GEOGRAPHY OVERVIEW, TERM ???
Physical geography Human Geography CONNECTIONS Inquiry question: What is the impact of your choices on you and the world? Unit Title:
Achievement By the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the Standard characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response. Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal. Geographical Concepts Content Descriptions Assessment Place Knowledge and Understanding Geographical Skills and Inquiry Space GEOGRAPHIES OF Observing and Questioning and Planning Portfolio of work Environment INTERCONNECTION Develop geographically significant questions A collection of tasks undertaken throughout Interconnection The perceptions people have and plan an inquiry that identifies and applies the unit that will provide evidence of Sustainability of place, and how this appropriate geographical methodologies and knowledge and skills developed. Scale influences their connections concepts (ACHGS063) Change to different places Tasks will include: (ACHGK065) Collecting, recording evaluating and Maps Graphs representing The way transportation and Paragraphs information and Collect, select, record and organise relevant Proposals communication technologies geographical data and information, using are used to connect people ethical protocols, from a range of appropriate to services, information and primary and secondary sources (ACHGS064) people in other places (ACHGK066) Evaluate sources for their reliability, bias and The ways that places and usefulness, and represent multi-variable data people are interconnected in a range of appropriate forms, for example, with other places through scatter plots, tables, field sketches and trade in goods and services, annotated diagrams, with and without the use at all scales (ACHGK067) of digital and spatial technologies (ACHGS065) The effects of the production and consumption of goods Represent the spatial distribution of on places and environments geographical phenomena by constructing throughout the world and special purpose maps that conform to including a country from cartographic conventions, using spatial North-East Asia technologies as appropriate (ACHGS066) (ACHGK068) The effects of people’s interpreting, analysing and concluding travel, recreational, cultural Evaluate multi-variable data and other or leisure choices on places, geographical information using qualitative and and the implications for the quantitative methods, and digital and spatial future of these places technologies as appropriate, to make (ACHGK069) generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067) Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
Communicating Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
Reflecting and responding Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Cross Curricula Catholic Ethos Social Emotional Learning Inclusive Education Priorities Aboriginal and Torres Strait Islander Asia and Australia’s Engagement with Asia Sustainability Education Histories and Cultures
General Capabilities Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Ethical Behaviour Personal and Social Capability
Links to other LA’s Economics and Business
COMMON CURRICULUM ELEMENTS Recognising letters, words Using vocabulary appropriate Structuring /organising Reaching a conclusion which Analysing and other symbols to a context extended written text is consistent with a given set of Synthesising Finding material in an indexed Summarising Structuring /organising a assumptions Judging /evaluating collection /condensing written text mathematical argument Inserting an intermediate Creating /composing Recalling Compiling lists/statistics Explaining to others between members of a series /devising /remembering Recording /noting data Expounding a viewpoint Extrapolating Justifying Interpreting the meaning of Compiling results in a tabular Empathising Applying strategies to trial Perceiving patterns words or other symbols form Comparing, contrasting and test ideas and procedures Visualising Interpreting the meaning of Graphing Classifying Applying a progression of Identifying shapes in two and pictures/illustrations Calculating with or without Interrelating ideas/themes steps to achieve the required three dimensions Interpreting the meaning of calculator /issues answer Searching and locating tables or diagrams or maps or Estimating numerical Reaching a conclusion which Generalising from information items/information graphs magnitude is necessarily true provided a Hypothesising Observing systematically Translating from one form to Approximating a numerical given set of assumptions is Criticising Gesturing another value true Manipulating /operating Using correct spelling, Substituting in formulae /using equipment punctuation, grammar Setting out /presenting/ Sketching /drawing arranging/ displaying
Link to ACARA Senior Geography Syllabus Learning and Teaching Strategies Week 1 and 2 Inquiry Question Where is the fun?? Cross Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures Inclusive Education General Capabilities Literacy Numeracy Information and Communication Technology
Learning Sequence Resources K & U / Inquiry and Skills Introduce perception as a concept. Explain how perceptions can be influenced Images: 4 v 3; Australia; The perceptions people have of place, and how by a number of factors such as gender, age, socio-economic status, culture, this influences their connections to different abilities etc. places (ACHGK065) Provide students with examples of how perception can be formed / displayed http://www.bing.com/images/search? The way transportation and information and q=perception+of+the+world&FORM=HDRSC2 communication technologies are used to As an example, we are looking at ‘where is the fun?’? Brainstorm what fun #view=detail&id=79958C9314A00098C599E6 connect people to services, information and people in other places (ACHGK066) means to them and where they like to have fun in their local area. A400C8E0AD71AF39AD&selectedIndex=35
Develop geographically significant questions Students undertake an investigation into how people are connected to the local area. Map of the local region (ie Cairns, Innisfail, Mareeba) which students can annotate Collect, record and organise relevant 1. Students will use a map of their local area to identify places that they go geographical data and information to for fun. They should consider both day time and night time access. Consider Google My Map 2. In small groups, have students share their maps, discussing their own Represent the spatial distribution of selections and suggesting reasons for shared or common places. geographical phenomena by constructing Key Skills in Geography (Topic 9.3) special purpose maps that conform to Connect back to the idea of fun. As a class discuss what fun might mean to http://www.accesswave.ca/~infopoll/tips.htm cartographic conventions, other groups in society. Extension: consider on-line questionnaires 3. Introduce the purpose of questionnaires in providing more information Evaluate multi-variable data using qualitative from a wider population in order to see patterns. Discuss the features of good questionnaire and create a class questionnaire that will obtain and quantitative methods to make information from people of other age groups, gender and culture generalisations and inferences, propose regarding their use of the local area at both day and night time, including explanations for patterns, trends, relationships. why they go there and how they access it. 4. Divide students into focus groups and collate the information gathered Present findings in a range of appropriate from questionnaires to produce a map (BOLTSS) representing the communication forms, selected for their connection their focus group has to the local area. Place these around the effectiveness and to suit audience and purpose; room for students to examine. 5. Use the maps to discuss the idea of connection – how and why are we using relevant geographical terminology and connected to those places. digital technologies as appropriate. 6. Create a map that shows popular places for younger people and older people. Write a paragraph which explains the spatial distribution of this data and propose reasons why these are attractive places for these age groups.
Explore the historical and contemporary perspectives of place of Aboriginal and Torres Strait Islander peoples. Invite an indigenous guest speaker to talk about their interpretation of connection to place and space. GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES BOLTSS – essential features of maps – Place border, orientation (northpoint), Space Create a map that shows popular places for younger people and older people. Write a paragraph legend, title, scale, source. Environment which explains the spatial distribution of this data and propose reasons why these are attractive Interconnection places for these age groups. Week 3 & 4 Inquiry Question How are you digitally connected to the world?? Cross Curricular Priorities Catholic Ethos Social Emotional Learning General Capabilities Literacy Numeracy Information and Communication Technology Personal and Social Capability
Learning Sequence Resources K & U / Inquiry and Skills Connectedness through ICT: The way transportation and information and ICT (particularly the internet) provides greater connection between people, communication technologies are used to services and information both locally and globally. connect people to services, information and Youtube clips give students an idea of the explosion in ICT and particularly people in other places (ACHGK066) Social Media and Facebook. Youtube: Shift Happens (2012). Students need to conduct an audit of the ICT that they use. Prepare a map that Develop geographically significant shows the 4 categories (distance). Youtube: Globalization- Facebook Flatten's the questions and plan an inquiry that identifies World and applies appropriate geographical For 2 (or a suitable number) day they keep a data table, tallying the connections Youtube: Globalization and Social Media methodologies and concepts (ACHGS063) made (facebook, google, youtube, instagram) in the following categories: Collect, select, record and organise within 1 km, within 50 km, within the state, country and internationally and for relevant geographical data and information, how long they are connected for (less than 5 mins, 5 – 15 mins, 15 – 60 mins, World Wide Survey of Internet Usage - using ethical protocols, from a range of more than 60 mins). http://www.youtube.com/watch? appropriate primary and secondary sources v=nm82gPydmH0 (ACHGS064) While students collecting their information, in class they will: Use maps to analyse the level of connectedness through ICT’s globally and Global Internet Usage in 24 hours - Represent the spatial distribution of regionally. This connectedness may include cell phone services and internet http://www.youtube.com/watch? geographical phenomena by constructing access as well as services such as facebook and twitter. v=LHHIKaRCoXo special purpose maps that conform to www.socialbakers.com cartographic conventions, using spatial Compile class data from this table. Using these statistics, they graph their technologies as appropriate (ACHGS066) usage and the class usage using bar graphs. Prepare a paragraph that Statistics: http://www.facebookloginhelp.net/wp- represents their understanding of how their class is interconnected via ICT and content/uploads/2012/03/facebook-australia- Evaluate multi-variable data and other compare this to other countries information viewed via the youtube clips user-statistics1.png geographical information using qualitative and quantitative methods, and digital and Extension discussion activity: spatial technologies as appropriate, to Identify why some people have greater access to ICT’s. Consider income and NBN Network: http://www.nbn.gov.au/ make generalisations and inferences, access to infrastructure such as the introduction of the NBN. Provide some propose explanations for patterns, trends, news articles presenting arguments for and against. relationships and anomalies, and predict outcomes (ACHGS067)
Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES Place Using these statistics, they graph their usage and the class usage using bar graphs. Space Prepare a paragraph that represents their understanding of how their class is Interconnection interconnected via ICT and compare this to other countries information viewed via the youtube clips Weeks 5 & 6 Inquiry Question How does what I buy make a difference? Cross Curricular Priorities Catholic Ethos Social Emotional Learning Asia and Australia’s Engagement with Asia General Capabilities Literacy Critical and Creative Thinking Ethical Behaviour Information and Communication Technology Personal and Social Capability
Learning Sequence Resources K & U / Inquiry and Skills Students will be developing their critical thinking regarding where their The ways that places and people are consumer products come from and the impact of their choices. interconnected with other places through http://www.youtube.com/watch?v=9GorqroigqM trade in goods and services, at all scales Watch the 20 minute you tube or clickview clip “Story of Stuff” (21m25s). View Take notes or complete a worksheet. (ACHGK067) how things are made from its extraction, to its sale, to its disposal. CIA World Factbook The effects of the production and Where do our things come from?? https://www.cia.gov/library/publications/the-world- consumption of goods on places and Ask students if they can find 5 products in their house that are made in China. factbook/ environments throughout the world and (eg clothing, food, electronics). Compile a class list of the products to including a country from North-East Asia demonstrate the wide range of goods that come from China. (ACHGK068)
Present examples where goods have been made in 1 place, packaged in Collect, select, record and organise another, marketed by another or sold somewhere else. relevant geographical data and information, using ethical protocols, from a range of appropriate primary Through a comparison activity, students will investigate connections between and secondary sources (ACHGS064) Australia and other countries by examining their production and consumption of goods and describing the interconnectedness between the Evaluate sources for their reliability, : impact on the country producing the goods bias and usefulness, and represent : people who benefit economically (companies) multi-variable data in a range of Activity adapted from Global Education Activity appropriate forms, for example, scatter Underwear: http://www.globaleducation.edu.au/teaching- plots, tables, field sketches and annotated diagrams, with and without Write a list of factors that you take into account when you buy underwear (eg activity/what-is-globalisation-ms.html#activity3 price, style, availability, brand, fit, etc) the use of digital and spatial technologies (ACHGS065) Discuss with a partner: Do you ever think about where your underwear comes from and what Apply geographical concepts to it is made from? Why/Why not? synthesise information from various Rank the factors according to how important they are to you. sources and draw conclusions based Survey a couple of friends or family members about which factors are on the analysis of data and important to them when they buy underwear. Follow up this question by asking information, taking into account whether they consider the source of and materials used to produce the alternative points of view (ACHGS068) underwear. Compare your ranking with others and discuss the similarities and differences. Pants to Poverty - http://www.youtube.com/watch? Present findings, arguments and Read the information on the About page of the Pants to Poverty website and v=xsb7rhfzwDI explanations in a range of appropriate view the Pants to poverty YouTube video. communication forms, selected for Are western consumer more willing to pay for their their effectiveness and to suit audience Watch youtube clips outlining the real price paid by workers in SE Asian and purpose; using relevant apparel? http://www.youtube.com/watch? countries in the clothing industry. geographical terminology, and digital v=YixWgawOMp8 technologies as appropriate Review ways in which the following websites respond to globalisation and the (ACHGS070) kinds of activities that they use for advocacy. Nike cut ties with companies .... SumOfUs is a movement of consumers, workers and shareholders http://action.sumofus.org/a/nike-cotton/? attempting to counterbalance the growing power of large sub=homepage corporations. http://sumofus.org/campaigns/bangladeshis/ Fairtrade advocates for better prices, decent working conditions, local http://fairtrade.com.au/news sustainability, and fair terms of trade for farmers and workers in the developing world.
Have students evaulate sources used in terms of ethical collection of data, bias etc.
Student write a paragraph outlining in what ways do these sites have a connection with choices made within your family and school environment? How could you make a difference through individual action? GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES Environment Interconnection Student write a paragraph outlining in what ways do these sites have a connection with choices Sustainability Scale made within your family and school environment? How could you make a difference through individual action? Change Week 7 - 9 Inquiry Question Why shouldn’t I relax with my electronic devices?? Cross Curricular Priorities Catholic Ethos Asia and Australia’s Engagement with Asia Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Capability
Learning Sequence Resources K & U / Inquiry and Skills Examining how students’ choices in terms of recreational and leisure use of Based on an activity from The effects of people’s travel, recreational, electronic devices has implications for the future of places. www.geogspace.edu.au cultural or leisure choices on places, and the implications for the future of these places 1. Introducing the concept of e-waste (ACHGK069) As a class, brainstorm the various types of technology students and their E-waste: An introduction (use as notes) families use for recreation or leisure. http://www.ewaste.com.au/ewaste- Collect, select, record and organise Provide some articles regarding e-waste and statistics for Australia and the articles/australia-ewaste-statistics/ relevant geographical data and information, World. using ethical protocols, from a range of Direct your students to a website that gives a real-time update of statistics so appropriate primary and secondary sources that the global scale of the e-waste issue can be appreciated (ACHGS064)
2. Preparing an inventory Direct students to prepare an inventory of electronic items that they have E-waste survey (PDF, 228 KB). personally and that are in their homes to identify the scale of the problem E-waste statistics Apply geographical concepts to synthesise locally. http://www.bing.com/images/search? information from various sources and draw Once individual students have completed their spreadsheets they can be q=ewaste+statistics&FORM=HDRSC2#view= conclusions based on the analysis of data merged with those of other students to give a broader perspective on the issue. detail&id=6AB18B21668FAF18AA22F417901 and information, taking into account 26EA9C231379A&selectedIndex=1 3. Considering a case study alternative points of view (ACHGS068) Examine the problem of e-waste in Guiyu, China. E-waste Guiyu: An Internet trail (PDF, 244 KB). The information provides the basis for classroom or small-group discussion about the scale of the problem, the associated health risks and possible It contains links to a photographic essay, a film clip Present findings, arguments and solutions. and a short news article which provide explanations in a range of appropriate Guiyu presents an extreme example, but it is a clear warning about the future authoritative, easy-to-understand information communication forms, selected for their and raises the issue of international responsibility. about e-waste in Guiyu, China. effectiveness and to suit audience and Extension activity purpose; using relevant geographical 4. Planning a campaign Direct your students to look at the document E- terminology, and digital technologies as Ask them to consider ways in which they can 'think globally, act locally', and waste campaign (PDF, 297 KB appropriate (ACHGS070) plan an awareness campaign which has the focus on e-waste at their home or the broader school community. A number of tasks are suggested in the Reflect on and evaluate the findings of the resource with the aim to raise awareness about the issue in their community inquiry to propose individual and collective and promote programs that seek to manage e-waste more effectively. action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071) GEOGRAPHICAL LANGUAGE / CONCEPTS ASSESSMENT OPPORTUNITIES Place A number of tasks are suggested in the resource with the aim to raise awareness about the issue Space in their community and promote programs that seek to manage e-waste more effectively. Environment Interconnection Sustainability Scale Change
Planning for Differently Abled Students
Student/s Different Ability Australian Curriculum Learning and Teaching Strategies Assessment Strategies Content Descriptions being addressed