geography - 5es.docx · web viewsharon county created date 11/04/2013 20:22:00 title geography -...

GEOGRAPHY OVERVIEW, TERM 2

Unit Title: Our Places Inquiry questions: What are places like?How do we show what they look like?

Unit Outline:In this unit, students will focus on developing their understanding of place. They will explore the place they live in and the local area (school and neighbourhood) and they will observe and describe its features. Students will be exposed to the idea of location and introduced to story maps and models to show where places and features are located.

Geographical Concepts

Content Descriptions Assessment (A)

Place Space Environment Interconnection Sustainability Scale Change

Geographical Knowledge and UnderstandingACHGK001 The representation of the location of places and their features on maps and a globe

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

ACHGS002 Record geographical data and information collected by observation

ACHGS003 Represent the location of features of a familiar place on pictorial maps and models

ACHGS004 Draw conclusions based on discussions of observations

ACHGS005 Present information using everyday language to describe location and direction

Assessment for learningACHGK001ACHGS002ACHGS003ACHGS004Assessment as learningACHGK001ACHGS002ACHGS003ACHGS005Assessment of learningSummative assessment: assess all content descriptors using Criteria Sheet

Links to other LA’s

EnglishMathsScienceTechnology

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

What do students already know?

Students reflect &Feedback from teacher

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 DESCRIPTOR ELABORATIONS

Geographical Knowledge and Understanding Geographical Inquiry and Skills

ACHGK001 The representation of the location of places and their features on maps and a globe

creating story-maps or models to represent the location of the places and features they pass on their way to school

identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features, for example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance

describing how the globe is a representation of the world and locating Australia and other places on a globe

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


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


illustrating the location of their home in relation to school, the local shops or other features in their local area on pictorial maps or by making a model

drawing story-maps to show the location of the features of places from class stories, poems or rhymes

making a map to show how a bird would see a place (birds-eye view), using pictures or models of objects

ACHGS004 Draw conclusions based on discussions of observations

contributing to informal and guided discussions relating to their observations and answering questions based on their observations and discussions

identifying places in the playground or local area that they

like or avoid and discussing why


describing the direction and location (near and far, above and below, beside and opposite) of familiar places

Set up a Geography area for students to interact with. Find:

A geography banner (Sparklebox) Geography vocab words (Sparklebox) Atlases and books from around the world A variety of maps and globes Story books

http://leckaunns.blogspot.com.au/2013_04_01_archive.html

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

Cross Curricular Priorities General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

ENGAGE Resources

Lesson 1 – What is a place?Preparation: Print or draw pictures of Rosie’s walk

Read ‘Rosie’s Walk’ or ‘Peggy’ (or another story where a character visits a number of places)

List the places that Rosie, Peggy or Alfie go to Create a class story map of the path Rosie or Peggy took Ask students to think about which place that Rosie or

Peggy visited was their favourite. Share with the class. Pose the question: What is a place? ACHGK001 Write student’s ideas down on large paper or whiteboard Explain to students that the world is made up of places. It

is where we have lived and grown up. Tell students they are going to make a large poster of

different places that relate to them. Each student will draw a different place and it will be glued onto cardboard for a class display.

Places could include: school, home, shops, beach, post office, fuel station, soccer grounds, creek, rainforest, Esplanade, playground, park etc.

Once completed, explain to students that in Geography this term we will be learning about different places that we go to and what they look like.

Lesson 1Story – ‘Rosie’s Walk’ or ‘Peggy’ or Alfie’s Search for DestinyLarge piece of cardboardBlank paper

Assessment Opportunities

Assessment for learning...ACHGK001 – What do students already know about places?

Geographical Language

place, world, path




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 2 – Senses walkPreparation: A Y-chart with feel, hear and see headings (Resource 1)Preparation: concrete materials

Look at the poster made last week and revisit the concept of place. Explain to students that one of our places is our school. How can we

use our body to learn more about our school and what it in it? (senses – how do we see? Hear? Feel?) ACHGS001 & ACHGS002

Introduce the Y-chart and tell students they need to use their senses to find out more about the school.

Go on the walk and keep reminding students to use their eyes, hands and ears

Once back in the classroom complete Y-chart as a class ACHGS001 Explain to students they are going to use their senses to make a representation of their school with concrete materials (blocks,

mobile, sticks, toys etc.) Break students up into groups of 2 or 3 and take photos of finished products to display in the classroom. ACHGS003

Lesson 3 – Mind mappingPreparation: copy 1 A3 mind map and A4 mind maps for all students (Resource 2)

Revisit previous lessons – look at the place poster and pictures of school representations. Explain to students that places have features that we can see – doors, windows, plants, seats, floor, a roof, playground, sand,

water etc. Using the A3 mind map, model how to fill in the circles with the main features of a place. Use the classroom or school as an

example (the classroom has chairs, computers, kitchen etc.) ACHGK001 ACHGS001 Each student completes their own mind map using the school, classroom or place of their choice.

Lesson 2Y-chartConcrete materialsCamera

Lesson 3Mind maps

Lesson 4A range of maps


Assessment for learning...Lesson 2ACHGS001 & ACHGS002 – Take note of students’ observation skills and knowledge of senses – does this need more explicit teaching?

ACHGS003 – Look back

http://sites.berwickfieldsps.vic.edu.au/procedures/y-chart/

http://sites.berwickfieldsps.vic.edu.au/procedures/y-chart/

Teacher scribes their answers and gives feedback to students on how well they identified features of their place – What other features does your place have?

Lesson 4 – Maps, maps, mapsPreparation: collect a wide range of maps (world maps, Australian map, pirate map, school map, a globe etc.)

Arrange the maps for students to see and ask them what they are. Pose the question: What do we use maps for? Write students’ responses on the whiteboard. ACHGK001 Explain to students maps help us find out more information about maps. They help us to get places (e.g. we use maps to drive

somewhere, treasure maps) and find out how far away places are (e.g. how far is our classroom from the office, looking how far Cairns is from Brisbane etc.)

Look at each map individually and identify the features on each one (e.g. a globe has green for land and blue for water, labels for the countries and cities, the map of Australia has green for the rainforest and tropical areas and yellow/brown for desert areas) ACHGK001

Extension activity (optional): Look at Google maps on the Interactive Whiteboard and locate the school and surrounding suburbs. Where do we live in relation to our school? Ask students to share their suburbs and find their route to school. ACHGS003

Extension activity: Colour in a map of the world using green and blue

on photos of school representations. Is there anything that students could improve through more teaching?

Lesson 3ACHGK001 & ACHGS001 – How well did students identify features of their place?

Lesson 4ACHGK001 – What information do students already know about maps?


place, map, model , features

Reflection




Week 1 2 3 4 5 6 7 8 9 10



EXPLAIN Resources

Lesson 5 – School mapPreparation: Prepare school map on IWB or print out large copy

Find the school on Google images using IWB (print a large copy if you don’t have an interactive whiteboard) Explain to students that the map is a photo taken from a bird’s eye view. What does this mean? (Role play: Imagine you are a

bird and you are looking down on the school) ACHGS003 Ask students to identify the main areas of the school (our class, tuckshop, playground, office etc.) If using a paper copy, use different coloured highlighters or if using IWB use the highlighter function on ActivInspire. Using the highlighters, choose different colours for different areas (e.g. blue for prep area, green for lunch and play areas, red

for out-of-bounds areas) and discuss the use of these areas and their features (e.g. the eating area has chairs to sit on) ACHGK001 & ACHGS004

After looking at the school map, draw a school map on large paper or on the IWB using students’ knowledge of the school

Lesson 5Google maps – school map on IWBPrint out of map (if no access to IWB)

Lesson 6StorySchool map


areas. ACHGS003 Print one for each student in preparation for the next lesson.

Lesson 6 – Aboriginal symbols Revisit places and maps Explain to students that maps can use symbols instead of words to show features (you could look on Google maps and find the

highway symbol, National park symbol, hospital symbol or look at your school map and locate toilets and toilet symbol) Explain to students that Aboriginal people have used symbols in their art and books that tell a story ACHGK001 Read a story about Aboriginal people with symbols in it Tell students they are going to track their movements using symbols of their choice (they could use Aboriginal symbols or

create their own) Go on a quick walk around the school visiting about three or four places that students could make symbols for. Once back in

the classroom, model how you would track your movements using symbols on a copy of the school map (e.g. walking direction could be dotted lines and arrows, playground symbol could be a smiley face, basketball court symbol could be a ball, tuckshop symbol could be a sandwich etc.)

Students then have a go of tracking their movements and using symbols on the school map you gave them. Once finished, scribe on their map what the symbols stand for. They need to identify the movements they made attempting to use time specific words like first, second, then, next or last. (e.g. First we walked past the classrooms, then we went to the playground and next we went to the toilet) ACHGS005

Assessment for learning...Lesson 5ACHGS003 – Did students understand the concept of ‘bird’s eye view’? Does this need further explicit teaching?

ACHGS004 – Could students identify areas of the school they like or out-of-bounds areas?

Assessment as learning...Lesson 6ACHGK001 & ACHGS005 – Students reflect afterwards on their symbols. Which symbols did they like/not like?

Give feedback on their choice of positional and time specific words.


map, bird’s eye view, features, symbols

Reflection




Week 1 2 3 4 5 6 7 8 9 10



ELABORATE Resources

Lesson 7 – Creating a classroom map Look at school maps from last week and discuss the symbols used Explain to students they are going to draw their own map of the classroom

using a birds-eye view ACHGS003 Model to students how you would draw certain features of the classroom –

discuss shapes, size, colour and position ACHGS002 Give students time to complete their classroom map and share with the

class once finished. Keep the maps for next lesson.

Lesson 8 – Tracking the classroom

Lesson 7A3 paperdrawing materialscoloured scrap paper (optional)

Lesson 8Maps from lesson 7Drawing materials


This lesson could be taught in conjunction with a Maths lesson on positional language ACMMG010 Model on the board how you would create a path through the classroom with dotted lines and arrows showing direction.

Explain that students will complete their own and lead a friend through the classroom following the track. Students create a track on their map using symbols (e.g. dotted lines and arrows) and will lead a partner through the track

using positional language (go around the table, go through the door etc.) ACHGK001 After each students has had a go, have a discussion about the type of words they used to describe the paths. Brainstorm and

write on the board or on a poster. ACHGS005

Assessment as learning...

Lesson 7ACHGS002 & ACHGS003 - How well did students create a map of the classroom? Give them an opportunity to share their map and talk about what they could make better next time.Lesson 8ACHGS005 – Do students have a good understanding of positional words and how they are used to describe paths?


map, bird’s eye view, paths, track, symbols

Reflection




Week 1 2 3 4 5 6 7 8 9 10



EVALUATE Resources

ASSESSMENT Lesson 9 – Places, paths and picturesPreparation: Organise a field trip to explore the surrounding neighbourhood of the school and arrange school officers or parent helpers if needed Explain to students that we are going to go for a walk around the surrounding neighbourhood visiting some places. Remind

students about using their senses to find out more information about places. ACHGS001 & ACHGS002 Before you go, make sure to think of some safety rules. Whilst on the walk, point out distinctive features of places using descriptive words and identify any out-of-bound areas or places

to avoid. ACHGS001 & ACHGS004 Return to class and reflect on the field trip and discuss places we visited and the features of those places. Tell students they are

going to make a map of where we just walked using a birds-eye view. Ask students to track the path the class took using symbols and draw any features of the places we visited. Students also need to highlight out-of-bounds areas and think about why they need to avoid them. ACHGK001 & ACHGS003

ASSESSMENT Lesson 10 – Presenting maps Students present their maps to class and describe the path they took using positional language (first, second, next, then, lastly)

ACHGS005 Students must choose at least one of the places we visited to describe the features and then explain why they highlighted out-of-

bound areas. ACHGS004 & ACHGS005

Lesson 9A4 or A3 paper

Lesson 10maps from lesson 9


Lesson 9 & 10Assessment of learning...Assess all content descriptors using criteria sheet


map, birds-eye view, features, place, pathway, tracking

Reflection


Assessment Task SheetStudent Name: Year: Prep

Name of Task: Places, paths and pictures 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: Field trip

Access to: Books Notes Photos Technology

Assessed By: Self Peer Teacher Parent

Content Descriptors:

Geographical Knowledge and Understanding

ACHGK001 The representation of the location of places and their features on maps and a globe

Geographical Inquiry and Skills

ACHGS001 Make observations about familiar places and pose questions about them




Task Description

Students will go on a field trip around the local community or neighbourhood visiting or walking past at least three places (for example, sporting ground, post office, corner shop etc.) When they return to class, they discuss the places they visited and the features of those places. Students then create a pictorial representation of their walk drawing and tracking the places they visited and highlighting the out-of-bound areas or places to avoid. Students will present their map to the class, describing the path they took using ordinal and location language then choose one or more places to describe the features.

Task Background

Students have been exposed to a range of maps and pictorial representations, ways of tracking paths and positional language.

Procedure

1. Go on a walk around the surrounding neighbourhood and visit at least three places

2. Return to class and reflect on the field trip and discuss places we visited and the features of those places

3. Draw a pictorial representation (map) of walk and the places we visited, highlighting out-of-bounds areas (i.e. the road, railway track)

4. Use tracking symbols (either Aboriginal or created) to show the places visited and the path the class took

5. Choose one or more places and describe the main features of them

6. Identify out-of-bounds areas and explain to class why they should avoid them

7. Present map to class and describe the path we took using location and ordinal language

Resources:

Camera

Photographs from walk

A4 or A3 paper

Drawing materials

CRITERIA SHEET – PREPCriteria A B C D E

The student work demonstrates evidence of:

Hist

oric

al

K&U

Student draws a map of the walk using Aboriginal or created symbols and tracking (ACHGK001)

Student draws a map of the walk and includes numerous Aboriginal or created symbols and accurate tracking

Student draws a map of the walk and includes several Aboriginal or created symbols and tracking

Student draws a map of the walk and includes some Aboriginal or created symbols and tracking

Student requires prompts to include symbols and tracking in their map

Student is unable include symbols or tracking in their map

Hist

oric

al S

kills

Student draws map using a birds-eye view (ACHGS003)

Student draws an accurate and detailed map using a birds-eye view

Student draws a detailed map using a birds-eye view

Student draws a simple map using a birds-eye view

Student requires prompts and support to draw a map using a birds-eye view

Student is unable to draw a map using birds-eye view

Student observes local features and describes using their senses (ACHGS001 & ACHGS002)

Student can confidently accurately describe the features of three or more places using their senses

Student can accurately describe the features of two places using their senses

Student can accurately describe the features of one place using their senses

Student requires support to describe the features of one place using their senses

Student is unable to describe the features of the places visited

Student identifies a place that they should avoid or are out-of-bounds and discuss why (ACHGS004)

Student identifies three or more places that they should avoid and give valid reasons why

Student identifies two places that they should avoid and give valid reasons why

Student identifies a place that they should avoid and give one reason why

Student identifies a place that they should avoid but cannot give a reason why

Student requires prompts to identify a place that they should avoid

Student must describe the path they took using location and ordinal language (ACHGS005)

Student accurately describes the path they took using complex positional words (first, second, third, then, next, last, beside, opposite)

Student describes the path they took using more complex positional words (first, second, third, then, next, last, beside, next to)

Student describes the path they took using some location or ordinal words (then, next, last, past, near, down)

Student requires prompts to describe the path they took and use location or ordinal words

Student is unable to describe the path they took

Feedback

Signed: Date:

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Resource 1

Resource 2

Resource 3

geography - 5es.docx · web viewsharon county created date 11/04/2013 20:22:00 title geography -...

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