geography - 5es.docx€¦ · web viewafter the walk, ask the students to draw in their geography...

GEOGRAPHY OVERVIEW, TERM 4

Unit Title: We Have Special and Important Places Inquiry question: Why are places special and important to people?

Unit Outline:In this unit, students will focus on developing their understanding of special and important places. They will begin by exploring their own special places, and what makes them special. The students will then be developing an understanding of how and why they should look after the places we live in.

Geographical Concepts

Content Descriptions Assessment (A)

Place Space Environment Interconnection Sustainability Scale Change

Geographical Knowledge and UnderstandingACHGK002 The places people live in and belong to, their familiar features and why they are important to people

ACHGK003 The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them

ACHGK004 The reasons why some places are special to people, and how they can be looked after

Geographical Inquiry and SkillsACHGS001 Make observations about familiar places and pose questions about them

ACHGS002 Record geographical data and information collected by observation

ACHGS006 Reflect on their learning to suggest ways that they can look after a familiar place

Assessment for learningACHGK004 – The students identify places they consider to be ‘special ‘or important. The students describe some of the features of their special place based on what they see, hear, smell and feel What do students already know about special

places/important places? Are the students able to describe the features of

special places? Can the students use their senses to describe the

features of important places?ACHGK002 – Discuss how places provide people with their basic needsAssessment for learningACHGS001 – Students make observations about their classroomACHGS002 – Describe the features of the classroom by using their senses How well did the students identify the features of the

classroom? Were the students able to use their senses to describe

the classroom? Ask the students questions about what they observe

Links to other LA’s

EnglishMathsHealthSELReligion

in the Prep area and how they can care for itACHGS006 – Students follow the class Action Plan and clean up the Prep area Were all of the students active participants of the

Action plan?Assessment as learningACHGK004 – Students discuss different ways they could contribute to caring for the Prep areaACHGS006 – Students draw pictures or describe ways that they can care for the Prep area

Were the students able to think of ways they can care for the Prep area? Does this need more explicit teaching?

ACHIEVEMENT STANDARD

By the end Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people.

Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

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 Intercultural Understanding

Numeracy Ethical Behaviour

Information and Communication Technology Personal and Social Competence

CONTENT DESCRIPTIONS AND ELABORATIONS

Geographical Knowledge and Understanding Geographical Inquiry and Skills

ACHGK002 The places people live in and belong to, their familiar features and why they are important to people

identifying the places they live in and belong to, for example, a neighbourhood, suburb, town or rural locality

discussing how places provide people with their basic needs, for example, water, food and shelter

ACHGS001 Make observations about familiar places and pose questions about them

`

asking questions about what they observe in the local area

using photographs, film, painting, dance or stories about a place to stimulate questions about what it is like and why


identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group

identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong


describing the features of a special or local place by using their senses, for example, sight, smell and touch, and recording these observations


identifying places they consider to be ‘special’, for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them

describing the features of their special place based on what they see, hear, smell and feel

discussing different ways they could contribute to caring for their ‘special places’


drawing pictures and describing the ways they care for places

suggesting ways they could take care of important places in the school or local area, and outlining why this might be required

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

Cross Curricular Priorities CE SEL IE General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ENGAGE Resources

Lesson 1: What is a special place?Preparation: source books about places

Reflect on the inquiry question ‘what is a place?’ from the previous Geography unit Read the Dr Zeus book ‘Oh, the places you go’ (or another book about special places) Get the students to share their favourite place described in the story Have a class discussion about what are special places and how peoples special places can

differ Pose the questions:

What is a special place? What makes a place special? Who are the traditional owners of the place?

Ask the students to think about a place/s that are special to them Explain to the class that we can use our senses (see, hear, smell and feel) to describe our

special place to others (ACHGK004) Ask the students to share their special place with the class and encourage them to explain

why that place is special to them (ACHGK004) Draw the students special places on paper or large post it notes (keep these as you will need

them for lesson 2) Places could include: their room, a play area, home, grandparents place, holiday location,

beach, sports grounds, creek, playground, park etc.

Lesson 1: Story – ‘Oh, the places you go’ Paper or large post it notes

Lesson 2: Paper or large post it notes Special places drawing from lesson 1 2 hula hoops

Explain to students that this term in Geography we will be exploring special and important places and how we can look after them.

Lesson 2: What is an important place?Preparation: Source books about important placesPreparation: drawing of special places from lesson 1Preparation: 2 hula hoops to make a Venn Diagram

Reflect on the previous lesson about special places Explain to the students that there are also important places that we need to help us survive

and some places provide people with their basic needs, for example, water, food, shelter (ACHGK002)

Pose the questions: What is an important place? What makes it important? Can this important place also be a special place? Who are the traditional owners of the place?

Explain to the class that we can use our senses (see, hear, smell and feel) to describe important places to others (ACHGK004)

Encourage the students to share places that they think are important and ask them to explain why that place is important (ACHGK004)

Write or draw the important places on paper or large post it notes Places could include: home, school, shopping centre, police station, post office, doctors

surgery, hospital Set up a Venn Diagram using hula hoops on the floor so that all of the students can see One hoop will represent special places and the second hula hoop will represent important

places Combine the drawings of the students special places from lesson one and the drawings of

important places Share each picture with the class and get the students to decide if it is a special place, an

important place or both Sort all of the pictures into the Venn Diagram Reflect of where each picture has been placed in the Venn diagram and discuss with the

Assessment Opportunities

Lesson 1:Assessment for learning:ACHGK004 – The students identify places they consider to be ‘special’.ACHGK004 – The students describe some of the features of their special place based on what they see, hear, smell and feel

What do students already know about special places? Are the students able to describe the features of special

places?

Lesson 2:Assessment for learning:ACHGK002 – Discuss how places provide people with their basic needsACHGK004 – The students describe some of the features of their important place based on what they see, hear, smell and feelACHGK004 – Identify places they consider to be special or important

What do the students already know about important places?

Can the students use their senses to describe the features of important places?

class that this is a general representation of special and important places and that if they where to do this activity independently they may sort the pictures differently. (ACHGK004)

Geographical Language

Special place, important place, see, hear, smell, feel

Reflection

What worked well this week?

What was a stumbling block?

What would I change next time?

Week 1 2 3 4 5 6 7 8 9 10



EXPLORE Resources

Lesson 3: Special and Important placesPreparation: Insert some pictures into the ‘Special and Important places’ grid to make the picture sort. Extension: Sacred Place: ChurchPreparation: photocopy ‘Special Places’ and ‘Important Places’ headings for the sortPreparation: divide the students book into 2 columns or give the students a copy of the Venn diagram template to glue in their book

Reflect on the previous lesson about how people’s views about special and important places can differ

Explain to the class that they will be completing their own special and important places sort

Students then independently complete the special and important places sort (ACHGK004)

Lesson 4: Our classroomPreparation: Large Y chart on the whiteboard or on A3 paperPreparation: Rule a Y chart in the students book or photocopy a template of a Y chart for each student

Have a class discussion about the purpose of a classroom Discuss some of the attributes of the classroom (ACHGS001) Pose the questions:

What makes a classroom special?

Lesson 3: Special and important places picture sort Students Geography books Glue Scissors Colouring pencils

Lesson 4: Large Y chart for the whole class Students Geography books Y Chart template for students


Lesson 3:Assessment for learning ACHGK004 – Identify places they consider to be special or important

Lesson 4:Assessment for learningACHGS001 – Students make observations about their classroom

What make a classroom important? What does a classroom look, feel and sound like?

Introduce the Y chart to the class and explain that they are going to be describing the features of the classroom based on what they see, feel and hear (ACHGK004 & ACHGS002)

Complete the Y chart as a whole class The students are then asked to copy all or some of the Y chart made by the class into their

books

ACHGK004 – Describe the features of the classroom based on what they see, hear and feelACHGS002 – Describe the features of the classroom by using their senses

How well did the students identify the features of the classroom?

Were the students able to use their sense to describe the classroom?


Special place, important place, observe, features, see, hear, feel

Reflection




Week 1 2 3 4 5 6 7 8 9 10



EXPLAIN Resources

Lesson 5: Caring for the Prep areaPreparation: Print the A3 Action Plan templatePreparation: I can care for the Prep area by… title in the students Science book

Pose the questions: Do we need to look after special and important places? Is the Prep area a special/Important place? Why? Who should look after the Prep area? Why should we look after the Prep area?

Explain to the class that they will be going on a walk around the Prep area and they will need to try and think about different ways that they can look after this area

As you go on the class walk around the Prep area, stop and discuss what they observe and how they can look after the gardens, play equipment, buildings, eating area etc. (ACHGS002)

After the walk, ask the students to draw in their Geography book one or more ways that they can care for the Prep area (ACHGK004)

Once the students have completed their drawings they will share their ideas about how they can care for the Prep area with the whole class

As a whole class create an Action Plan that they can follow to help them care for the Prep Area (ACHGS006)

An option for the Action Plan could be to spend 5 Minutes each week picking up rubbish in the Prep area. This Action Plan could include the whole school, with each year level focusing on a

Lesson 5: A3 action plan for the whole class Geography Books

Lesson 6: Whole class Action Plan Gloves for each student Rubbish bags


Lesson 5:Assessment as learningACHGK004 – Students discuss different ways they could contribute to caring for the Prep areaACHGS002 – Ask the students questions about what they observe in the Prep area and how they can care for itACHGS006 – Students draw pictures or describe ways that they can care for the Prep area

Were the students able to think of ways they can care for the Prep area? Does this need more explicit teaching?

different area of the school to clean.

Lesson 6: Cleaning up the Prep areaPreparation: gloves for the students and rubbish bags

The students will follow their Action Plan (ACHGS006)

Lesson 6:Assessment for learningACHGS006 – Students follow the class Action Plan and clean up the Prep area

Were all of the students active participants of the Action plan?


Special place, important place, action plan, caring for places

Reflection




Week 1 2 3 4 5 6 7 8 9 10



ELABORATE Resources

Lesson 7: Guest Speaker ( Please be aware of protocols - Contact your Indigenous Liaison Officer for your school)Preparation: Organise an Aboriginal or Torres Strait Islander guest speaker from the local area to come in and speak with the class. Identify how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong. Discuss why these places are important to them and how they care for these places.

Remind the class about behaviour expectations when there is a visitor speaking to the class Ask the students to think about some questions that they may like to ask the guest speaker

at the end of the talk Record any important information to reflect on with the class (ACHGK003 & ACHGK004)

ASSESSMENT Lesson 8: Places that are special to Aboriginal and Torres Strait Islander PeoplePreparation: Photocopy the Assessment worksheet Part 1 for each student

Reflect on the information that was share with the class from the guest speaker Tell the students that they are going to be drawing a picture of a place that is special to

Aboriginal and Torres Strait Islander People and they will write or the teacher will scribe why that place is important to them (ACHGK003)

Lesson 9: Graphing Special Places This lesson could be taught in conjunction with a Maths lesson on graphing Reflect with the class about what a special place is

Lesson 8: Information from the guest speaker Part 1 Assessment worksheet Drawing materials

Lesson 9: A3 paper for graph Coloured markers


Lesson 7:Assessment for learningACHGK003 - Identify how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belongACHGK004 – Identify places that are special to Aboriginal or

Ask the students to each choose their favourite special place The students then share what their favourite special place is with the class and why it is their

favourite special place (ACHGK004) Create a whole class graph of the students favourite special places (ACHGS002) Pose the questions:

Did every student choose different special places? Did any students choose the same special place?

Reflect on the information displayed on the graph

Torres Strait Islander Peoples and how they look after them

Students reflect on the information shared by the guest speaker. What places were special to them and how do they look after them?

Lesson 8:Assessment of learningACHGK003 - Identify places that are special to Aboriginal or Torres Strait Islander Peoples and how they look after them

Assess all content descriptors using the criteria sheet

Lesson 9:Assessment for learningACHGK004 – Students share their favourite special place and why it is specialACHGS002 – students create a whole class graph about special places

Are the students able to identify one special place and explain why that place is special to them?


Special place, important place, Country, Place, caring for places

Reflection




Week 1 2 3 4 5 6 7 8 9 10



EVALUATE Resources

ASSESSMENT Lesson 10: My Special PlacePreparation: Photocopy the Assessment worksheet Part 2 for each student

The students choose a place that is special to them The students are asked to draw a picture of their special place and write (or teacher scribes)

why it is special to them (ACHGK002 & ACHGK004)

Using their picture the students describe the features of their special place and the teacher labels each one (ACHGK004 & ACHGS002)

The students then write (or teacher scribes) how they can care for their special place (ACHGK004 & ACHGS006)

ASSESSMENT Lesson 11: What I see, hear and feel in my special placePreparation: Photocopy the Y chart Assessment work

Reflect with the class what a Y chart is and how to complete one. Share with the class the Y chart from lesson 4

Explain to the class that they are going to be completing a Y chart about their chosen special place from the previous lesson

The students then complete a Y chart about their chosen special place. Depending on the students’ abilities the students can either write in sentences or key words, draw pictures or the teacher scribes their ideas. (ACHGK004, ACHGS001 & ACHGS002)

Lesson 10: Drawing materials Assessment worksheet Part 2 Led pencils

Lesson 11: Y chart from lesson 4 Y chart Assessment worksheet Led Pencils


Lesson 10:Assessment of learning


Lesson 11:Assessment of learning



Special place, important place, caring for places, see, hear, feel

Reflection




Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Special Places

Important Places

Special Places Important Places










Special and Important Places sort

Looks like

Sounds like

Feels like

ACTION PLAN

Year Level: Date:

What is your question?

How can we care for the Prep area?

What is our goal?

When are we going to do this?

What support and resources will we need?

Assessment Worksheet Part 1

Why is this place important to Aboriginal and Torres Strait Islander People?

_________________________________

_________________________________

_________________________________

_________________________________

Assessment Worksheet Part 2My special place is _____________________

Draw a picture of a place that is special to Aboriginal and Torres Strait Islander People

Draw a picture of your special place.

My special place is special because…______________________________________________

__________________________

I can care for my special place by… __________________________________

__________________________________

__________________________________

__________________________________

I can care for the Prep area by…





Draw a picture of your special place.

Assessment Task SheetStudent Name: Year: Prep

Name of Task: 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:

Access to: Books Notes Photos Technology

Assessed By: Self Peer Teacher Parent

Content Descriptors:

Geographical Knowledge and Understanding

ACHGK002 The places people live in and belong to, their familiar features and why they are important to people



Geographical Inquiry and Skills

ACHGS001 Make observations about familiar places and pose questions about them



Task Description

Part 1:

An Aboriginal or Torres Strait Islander guest from the local area speaks to the class about the local area and why it is important to their people. Following this the students will draw a picture of the people and the local area and write or teacher scribes why the land is important to Aboriginal or Torres Strait Islander people.

Part 2:

Following a class discussion, students will draw a picture of one place that is special to them. They will then write about why their chosen place is special and suggest ways that they can care for their special place. Once they have completed this activity the students will then fill in a Y chart focusing on the features of their special place based on what they see, hear, smell and feel. Depending on the students’ abilities the student’s responses may be scribed.

Task Background

Students have been exploring various special and important places and have engaged in class discussions about the differences between the two. The students have had a visit from an Aboriginal or Torres Strait Islander person who has discussed their local area and why it is important to them. The students have investigated different ways that they can care for certain places and have also completed a class Y chart about the features (based on what they see, hear, smell and feel) of their classroom or school.

Procedure – Part 1

1. An Aboriginal or Torres Strait Islander guest from the local area speaks to the class

2. Students draw a picture of the people and the local area

3. Students write or the teacher scribes why the local area is important to Aboriginal or Torres Strait Islander people

Procedure – Part 2

1. Students choose a place that is special to them

2. Students draw a picture of their special place and write (or teacher scribes) why it is special to them

3. Using their picture students describe the features of their special place and the teacher labels each one

4. Students then write (or teacher scribes) how they can care for their special place

5. Students then complete a Y chart about their chosen special place. Depending on the students’ abilities the students can either write in sentences or key words, draw pictures or the teacher scribes their ideas.

Resources:

Part 1

Guest speaker, A4 paper, Drawing materials

Part 2

Drawing materials, Y Chart, Assessment worksheet

Criteria A B C D EThe student work demonstrates evidence of:

Part 1

Geo

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The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to themACHGK003

Student identifies three or more reasons why the local area is important to Aboriginal and Torres Strait Islander People

Student identifies two reasons why the local area is important to Aboriginal and Torres Strait Islander People

Student identifies one reason why the local area is important to Aboriginal and Torres Strait Islander People

Student requires prompts to identify one reason why the local area is important to Aboriginal and Torres Strait Islander People

Student is unable to identify any reasons why the local area is important to Aboriginal and Torres Strait Islander People

Part 2

Geo

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Students identify and describe the features of their special place and explain why it is special to them ACHGK002 & ACHGK004

Student draws a special place, confidently explaining why it is special to them and accurately describes the features in detail

Student draws a special place, explaining why it is special to them and describes the features in detail

Student draws a special place, explaining why it is special to them and describes some features

Student draws a special place, but requires prompts to explain why it is special to them and describes the features

Student draws a special place, but is unable to explain why it is special to them and cannot describe any of the features

Geo

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Students make observations and completes a Y chart about their special place using their sensesACHGS001 & ACHGS002

Student draws or writes three or more insightful features for each sense (hear, see and feel)

Student draws or writes more than two features for each sense (hear, see and feel)

Student draws or writes two features for each sense (hear, see and feel)

Student draws or writes one feature for each sense (hear, see and feel)

Student requires support to draw features for each sense (hear, see and feel)

Students suggest ways that they can care for their special placeACHGS006

Student identifies three or more creative ways that they can care for their special place

Student identifies two ways that they can care for their special place

Student identifies one way that they can care for their special place

Student requires support to identify one way that they can care for their special place

Student was unable to identify ways to care for their special place

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