concepts in the media. Consult newspapers, television, radio, the Internet and so on. Collect as many examples as possible and create a collage of the geospatial concepts in your Geography room.

> >

>GEOSPACIAL SKILLS

A   Understanding geospatial concepts ComTP

> >

>H

eine

man

n G

EO

GR

AP

HY

2 W

orkb

ook

2

� 2

5 6

8

�0

7

��

�3

4

�4

3

9

�5

�2

Accurately interpreting information

Read pages 4–21 of the textbook. Use the clues to solve the puzzle.

B   Crossword TP Com

Across  � Arrangement of objects or features at or near the

Earth’s surface

  5 Used to describe where natural and built phenomena are found on or near the Earth’s surface

  8 A network of lines that helps us locate features on a map

�0 Horizontal lines on topographic maps that increase in value as we move northwards

�� Line that joins points of equal height above sea level

�2 Type of graph that is useful for showing values that change over time or distance

�3 Book containing a collection of maps

�5 Tells us the purpose of a map and usually has two parts: the name of the place and what is being shown on the map

Down  2 Relationship between measurements on a map

and the actual measurements on the ground

  3 Four-figure reference used to locate areas on a topographic map

  4 Degree to which two or more phenomena are similarly distributed in an area

  6 Maps that show the shape of the land as well as a range of natural and cultural features

  7 Middle value, when all values in a set of statistics have been ranked from highest to lowest

  9 Black dot on a topographic map that has an exact height written next to it

�4 Contains all the symbols used on a map and tells us what they mean

� 2

5 6

8

�0

7

��

�3

4

�4

3

9

�5

�2

> >

>

3

Cha

pte

r 1

GE

OS

PATI

AL

SK

ILLS

Presenting findings observing geographical presentation conventions

Read pages 22–5 of the textbook. One of the best ways of learning something is to try and teach it to others. Working in small groups, design a poster to be displayed in a Year 7 classroom. This poster should help Year 7 students understand what Geography is and what types of skills they will gain. Remember that most Year 7 students will not ever have been taught Geography as a subject. Choose from the following topics:

• geospatial concepts

• maps (including types and elements)

• map and photo sketching.

Once you have chosen your topic start planning your poster using the template below.

Topic:  � What concepts need to be shown? Go back through the relevant parts of your textbook and list the key

ideas or knowledge.

 

 

 

 

 

 

2 What illustrations can be used to give the above concepts meaning? Use this space to list ideas or make some sketches in your notebook of what you will include.

 

 

 

 

 

 

3 Divide the tasks. When working in a group it is important that everyone has a job. List the people in your group and how they will be contributing below.

 

 

 

 

C   Teaching others about geography InDComTP DCT

> >

>H

eine

man

n G

EO

GR

AP

HY

2 W

orkb

ook

4

Accurately interpreting information

Read pages 12–17 of the textbook. Match the contour patterns with their landform feature using the grid below.

1 Floodplain2 Drowned coastline3 Interlocking spurs4 Cliffed beach5 Ridge6 Conical mountain

1 2 3 4 5 6

Accurately interpreting information on maps

Read pages 12–17 of the textbook. Follow the instructions below to construct your own topographic map in the grid on the opposite page.

� Label the eastings from 22 to 28.

2 Label the northings from 60 to 65.

3 Draw a line scale. Each grid square is equal to 1 km.

4 Set up a legend with the following symbols:

• contours • road • building

• forest • river • wetland.

5 Rule a north arrow.

6 Draw in a coastline between 220600 and 280610.

7 Draw contour lines to represent a conical hill. The centre of the hill should be at 245645. The hill should have a spot height of 254 m at the top and descend to a height of 20 m. Use a contour interval of 20 m.

D   Landform features and their contour patterns TP Com

2 Drowned coastline 3 Interlocking spurs

4 Cli ed beach 5 Ridge 6 Conical mountain

6000

6000

6200 6200

6400

6400

6600 6600

6800 6800

7000

7000

72007200

8500

8750

90009250

9500

140

140

120

120

8080

4040

0

1300

13001200

1200

1100

1100

1000

1000

900 900800800

200

200

100

100

0

0

300400

75

75100

100125

1 Floodplain

A B C

D E F

E   Drawing your own topographic map TP Com

> >

>

5

Cha

pte

r 1

GE

OS

PATI

AL

SK

ILLS

8  Draw in a river that begins on the mountain and enters the sea at AR2660.

9  Use your building symbols to show the locations of two towns: Charlotteville at AR260630 and the coastal town of Winton at AR 220600.

�0 Join the towns with a road.

�� Draw in a forest that covers an area of 3 km2.

�2 Draw in a wetland that covers an area of 1 km2.

�3 Give your map a title.

Using map evidence to support explanations • Drawing inferences • Predicting associated outcomes

Read pages 26–7 of the textbook. Through this chapter you have learnt many skills. Now it is time to put them into practice by collecting information in your local area. Examples of places you could choose to do your fieldwork include: sportsgrounds, local pool, parks, basketball stadium, tennis courts.

Use these pages to gather your information while out in the field. This information will then be used for an assessment task.

• Aim—Decide on what you want to find out about the facility. Discuss your idea with your teacher and classmates. Record your aim below.

Aim:

• Location map—Show where the facility is in relation to your local area (e.g. local streets, schools, shops etc.). Draw this on a clean piece of paper. Note the source of your map below for future reference.

Source:

Legend

B   Fieldwork: Investigating the use of a local recreational facility TP Com DCT

> >

>H

eine

man

n G

EO

GR

AP

HY

2 W

orkb

ook

6

• Site map—Create a detailed sitemap showing the facilities provided. You will need to visit the site and make measurements so that you can draw your map to scale. Use the space below to sketch out a map and annotate it with measurements. Then produce a neat copy of your map on clean paper.

• Questionnaire—Brainstorm a list of questions below and then type them up ready to give to people at the sports facility. Think about the aim of your fieldwork and the type of information you need to collect (for example, age and sex of users).

 

 

 

 

 

 

 

 

 

 

> >

>

7

Cha

pte

r 1

GE

OS

PATI

AL

SK

ILLS

• Photos and field sketches—Include problems/issues and good things. Make a list below of the photos you take and what they are showing.

Photo/Sketch  number

Description (include date, time and direction and what it is showing)

�

2

3

4

5

6

7

8

• Background information—Use the table below to record some background information about your facility. This information might require some research.

Activities undertaken

Passive or active

Distance to other similar facilities in your area

Who manages the facility?

Issues with the use/management of the facility

> >

>H

eine

man

n G

EO

GR

AP

HY

2 W

orkb

ook

8

Presenting findings observing geographical presentation conventions

Read pages 24–5 of the textbook, then complete the following tasks.

� Use your atlas to create a sketch map of Australia and its population distribution.

2 Use your sketch map to describe the distribution of people in Australia. Start by describing the general trend, then give some specific examples. Finally, identify any exceptions to the general trend.

 

 

 

 

 

 

3 Practise your photo sketching skills by choosing a holiday photograph from home and sketching it in your notebook. Annotate your photograph with any features of particular interest.

4 Write a short paragraph about why you chose this photo and what the photo shows.

 

 

 

 

 

 

G   Practise your map and photo sketching skills TP Com DCT

> >

>

�

Cha

pte

r 2

WAT

ER

: Par

t of

life

2CHAPTER

> >

>WATER: Part of life

A True or false? TP

Explaining the operation of a major natural system

Refer to pages 32–5 of the textbook. Tick the appropriate box to indicate whether the statements are true or false. Then, justify your choice with an explanation.

Statement True False Explanation

1 Our planet is mainly covered with land.

2 The water cycle is a closed system.

3 Water in rivers and the atmosphere make up a large proportion of the total water within the water cycle.

4 Heat from the sun provides the energy for the water cycle to operate.

5 Evaporated water is a liquid called water vapour.

6 When air is heated it expands, rises and cools. Water vapour in the air is also cooled to form clouds.

7 When water droplets combine they form precipitation—rain, hail, sleet and snow.

8 Water reaching the Earth’s surface may run over the land as infiltration.

� Rainfall across the Earth is very even.

10 There are three main types of rainfall.

11 All three types of rainfall have a common cause.

12 Convectional rainfall is caused by air being forced to rise over mountains

ExtensionInstead of completing the above activity, choose another chapter section (such as Rivers) and create a similar list of statements that are either true or false. Record the reasons in your workbook and then swap with a partner. Complete and correct each other’s list.

Com

> >

>H

eine

man

n G

EO

GR

AP

HY

2 W

orkb

ook

10

Explaining the operation of a major natural system

From your knowledge of rivers, complete the following statements and find the missing words in the wordseek. Words can be found in a vertical or horizontal direction.

1 A river flowing over flatter land can overflow its channel and the nearby flat

land.

2 Deposited rock particles are called .

3 Layers of sediments deposited by floods may over time build up to form a .

4 The floodplains of the support over 300 million people as farmers and town

dwellers.

5 Rivers , or twist and turn, over gently sloping land.

6 Erosion that occurs on the outer banks of a river bend where energy is greatest is called

.

7 The deposition of sediments on the inside of a river bend where energy is less is called a

.

8 Another word for billabong is .

� The area in which a river normally flows is a .

10 A natural stream of water formed from runoff that flows in channels is a .

B Wordseek TP

Q X R T D F L O O D P L A I N

A B I U F L J H J C V U V F D

Z E L N X G K G K X R Y F P S

X G K D Z A U F L Z I T Q T A

S E M E A N D E R F V R D R R

W J S R J G E D F D E E G P Y

E D T C U E I S L S R W R O U

D R Y U P S E A O X B O W I F

C S H T D D S O O A B Q F N V

V R D T C O S E D I M E N T S

F V A I G P H T P Q N A L B J

R U D N T W D F O W M S G A K

T J C G S N R L U E L D H R L

H M U C H A N N E L K F E A P

H N P V N A P O Y T J G Q M O