Heinemann Geography 2
Society and the Environment Curriculum Correlation Grid for SACSA Framework Prepared by Sandy Stuart Key to abbreviations Essential Learnings Key Competencies F Futures KC1 Collecting, analysing and organising information Id Identity KC2 Communicating ideas In Interdependence KC3 Planning and organising activities T Thinking KC4 Working with others and in teams C Communication KC5 Using mathematical ideas and techniques KC6 Solving problems KC7 Using technology
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Chapter 1 Geospatial skills Pages 2–29 What do you already Place, space 4.5 Cw Inw T w KC1 w KC2 w KC4 w KC3 w KC7 Using and interpreting a variety of know? Understanding and maps (pp 6, 7, 9) geospatial concepts environment Interpreting map and photo (pp 2–7) information (pp 11, 15, 22) Types of maps, elements of 4.5 In w T w C w KC1 w KC2 Drawing a cross section (pp 15, 16) maps (pp 7–11) Constructing a variety of graphs Topographic maps 3.5, 4.5 (p 19) (pp 12–16) In w F w T w KC1 w KC2 w KC6 Accurately interpreting graphs (p 20) Maps, graphs and statistics, 3.5, 4.5 In w T w C w KC1 w KC2 Using map evidence to draw photographs and satellite inferences and predict associated images, map and photo outcomes (p 24) sketching (pp 16–24) Fieldwork, Computers in 4.5 Inw T w C w KC1 w KC2 w KC6 w KC7 Geography (pp 24–27)
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Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Making links (pp 28–29) 4.4, 4.5 T wC w KC1 w KC2 Using map evidence including GIS to draw inferences and predict associated outcomes (pp 25, 27) Accurately reading and interpreting maps (p 29)
Chapter 2 Water: Part of life Pages 30–55 What do you already Place, Space 4.4, 4.5, 5.4 F w Inw T w KC1 w KC2 w KC7 Constructing a flow diagram (p 33) know? The water cycle, and Interpreting photo information (p 33) Rainfall: where and why environment Using sketches or diagrams to show (pp 30–36) natural systems (p 39) Rivers change the land, 4.5 InwT wC w KC1 w KC2 w KC3 w KC 4 Using fieldwork activities on local Investigating local waterways (p 41) waterways, Rivers on maps Accurately interpreting maps (p 43) (pp 36–44) Using map evidence to draw Too much water: 5.4, 5.5, 5.6 In w F w T w C w KC1 w KC2 w KC3 w KC4 w inferences (p 47) Bangladesh, Too little KC6 w KC7 Developing a group action plan (p 50) water: Australia (pp 44–51) Using an atlas to understand an area Narrative: Living with the 4.4, 5.6 T w C w KC1 w KC2 (p 59) water cycle (pp 52–53) River investigation using film (p 55) Making links (pp 54–55) 5.4 T w C w KC1 w KC2 w KC6
Chapter 3 Plate tectonics: What’s going on beneath our feet Pages 56–79 What do you already Place, Space 5.1, 5.3 F w T w C w KC1 w KC2 w KC3 w KC4 w KC7 Working in groups to create maps know?, What is meant by and (p 59) plate tectonics, Plates on environment Drawing graphs and inquiries to show the move, What happens information (pp 62, 69) when plates move? Analysing maps (pp 69, 75) (pp 56–65) Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
What do earthquakes and 5.1, 5.3 T w C w KC1 w KC2 w KC4 w KC7 Writing reports (p 75) volcanoes have to do with Using research for understanding plate tectonics? What are (p 77) ‘hot spots’? How Using maps for understanding (p. 79) dangerous is it to live in a region affected by tectonic activity? (pp 66–73) How have plate tectonics 5.1, 5.2, 5.3 T w Cw KC1 w KC2 w KC4 affected Australia? (pp 73–75) Narrative: Volcanic 5.1, 5.2 T w C w KC1 w KC2 w KC7 eruption — Mt. Vesuvius, March 1944 (pp 76–77) Making links (pp 78–79) 5.1, 5.2, 5.3 T w C w KC1 w KC2 w KC4
Chapter 4 Coasts: Where land and sea join Pages 80–103 What do you already Place, space 4.4 In w T w KC1 w KC2 KC7 Describing and comparing features of know? A variety of and geographical and human different coasts, Natural environment environments (p 83) processes that shape Designing a model of the coast (p 88) coastal environments (pp Designing a test to show geographical 80–84) processes (p 90) Features formed by 5.5, 5.6 In w T w C w KC1 w KC2 Interpreting photographic information destructive wave processes (p 92) (pp 84–88) Using group work to develop The process of longshore 4.4 In w T w KC1 w KC2 w KC4 w KC6 desirable coastal development (p 94) drift (pp 88–90) Using graphs to show trends (p 97) Features produced by 4.4 In w Tw C wKC1 w KC2 Developing a role play (p 97) deposition (pp 90–92) Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Managing coasts: how do 5.5, 5.6 In w T w C w KC1 w KC2 w KC4 w KC6 Developing a poster showing a major we prevent destruction? oil spill in Australia (p 101) (pp 93–94) Interpreting maps (pp 102, 103) Anglesea: a coastal 5.5, 5.6 In w F wT wC w KC1 w KC2 w KC5 w KC6 community (pp 94–99) Narrative: Coasts — 5.5, 5.6 T w C w KC1 w KC2 w KC4 w KC7 Environmental disaster looms (pp 100–101) Making links (pp 102–103) 4.4
Chapter 5 Natural environments: Where nature and people interact Pages 104–125 What do you already Place, space 4.4, 5.4 T w C w KC1 w KC2 w KC7 Interpreting information from maps know? People and the and and photographs (p 108) mountains: adapting to a environment Exploring river system operations natural system, Farming in using maps, films, television the mountains programs (p 113) (pp 105–110) Interpreting maps and photos (p 117) Deserts and people: water 5.5, 5.6 T w C w In w KC1 w KC2 w KC4 w KC7 Using a variety of communication is critical (pp 110–113) techniques to discuss coasts (p 121) Farming in the forest 5.5, 5.6 F w In w T w C w KC1 w KC2 Using the Internet to develop a report (pp 114–117) on orang-utan conservation (p 123) People and the Gold Coast 5.5, 5.6 F w In w T w C w KC1 w KC2 w KC6 w KC7 Planning a resort (p 125) (pp 118–121) Narrative: Orang-utans and 5.5, 5.6 F w In wT w C w KC2 w KC4 w KC6 w KC7 people — Interacting with the environment (pp 122–123) Making links (pp 124–125) 5.4, 5.6 F w In w T w C w KC1 w KC2 w KC6 w KC7 Chapter 6 Land degradation: A sinister disease Pages 126–147 Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
What do you already Place, space 4.4, 5.4 In w T w C w KC1 w KC2 w KC4 w KC7 Using data to present findings on local know? How can this and land degradation (p 130) sinister disease ruin land? environment Using diagrams to show land (pp 126–130) degradation (p 132) How can water be a 4.4, 5.4 In w T w C w KC1 w KC2 w KC3 Using annotated flow block diagrams problem? (pp 130–132) to show water movement (p 135) Why is salinity the silent 5.4, 5.5, 5.6 T w C w In w KC2 Using tables, figures, photographs to disaster?, Wind erosion: predict outcomes (p 136) what’s the problem? Identifying, describing and analysing (pp 132–138) global development patterns (p 141) Desertification: Earth’s 5.4, 5.5 In w T w C w KC2 w KC3 w KC6 Using a case study to understand a creeping plague natural environment (pp 144–145) (pp 139–141) Using satellite images, films and How can the challenge of 4.6, 5.6 F w In w T w C w KC1 w KC2 w KC5 w KC7 report writing to understand land degradation be met? degradation (p 147) (pp 142–143) Narrative: China – living in 5.5, 5.6 T w In w Cw KC2 a loess environment (pp 144–145) Making links (pp 146–147) 4.4, 4.6,5.4, In w T w C w KC1 w KC2 w KC5 w KC7 5.5, 5.6
Chapter 7 Climate change and global warming Pages 148–173 Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
What do you already Place, Space 4.4, 4.5, 5.4 F w In w T w KC1 w KC2 w KC7 Interpreting photo information (p 150) know? What is all the fuss and Working in pairs to create diagrams about? The greenhouse environment (p 152) effect and enhanced Using tables to show natural systems greenhouse effect (p 154) (pp 148–152) Brainstorming in pairs (p 157) What are the greenhouse 4.5 In w T w C w KC1 w KC2 w KC3 w KC 4 Using map evidence and graphs for gases and where did they meaning (pp 160, 163, 165) come from? Global Using the internet for meaning (p 162) warming (pp 152–157) Conducting an audit (p 169) Impacts of climate change: 5.4, 5.5, 5.6 In w F w T w C w KC1 w KC2 w KC3 w KC4 w Using maps and photographs for weather, Impacts: coastal KC6 w KC7 information (p 171) areas, Impacts: ecosystems Conducting a debate (p 173) and habitats, Impacts: agriculture, Impacts: human health (pp 158–165) Combating global 4.4, 5.6 T w C w KC1 w KC2 warming, Narrative: Climate change and global warming (pp 166–171) Making links (pp 172–173) 5.4 T w C w KC1 w KC2 w KC6
Chapter 8 Growth and change in Australian cities Pages 174–199 What do you already Place, space 5.4 In w T w KC1 w KC2 w KC5 Using and interpreting maps (p 178) know? Australian cities and Using research for a presentation (pp 174–178) environment Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Functions of cities 4.4 In w T w C w KC2 w KC5 (p 178) (pp 178–180) Using images for an AVD (p 180) Landuse zones within 4.4,5.5, 5.6 In w T w C w KC2 w KC3w KC4 w KC7 Using maps to construct a transect to Melbourne, Melbourne predict future city growth (p 183) sprawl (pp 181–186) Using computer software to design a Regional city development: 4.4, 5.4, 5.6 In w F w T w C w KC1 w KC2 w KC3 w KC4 campaign for presentation in class Ballarat (pp 186–188) (p 188) Urban change and renewal: 4.4, 5.5, F w In w T w C w KC1 w KC2 w KC4 w KC5 w Developing an activities/futures Docklands, Change in 5.6 KC7 strategy plan for Docklands landuse and function at (pp 191, 195) Docklands, The future of Using aerial photographs (p 193) Docklands (pp 189–195) Comparing positives/negatives of Narrative: One city, two 5.4 In w T w C w KC1 w KC2w KC4wKC5 w KC6 inner city living (p 197) faces (pp 196–197) Using a variety of skills to investigate Making links (pp 198–199) 5.5, 5.6 F w In w T w C w KC1 w KC2 w KC4 w KC5 w city issues (p 199) KC7
Chapter 9 Cities: Are they sustainable? Pages 200–223 What do you already Place, space 4.4, 5.4 T w C w KC1 w KC2 w KC7 Interpreting information from maps know? The distribution of and and photographs (pp 206, 209) global cities, The megacity environment Analysing tables and graphs (pp 200–210) (pp 211, 213, 216, 219) What about sustainability? 5.5, 5.6 T w C w In w KC1 w KC2 w KC4 w KC7 Interpreting information (p 221) (pp 210–219) Using a variety of communication Narrative: Mumbai’s 5.5, 5.6 F w In w T w C w KC1 w KC2 techniques to explore megacities ‘cockroaches’ (p 223) (pp 220–221) Making links (pp 222–223) 5.4, 5.6 F w In w T w C w KC1 w KC2 w KC6 w KC7
Chapter 10 Poverty: A global problem Pages 224–249 Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
What do you already Place, space 4.4, 5.4, In wF w T w C w KC1 Using maps and graphs to develop an know? The Human and 5.10 understanding of the HDI Development Index, The environment (pp 227, 228) rich and the poor nations, Using statistics, figures, maps to Defining poverty, What are establish global development patterns the causes of poverty in the (p 230) world? (pp 224–236) Analysing development issues using Burma: a case study of a 4.4, 5.4 In w T w C w KC1 w KC2 w KC4 w KC7 research (p 238) less developed country Drawing inferences from data and (pp 236–238) writing a report on development Poverty in wealthy 4.4, 5.4, 5.5 In w T w C w KC1 w KC2 w KC6 w KC7 issues (p 241) countries, Responses to Using tables, maps, atlases to examine poverty (pp 239–245) illegal immigration issues (p 247) Narrative: Poverty causes 5.4 F w In w T w C w KC1 w KC2 w KC4 w KC5 w Using a variety of activities to illegal immigration — KC6 w KC7 understand poverty and associated Even in southern Africa issues (p 249) (pp 246–247) Making links (pp 248–249) 5.4, 5.5, 5.6 In w T w C w KC1 w KC2 w KC6
Chapter 11 Food, hunger and technology Pages 250–273 What do you already Place, space 4.4 In w T w KC1 w KC2 KC7 Undertaking class research know? Feeding the world’s and (pp 252, 256) growing population, environment Using Excel to develop graphs (p 256) Patterns of food Undertaking class research (p 259) consumption in the world (pp 250–256) Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Reasons for differences in 5.5, 5.6 In w T w C w KC1 w KC2 Developing a table to predict global food consumption outcomes (p 263) (pp 256–259) Using websites to predict outcomes What factors affect global 4.4 In w T w KC1 w KC2 w KC4 w KC6 (p 269) food production? Using a case study for information (pp 260–263) (p 271) Technological changes in 4.4 In w Tw C wKC1 w KC2 Undertaking research using a variety food production of forms (p 273) (pp 264–269) Narrative: China considers 5.5, 5.6 In w T w C w KC1 w KC2 w KC4 w KC6 the use of genetically modified rice to solve its food problems (pp 270–271) Making links (pp 272–273) 4.4
Chapter 12 Changing the world-for the better? Pages 274–297 What do you already Place, space 4.4, 5.4 In w T w C w KC1 w KC2 w KC4 w KC7 Using data to show global know? Forwards and and development and associated issues backwards: is the world environment (p 278) changing for the better? Interpreting maps and photographs Large-scale projects: (p 282) dealing with large-scale Use of tables, figures, photographs to problems predict outcomes (pp 283, 286) (pp 274–282) Heinemann Geography 2 SACSA Correlation Grid
Chapter and page title SACSA SACSA Essential Learnings Learning activities within this unit strand outcomes and Key Competencies
Selling and making 4.4, 5.4 In w T w C w KC1 w KC2 w KC3 Identify, describe and analyse global resources development patterns using graphs, (pp 282–287) internet research, debates (p 290) Foreign aid: a solution to 5.4, 5.5, 5.6 T w C w In w KC2 Analysing development issues (p 293) poverty? Using a case study for meaning (pp 287–290) (p 295) Using maps to solve issues(p 297) Tourism: instant 5.4, 5.5 In w T w C w KC2 w KC3 w KC6 development? (pp 291–293) Narrative: Sonny Tran, tour 5.5, 5.6 T w In w C w KC2 guide (pp 294–295) Making links (pp 296–297) 4.4, 4.6, In w T w C w KC1 w KC2 w KC5 w KC7 5.4, 5.5, 5.6