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GEOGRAPHY OVERVIEW, Semester Two
Unit Title:
Physical geography Human Geography
Water Changes Everything
Inquiry question:Do We Value Our Water?
This unit focuses on students examining the value of water, taking into consideration their own use of water and comparing this with a different socioeconomic region or country.
Achievement Standard
By the end of Year 7, students describe geographical processes that influence the characteristics of places and how places are perceived and valued differently. They explain interconnections between people, places and environments and describe how they change places and environments. They propose simple explanations for spatial distributions and patterns among phenomena. They describe alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.
Students identify geographically significant questions to frame an inquiry. They locate relevant information from primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations for spatial patterns, trends and relationships and draw conclusions. Students present findings and arguments using relevant geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and describe the expected effects of their proposal.
Geographical Concepts Content Descriptions Assessment
Place Space EnvironmentInterconnection SustainabilityScaleChange
Major focusSecondary focus
Knowledge and Understanding Geographical Skills and Inquiry Create a trifold brochure (using Microsoft Word Templates) to educate and persuade your peers to value water and must include:o Identify uses of water in their local
environmento Identify how to reduce water
consumption in their local environmento Explain why is it important to do soo Interesting facts to include a comparison
with other region/country
Format must include:
oTitle with imageoChart/table/graphoDid you know?oPictures/diagramsoCaptionsoSubheadingsoReferences/Bibliography (separate
page)
Cross Curricular:
Media: Use of design and features including colour, font, layout, appropriateness for target audience
English: Brochure will be presented as an oral to the class (S&L). Students will present a 3 minute oral.
The classification of environmental resources and the forms that water takes as a resource (ACHGK037)
The ways that flows of water connect places as it moves through the environment and the way this affects places (ACHGK038)
The quantity and variability of Australia’s water resources compared with those in other continents (ACHGK039)
The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa(ACHGK040)
The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041)
The causes, impacts and responses to an atmospheric or hydrological hazard (ACHGK042)
Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048)
Evaluate sources for their reliability and usefulness and represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049)
Analyse geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends and infer relationships (ACHGS051)
Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal(ACHGS054)
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 Science, English, Maths, Religion, History
COMMON CURRICULUM ELEMENTS Recognising letters, words and other symbolsFinding material in an indexed collection Recalling/remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrationsInterpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another
Using vocabulary appropriate to a context Summarising/condensing written text Compiling lists/statisticsRecording /noting dataCompiling results in a tabular form Graphing Calculating with or without calculator Estimating numerical magnitude Approximating a numerical value
Structuring /organising extended written text Structuring /organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating ideas/themes/issues Reaching a conclusion which is necessarily true provided a given set of assumptions is true
Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a seriesExtrapolating Applying strategies to trial and test ideas and procedures Applying a progression of steps to achieve the required answer Generalising from information
Analysing SynthesisingJudging /evaluating Creating /composing /devising Justifying Perceiving patternsVisualising Identifying shapes in two and three dimensionsSearching and locating items/information Observing systematically Gesturing Manipulating /operating
Using correct spelling, punctuation, grammar
Substituting in formulae Setting out /presenting/ arranging/ displaying
Hypothesising Criticising
/using equipment Sketching /drawing
Link to ACARA Senior Geography Syllabus
Focus Unit 2 - ‘Managing Catchments’
Learning and Teaching StrategiesWeek 1 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK037)(ACHGK038) (ACHGK041)
(ACHGS052)
Engage RESOURCES Assessment
Activity 1: look at images of Ganges River and ask, (or you could use a media article)Can you predict what we might be using these pictures for?What is it that you think we might be looking at in the picture?Is there a particular resource that is highlighted in the photo that the people are utilising?What resource are the people in the photograph using?How is this resource being used?
Question to students: Do you know what a resource is? Or what is the definition of the word ‘resource?’
Teacher background: A resource is anything we use to satisfy a need or a want. Resources we use from the natural world are called environmental resources. All life on Earth depends on environmental resources to survive.
Question to students: Which environmental resources to we need to survive? (Students may have investigated renewable resources in Science in Year 6).
Teacher background: Water, sun for energy and warmth soil to grow crops, forests to grow oxygen to
Oxford Big Ideas Geography 7 – Environmental Resources p. 43
Ganges River ImageGanges River Image
Homework – create an equivalent image of any Australian waterside e.g.
TWLH ChartJournal
breathe.What do we call this resource?
Teacher background: A renewable resource means that they replace themselves if we do not use them too quickly or destroy them in some way. Many of the Earth’s natural features (such as water, forests, fish, mountains, soils and coral reefs) are renewable.
Why is it important to look after renewable resources?
Teacher background: As a result of population growth there is a huge pressure on resources, which is leading to an increasing uncertainty in the future. Many renewable resources are now being used so quickly that they can no longer replace themselves.
Activity 2: Hot Potato Strategy
To engage the students to the introduction of ‘Dam It’, and to activate students’ prior knowledge of the topic, look at the slideshow of water to lead a discussion about the different uses of water (maybe those unfamiliar to them).
Following the ‘big picture’ ideas of water play slideshow of water to students for them to consider their uses of water. Following the viewing students can use the Hot Potato strategy (set up the hot potato for how is water used in the economic, socially and cultural to share the different elements/uses of water:
Drink; Swim; Wash; Play; Farming; Destroy; Surf; Clean; Toilet; Transport
Activity 3: What does the scene look like in Australia?
Returning to the image of the Ganges River ask students to consider how different this scene would be in Australia? Students can use the following formats to answer this question and present at the next lesson for display:
Draw a sceneCreate a collageA digital pictureCut a picture from a magazine
Activity 4: Set Up a TWLH Chart
creek, dam, beach
Paper for hot potatoWord wallBegin a word wall chart to record the new words for this unit. Divide the chartinto two columns—everyday words and scientific words.
Slideshow of water
Set Up a TWLH Chart and get the students to start recording What we think we know?
GEOGRAPHICAL LANGUAGE
social, economic, environmental, resource, renewable, finite
REFLECTION
Week 2 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK037) (ACHGK038) (ACHGK041)
(ACHGS047)
Explore Resources Assessment
Activity 5: VideoPlay the charity water video. After the video is played allow the students another opportunity to discuss whether their minds have shifted from the first images of water and the previous ‘hot potato’ activity. Their thoughts should be noted in their journal.
Teacher note: convert pounds to kilos. Possible tie in with school fundraising (Religion).
Activity 6 -Think-Pair-Share StrategyLooking at previous water stimulus; using a think-pair-share strategy, students are asked to pose questions - what do we need to know about water. Students are to write their questions onto sticky notes, which can then be placed out, on the wall. Listed are the types of questions students could come up with or be used as an example:
• How old is our water?• Where does the rain come from?• How does water move through our area?• What happens to water when it evaporates?• What is a flow chart and why is it useful?• Identify the problems facing the community.• What happens when it floods?
http://www.charitywater.org/whywater/
TWLH ChartJournal
• Is the water contaminated?• Does the water get treated?• What is a catchment/river?• What is our catchment?• Does everyone have the same access to water?• Is water a renewable resource?
Teacher Organisation: Place the sticky notes in some form of sequence in what we might need to know first.
Activity 7: History of WaterWe have been using water for a very long time. How old do you think our water is?Geologists are scientists who gather evidence about the different types of rocks and landforms to work out how places have changed over time. How long do geologists believe water has been on the surface of the Earth?
Clapping time1. One way to understand how long different periods of time take to pass is to use hand claps. We can represent the passing of each year by one clap of the hands every second. Ask a student to volunteer his or her age. The class claps it out. Clap out the ages of two or three students.2. Europeans landed in Australia 240 years ago. How long will it take to clap out 240 years that Europeans have been settled in Australia? How long is 240 seconds? If there are 60 seconds in a minute, how many minutes in 240 seconds? [4 minutes]3. Aboriginal people have been in Australia for at least 60,000 years. If there are 60 seconds in a minute, how many minutes are there in 60,000?[1000 minutes] If there are 60 minutes in an hour, how many hours would it take to clap out 60,000 years? [about 16.7 hours]4. Geologists think that the Earth was formed about 4.5 billion years ago. The heat generated from the Earth’s core caused massive eruptions from huge volcanoes, releasing gases into a primitive atmosphere; one of these gases was water vapour. By about 3.8 billion years ago, the Earth cooled to below 100°C and the water vapour in the atmosphere condensed— forming the seas and oceans we have today. If 3.8 billion years is 3,800,000,000 years, how many hours would you have to clap out 3,800,000,000? [about 120 years]
So how did our Indigenous Australians manage water resources?
Indigenous people regard the rivers and waterholes as an inseparable part of their land. Land and water management was key to the culture of Aboriginal and Torres Strait Islander peoples. Prior to European settlement the Aboriginal people lived in well-watered coastal areas and along the rivers of the Murray-Darling Basin. Aboriginal people in the arid areas of Australia studied the habits of wildlife to detect water supplies.
They mapped this in artwork and passed on the knowledge of water resources through stories.
Activity 8 - Get your students to go to their TWLH ChartRecord: What we learned? How we learned it?
GEOGRAPHICAL LANGUAGE
Murray Darling, geologist, landform,
REFLECTION
Week 3 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK037) (ACHGK038) (ACHGK041)
(ACHGS047) (ACHGS052)
Explain Resources Assessment
Activity 9 – Read Dreamtime Aboriginal Story: Rainbow SerpentTeacher background information: The Aboriginal population density along the Murray River was one person to every kilometre of river frontage. The Murray River and its floodplain provided an abundance of food, including waterfowl, mussels, fish and tortoises. Canoes were made from tress, which can still be see today. Nets were made from rushes that grew beside the water. Flocks of ducks, pelicans and other water birds were trapped in the nets that were strung across the creeks. To catch fish, dams were constructed across narrow creeks using rocks or woven branches. Aboriginal people in drier areas of Australia depended on their traditional knowledge of water sources to survive. They accessed water trapped in water holes, rocks and tree hollows. They watched the flight path of birds, such as the zebra finch, to help uncover wells and springs. The long roots of eucalyptus trees were followed to find underground water, and water was collected from the morning dew on plants. Indigenous Australians would also enlarge rock holes and chip channels through rocks to divert water into specific holes to increase their access to water. In modern Australia society, Indigenous Australians have been largely left out of the decision making process when it comes to managing our water. In some remote areas of Australia, many traditional water sources have become unreliable or unusable because station owners have been given access to these important areas without consulting with the Aboriginal peoples.
Activity 10: Where does water come from and where does it go (explain the water cycle) - Science connectionUse the ‘Where did the water go?’ concept cartoon to identify students’ prior knowledge about the
Australian History of Water
The DreamingThe Origin of Water
Aboriginal Dreaming: Rainbow Serpent
The Rainbow Serpent
TWLH ChartJournal
evaporation. Ask students to share their ideas with the class.
Investigate the question by setting up two saucers of water in your classroom for a couple of days—one covered with cling wrap and one without. This activity could be done as a class demonstration or as a group task.
Ask students to predict what they think is going to happen, to observe what did happen and to record their ideas in their journals.
Teacher background: Water is one of the most precious resources. Without it, nothing can survive. It is an essential renewable resource that occurs naturally on Earth. It can exist as a solid (such as ice in a glacier), a liquid (such as water in a river), or a gas (such as a stream). Liquid water is constantly being recycled through the atmosphere, rivers and oceans in a natural system know as the water cycle.In the water cycle, water from the oceans and lakes is heated and evaporated by the sun. The evaporated water vapour, which is like steam, then rises until it reaches the cooler parts of the atmosphere. Cold air cannot hold as much moisture as warm air, so the water vapour turns back into liquid water in a process known as condensation. These drops of water then form into clouds, which may be carried on to land by winds and forced to rise. The colder air can no longer hold the condensed droplets and they fall as rain. The rainwater finds its way back to the world’s lakes and oceans through rivers and streams and the process begins again.
Activity 11 – What is a catchment? What is our catchment? How does water move through our area?Class activity – Look at Google maps and work out your catchment area.
Teacher then makes a model of the catchment, which could be done quickly by simply using a tray filled with sand and some twigs and other items to represent different land use types.
If time allows, students could make their own (possibly in tech time) using the resource listed.
Poster: Where did the water go?
Water Catc hment Areas
Build of Model of Catchment Area
Google Maps
GEOGRAPHICAL LANGUAGE
Catchment, contaminate, renewable resource, flowchart,
REFLECTION
Week 4 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK039)(ACHGK040) (ACHGK041)
(ACHGS048) (ACHGS049) (ACHGS051) (ACHGS052) (ACHGS053)(ACHGS054)
Explain Resources Assessment
Activity 12 – Water Use Compared with Volume of RainfallUse Google Earth, Google Maps or aerial photos to look at where water is found and the differing rainfalls. How much of the world’s water is fresh water, available for our use?
Is Australia water rich or water poor? What does this mean? How does your water situation compare with other parts of Australia? Use a study source (water map): World Mapper
Which countries would you consider to be the most water rich? Which are the most water poor?Compare the freshwater resources of Australia, New Zealand and Papua New Guinea. Now look at their rainfall volume versus their water use.
Questions: Are the maps similar/different/neither Can you account for the above? Why do you think…
Brainstorm as a class:What can countries that are water poor do to access more fresh water? (Irrigation, desalination, run-off, build
http://worldmapper.org
Use the PQE method:Pattern – give a general overview of the patternQuantity – Quantify your general overview using dataExceptions – point out any exceptions to the pattern you have
TWLH ChartJournalAuditChartsLine graphs
more catchment, dams etc)
Activity 13 – Setting up Tables/GraphsCharts/Tables and Graphs are a visual text tool for representing and analysing processes. They are used extensively in science and engineering fields. In the context of this unit, a table/pie chart will be used to show the audit of your water footprint at home.
Students are shown how to set up their tables/charting skills/line graphs they need for the assessment task by completing an audit on their water footprint at home.
Activity 14 – Students complete Audit in classStudents fill in the audit. Discuss findings:
Was it more or less than you thought?How does yours compare to others in the class? Why?Classify your usage into necessary and unnecessary?How could you improve your footprint?What are some of the challenges?
Create a line graph of results (option to show two different categories).
Following this activity, discuss with students what other uses does water have:o Irrigation of parks, gardens and sporting groundso Environmental needs – Irrigation of crops and pastureso Fishingo Domestic Use, Drinking – safe watero Recreational activitieso Miningo Power Generationo Navigation and Tradeo Construction and Industry
Activity 15: TWLH Chart
described.
Audit toolLine Graphs
GEOGRAPHICAL LANGUAGE
Aerial Map, BOLTS method, audit, run-off, catchment, irrigation, desalination
REFLECTION
Week 5 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK037) (ACHGK038)(ACHGK040) (ACHGK041) (ACHGK042)
(ACHGS048)(ACHGS049) (ACHGS051) (ACHGS052)(ACHGS053)
Elaborate Resources Assessment
Case Studies: Dam the river, Flood the River watch the impact
Activity 16: Ganges River before and after First, students are asked to reflect on and discuss large construction projects in their own area. This sensitises them to the human and environmental impacts any large building project will have.
Teacher to walk through the human and environmental impacts of damming the Ganges. This is not intended to be done at great depth but to equip the students with the language necessary for the task. Exploration of the topic is initiated through information related to the topic – see resources.
Further exploration can be done with the use of Google Satellite and Maps views of the area.
Revisit the Ganges River ( Teacher background information): The Ganges River begins high in the Himalayan mountains, and travels across India before flowing east into Bangladesh and into the Bay of Bengal. In total the river is 2525 kilometres long. The river is worshipped by Hindus, who believe bathing and praying in the river purifies them. This sacred river is used by millions of Indians who live along its banks and depend upon it for their daily needs. In the last 30 years India’s population has grown to nearly 1.2 billion people; 1/3 of these people live along the Ganges River. Overuse and lack of
Ganges Dams
Ganges Case Study – Geography/History Big Ideas p. 78
Damming of the Gange
management have meant that India’s most sacred river is gradually dying. In a city Varanasi, the bacterial count in the water in 3000 times higher than the safe levels established by the World Health Organisation. Polluted water is now the main cause of skin problems, disabilities, infant deaths etc. A lot of Hindus today still refuse to accept that the mother Ganges River is responsible for these problems.Environmental Impacts include: agriculture, fisheries, navigation, industry and vegetation, pollution, flooding, loss of habitat (human & fauna), flora
Human Impacts include: skin disease, infant deaths, disabilities, cultural/religious beliefs
Activity 17: Modelling an infographic of the GangesTeacher to model the creation of an infographic (later assessment) - once data has been acquired, the inquiry process shifts to a creative synthesis phase. Refer to The Impacts of Global Warming – sample infographic from Live the Solution.
Activity 18 - Get your students to go to their TWLH ChartRecord: What we learned? How we learned it?
Yangtze Infographic
GEOGRAPHICAL LANGUAGE
Infographic, impact
REFLECTION
Week 6 & 7 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK038)(ACHGK040) (ACHGK041) (ACHGK042)
(ACHGS047)(ACHGS048) (ACHGS051) (ACHGS052) (ACHGS053)
Elaborate Resources Assessment
Case Studies: Dam the river, Flood the River watch the impact
Activity 19: Nile before and after information gatheringIn this activity, students will use infographics, maps and websites to gain a deeper understanding of the human and environmental impacts of the Aswan Dam (Egypt).
Key focus question: What impact has the Aswan Dam had on the people and the environment?
Nile River (Teacher Background Information):Ten countries share the basin of the Nile, arguably the world’s longest river: Burundi, Egypt, Eritrea, Ethiopia, Kenya, Rwanda, Sudan, Tanzania, Uganda, and the Democratic Republic of the Congo (see map). The basin’s three million square kilometers cover about 10 percent of the African continent. Approximately 160 million people depend on the Nile River for their livelihoods, and about 300 million people live within the 10 basin countries. Within the next 25 years, the region’s population is expected to double, adding to the demand for water, which is already exacerbated by the growth of the region’s industries and agriculture. The constant threat of droughts increases the urgency of the problem, and pollution from land-use activities affects downstream water quality. the world’s 50 poorest nations, making their populations even more vulnerable to famine and disease. Egypt and Sudan hold absolute rights to use 100 percent of the river’s water under agreements reached in 1929 between Egypt and Britain (which was then the colonial power in Kenya, Sudan, Tanzania, and Uganda) and in 1959 between Egypt and Sudan.
Aswan Dam Information w/ Satellite image
https://courseware.e-education.psu.edu/courses/earth105new/content/lesson06/04.html
http://education.nationalgeographic.com/archive/xpeditions/lessons/03/g912/morellcrisis.html?
Aswan Dam Infographic
Finally, except for Kenya and Egypt, all of the basin countries are among The Nile River and the Aswan High Dam are Egypt's lifelines. About 95% of Egypt's population lives within twelve miles of the river. The dam benefits Egypt by controlling the annual floods on the Nile and prevents the damage that used to occur along the floodplain. The Aswan High Dam provides about a half of Egypt's power supply and has improved navigation along the river by keeping the water flow consistent.
Following completion of the dam there have been extensive problems, ironically caused in part because the annual flood no longer occurs. We will discuss five different issues:
o agriculture,o increased diseases,o human issues,o changes to the Egyptian fishing industry, ando erosion of the Delta.
In order to build the dam, both people and artifacts had to be moved. Over 90,000 (by some estimates over 120,000) Nubians had to be relocated. Those who had been living in Egypt were moved about 28 miles (45 km) away, but the Sudanese Nubians were relocated 370 miles (600 km) from their homes. The resettlement program was carried out very quickly, with severe consequences for the ~50,000 farmers who had to abandon their land. Their settlement, called New Nubia, was far from arable land. Like the northern Nile valley, agriculture in Nubia had traditionally been based on the annual flood of the rivers. The regulation of the rivers put an end to this kind of farming. In addition, arable land was submerged by the reservoir. The people tried to farm the riverbank instead, causing increased erosion. Efforts to start a system of rotation of crops clashed with tradition and did not work out.
The Aswan Dam is hardly the only problematic example of engineering. Consider also the Kariba Dam, completed in 1959 across the Zambezi River. The purpose of the Kariba Dam was to provide electricity to the population and the industry of southern Zimbabwe, as well as to the copper mines in the north. Construction was started in 1956, financed by the largest World Bank loan ever. The dam was built by the British colonial government where the river formed the border between Northern and Southern Rhodesia (currently Zambia and Zimbabwe).
There are places in the world where dam building is not so problematical. Iceland, for example, has almost limitless hydroelectric power, and is working to dam many of the rivers in the country's interior. In this case, there are no people to resettle, and no international boundaries involved. The only "loss" is that of spectacular canyons and valleys, but there may be enough to go around.
Activity 20: Creating an infographic 1. View maps and data on the Aswan Dam.2. Make two lists of information you find: one list with facts about the impact on people; the other with facts about
the impact on the environment.3. Start to give shape to your knowledge bank of facts by clustering them into a mindmap. Scan your notes and
ar_a=1
Jane Genovese
Examples of Mindmaps – a collection of mindmaps related to various topics
How to speed up your mind mapping: Tricks of the trade – advice about helpful mind mapping strategies to use
Other helpful links for teachersThe Anatomy Of An Infographic: 5 Steps To Create A Powerful Visual – details on how to build an accurate and understandable infographic
Infographics as a Creative Assessment, by Kathy Schrock – a short video aimed at helping teachers learn the basics of infographics
create groups of information so you can see just by the size of the branch of a cluster how important that topic is.
4. Study the work of an Australian graphic artist who created one of the most popular infographics available online. Jane Genovese is renowned for her posters on the environment. One of them is the third resource for this module: Impacts of Global Warming.
5. Look carefully at how Genovese uses colour, shapes and facts to engage you.6. Analyse the main opinion communicated by the graphic.7. Review your cluster and use it as a guide for your own colourful infographic.8. Use your best artistic talents, whether this is to draw freehand as Ms Genovese does or to use software like
PowerPoint or some of the 4 Simple Online Infographic Generators.9. Create a draft infographic where you focus on specific information you want to include and how you want to
group it.10. Consider now what images or icons you want to use to visually represent some of the main ideas.11. Look at more samples of infographics from A Collection Of Infographics That Are Actually Well Designed.12. Spend time brainstorming what you like about other designs and what you want to include in yours.13. Take time to complete a final version of your infographic that communicates your answer to the big question:
o What are the biggest impacts Aswan Dam has had on both people and the environment?
Activity 21 - Get your students to go to their TWLH Chart
Record: What we learned? How we learned it?
Infographic Design Framework Tutorial – a flash-based guide to building an infographic
GEOGRAPHICAL LANGUAGE
REFLECTION
Week 8 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK041) (ACHGS054)
Evaluate Resources Assessment
Activity 22: ReflectionFinally, students reflect on what they have learned. It will be interesting to see how many of the students were able to make a significant connection between their feelings about the impacts of local building projects with the impact Egyptian people may have experienced.
They have explored in depth the impact this massive dam has had on both people and the environment.
Key focus questions:
What impact has the Nile had on the people and the environment?
What are the most significant human and environmental impacts of the Nile?
How can information be visually presented to effectively communicate your ideas?
Activity 23 – Introduce Summative Assessment: New Ways of Thinking About Water in Your Local Environment
Create a trifold brochure (using Microsoft Word Templates) to educate and persuade your peers to value water; it must include:o Identify uses of water in their local environment (possibly classified: e.g. recreation, living)o Identify how to reduce water consumption in their local environmento Explain why is it important to do soo Interesting facts to include a comparison with other region/countryo Global perspective of the scarcity of water
Format must include:
oTitle with imageoChart/table/graphoDid you know?oPictures/diagramsoCaptionsoSubheadingsoReferences/Bibliography (separate page)
Cross Curricular:
Media: Use of design and features including colour, font, layout, appropriateness for target audience
English: Brochure will be presented as an oral to the class (S&L). Students will present a 3 minute oral.
Activity 24 - Get your students to go to their TWLH Chart
Record: What we learned? How we learned it?
GEOGRAPHICAL LANGUAGE
REFLECTION
Week 9 & 10 Inquiry Question Do We Value Our Water?
Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate
Geographical Concepts K & U Geographical Skills & Inquiry
PlaceSpaceInterconnection
(ACHGK037)(ACHGK039)(ACHGK040)(ACHGK041) (ACHGK042)
(ACHGS048)(ACHGS052)(ACHGS053)(ACHGS054)
Explain Resources Assessment
New Ways of Thinking About Water in Your Local BrochureWork on assessment task.
GEOGRAPHICAL LANGUAGE
REFLECTION
Planning for Differently Abled Students
Student/s Different Ability Australian Curriculum Content Descriptions
being addressed
Learning and Teaching Strategies Assessment Strategies
Year 7 Assessment Task Sheet
Student Name:
Date Commenced:
Date Due:
Name of Task: New Ways of Thinking About Water Brochure
Teacher:
Learning Area/s: Geography, English, ICT
Type of Task: Oral Written Other
Task Conditions: Individual Pair Group Work
In Class Homework Other
Access to: Books Notes Library
Assessed By: Self Peer Teacher
Task Description:
Students will design a trifold brochure (using Microsoft Word Templates) to educate and persuade peers to value water; it must include:
o Identify uses of water in their local environment (possibly classified: e.g. recreation, living)
o Identify how to reduce water consumption in their local environmento Explain why is it important to do soo Interesting facts to include a comparison with other region/countryo Global perspective of the scarcity of water
Format must include:o Title with imageo Chart/table/grapho Did you know? o Pictures/diagramso Captionso Subheadingso References/Bibliography (separate page)
Brochure will be presented as an oral to the class (S&L). Students will present a 3 minute oral.
Procedure:
Your task is to design a trifold brochure:
a. Choose brochure templateb. Choose colour and font
c. Choose headings (refer to criteria)d. Check that design, language and format is appropriate to audiencee. Gather data including images and graphs from primary and secondary sourcesf. Place data on template under appropriate headings (draft in books)g. Proofread and edith. Conference with your teacheri. Publish and present your brochure.
Resources:
Books/Library
Class Notes
Internet
Geography CRITERIA SHEET Overall Grade:Student name: Date:
CRITERIA Competent Sound Support Required
Unde
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Dim
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Geographical Knowledge and Understanding
Brochure explicitly includes all of the required elements and demonstrates clear relevant details and information with supporting evidence of facts and explanations:
Title with imageChart/table/graphDid you know?Pictures/diagramsCaptionsSubheadingsReferences/Bibliography
Brochure is basic and simple. It includes all of the required elements with some supporting evidence:
Title with imageChart/table/graphDid you know?Pictures/diagramsCaptionsSubheadingsReferences/Bibliography
Brochure lacks the required elements and does not provide clear, relevant details and/or has no supporting evidence:
Title with imageChart/table/graphDid you know?Pictures/diagramsCaptionsSubheadingsReferences/Bibliography
The graphics are extremely well set out and suit the audience. The graphics are linked to the text and there is a good mix of text and graphics.
Graphics go well with the text and almost suit audience, but there are too many that distract from the text.
The graphics do not go with the accompanying text and audience or appear to be randomly chosen.
The brochure comprehensively identifies, logically integrated information, and presents and includes environmental, economic and social uses of water.
The brochure identifies uses of water in the local environment (possibly classified: e.g. recreation, living)
The brochure has partially outlined little to no uses of water in the local environment (eg living)
The brochure comprehensively outlines suggested ways to reduce the consumption of water discussing the advantages and disadvantages of strategies to overcome water scarcity, for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water, transfer and trade in virtual water, and reducing water consumption.
The brochure states realistic and various suggestions to reduce the consumption of water for the intended audience:
Sprinkler usage (even/odd days)Washing car on the lawn or bucket onlyReducing shower timeLeaving tap on
The brochure simply outlines a few to a single suggestion to reduce the consumption of water for the intended audience.
Turn the tap offDon’t have tap on while cleaning teeth
The brochure investigates the causes of water scarcity, for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used sustainably)
It clearly examines why water is a difficult resource to manage, for example, because of its shared and competing uses and variability of supply over time and space
The brochure examines the relationship of saving water and the principles of water management:
Shortage of waterEconomic sustainability
The brochure does not show the relationship of saving water and the principles of water management:
Integrates and describes a global perspective of water by exploring the multilayered meanings (material, cultural and spiritual wellbeing).
Describes a global perspective of water . Partially describes a global perspective of water.
Explicitly and effectively links facts/statistics to compare water with other region/country.
Includes some facts/statistics which are linked reasonably to compare water with other region/country.
Includes no facts/statistics to compare water with other region/country.
Questioning and Researching
Accurately collects, selects and records geographical data from reliable sources.
Collects, selects and records geographical data from reliable sources with some errors.
Collects, selects and records unreliable geographical data.
Accurately records and uses an extensive use of a variety of sources.(eg, internet, books, encyclopaedias)
Demonstrates a satisfactory use of a variety resources. (internet)
Demonstrates little evidence that any sources were used. (not recorded)
Analysing and Interpreting
Interprets and accurately draws conclusions from the data to explain the impact of the scarcity of water.
Draws conclusions from the data in an attempt to explain the impact of the scarcity of water.
Does not use the data to draw conclusions to explain the impact of the scarcity of water.
Communicating Brochure demonstrates a high level of geographical terminology.
Is written to suit audience and purpose, and is supported by a variety of graphic representations.
Brochure shows use of some geographical terminology.
Is written to suit audience and purpose, and is supported by a form of graphic representations.
No evidence of geographical terminology.
Audience and purpose are unclear and not supported by graphic representations.
Responding and Reflecting
Creatively proposes explicit actions to ensure that there are effective practices for sustainability of water supply.
Proposes basic actions to ensure a sustainable supply of water.
Either partially or doesn’t explain simplistic actions to ensure a sustainable supply of water.
Teacher Comment: