Human Society and Its Environment

Transcription

1 March 2016 LEARNING AND LEADERSHIP DIRECTORATE - SECONDARY EDUCATION Human Sciety and Its Envirnment Gegraphy K-10 Teaching and Learning Framewrk NSW Department f Educatin

2 A prcess fr gegraphical inquiry Use Gegraphical Tls t Acquire, Prcess and Cmmunicate Infrmatin ACQUIRE PROCESS Questin Use gegraphical language t ask questins abut an issue r prblem in the wrld arund yu COMMUNICATE Represent data and infrmatin in apprpriate frms Evaluate data and infrmatin fr reliability and bias Analyse findings and results t draw cnclusins Acquire data and infrmatin Lcate, cllect, gather and recrd primary and secndary gegraphical data and infrmatin Interpret data and infrmatin fr gegraphical relatinships, patterns and trends Cmmunicate and respnd Present gegraphical infrmatin using a variety f apprpriate strategies fr purpse and audience Prpse individual r grup actin in respnse t the inquiry findings Take actin as apprpriate.

3 EARLY STAGE 1 GEOGRAPHY: My schl grunds Fcus area: Peple live in places Imprtant places Key inquiry questins What are places like? Abriginal and Trres Strait Islander Places Lcating Places What makes a place special? Hw can we lk after the places we live in? Cntent fcus explre the places they live in and belng t develp an understanding f what makes a place special and hw this may differ fr different peple learn abut the imprtance f lking after places explre hw the lcatin f places can be represented Outcmes A student: Overview Ø identifies places and develps an understanding f the imprtance f places t peple GEe-1 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls GEe-2 The gegraphical inquiry prcess will identify the imprtance f places that students belng t and why they are special. Thrugh investigatin f a lcal gegraphical issue, students will examine why peple need t take care fr these places. This learning is shaped by fur small inquiries, which vary in length. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 6

4 Lcating places investigate hw the lcatin f places can be represented, fr example: (ACHGK001) lcatin f familiar and lcal places n maps descriptin f the lcatin f places Inquiry 1 Classrm pictrial map Students develp a pictrial map f the classrm t represent furniture and bjects in the rm. Acquiring gegraphical infrmatin Questin: Hw are places represented? - What is a map? - What is its purpse? - Why d we need maps? - Hw is a map made? Acquire data and infrmatin: - Use a variety f strategies t supprt students t understand the purpse and characteristics f maps. - Use the picture bk, My Map Bk by Sara Fanelli, t supprt the explanatin f pictrial maps as a gegraphical tl. Describe the features f maps t students with a fcus n pictrial maps f schls and familiar places, including an example f a picture map f a bedrm and classrm. - View examples f maps f the schl, e.g. site map, evacuatin map, Ggle map (virtual map) and satellite image. - Develp a practical understanding f birds eye view r lking dwn using cnstructin tys. Build 3D mdels and view them frm a variety f pints f view. - Take digital phtgraphs f the 3D mdels frm varius pints f view. Prcessing gegraphical infrmatin Jintly cnstruct a pictrial map f the classrm: - Cnsider the spatial arrangement f furniture and ther 3D bjects in the classrm. - Cnsider hw 3D bjects are represented n a map, cnsider size and scale in relatin t each ther. - Cmpare and discuss the pint f view in the phtgraphs f the 3D mdel. Guide students t develp understanding f pint f view and the spatial arrangements f bjects. Cmmunicating gegraphical infrmatin Cmmunicate: Students draw the classrm as a pictrial map and prvide a verbal explanatin f the spatial relatinships f bjects represented. Respnd: Discuss ways f caring fr the classrm, e.g. keeping it tidy. HSIE K-6: Gegraphy March 2016 Page 2 f 6

5 Imprtant places investigate the imprtance f places they live in and belng t, fr example: (ACHGK002, ACHGK004) identificatin f places they live in and belng t discussin f why places are special and hw peple care fr them explanatin f why peple need t take care f places Lcating places investigate hw the lcatin f places can be represented, fr example: (ACHGK001) lcatin f familiar and lcal places n maps descriptin f the lcatin f places Inquiry 2 Imprtant places at schl Explre imprtant places in the schl grunds. Acquiring gegraphical infrmatin Questin: What are places like? - What are imprtant places in ur schl? - What are the features f imprtant places in ur schl? - Why are places in ur schl in their current lcatin? - Hw d peple use these places? - Why d we need t lk after ur schl? - Hw can we care fr ur schl? Acquire data and infrmatin: Fieldwrk: - Walk arund the schl and bserve and identify the natural and human features. - Take phtgraphs t recrd places in the schl. - Identify the lcatins f features using the language f psitin t describe these features in relatin t each ther, e.g. between, next t, behind. - Discuss uses f places and relate t their lcatin. This develps spatial awareness. - Create a tally chart f the places used by ES1 students. Prcessing gegraphical infrmatin - Wrk cllectively n the IWB r prvide a large blank schl map and have students psitin and paste their phtgraphs t crrespnd with their lcatin. - Add a symbl t each f the places used by Early Stage 1 students. Crss reference this t the tally chart. - Label the features and their use, e.g. silver seats - fr lunch. - Discuss lcatin and rganisatin t develp spatial awareness. - Discuss ways f caring fr different places in the schl. Cmmunicating gegraphical infrmatin Cmmunicate and respnd: Organise students t draw and describe an illustratin f a place they use frequently in the schl envirnment. This is the. We use this place fr. This place is special because. We lk after this special place by. HSIE K-6: Gegraphy March 2016 Page 3 f 6

6 Abriginal and Trres Strait Islander places investigate the Cuntry/Places imprtant t Abriginal r Trres Strait Islander Peples, fr example: (ACHGK003) identificatin f an Abriginal r Trres Strait Islander site, Cuntry r Place discussin f why the site, Cuntry r Place is imprtant Inquiry 3 Lcal Abriginal places Students begin t learn the histry and culture f the Abriginal peple in which the schl is lcated. Acquiring gegraphical infrmatin Questin: What makes a place special? Wh lived here befre we did? What are sme f the places which are imprtant t Abriginal peple? Why is the land s imprtant t Abriginal peple? Acquire data and infrmatin: - Identify the lcal Abriginal tribal language grup in which yur schl is lcated. Reference the schl s Acknwledgement f Cuntry. - Identify and describe sme f the places imprtant t lcal Abriginal peple such as significant landfrm features, water surces, camp sites, trails. - Engage with Cmmunity, Elders, strytelling, phtgraphs and shared experiences f visits t lcal places f Abriginal significance. Prcessing gegraphical infrmatin - Cnstruct phtgraph cllages t represent imprtant lcal Abriginal places. - Use multimedia apps t rganise vide recrdings f stries and phtgraphs, landfrm features and sites. - Supprt students t draw cnclusins, thrugh guided discussins abut the places which are significant t the lcal Abriginal peple and hw the land supprted their culture. Cmmunicating gegraphical infrmatin Cmmunicate: Students prvide a verbal respnse t the questin: What makes a place special? This culd be recrded and accmpanied by studentselected phtgraphs and illustratins in a multimedia frmat. Respnd: Discuss ways f respecting and caring fr special places. HSIE K-6: Gegraphy March 2016 Page 4 f 6

7 Imprtant places investigate the imprtance f places they live in and belng t, fr example: (ACHGK002, ACHGK004) discussin f why places are special and hw peple care fr them explanatin f why peple need t take care f places Inquiry 4 Taking care f ur place Examine the gegraphical issue f litter in the schl grunds and explain why peple need t take care f their envirnment. Acquiring gegraphical infrmatin Questin: Why d we need t put ur litter in the bin? - Is there litter in ur schl? Where? - Why is there litter in ur schl? - What is the impact f litter in ur schl? - Hw can we reduce litter and take care f ur schl? Acquire data and infrmatin: Fieldwrk: - Walk arund the schl t bserve and phtgraph places that cntain litter. Observe use f the area and its lcatin, e.g. lunch area, clse t canteen. - Plt places with litter n a map f the schl. - Cllect litter frm an area typically used by Early Stage 1 students, fr srting and analysis. - Observe and discuss ways that the schl grunds are lked after. Prcessing gegraphical infrmatin - Srt the litter accrding t surce, e.g. frm hme, canteen prducts, hmewrk ntes. Place the litter n the grund t create a 3D pictgraph t represent the quantity f each accrding t predicted surce. Interpret the data. - Discuss lcatin f litter in relatin t uses f places t develp understandings f cause and effect. - Brainstrm the impacts f litter in the schl envirnment, e.g. aesthetics, birds feed n it, washes int drains. - Discuss cnnectins between the rles f multiple participants in the maintenance f the schl, e.g. students, teachers, cleaners, parents, visitrs. - Discuss and rle play ways t reduce litter in the schl envirnment. Cmmunicating gegraphical infrmatin Cmmunicate: Students create a visual cncept map illustrating hw peple, including themselves, care fr the schl. Respnd: Students create a sequence f drawings t illustrate what they d with litter at schl. Recrd students verbal explanatins f their illustratins fr sharing with ther students in the schl. HSIE K-6: Gegraphy March 2016 Page 5 f 6

8 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls The fllwing gegraphical cncepts have been integrated int the teaching and learning sequence: Place: the significance f places and what they are like eg places students live in and belng t and why they are imprtant. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg lcatin f a place in relatin t ther familiar places. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg hw and why places shuld be lked after. The fllwing gegraphical inquiry skills have been integrated int the unit: Acquiring gegraphical infrmatin pse questins and make bservatins (ACHGS001) recrd gegraphical data and infrmatin (ACHGS002) Prcessing gegraphical infrmatin represent data using charts r graphs (ACHGS003) draw cnclusins based n discussins f bservatins (ACHGS004) Cmmunicating gegraphical infrmatin present infrmatin (ACHGS005) reflect n their learning (ACHGS006) The fllwing gegraphical tls have been integrated int the unit. These are indicated thrugh underlined text. Examples may include: Maps pictrial maps Fieldwrk bserving and recrding data Graphs and statistics tally charts, pictgraphs Spatial technlgies virtual maps Visual representatins phtgraphs, illustratins, stry bks, multimedia HSIE K-6: Gegraphy March 2016 Page 6 f 6

9 STAGE 1 GEOGRAPHY: Abriginal cnnectins Fcus area: Peple and places Lcal and glbal cnnectins Key inquiry questin Hw are peple cnnected t places? What factrs affect peple s cnnectins t places? Cntent fcus describe cnnectins peple, including Abriginal and Trres Strait Islander Peples, have with places. Outcmes A student: Ø describes features f places and the cnnectins peple have with places GE1-1 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls fr inquiry GE1-3 Overview The gegraphical inquiry prcess will identify the Abriginal and Trres Strait Islander cnnectins t place, including spiritual cnnectins. Thrugh investigatin f yarns, stries, language terms and symbls, including engagement with lcal Abriginal peple, students will examine the significance f place t persnal well-being. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 4

10 Peple s cnnectins t places investigate peple s cnnectins and access t places, fr example: (ACHGK013) discussin f why peple visit ther places Inquiry Lcal cnnectins t place Students write a pem that describes their special place. They discuss the need t care fr their special place and describe the significance f Abriginal and Trres Strait Islanders Peples spiritual cnnectin t place. Acquiring gegraphical infrmatin Questin: - Hw d Abriginal and Trres Strait Islander Peples shw their cnnectins t cuntry? (spiritual cnnectins t land, plants and animals, water and sea). Acquire data and infrmatin: - Reference a picture bk t use with students such as Yu and Me, Our Place by Lenie Nrringtn. A reading f this is available n YuTube. - Reference sme vides f ral recunts abut Abriginal peple s cnnectin t the land such as that tld by Clive Bidja Atkinsn in The land is yur mther. - Wrk with the lcal AECG r Land Cuncil t access lcal elders and cmmunity t share their yarnings abut lcal places and culture. - Reference lcal knwledge and maps t identify place names and lcal language terms. - Examine art wrks by Abriginal artists which describe their spiritual cnnectin t place. Prcessing gegraphical infrmatin - Students develp a cncept map t rganise and classify infrmatin int traditinal language, natural features and Abriginal spiritual cnnectins. - Develp a wrd bank f lcal Abriginal place names, and lcal language terms. - Students use a table t categrise the human and natural features that are f Abriginal significance. - Students wrk in grups t discuss the variety f Abriginal cnnectins t land. - Develp a table f symbls with descriptins f the ways cnnectin t places are represented and described. Cnsider: Why are places special? What stries and traditinal language describe Abriginal cnnectins t places? What activities ccur there, r culd ccur? What natural r human areas d Abriginal peple have cnnectins with? Hw are these described in yarns and thrugh symbls? What are sme f the rules that gvern places f spiritual significance? HSIE K-6: Gegraphy March 2016 Page 2 f 4

11 Hw are these places cared fr? Cmmunicating gegraphical infrmatin Cmmunicate: Students write a pem abut their special place, which may be in the lcal area, using descriptive wrds t describe their cnnectin t this place. Respnd: Students add a statement n hw they wuld feel if this place was nt cared fr, and relate t Abriginal peple s spiritual cnnectin t place. HSIE K-6: Gegraphy March 2016 Page 3 f 4

12 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg lcatin and features f lcal places and ther places in the wrld Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg where activities are lcated and hw spaces can be rganised. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg natural and human features f a place; daily and seasnal weather patterns f places. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg lcal and glbal links peple have with places and the special cnnectin Abriginal and Trres Strait Islander Peples maintain with Cuntry/Place. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg varius scales by which places can be defined such as lcal suburbs, twns and large cities. Acquiring gegraphical infrmatin pse gegraphical questins (ACHGS007, ACHGS013) cllect and recrd gegraphical data and infrmatin, fr example, by bserving, by interviewing, r using visual representatins (ACHGS00 8, ACHGS014) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs r maps (ACHGS009, ACHGS015) draw cnclusins based n the interpretatin f gegraphical infrmatin srted int categries (ACHGS010, ACHGS016) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms (ACHGS011, ACHGS017) reflect n their learning and suggest respnses t their findings (ACHGS012, ACHGS018) Maps pictrial maps, large-scale maps, wrld map, glbe Fieldwrk bserving, cllecting and recrding data, cnducting surveys Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, weather data Spatial technlgies virtual maps, satellite images Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 4 f 4

13 STAGE 1 GEOGRAPHY: Arund the wrld Fcus area: Peple and places Lcal and glbal cnnectins Key inquiry questin Hw are peple cnnected t places? What factrs affect peple s cnnectins t places? Cntent fcus explre places acrss a range f scales explre Australia s lcatin in the wrld describe cnnectins peple, including Abriginal and Trres Strait Islander Peples, have with places. Outcmes A student: Ø describes features f places and the cnnectins peple have with places GE1-1 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls fr inquiry GE1-3 Overview The gegraphical inquiry prcess will supprt students t investigate their cnnectin t a place verseas, either thrugh a persnal cnnectin r thrugh a prduct they use. Students will lcate the place, investigate its features, and transprt and access t the place. Nte: The syllabus requires investigatin f lcal and glbal cnnectins. This teaching framewrk addresses nly glbal cnnectins. There is a separate teaching framewrk fcusing n lcal cnnectins f Abriginal and Trres Strait Islander Peples titled Abriginal cnnectins. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 4

14 Lcal and glbal cnnectins investigate cnnectins that peple, including Abriginal and Trres Strait Islander Peples, have t lcal and glbal places, fr example: (ACHGK010, ACHGK011, ACHGK012) - descriptin f reasns peple are cnnected t places in Australia and/r cuntries acrss the wrld eg birthplace M Inquiry Persnal cnnectins t verseas places Students becme a travel tur guide. Their rle is t prvide a brief descriptin a place in anther cuntry that they have cnnectins with. The cnnectin can be a persnal cnnectin t a place, e.g. place f birth r hliday destinatin. Fr students wh d nt have verseas persnal cnnectins, they culd pick a prduct r fd that they like and investigate the cuntry f its surce, e.g. nachs frm Mexic, jggers made in China. A diversity f lcatins and cuntries shuld be supprted thrugh the gegraphical inquiry. Acquiring gegraphical infrmatin Tw ptins are prvided fr this inquiry. The preferred ptin will depend n the lcal cntext f the schl and cmmunity. Cmmunities will have students with a diversity f internatinal backgrunds and travel experiences while thers will nt. Questin: Optin 1 - Where will we g? And hw will we get there? Optin 2 - Where d the prducts we use, and the internatinal fd prducts we eat, cme frm? Hw did they get here? Make adjustments as required in the teaching and learning t align with the inquiry questins fr the ptin selected. Acquire data and infrmatin: - Brainstrm places that students are familiar with persnally thrugh family cnnectins r thrugh internatinal prducts and fds. - Lcate these places n a large wrld map displayed in the classrm. Fr their selected lcatin, supprt students t : - Cllect phtgraphs shwing the natural and human features f the place. - Access infrmatin and phtgraphs abut the life and peple f the place. - Use travel websites t cllect infrmatin n travel mde and travel time t the place. - Recrd vides f parent and grandparent ral recunts f their cnnectins t the place. - Interview verseas family r friends via Skype, r similar, abut the place. Prcessing gegraphical infrmatin Supprt students t: - Plt their chsen lcatin n a class wrld map. HSIE K-6: Gegraphy March 2016 Page 2 f 4

15 - Add selected phtgraphs and infrmatin t the class, linking them t their lcatin. - Label the natural and human features f each lcatin. - Create a table f transprt mdes t the chsen lcatin, including the travel time fr each mde. - Develp a set f symbls that dente the types f cnnectins peple have t verseas places, e.g. birth, family, heritage, favurite fd, hliday destinatin. Add the symbls t the wrld map. - Use pair and share t discuss the variety f cnnectins t places arund the wrld. - As a class, reflect n the infrmatin cllected and discuss: What d yu knw abut these places? Hw lng des it take t travel t these places? What natural r human features are represented in the places? What places wuld yu like t visit? Why r why nt? What is ne feature f an verseas place that yu think is really interesting? Why? Cmmunicating gegraphical infrmatin Cmmunicate: Students develp a brief presentatin abut their selected lcatin t which they have cnnectins. They include a wrld map f its lcatin, phtgraphs f the place, the mde f transprt and travel time. Students include an explanatin f their cnnectin t the place. Respnd: Students write a statement abut the persnal significance f the place. HSIE K-6: Gegraphy March 2016 Page 3 f 4

16 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg lcatin and features f lcal places and ther places in the wrld Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg where activities are lcated and hw spaces can be rganised. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg natural and human features f a place; daily and seasnal weather patterns f places. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg lcal and glbal links peple have with places and the special cnnectin Abriginal and Trres Strait Islander Peples maintain with Cuntry/Place. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg varius scales by which places can be defined such as lcal suburbs, twns and large cities. Acquiring gegraphical infrmatin pse gegraphical questins (ACHGS007, ACHGS013) cllect and recrd gegraphical data and infrmatin, fr example, by bserving, by interviewing, r using visual representatins (ACHGS00 8, ACHGS014) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs r maps (ACHGS009, ACHGS015) draw cnclusins based n the interpretatin f gegraphical infrmatin srted int categries (ACHGS010, ACHGS016) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms (ACHGS011, ACHGS017) reflect n their learning and suggest respnses t their findings (ACHGS012, ACHGS018) Maps pictrial maps, large-scale maps, wrld map, glbe Fieldwrk bserving, cllecting and recrding data, cnducting surveys Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, weather data Spatial technlgies virtual maps, satellite images Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 4 f 4

17 STAGE 1 GEOGRAPHY: Australian places Fcus: Peple and places Australian places Australia s lcatin Peple s cnnectins t places Key inquiry questin Where are places lcated in Australia? Hw are peple cnnected t places? What factrs affect peple s cnnectins t places? Cntent fcus explre places acrss a range f scales within Australia explre Australia s lcatin in the wrld identify factrs affecting peple s accessibility t places Outcmes A student: Ø describes features f places and the cnnectins peple have with places GE1-1 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls fr inquiry GE1-3 Overview The gegraphical inquiry prcess will lcate the students place at persnal, lcal, natinal and glbal scales. Students will examine a range f places at the natinal scale, the reasns peple visit places, and factrs affecting peples access t places. Students will als analyse their persnal cnnectins t places they visit. This learning is shaped by three small inquiries, which vary in length. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 8

18 Australian places investigate places acrss a range f scales within Australia, fr example: (ACHGK010) identificatin that places exist acrss a range f scales eg persnal, lcal, natinal Australia s lcatin investigate Australia s lcatin in the wrld, fr example: (ACHGK009) descriptin f Australia s lcatin in relatin t the wrld eg cntinents, ceans Inquiry 1: Where am I? Students investigate their place in the wrld. They crrectly address an envelpe t themselves and prvide an explanatin f the meaning f each address line frm a gegraphical perspective. As a pre-test, ask students t address an envelpe t themselves at their street address. Acquiring gegraphical infrmatin Questin: What is my street address? (persnal scale) Where is my lcal area? (lcal scale) What state d I live in? (reginal scale) Where is my hme n a map f Australia? (natinal scale) Where is my hme n a map f the wrld? (glbal scale) Acquire data and infrmatin: Tell a stry r read a picture bk t the class abut lcating the students in their place with reference t different scales, such as Me n the Map by Jan Sweeney and Annette Cable (available n YuTube). This stry can be read t the class r used as a mdel t tell as a stry with apprpriate Australian illustratins and maps. View the lcal area in Ggle maps in bth map view and satellite view t lcate the schl and students streets. Identify the lcatin as the suburb/twn. Relate this t the suburb/twn and pstcde address line n an envelpe. (lcal scale) Students wrk with a partner and use Ggle maps satellite view t lcate their hme by typing in their street address. They view their hme and street n Street View and share experiences f living there, their street and neighburs. Relate this t the persn, street number and street name f an address n an envelpe. (persnal scale) View a map f Australia that shws the state and territry bundaries. Lcate NSW, Sydney as the capital city and the students suburb/hme twn/city n the map. Relate this t the cuntry (supplementary) address line n an envelpe. (natinal scale) Lcate Australia n a glbe and a wrld map. Cmpare the representatins. Describe Australia s lcatin n the glbe in relatin t ther cntinents using language such as left, right, lcatin, psitin. Prcessing gegraphical infrmatin Students anntate a screen sht f the satellite view r Street View f their hme using an anntatin app such as Explain Everything r Skitch. Students label features f their hme, e.g. driveway, flr (strey), balcny, yard, street. (persnal scale) Students cnstruct a pictrial map f their favurite rm in their huse. Discuss why my bedrm desn t g in an address n an envelpe. (persnal scale) HSIE K-6: Gegraphy March 2016 Page 2 f 8

19 Students anntate a screen sht f the satellite view f the lcal area, either printed r using an anntatin app such as Skitch. They label the schl, lcal park and ther facilities used by students. Use the suburb/twn/city name as the map title. (lcal scale) Students clur and label the states and territries n a plitical map f Australia. They plt and label Sydney and their suburb/twn n the map f Australia. (natinal scale) Students clur and label Australia n an utline wrld map. They lcate Sydney and their twn n the map. Supprt students t write statements that describe Australia s lcatin in relatin t ther majr cntinents. (glbal scale) Cmmunicating gegraphical infrmatin Cmmunicate: Students crrectly address an envelpe t themselves. They prvide a verbal explanatin f the meaning f each address line frm a gegraphical perspective. Respnd: Students write a sentence r draw a picture that reflects n their learning and answers the questin: Where am I? If funds permit, this can be mailed in the self-addressed envelpe. Learning cnnectin Mathematics K-10 Syllabus: Psitin 1 and Psitin 2. HSIE K-6: Gegraphy March 2016 Page 3 f 8

20 Australian places investigate places acrss a range f scales within Australia, fr example: (ACHGK010) identificatin that places exist acrss a range f scales eg persnal, lcal, natinal Peple s cnnectins t places investigate peple s cnnectins and access t places, fr example: (ACHGK013) discussin f why peple visit ther places identificatin f factrs influencing peple s accessibility t places eg distance examinatin f hw technlgy has imprved peple s access t places Inquiry 2: A trip t Perth Students investigate the rutes, mdes f transprt and lcatin f places fr an imaginary trip frm their hme t Perth. They create a visual r vide imaginary recunt f part f a trip t Perth. Acquiring gegraphical infrmatin Questin: What is the best way t travel t Perth? Where is Perth in relatin t my hme? Why d peple travel t Perth and ther places? Hw d peple travel t Perth? What factrs affect travelling t Perth and ther places? Hw has technlgy changed peple s access t places? Acquire data and infrmatin: View a travel vide n Perth, e.g. Perth Vacatin Travel Guide by Expedia. View phtgraphs f Perth travel destinatins in Ggle Images. Lcate Perth, Sydney and the students hme twn/city n a plitical map f Australia. Lcate places in Australia familiar t the students, e.g. hliday destinatins, nearby twns. Read the picture bk Pssum Magic by Mem Fx and Julie Vivas. List the places that Hush and Grandma Pss visit in Australia. Discuss the reasns peple visit places, e.g. hlidays, visit relatives, parents /carers wrk, stp-vers. Pse the imaginary scenari that a family is ging t travel t Perth fr a hliday and want t see as much f Australia as they can alng the way. The class are the travel cnsultants and are t prvide advice n hw t get there and what t see n the way. Use the rute feature in Ggle maps t find the distance t Perth frm hme by car. Interpret the distance in relatin t familiar trips, e.g. Dubb t Orange takes nearly tw hurs; Dubb t Perth is twenty Dubb t Orange trips. Explre the driving rute in satellite view, zming in and ut t explre the landscape. Use Street View when available t view places at street level. As a class, use the 3D tur feature in Ggle Earth t fly the rad rute between yur hme lcatin and Perth. Recrd fr future viewing. Discuss the use f this tl in prviding virtual access t places. Discuss ther transprt ptins fr travelling t Perth, e.g. train, plane. Cllect infrmatin n each mde f transprt t Perth, e.g. travel time, stps alng the way, cst, starting lcatin. Cllect brief infrmatin and phtgraphs n past travel mdes t Peth, e.g. hrse, camel, ships, steam train. HSIE K-6: Gegraphy March 2016 Page 4 f 8

21 View the Great Suthern Rail website and digital brchure that maps and illustrates the train jurney t Perth. Cllect phtgraphs f views frm the train. Cllect infrmatin n the features and attractins f sme f the twns n the rute t Perth. Reflect n the use f technlgy and digital tls in the infrmatin acquisitin prcess, e.g. satellite images, Street View, Ggle Earth 3D turs. Identify ther digital apps and tls that enable virtual access t places and peple in Australia and ther cuntries, e.g. webcams, Skype, FaceTime. Prcessing gegraphical infrmatin Display and label phtgraphs f Perth travel destinatins. Display a large plitical map f Australia. Plt Perth, Sydney, the students hme twn/city, places in Australia familiar t the students and places visited by Hush and Grandma Pss in Pssum Magic. Students create a cncept map r cmparisn table that identifies: Hush s reasns fr visiting places; the student s persnal reasns fr visiting places; and ther reasns peple visit places. On the large plitical map f Australia, plt the rad rute frm hme t Perth and the main twns alng the way. Display and label phtgraphs f twns that wuld be ptential vernight stps, cnnected t their lcatin n the map. On the large plitical map f Australia, plt the train rute t Perth and plt the twns stpped at alng the jurney. Display and label phtgraphs f twns and landscapes alng the jurney, cnnecting the phtgraphs t their lcatin n the map f Australia. Cllate infrmatin n the twns n the rute t Perth in a table r mini-fact sheets. Set-up a crner f the rm as a recreated carriage n the Indian Pacific as shwn in the digital brchure. Step int phtgraphs in the brchure and rle play experiences n the jurney, e.g. sites ut the windws, meals, stps alng the way. Change the phtgraphs f scenery daily t recreate the jurney. Cnstruct a cmparisn table that summarises the infrmatin n each transprt mde t Perth: Travel time Stps n rute Cst per persn Stps n way Entertainment Starting lcatin Plane Train Car Create a table r anntated phtgraph cllage f past transprt mdes. Discuss the impact f changes in transprt mdes and infrastructure. HSIE K-6: Gegraphy March 2016 Page 5 f 8

22 Evaluate and analyse the infrmatin cllected and represented. Discuss hw the wrd best can be interpreted fr the imaginary family wanting t travel t Perth, e.g. Des it mean fastest, mst cmfrtable, with the mst sights t see, the mst entertaining, r the cheapest? Frm the discussin, draw cnclusins n the factrs that affect peple s access t places. List the factrs, e.g. time, affrdability, remteness, safety. Evaluate the alternatives in travelling t Perth using a Plus Minus Interesting chart. Using pair and share strategies students make recmmendatins n the best way t travel t Perth, explaining their reasns. Create a cncept map illustrating digital tls used thrugh gegraphical inquiry and hw they prvided virtual access t places in Australia. Add ther examples f digital tls that enable virtual access t places and peple in Australia and ther cuntries. Cmmunicating gegraphical infrmatin Cmmunicate: Using selfie mde, students wrk in pairs t recrd a vide f an imaginary recunt f a day, r part f a day, travelling twards Perth. They explain their mde f transprt and why that mde was chsen. Students describe landscapes and twns viewed alng the way. They include a persnal pinin n the imaginary jurney and justificatin fr the pinin. (Organise the vide recrding s it feels like a Skype sessin with a relative r recrd the vide and cllate with phtgraphs in an app such as PicPlayPst.) Alternatively, students create a phtgraphic diary f a trip t Perth, arranging a series f phtgraphs f twns and landscapes in chrnlgical sequence frm their hme t Perth. Students indicate the lcatin f each phtgraph n a map f Australia. Respnd: Students identify persnal cnnectins t places. Using a placemat prfrma, they draw and label fur illustratins shwing themselves visiting a place in Australia they have cnnectins with. HSIE K-6: Gegraphy March 2016 Page 6 f 8

23 Australian places investigate places acrss a range f scales within Australia, fr example: (ACHGK010) identificatin that places exist acrss a range f scales eg persnal, lcal, natinal Peple s cnnectins t places investigate peple s cnnectins and access t places, fr example: (ACHGK013) discussin f why peple visit ther places identificatin f factrs influencing peple s accessibility t places eg distance Inquiry 3 Student-centred inquiry My favurite place Students create a shrt presentatin n their favurite place t visit in Australia and their persnal cnnectins t the place. The research and preparatin f the presentatin can be an independent task at schl r as a hme task. Acquiring gegraphical infrmatin Questin: Where is my favurite place t visit and why d I like t visit it? Why d peple visit places? Hw are peple cnnected t places? (persnal, spiritual) What factrs affect peple s cnnectins t places? Hw des weather influence peple s cnnectin t places? Hw des distance and accessibility influence peple s ability t travel? Acquire data and infrmatin: Identify a place they like t visit at a reginal r natinal scale, in liaisn with their family/carers. Recall infrmatin n the lcatin f the place; when, why and hw they visit it; wh they visit with; and wh they see there. Surce phtgraphs and suvenirs f the place. Interview their family abut their cnnectins t the place. Identify factrs that affect access t their favurite places. Prcessing gegraphical infrmatin Lcate the place n a map f Australia. Summarise the infrmatin n their cnnectin t the place in a where, when, why, hw and wh table. Create an anntated phtgraphic cllage t explain the persnal significance f the favurite place. Cnstruct a cncept map that explains persnal cnnectins t the place and cnnectins f family members. List factrs that affect access t their favurite places. Cmmunicating gegraphical infrmatin Cmmunicate and respnd: Using suitable presentatin sftware, students develp a shrt presentatin f their favurite place t visit. They include infrmatin and images with captins. Cllate students presentatins int a class cmpilatin and display a map f Australia with pins fr marking the lcatin fr each student. HSIE K-6: Gegraphy March 2016 Page 7 f 8

24 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg lcatin and features f lcal places and ther places in the wrld Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg where activities are lcated and hw spaces can be rganised. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg natural and human features f a place; daily and seasnal weather patterns f places. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg lcal and glbal links peple have with places and the special cnnectin Abriginal and Trres Strait Islander Peples maintain with Cuntry/Place. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg varius scales by which places can be defined such as lcal suburbs, twns and large cities. Acquiring gegraphical infrmatin pse gegraphical questins (ACHGS007, ACHGS013) cllect and recrd gegraphical data and infrmatin, fr example, by bserving, by interviewing, r using visual representatins (ACHGS008, ACHGS014) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs r maps (ACHGS009, ACHGS015) draw cnclusins based n the interpretatin f gegraphical infrmatin srted int categries (ACHGS010, ACHGS016) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms (ACHGS011, ACHGS017) reflect n their learning and suggest respnses t their findings (ACHGS012, ACHGS018) Maps pictrial maps, large-scale maps, wrld map, glbe Fieldwrk bserving, cllecting and recrding data, cnducting surveys Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, weather data Spatial technlgies virtual maps, satellite images Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 8 f 8

25 STAGE 1 GEOGRAPHY: Lcal places and spaces Fcus area: Features f places Features f places Hw places are rganised Key inquiry questin What are the features f, and activities in, places? Hw can we care fr places? Hw can spaces within a place be used fr different purpses? Cntent fcus investigate the natural and human features f places describe the reasns places change identify the active rle f citizens in the care f places explre activities ccurring in places explre hw the spaces within places can be used fr different purpses. Outcmes A student: Overview Ø describes features f places and the cnnectins peple have with places GE1-1 Ø identifies ways in which peple interact with and care fr places GE1-2 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls fr inquiry GE1-3 The gegraphical inquiry prcess will identify the natural and human features f the schl grunds and lcal neighburhd and explre their lcatin, uses and rganisatin. Thrugh investigatin f a gegraphical issue, students will examine intercnnectins between features, users and rganisatin f spaces. The gegraphical issue prpsed can be amended t fit the lcal cntext. This learning is shaped by five small inquiries, which vary in length. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 9

26 Features f places investigate features f places and hw they can be cared fr, fr example: (ACHGK005) descriptin f the natural and human features f places cnsideratin f hw a place can be cared fr eg a park, farm, beach, bushland Hw places are rganised investigate activities that ccur within places, fr example: (ACHGK007, ACHGK008) examinatin f why varius activities in an area are lcated where they are eg schl, shps Inquiry 1 Natural and human features Students identify and describe the natural and human features f places. Acquiring gegraphical infrmatin Questin: - What are natural and human features f places? - Can places be used fr a variety f purpses? Acquire data and infrmatin: - View a variety f phtgraphs f places ranging frm natural places, (e.g. wilderness area), a mix f natural and human, (e.g. marina), t human places, (e.g. city). With reference t the images create definitins f human features and natural features. - View a variety f phtgraphs f places that students are familiar with that shw a variety f human uses, e.g. Sydney Harbur, a waterway, a recreatin area. Prcessing gegraphical infrmatin - Students rganise and classify phtgraphs int mainly natural features, a mix f natural and human features and mainly human features. - Students add a symbl t categrise the human and natural features f the places depicted. - Students wrk in grups t identify and label the variety f human uses in the phtgraphs. - Analyse and discuss the intercnnectins between the natural and human features. Cnsider: Why d yu think it was built? What activities ccur there, r culd ccur? What natural areas are used by peple? Can the place be used fr different purpses? Wh might care fr these places? Cmmunicating gegraphical infrmatin Cmmunicate: Students draw an illustratin r simple pht sketch f ne f the places depicted in the phtgraphs. They add themselves and their family t the sketch shwing their predicted use f the area. Students label the natural and human features and write a statement describing hw they culd use the area. Respnd: Students add a statement n hw they culd care fr the area. HSIE K-6: Gegraphy March 2016 Page 2 f 9

27 Features f places investigate features f places and hw they can be cared fr, fr example: (ACHGK005) descriptin f the natural and human features f places discussin f the natural features f places identified in Abriginal Dreaming stries and/r Legends f the Trres Strait Inquiry 2 Mapping features f ur schl Students draw a detailed map f the schl as a pre-test, cnstruct a map fllwing their fieldwrk and draw a map as the cmmunicatin task (pst-test). Acquiring gegraphical infrmatin Questin: - What des ur schl like frm an aerial view? - Hw is an aerial phtgraph and satellite image different t a map? - Hw are natural and human features represented n a map? - What symbls are used n maps and what is a legend? - Hw d Abriginal peple represent natural and human features? - Hw d Abriginal peple use symbls t tell cmplex stries abut place and cnvey spiritual knwledge assciated with places? Acquire data and infrmatin: Examine maps and satellite imagery: - View a satellite image f the lcal area and lcate the schl. Identify the natural and human features f the schl. - Change the satellite image t map view and make cmparisns between them. - Analyse students current knwledge and understanding f mapping and mapping terminlgy, e.g. plan view (lking dwn), map title, map key, map symbls, directin, scale, specific names f natural and human features. - Reference a junir atlas fr specific examples t supprt students learning. Discuss features f maps including title, key, symbls t represent physical r human features, clurs and cmpass symbl. Fieldwrk: - Prvide students with a blank utline map f the schl. In the schl grunds, guide students in rienting themselves n the map and identifying familiar features. - On a walk arund the schl, students bserve and take phtgraphs f natural and human features that are imprtant t them. - With guidance, students mark n their utline map their lcatin when taking each image. Number fr later reference. Explre Abriginal use f symbls: - Examine Abriginal artwrks that use symbls t depict features in their envirnment. - Nte: Backgrund infrmatin can be accessed using search terms such as Abriginal art and use f symbls. Sme artwrk can be viewed as a plan map, shwing a range f peple and places. The significance f what is depicted will vary accrding t access t the apprpriate lcal Abriginal cmmunity knwledge. This is smetimes referred t as the utside stry fr the general public, and the inside stry accessible nly t thse with the apprpriate level f knwledge. HSIE K-6: Gegraphy March 2016 Page 3 f 9

28 - Cnsider: What d yu see? What is being represented? What d the symbls mean, individually and in cmbinatin? - Liaise with lcal Abriginal cmmunity r AECG t learn apprpriate lcal stries assciated with specific places. - Participate in a cultural walk and art making. Prcessing gegraphical infrmatin Cnstruct a large-scale map f the schl: - Students place phtgraphs f the features in their crrect lcatin n the utline map f the schl, digitally r by pasting printed images. Guide students t include a brder and title. - Students explain their selectin f phtgraphs, e.g. we chse the tilets because everyne uses them s we think they are imprtant. - Identify and discuss reasns fr the patterns f lcatin f specific places in the schl. - With reflectin n Abriginal use f symbls, students create and add a persnal symbl t indicate places f imprtance t them. - Guide students in creating a legend t identify natural and human features e.g. clur cde buildings accrding t use, grass area is green, gardens are brwn, asphalt areas are grey, dtted line fr walking path and persnal symbls fr imprtant places. Cmmunicating gegraphical infrmatin Cmmunicate: Students draw their map f the schl fr a third time as a largescale map applying and demnstrating their understandings. Students include a brder, legend and title. Students verbally explain hw they knew where t place each feature and the reasns fr their selectin f symbls in the key. Respnd: Where apprpriate, wrk with the lcal Abriginal cmmunity t participate in the stries assciated with drawing a map r creating an artwrk fr a specific place. HSIE K-6: Gegraphy March 2016 Page 4 f 9

29 Hw places are rganised investigate activities that ccur within places, fr example: (ACHGK007, ACHGK008) discussin f why and hw the spaces within places can be rearranged fr different purpses eg street fair, schl hall Inquiry 3 Organisatin f ur classrm Students investigate why and hw spaces within the schl and classrm can be rearranged fr different purpses. Acquiring gegraphical infrmatin Questin: - Des the rganisatin f ur classrm suit what it is used fr? - Can spaces in the schl be used differently t the way they are nw. - Hw can ur classrm be rearranged fr different purpses? - Can the classrm be rerganised t be a better learning space? Acquire data and infrmatin: Fieldwrk schl spaces: - Visit and bserve spaces in the schl that are rearranged fr varying purpses, e.g. schl hall, schl val. Reference phtgraphs shwing different arrangements fr different purpses, e.g. chairs ut fr perfrmances, stalls ut fr market days. Classrm: - Observe and discuss the reasns fr the rganisatin f the furniture and spaces in the classrm. - Cnduct a survey n the students favurite and least favurite spaces in the classrm and changes they wuld like. Prcessing gegraphical infrmatin - Anntate phtgraph cllages f the varius rearrangements f schl spaces, e.g. COLA at assembly, at Easter parade, n ANZAC Day, at Educatin Week. - Cnstruct a pictgraph representing the mst and least favurite spaces in the classrm. Interpret the data. - Cllate the classrm layut changes desired by students and represent using a cncept map r clumn graph, depending n the breadth f suggestins. Interpret and discuss the results. Hw places are rganised Cmmunicating gegraphical infrmatin Cmmunicate: Students cllabratively plan and map a rerganisatin f the classrm space s that it can be used fr a different purpse, such as a shp, cncert, museum, mvie theatre, library, hspital. Student present and describe their maps t the class. Respnd: Students reflect n the graphed survey results and plan changes t their classrm as a learning space. They use 3D materials r mapping t prpse a rerganisatin f the spaces in their classrm. Inquiry 4 Lcatin f neighburhd activities Students examine f why varius activities and facilities in the lcal HSIE K-6: Gegraphy March 2016 Page 5 f 9

30 investigate activities that ccur within places, fr example: (ACHGK007, ACHGK008) - examinatin f why varius activities in an area are lcated where they are eg schl, shps neighburhd are lcated where they are. Acquiring gegraphical infrmatin Questin: - What are the natural and human features f ur neighburhd? - What activities ccur within places in ur neighburhd? - What are the effects f the schl and lcal facilities being lcated where they are in the neighburhd? Acquire data and infrmatin: - View a satellite image and virtual map f the lcal neighburhd and lcate the schl. Use Ggle street view imagery t bserve the natural and human features f the lcal area. - Use students knwledge t identify the uses f familiar places in the lcal neighburhd. - Use virtual maps t track the rutes that are used by students t travel t schl. - Examine the lcatin f the schl and ther facilities in the lcal neighburhd. Prcessing gegraphical infrmatin - Interpret intercnnectins and discuss why the schl and ther facilities are lcated where they are, e.g. accessibility by ft and car, public transprt. Discuss issues in accessing the schl, e.g. busy rads t crss, lack f parking. - Anntate a satellite image f the lcal neighburhd indicating activities that ccur in places. - With guidance, students mark the rute they take t travel t schl and the ther neighburhd facilities n a virtual map. Cmmunicating gegraphical infrmatin Cmmunicate and respnd: Students wrk cllabratively t plan and draw a large-scale map f an ideal neighburhd design that has the schl and facilities lcated in ideal lcatins. Students present their maps t the class and explain the reasns fr their decisins. HSIE K-6: Gegraphy March 2016 Page 6 f 9

31 Australian places investigate places acrss a range f scales within Australia, fr example: (ACHGK010) - identificatin that places exist acrss a range f scales eg persnal, lcal, natinal Features f places investigate features f places and hw they can be cared fr, fr example: (ACHGK005) - descriptin f the natural and human features f places - cnsideratin f hw a place can be cared fr eg a park, farm, beach, bushland Hw places are rganised investigate activities that ccur within places, fr example: (ACHGK007, ACHGK008) - discussin f why and hw the spaces within places can be rearranged fr different purpses eg street fair, schl hall - examinatin f why varius activities in an area are lcated where they are eg schl, shps Inquiry 5 Case study f a lcal park Students undertake a case study f a familiar lcal park r recreatin area. They examine the gegraphical issue f an imagined prpsal fr an extrardinary use f the park e.g. a dirt bike cmpetitin. Acquiring gegraphical infrmatin Questin: Sample questin: Is it practical t hld f a dirt bike cmpetitin in ur neighburhd park? - Where is the park lcated? - What are its features? - Hw is it used regularly and less regularly? - Wh uses it and hw ften is it used? - Hw is the park cared fr? Wh lks after it? - Why d yu think it is imprtant t take care f this place? Acquire data and infrmatin: Lcate the park: - Use Ggle maps t lcate the park. Lcate it in relatin t the schl. - Identify the inquiry as a study at a lcal scale. - Reference images f the park thrugh phtgraphs and Ggle Street View imagery. Fieldwrk: - Visit the park r recreatin area being studied. - Observe and recrd its features thrugh phtgraphs and a simple field sketch. - List the different activities that ccur at the place by referencing the students knwledge, signage and infrastructure, e.g. gal psts, play equipment, barbecues. Recrd thrugh phtgraphs. - Organise the students t use the area, e.g. play sccer, eat lunch at the picnic tables, use the play equipment. Recrd thrugh phtgraphs and vide. - Observe and phtgraph ways the place is cared fr, e.g. litter bins, signage, maintenance wrkers. Mdel caring fr the area during the site visit. - Observe, then discuss what wuld need t be rearranged fr the prpsed dirt bike cmpetitin. Predict the ptential impacts f it, e.g. sil brught in, grass churned up, dust everywhere. Survey park users: - Develp survey questins fr students t ask their family t establish patterns and extent f use f the place. - Suggested survey questins: Hw ften d yu use the place? Hw is the place used differently accrding t time f year / seasns? Hw is the place rearranged fr different activities? What special events are held at the place? What d yu like abut the place? What dn t yu like abut it? Hw can peple care fr the place? - Cllate data using a tally chart t recrd whle class respnses frm the family survey. Secndary surces: - Reference the lcal cuncil web site t cllect additinal infrmatin abut the park. HSIE K-6: Gegraphy March 2016 Page 7 f 9

32 Prcessing gegraphical infrmatin - Cnstruct a pictgraph r clumn graph t represent the main uses f the area. Interpret the data. - Examine and discuss the causes and effects f the different uses f the area, e.g. cricket pitch reinstated fr summer cricket; stage, lighting and prtable tilets fr Christmas carls. Represent thrugh drawings in a cause and effect table. Predict the effects f the prpsed dirt bike cmpetitin. - Cnstruct a Y chart t analyse and recrd respnses t the questins regarding caring fr place. - Summarise uses f the site by anntating phtgraphs r cnstructing a table f features and their uses. - Cnstruct a PMI chart n the prpsed dirt bike cmpetitin at the park. Students use the infrmatin t frm a view n the prpsal and state their cnclusin. Cmmunicating gegraphical infrmatin Cmmunicate: Students write a letter t the rganisers f the prpsed dirt bike cmpetitin explaining whether they can r can t use the park fr that use. Students prvide reasns fr their decisin and explain why and hw the park needs t be lked after. Respnd: Wrking cllabratively, students create an anntated phtgraphic cllage f the area t prmte ways users can care fr it. These culd be displayed n schl and neighburhd nticebards. HSIE K-6: Gegraphy March 2016 Page 8 f 9

33 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg lcatin and features f lcal places and ther places in the wrld Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg where activities are lcated and hw spaces can be rganised. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg natural and human features f a place; daily and seasnal weather patterns f places. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg lcal and glbal links peple have with places and the special cnnectin Abriginal and Trres Strait Islander Peples maintain with Cuntry/Place. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg varius scales by which places can be defined such as lcal suburbs, twns and large cities. Acquiring gegraphical infrmatin pse gegraphical questins (ACHGS007, ACHGS013) cllect and recrd gegraphical data and infrmatin, fr example, by bserving, by interviewing, r using visual representatins (ACHGS00 8, ACHGS014) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs r maps (ACHGS009, ACHGS015) draw cnclusins based n the interpretatin f gegraphical infrmatin srted int categries (ACHGS010, ACHGS016) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms (ACHGS011, ACHGS017) reflect n their learning and suggest respnses t their findings (ACHGS012, ACHGS018) Maps pictrial maps, large-scale maps, wrld map, glbe Fieldwrk bserving, cllecting and recrding data, cnducting surveys Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, weather data Spatial technlgies virtual maps, satellite images Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 9 f 9

34 STAGE 1 GEOGRAPHY: Weather Fcus area: Features f places Weather and seasns Key inquiry questins What are the features f, and activities in, places? Cntent fcus investigate the natural and human features f places learn abut hw peple describe the weather and seasns f places Outcmes A student: Ø describes features f places and the cnnectins peple have with places GE1-1 Ø identifies ways in which peple interact with and care fr places GE1-2 Ø cmmunicates gegraphical infrmatin and uses gegraphical tls fr inquiry GE1-3 Overview The gegraphical inquiry prcess will describe the daily weather and seasns in the lcal area and their influence n peple and their activities. Thrugh investigatin f a gegraphical issue, students will examine the weather and seasns f Kakadu as described by the Abriginal peple f the Larrakia/Gulumerrgin language grup and the meaning f the seasns fr the peple and the place. This learning is shaped by tw small inquiries, which vary in length. Nte: Refer t the gegraphy syllabus glssary t ensure that the terms weather and climate are used in cntext. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 6

35 Weather and seasns investigate the weather and seasns f places, fr example: (ACHGK006) - descriptin f the daily and seasnal weather patterns f a familiar place - cmparisn f the daily and seasnal weather patterns f places - examinatin f hw different cultural grups, including Abriginal r Trres Strait Islander Peples, describe weather, seasns r seasnal calendars - discussin f hw weather can affect places and activities eg leisure, farming Inquiry 1 What is weather? What are seasns? Students investigate the weather and seasns in their lcal area. Acquiring gegraphical infrmatin Questin: Is the weather the same every day? Why d we need t predict the weather? (e.g. plan fr activities, what t wear) What d we knw abut the seasns where we live? Acquire data and infrmatin: Define weather vcabulary: weather, climate, seasns. Lk up the weather frecast n weather apps and websites. Discuss the cmpnents f a weather frecast, the meanings f weather symbls, units f measurement and weather recrding equipment. Discuss hw and why peple use weather frecasts. Lk up the weather frecast each day fr the fllwing day. Discuss the impacts f the frecast n the students, e.g. bring a raincat, bring a cld drink, pack a jumper, plan t play quietly in the shade. Fieldwrk - recrd daily weather infrmatin ver at least a week, including temperature, rainfall, sunshine, clud cver and wind. Use a thermmeter and bservatins at the same lcatin and time daily and recrd nt a weather chart. Fieldwrk - Hw can yu predict what the weather is ging t d withut a frmal frecast? Encurage students t use their senses and bservatins t pick up signs in weather changes: Are animals and insects behaving differently? Watch the wildlife e.g. ants, pets, wild birds take shelter, cws cluster. D yu persnally feel different r ntice a change? e.g. frizzy hair. What des the mn lk like? e.g. clear and bright, r hazy. What can yu smell? e.g. the smell f rain, smell f cmpst prir t a strm. What is smke ding e.g. rising steadily upwards, swirling arund r drpping t the grund? Reference phtgraphs and vides f a variety f weather cnditins students may have experienced. Describe the weather shwn and relate images t place and time f year. Tell a stry r use a picture bk such as A Year n Our Farm by Penny Mathews r All Thrugh the Year by Jane Gdwin t intrduce the cncept f seasns and changes thrugh the year. Nte: The fur seasns in the temperate zne f Australia ften dn t have bvius distinctins t students wh will ften spend spring, autumn and many winter days in shrt sleeves. Draw n persnal experience t recall what the seasns are like in the lcal area. Cnsider schl unifrm in summer and winter, use f heaters and air cnditiners, lcal sprts played HSIE K-6: Gegraphy March 2016 Page 2 f 6

36 and changes t trees and plants. Cllect phtgraphs f the students taken at different times f year, shwing clthing and activities relating t the seasns. Prcessing gegraphical infrmatin Analyse the weather data cllected n the weather chart. Identify the similarities and differences acrss the week. Interpret the data, e.g. What was the httest day? Windiest day? Etc. Cnstruct a table f weather symbls. Students draw themselves in clthing suitable fr each type f weather. Categrise and label phtgraphs f different weather cnditins, e.g windy, raining, sunny. Use secret envelpes r a pst bx t cllect students predictins f changes in the weather prir t changes ccurring. Share and cmpare successful predictins. Categrise phtgraphs f students clthing and activities int seasnal categries. Discuss: adjustments t living cnditins effects n peple (clthing, schl unifrm) effects n the envirnment (bushfire, drught) effects n leisure activities (ftball/netball in winter, cricket/swimming in summer) different fruits and vegetables that are available at certain times f the year. Cmmunicating gegraphical infrmatin Cmmunicate: Cnstruct a seasns wheel that names and illustrates the seasns in the lcal area. Students describe the differences between the seasns as a verbal explanatin. Respnd: Students pack clthing in their schl bag apprpriate t weather predictins and describe apprpriate activities fr the predicted weather. HSIE K-6: Gegraphy March 2016 Page 3 f 6

37 Weather and seasns investigate the weather and seasns f places, fr example: (ACHGK006) - examinatin f hw different cultural grups, including Abriginal r Trres Strait Islander Peples, describe weather, seasns r seasnal calendars - discussin f hw weather can affect places and activities eg leisure, farming Features f places investigate features f places and hw they can be cared fr, fr example: (ACHGK005) - descriptin f the natural and human features f places - discussin f the natural features f places identified in Abriginal Dreaming stries and/r Legends f the Trres Strait Inquiry 2 A trip t Kakadu Natinal Park Students imagine they are planning a trip t Kakadu in the Nrthern Territry. They investigate the seasns f the Tp End and recmmend the best seasn fr visiting. Acquiring gegraphical infrmatin Questin: What is the best seasn t visit Kakadu Natinal Park? Where is Kakadu Natinal Park? What are the main features f Kakadu Natinal Park? What are the seasns f Kakadu? What d we knw abut the cultural knwledge Abriginal peple have abut the weather and seasns in Kakadu? Acquire data and infrmatin: Use a picture bk such as Walking with the Seasns in Kakadu by Diane Lucas and Ken Searle t intrduce the investigatin. Recall hw Abriginal peple describe the weather and seasns in the text. Nte the number f seasns and the way they are measured. Lcate Kakadu Natinal Park and Darwin n a map f Australia. Define the seasns in Darwin in nrthern Australia. Display and discuss the Larrakia/Gulumerrgin Seasns Calendar f the Darwin area. Explre the interactive Larrakia/Gulumerrgin Seasns Calendar and listen t the audi t gather infrmatin n each seasn. Observe phtgraphs and vides f Kakadu Natinal Park in each seasn. Prcessing gegraphical infrmatin Plt and illustrate the Gulumerrgin (Larrakia) Abriginal seasns nt a seasns wheel. Analyse the similarities and differences between the lcal area seasns wheel (frm Inquiry1), the Abriginal Larrakia/Gulumerrgin seasnal calendar and the tw seasn mnsnal calendar. Cnstruct a flwchart r cncept map fr ne seasn f the Abriginal Larrakia/Gulumerrgin seasnal calendar shwing nature s signs and what they mean, e.g. Big Wind Seasn > Yellw Kapk flwers > time fr celebratins f life. Use a T-chart t describe the Wet and the Dry seasns in nrthern Australia using illustratins, symbls phtgraphs and descriptins f the weather in each seasn. Categrise the phtgraphs f Kakadu Natinal Park int the Wet and Dry seasns. Analyse the images and make inferences abut the best seasn in which t visit. Cmplete a Venn diagram listing the similarities and differences in the weather and seasns f Kakadu and yur lcal area, HSIE K-6: Gegraphy March 2016 Page 4 f 6

38 including the effects n peple and places. Cmmunicating gegraphical infrmatin Cmmunicate: Students create a brief narrated slideshw f Kakadu Natinal Park shwing phtgraphs f Kakadu in the best seasn t visit. They explain the reasns t visit in that seasn. (This can be a simple slide shw using an app such as SnicPics r PicPlayPst.) Respnd: Create an illustrated seasnal calendar fr the lcal area illustrated with nature s signs. HSIE K-6: Gegraphy March 2016 Page 5 f 6

39 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg lcatin and features f lcal places and ther places in the wrld Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage the spaces that we live in eg where activities are lcated and hw spaces can be rganised. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg natural and human features f a place; daily and seasnal weather patterns f places. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg lcal and glbal links peple have with places and the special cnnectin Abriginal and Trres Strait Islander Peples maintain with Cuntry/Place. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg varius scales by which places can be defined such as lcal suburbs, twns and large cities. Acquiring gegraphical infrmatin pse gegraphical questins (ACHGS007, ACHGS013) cllect and recrd gegraphical data and infrmatin, fr example, by bserving, by interviewing, r using visual representatins (ACHGS008, ACHGS014) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs r maps (ACHGS009, ACHGS015) draw cnclusins based n the interpretatin f gegraphical infrmatin srted int categries (ACHGS010, ACHGS016) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms (ACHGS011, ACHGS017) reflect n their learning and suggest respnses t their findings (ACHGS012, ACHGS018) Maps pictrial maps, large-scale maps, wrld map, glbe Fieldwrk bserving, cllecting and recrding data, cnducting surveys Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, weather data Spatial technlgies virtual maps, satellite images Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 6 f 6

40 STAGE 2 GEOGRAPHY: Features f Australia Fcus area: Places are Similar and Different The Australian cntinent Climate f places Similarities and differences between places Perceptin and prtectin f places Key inquiry questins Hw and why are places similar and different? Hw can peple use places and envirnments mre sustainably? Hw d peple s perceptins abut places influence their views abut the prtectin f places? Cntent fcus explre the different climates, settlement patterns and demgraphic characteristics f places explre the climate, natural vegetatin and native animals f places in Australia use this infrmatin t imagine what it wuld be like t live in different places cnsider hw peple s perceptins f places are the basis fr actins t prtect places and envirnments. Outcmes A student: Ø Ø Ø Ø Overview examines features and characteristics f places and envirnments GE2-1 describes the ways peple, places and envirnments interact GE2-2 examines differing perceptins abut the management f places and envirnments GE2-3 acquires and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE2-4 The gegraphical inquiry prcess will investigate the gegraphical characteristics f Australia. Students will cmpare the climate, settlement patterns and lives f the peple f three Australian places, including their wn hme twn. Thrugh investigatin f a gegraphical issue, students will examine the intercnnectins between peple s perceptins and the prtectin f a significant cultural site. This learning is shaped by tw inquiries, which vary in length. Nte: Teachers may need t adjust and scaffld learning activities as apprpriate. Teachers can chse whether the inquiry is undertaken by individuals, pairs r grups, r as a whle class. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student learning at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 7

41 The Australian cntinent investigate Australia s majr natural and human features fr example: (ACHGK014, ACHGK015) descriptin f natural features f Australia eg deserts, rivers, muntains lcatin f Australia s states, territries and majr cities identificatin f Cuntries/Places f Abriginal and Trres Strait Islander Peples Similarities and differences between places investigate the settlement patterns and demgraphic characteristics f places and the lives f the peple wh live there, fr example: (ACHGK019) examinatin f the varying settlement patterns and demgraphics f places cmparisn f the daily life f peple frm different places Inquiry 1 - Student-centred cultural study f three Australian places Students cmpile and publish a mini-atlas that shwcases gegraphical characteristics f Australia and prvides prfiles f three ppulated Australian places. This culd be hand-cmpiled, digital r multimdal. Nte: The gegraphical inquiry prcess will need t be mdelled and guided by the teacher. Acquiring gegraphical infrmatin Questin: - What is Australia s lcatin in the wrld and regin? - Where are Australia s states, territries and majr cities lcated? - Hw are Abriginal and Trres Strait Islander Peple s Cuntries and Places identified? - What are sme f the unique natural features f Australia? (E.g. significant landfrms, flra and fauna, Wrld Heritage places.) - What are the similarities and differences in the gegraphical characteristics f my twn/city and tw ther Australian places? (Including landscapes, climate, demgraphics, daily lives.) - What can Australians d t prtect ur unique envirnments and features? Acquire data and infrmatin: Identify the gegraphical tls required t supprt student learning, fe example: - Lcate Australia n a glbe and wrld map. Identify the state and territry bundaries and majr cities. - Lcate majr heritage and cultural sites n a map f Australia, e.g. Uluru, Great Barrier Reef, Arnhem Land. - Reference large-scale maps and Ggle satellite images that shw the landscapes and landfrms f Australia, e.g. deserts, rivers, lakes, muntain ranges. - Reference maps and infrmatin that identify Abriginal language grups. - Students investigate three ppulated places in Australia: their wn city/twn/place and tw ther places. It is suggested that places be chsen that shw the diversity f Australia, e.g. an Australian capital city, a reginal centre and a sparsely ppulated place. Use BOM s Climate Data Online t btain the annual average temperature and rainfall data fr each place. Research and recrd the demgraphic and ppulatin data and settlement patterns fr each place. Examine daily life and culture, such as schling, making a living, recreatin, and special events. Use phtgraphs, illustratins, diagrams, stry bks, and multimedia including apps. Use turism websites t identify and describe cultural and heritage sites in the places. Interview friends and family wh have lived in r visited the places t btain infrmatin n daily life. Fieldwrk visit and recrd the features f the students hme twn r city. Identify examples f envirnmental sustainability HSIE K-6: Gegraphy March 2016 Page 2 f 7

42 practices in each place. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - Lcate Australia n a wrld map. Label Australia and ther majr cuntries r cntinents. - On an utline map f Australia plt and label the states and territries, majr cities, majr landfrms and majr cultural and heritage sites. - Cnsult with lcal Abriginal and Trres Strait Islander Peples t explain representatins f the identificatin f Cuntries and Places. - Anntate phtgraphs t describe the indigenus plants and animals. Organise and cmpile images int a narrated slideshw. - Match images f majr landfrms and heritage sites t places n a map r satellite image f Australia. Describe these features. - Fr each f the three Australian places being investigated: Lcate the places n a map f Australia. Anntate phtgraph cllages r narrated slideshws using phtgraphs and vide clips f features and heritage sites f the place. Use infrmatin frm interviews and research t infrm the anntatins. Cnstruct climate graphs that shw rainfall (precipitatin) as a clumn graph and temperature verlaid as a line graph. Interpret the data. Cnstruct a cmparisn table, a clumn per place, cmparing climate data, ppulatin statistics, demgraphic data, settlement patterns and daily life. Infer the impacts f climate, physical features and the envirnment n lifestyles. Cnstruct cause and effect charts t illustrate examples. Interpret the cmparisn table t draw cnclusins abut similarities and differences in getting arund, clthing wrn, transprt and the persnal sense f belnging. Cmmunicating gegraphical infrmatin Cmmunicate: Supprt students t develp a mini-atlas that is either digital, multimdal r hand-cmpiled. The mini-atlas shuld include: - Australia s psitin n a wrld map. - Maps that lcate and describe features f Australia, cnstructed accrding t cartgraphic cnventins (BOLTS). - Anntated phtgraphs, vides r slideshws t describe significant landfrms, indigenus vegetatin and animals, and majr cultural sites in Australia. - A prfile page f each f the three Australian places investigated which cmpiles and explains the prcessed data and infrmatin. - Explanatins f similarities and differences between features, HSIE K-6: Gegraphy March 2016 Page 3 f 7

43 data and daily life, including an explanatin abut the way the envirnment affects lifestyle. Create a class virtual tur, using Ggle Tur Builder, f the places investigated by the students. Students prvide a summary fr each place frm their prfile pages. As a class, undertake the virtual tur, each student acting as tur guide fr the places they investigated. Respnd: Describe ne sustainability actin that enhances quality f life fr peple and the envirnment in ne f the Australian places investigated. Select sustainability practices t implement at schl and at hme. HSIE K-6: Gegraphy March 2016 Page 4 f 7

44 Perceptin and prtectin f places investigate hw the prtectin f places is influenced by peple s perceptin f places, fr example: (ACHGK018) descriptin f hw and why peple perceive places differently discussin f hw peple s perceptins influence the prtectin f places in Australia eg sacred sites, natinal parks, wrld heritage sites Inquiry 2 Perceptin and prtectin f a heritage site Case study: Uluru Students investigate hw the prtectin f the Uluru (r alternative Australian cultural r heritage) is influenced by peples perceptins f it. Acquiring gegraphical infrmatin Questin: Hw can Uluru be prtected frm the impacts f turism visitatin? - What is Uluru and where is it lcated? - Why is Uluru n the Wrld Heritage List? - Wh visits Uluru and why d they visit? - What are different peple s perceptins f Uluru? - Hw are the impacts f turism t Uluru managed - Hw d peples perceptins influence the prtectin f Uluru? Acquire data and infrmatin: - Recall cultural sites included in the students prfiles f Australian places presentatins. Identify thse listed n the Wrld Heritage List and explain the purpse f the list. - Recall the lcatin f Uluru and undertake a virtual tur using Ggle Street View imagery. - Reference the Wrld Heritage List t view phtgraphs, read descriptins f the site and the significant factrs that led t its Wrld Heritage listing. - Access infrmatin abut the site, its past and present significance, different peples perceptins f it and ways it is cared fr and prtected. Prcessing gegraphical infrmatin - Represent the infrmatin cllected in a table r cncept map. - Cnstruct flw charts t explain the intercnnectins between significance, perceptins, visitatin, impacts and strategies that help prtect it. Cmmunicating gegraphical infrmatin Cmmunicate: Students create a persuasive text suggesting apprpriate turist behaviurs when visiting Uluru. This shuld clearly explain intercnnectins between perceptins and prtectin f the site. Respnd: Students create a text frm the pint f view f a persn wh advcates fr the site s prtectin. This culd be an artwrk, pem r narrative. Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls HSIE K-6: Gegraphy March 2016 Page 5 f 7

45 Place: the significance f places and what they are like eg natural and human features and characteristics f different places and their similarities and differences; hw peple s perceptins abut places influence their respnses and actins t prtect them. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg settlement patterns within Australia, neighburing cuntries and ther cuntries. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg hw climate and envirnment influence settlement patterns; intercnnectins between peple and envirnments; differing ways peple can use envirnments sustainably. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg intercnnectins between peple, places and envirnments; influence f peple s values n the management and prtectin f places and envirnments and the custdial respnsibilities f Abriginal and Trres Strait Islander Peples. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg types f settlement acrss a range f scales; the influence f climate acrss a range f scales. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg ways in which peple, including Abriginal and Trres Strait Islander Peples, use and prtect natural resurces; differing views abut envirnmental sustainability; sustainable management f waste. Acquiring gegraphical infrmatin develp gegraphical questins t investigate (ACHGS019, ACHGS026) cllect and recrd relevant gegraphical data and infrmatin, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, the media r the internet (ACHGS020, ACHGS027) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs and maps (ACHGS021, ACHGS028) represent infrmatin by cnstructing large-scale maps that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS022, ACHGS029) interpret gegraphical data t identify distributins and patterns and draw cnclusins (ACHGS023, ACHGS030) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms, fr example, written, ral, digital, graphic, tabular and visual, and use gegraphical terminlgy (ACHGS024, ACHGS031) reflect n their learning t prpse individual actin in respnse t a cntemprary gegraphical challenge and identify the expected effects f the prpsal (ACHGS025, ACHGS032) Maps large-scale maps, wrld map, glbe, sketch maps maps t identify lcatin, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys r interviews fieldwrk instruments such as measuring devices, maps, phtgraphs Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, simple statistics Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 6 f 7

46 HSIE K-6: Gegraphy March 2016 Page 7 f 7

47 STAGE 2 GEOGRAPHY: Australia s neighburs Fcus area: Places are similar and different Australia s neighburs Climate f places Similarities and differences between places Perceptin and prtectin f places Key inquiry questins Hw and why are places similar and different? What wuld it be like t live in a neighburing cuntry? Hw d peple s perceptins abut places influence their views abut the prtectin f places? Cntent fcus examine the diverse characteristics f Australia s neighburing cuntries explre the different climates, settlement patterns and demgraphic characteristics f places explre the climate, natural vegetatin and native animals f places in Asia use this infrmatin t imagine what it wuld be like t live in different places cnsider hw peple s perceptins f places are the basis fr actins t prtect places and envirnments. Outcmes A student: Ø Ø Ø examines features and characteristics f places and envirnments GE2-1 describes the ways peple, places and envirnments interact GE2-2 examines differing perceptins abut the management f places and envirnments GE2-3 Ø acquires and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE2-4 Overview The gegraphical inquiry prcess will investigate the lcatin and gegraphical characteristics f Australia s neighburing cuntries. This includes the investigatin f the natural characteristics f a cuntry in Asia in the cntent area: Different envirnments in the fcus area: The Earth s envirnment. Thrugh investigatin f a gegraphical issue, students will examine the intercnnectins between peple s perceptins and the prtectin f a significant cultural site. The learning is shaped by three inquiries, which vary in length. Nte: The capacity f students t engage with Inquiry 2 will be much greater at the end f Year 4 than the start f Year 3. Teachers will need t adjust and scaffld learning activities as apprpriate. Teachers can chse whether the cultural study is undertaken by the whle class, r as individuals, pairs r grups. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 8

48 Australia s neighburs investigate Australia s neighburing cuntries and their diverse characteristics, fr example: (ACHGK016) lcatin f Australia s neighburing cuntries Inquiry 1 Australia s neighburs Students identify and lcate Australia s neighburing cuntries. Acquiring gegraphical infrmatin Questin: - Wh are Australia s neighburs? - What are the lcatins f Australia s neighburing cuntries? Acquire data and infrmatin: - Refer t a virtual r printed map f the Asia Pacific regin, e.g. an atlas, Ggle maps. - As a class, name as many neighburing cuntries as pssible, such as: China, Philippines, Papua New Guinea, India, Japan, Singapre, Bangladesh, Cambdia, Vietnam, Indnesia, New Zealand, Timr Leste, Thailand and New Calednia. - Students use an atlas t examine the map f the regin and lcate the list f neighburing cuntries. - Discuss knwledge and experiences f neighburing cuntries. Examine news events, travel experiences and persnal cnnectins with cuntries in the Asia Pacific. - Students reference travel website such as Lnely Planet t gain an verview f cuntries in the regin. Prcessing gegraphical infrmatin - Students label Australia s neighburs n an utline map f the Asia-Pacific regin. They may clur cde each cuntry using the legend. - Students use cartgraphic cnventins by adding a brder, nrth pint, legend and title t their map. - Imagine the class has been asked t participate in a market research prject t identify ten places in clse prximity t Australia fr including in new travel itineraries. Students create a preliminary Tp Ten Picks f places they wuld like t investigate as the ptential tp ten. Rank these accrding t class pinin. Cmmunicating gegraphical infrmatin Cmmunicate: Students use the language f directin, e.g. nrth, nrth-west, t make statements describing the lcatin f Australia s neighburs in relatin t Australia. Respnd: Students decide n ne r mre neighburing cuntries t examine in detail fr Inquiry 2. HSIE K-6: Gegraphy March 2016 Page 2 f 8

49 Australia s neighburs investigate Australia s neighburing cuntries and their diverse characteristics, fr example: (ACHGK016) examinatin f the natural and human features f neighburing cuntries cmparisn f the natural and human features f a city in Australia with a city in a neighburing cuntry Climate f places investigate the climates f different places, fr example: (ACHGK017) cmparisn f climates in different places Similarities and differences between places investigate the settlement patterns and demgraphic characteristics f places and the lives f the peple wh live there, fr example: (ACHGK019) examinatin f the varying settlement patterns and demgraphics f places cmparisn f the daily life f peple frm different places Different envirnments investigate the natural characteristics f Australia and a cuntry in Asia, fr Inquiry 2 - Cultural study f a neighburing cuntry Students select a neighburing cuntry t study in detail. They will use the infrmatin gathered t cmplete a travel brchure n the cuntry and prvide recmmendatins fr including the cuntry as ne f the Tp Ten travel destinatins. Nte: The gegraphical inquiry prcess will need t be mdelled and guided by the teacher. This may be thrugh a class study f ne neighburing cuntry. Students grups may als undertake independent research int anther neighburing cuntry fr sharing with the class t recmmend the Tp Ten travel destinatins. Acquiring gegraphical infrmatin Questin: Pse gegraphical questins t be cntextualised t the fcus cuntry. - What are the main physical characteristics f the cuntry (e.g. landfrms, bdies f water, rivers) and where are they lcated? - What is the climate f the cuntry, its indigenus vegetatin and animal life? - What are the main human features (e.g. cities, cultural sites) f the cuntry and where are they lcated? - What are the settlement patterns and demgraphics f the cuntry? - Hw d peple interact with the place? What are the language, religins, cultural and ecnmic activities? - What is the daily life f the peple wh live in different places in the cuntry? Acquire data and infrmatin: Supprt students t access a wide range f infrmatin surces, fr example: - Reference large-scale maps, such as relief maps, plitical maps and satellite images, which shw the landfrm and ther physical features f the cuntry. - Surce apprpriate climate, ppulatin statistics and demgraphic data such as fd prductin, ccupatins and religins. - Examine daily life and culture, such as schling, making a living, recreatin, and special events. Use phtgraphs, illustratins, diagrams, picture bks and multimedia including apps. - Identify and lcate cultural and heritage sites and research their significance. - Interview friends and family wh have lived in r visited the cuntry. Ask questins abut their experiences and advice regarding travel within the cuntry. - Research and list well-knwn indigenus animals and plants f the cuntry. HSIE K-6: Gegraphy March 2016 Page 3 f 8

50 example: (ACHGK020) cmparisn f climate, natural vegetatin and native animals Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - Use cartgraphic cnventins t cnstruct a map f the cuntry. Plt and label the main physical characteristics and majr cities. - Anntate phtgraphs t describe the indigenus plants and animals. Organise and cmpile images and vide clips. Add media t specific places n maps. - Create an illustrated table f the majr cultural and heritage sites, explaining the significance f each site. - Cnstruct climate graphs that shw rainfall (precipitatin) as a clumn graph and temperature verlaid as a line graph. Interpret the data. Cmpare this t climate data at hme in Australia. - Use a pictgraphs, tables, diagrams and/r clumn graphs t present data n demgraphics and settlement patterns. - Use anntated phtgraphs, diary style entries r descriptins t present infrmatin n culture and daily life. - Cmpare daily life f the peple in rural and urban areas. Discuss what daily life is like in this cuntry cmpared t student s wn daily life. Represent similarities and differences using a Venn diagram. - Use a cnsequences chart t examine hw the climate and weather affects the daily life in the cuntry, including getting arund, clthing wrn, effect n transprt. Cmpare t the impact f weather and climate f wn lcatin. - Use a cmparisn table t cmpare cultural events that are features f life in the cuntry t similar lcal custms and events in Australia. - Generate a table f travel destinatins within the cuntry and their main attractins. Ensure students have develped their understanding f the characteristics f the place: Des the infrmatin relate t the inquiry questins used t shape the investigatin? Can generalisatins be frmed? Des the infrmatin describe the physical characteristics f the place? Are the human characteristics f the place described? Has the lifestyle f the peple been described, including similarities and differences t wn? Cmmunicating gegraphical infrmatin Cmmunicate: Supprt students t develp a detailed and appealing travel brchure (print, digital r multi-mdal) which shuld include: - a descriptin f the place with maps and images - descriptin f the physical, human and cultural features, with HSIE K-6: Gegraphy March 2016 Page 4 f 8

51 anntated images - climate and weather data, recmmendatins f best time f year t visit and advice fr travellers - descriptin f daily life, with images and cmparisns t wn lifestyle in aspects such as schling, wrk, recreatin, husing, fd, celebratins, events - explanatins which relate t travel tips, scial respnsibilities and ethical cnsideratins when interacting with the lcal peple and places - descriptins f places suitable fr turist visits. - recmmendatins fr inclusin in the Tp Ten travel destinatins. Display r present students travel brchures. As a class, decide n the Tp Ten Picks f places fr new travel itineraries. Cmpare t the preliminary list generated in Inquiry 1. A class Ggle tur f the Tp Ten culd be cnstructed and anntated in Ggle Earth. Respnd: Develp a discussin that supprts intercultural understanding. Refer t the Intercultural Cmmunicatr pster. Crss reference typical scial situatins where simple cultural understandings can affect the way peple are perceived, e.g. manners, greetings, sharing fd, gift prtcl, t the actins described n the pster. - Hw has learning abut anther cuntry changed the way yu think abut yur wn life and hw peple live in anther cuntry? Resurces Travel websites, e.g. Lnely Planet Virtual mapping tls, e.g. MapMaker Interactive Demgraphic statistics, e.g. Wrld Health Organisatin Cuntry prfiles and facts, e.g. The Wrld Factbk HSIE K-6: Gegraphy March 2016 Page 5 f 8

52 Perceptin and prtectin f places investigate hw the prtectin f places is influenced by peple s perceptin f places, fr example: (ACHGK018) descriptin f hw and why peple perceive places differently discussin f hw peple s perceptins influence the prtectin f places in Australia eg sacred sites, natinal parks, wrld heritage sites Inquiry 3 Perceptin and prtectin f a cultural site Case study: Taj Mahal, India Students investigate hw the prtectin f the Taj Mahal (r alternative site in a neighburing cuntry) is influenced by peples perceptins f it. Acquiring gegraphical infrmatin Questin: Hw can the Taj Mahal be prtected frm the impacts f increasing turism visitatin? - What is the Taj Mahal and where is it lcated? - Why is the Taj Mahal n the Wrld Heritage List? - Wh visits the Taj Mahal and why d they visit it? - What are peple s perceptins f the Taj Mahal? - Hw are the impacts f three millin visitrs a year managed? - Hw d peples perceptins influence the prtectin f the Taj Mahal? Acquire data and infrmatin: - Recall cultural sites included in the students cultural study presentatins. Identify thse listed n the Wrld Heritage List and explain the purpse f the list. - Lcate the Taj Mahal n Ggle maps and undertake a virtual tur f the building and surrunds using Street View imagery. - Reference the Wrld Heritage List t view phtgraphs, read descriptins f the site and the significant factrs that led t its Wrld Heritage listing. - Access infrmatin abut the site, its past and present significance, peple s perceptins f it and ways it is cared fr and prtected. Prcessing gegraphical infrmatin - Represent the infrmatin cllected in a table r cncept map. - Cnstruct flw charts t indicate the intercnnectins between significance, perceptins, visitatin, impacts and strategies that help prtectin it. Cmmunicating gegraphical infrmatin Cmmunicate: Students create a fact sheet n the Taj Mahal, explaining its significance and reasns fr its ppularity as a turist destinatin. Students include strategies used t prtect the site. They explain hw peple s perceptins f the site influence its prtectin. Respnd: Students write a persuasive text advcating the prtectin f the site. HSIE K-6: Gegraphy March 2016 Page 6 f 8

53 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg natural and human features and characteristics f different places and their similarities and differences; hw peple s perceptins abut places influence their respnses and actins t prtect them. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg settlement patterns within Australia, neighburing cuntries. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg hw climate and envirnment influence settlement patterns; intercnnectins between peple and envirnments; differing ways peple can use envirnments sustainably. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg intercnnectins between peple, places and envirnments; influence f peple s values n the management and prtectin f places and envirnments and the custdial respnsibilities f Abriginal and Trres Strait Islander Peples. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg types f settlement acrss a range f scales; the influence f climate acrss a range f scales. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg ways in which peple, including Abriginal and Trres Strait Islander Peples, use and prtect natural resurces; differing views abut envirnmental sustainability; waste. Acquiring gegraphical infrmatin develp gegraphical questins t investigate (ACHGS019, ACHGS026) cllect and recrd relevant gegraphical data and infrmatin, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, the media r the internet (ACHGS020, ACHGS027) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs and maps (ACHGS021, ACHGS028) represent infrmatin by cnstructing large-scale maps that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS022, ACHGS029) interpret gegraphical data t identify distributins and patterns and draw cnclusins (ACHGS023, ACHGS030) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms, fr example, written, ral, digital, graphic, tabular and visual, and use gegraphical terminlgy (ACHGS024, ACHGS031) reflect n their learning t prpse individual actin in respnse t a cntemprary gegraphical challenge and identify the expected effects Maps large-scale maps, wrld map, glbe, sketch maps maps t identify lcatin, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys r interviews fieldwrk instruments such as measuring devices, maps, phtgraphs Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, simple statistics Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 7 f 8

54 f the prpsal (ACHGS025, ACHGS032) HSIE K-6: Gegraphy March 2016 Page 8 f 8

55 STAGE 2 GEOGRAPHY: Natinal park case study Fcus area: The Earth s Envirnment Perceptin f envirnments Prtectin f envirnments Key inquiry questins Hw d different views abut the envirnment influence appraches t sustainability? Hw can peple use places and envirnments mre sustainably? Cntent fcus examine the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple learn abut the ways peple value envirnments, including Abriginal and Trres Strait Islander Peples identify sustainable practices and recgnise that there are differing views n hw sustainability can be achieved. Outcmes A student: Ø Ø Ø Ø Overview examines features and characteristics f places and envirnments GE2-1 describes the ways peple, places and envirnments interact GE2-2 examines differing perceptins abut the management f places and envirnments GE2-3 acquires and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE2-4 The gegraphical inquiry prcess will investigate Ksciuszk Natinal Park as a case study. Students investigate hw varius peple value envirnments and hw this influences the implementatin f sustainable practices that prtect envirnments. The learning is shaped by tw inquiries f differing length. Teachers may need t adjust and scaffld learning activities as apprpriate. Teachers may chse t have a single class inquiry n ne natinal park that mdels and scafflds the inquiry prcess and at the same time students wrk in pairs investigating anther natinal park f their chice as an independent research prject. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 9

56 Perceptin f envirnments investigate the ways peple, including Abriginal and Trres Strait Islander Peples, value envirnments, fr example: (ACHGK022, ACHGK023, ACHGK024) - discussin f why peple value envirnments differently eg cultural, agricultural, cmmercial and recreatinal values - descriptin f hw custdial respnsibility fr Cuntry/Place influences Abriginal and Trres Strait Islander Peples views f the envirnment Inquiry 1 Perceptin f envirnments Case study: The Australian Alps Natinal Parks Ksciuszk Natinal Park Students create a pster r digital page that defines and explains the varius values and perceptins f Ksciuszk Natinal Park. Inquiry 2 investigates turism and prtectin strategies fr Ksciuszk Natinal Park in greater depth. Acquiring gegraphical infrmatin Questin: Hw d peple value and perceive Ksciuszk Natinal Park? Where is Ksciuszk Natinal Park? What are the features and uses f the natinal park? Hw was the land used befre it became a natinal park? Why was the natinal park created? What are its significant values? Hw d Abriginal and Trres Strait Islander Peples value Ksciuszk Natinal Park? Hw d ther peple value Ksciuszk Natinal Park? Hw can Ksciuszk Natinal Park be prtected? Acquire data and infrmatin: Intrductin As an intrductin t the Australian Alps landscape, view the vide clip Turing Australia: Australian Alps by Australian Gegraphic (2014). Recall hw the area is valued by a range f peple, e.g. Abriginal peple, skiers, bush walkers, hikers, muntain bikers, abseilers, cavers, hrsemen, scientists. Features f Ksciuszk Natinal Park Use an atlas r Ggle maps t lcate the Australian Alps natinal parks, including Ksciuszk Natinal Park. Use the interactive Ksciuszk Natinal Park map t estimate the width and length f the natinal park. Identify the lcatin f nrth, suth, east and west. Explre the turist drives, nting distances and landscapes shwn in the phtgraph galleries. Select a dwnladable map, e.g. Suthern Ksciuszk muntain bike trails. Use the legend t identify and lcate the different features and visitr facilities, e.g. walking tracks, 4WD tracks, private prperty, histric buildings, sealed rads, unsealed rads, ski-tube. Research the differences between natinal parks and wilderness areas in terms f their use, access by peple and the need fr cnservatin f the area. Explre the Ksciuszk Natinal Park website and ther websites in student grups t research the unique natural features f Ksciuszk Natinal Park. Use jigsaw strategies fr infrmatin sharing. HSIE K-6: Gegraphy March 2016 Page 2 f 9

57 park/parks/ksciuszk-natinal-park Examples f features fr grup research (ne per grup): landfrms and landscapes flra and fauna, including Bgng mths threatened species, e.g. crrbree frg, muntain pygmy pssum twns and resrts in Ksciuszk Natinal Park caves, including limestne caves, e.g. Yarrangbilly Caves glacier lakes (als knwn as cirque lakes) and ther wetlands, e.g. Blue Lake Ramsar. View the climate statistics fr Munt Ksciuszk shtml Select the plt icns n the far left t view line graphs f temperature and clumn graphs f precipitatin. Undertake fieldwrk t the natinal park if viable. Use fieldwrk tls such as bservatins, phtgraphs, field sketches, mapping and surveys t recrd the features f the natinal park, its uses and evidence f sustainable management practices. Values and perceptins Read the Australian Alps fact sheet 060e-40fb-8dbf-eaa5496cd18d/files/natinal-heritage-alps.pdf and The Australian Alps: Natinal Heritage List brchure 060e-40fb-8dbf-eaa5496cd18d/files/australian-alps-values.pdf fr infrmatin n the values f the Australian Alps natinal parks. Analyse these texts as visual texts in cmmunicating infrmatin n the majr values f the parks: unique natural envirnment; lngstanding human interactin; and scientific significance. What techniques are used t cmmunicate the three majr values? Read the web pages Abriginal peple f Mnar and Indigenus peple and the Snwy t develp a snapsht f the Abriginal grups wh lived with the land in the Ksciuszk area. The high cuntry was used as a meeting place fr the different Abriginal grups during the summer mnths. Abriginal tribes that have been identified as accessing the area include: Wlgal (Wlgulu/Walgalu), Waradgery (Wiradjuri), Ngarig, Ngunawal, Jaimathang (Yaimathang). Use the web page The Snwy f the 19th century t gather at least three key pints abut hw Eurpean settlement impacted upn the envirnment in the Snwy Muntains. Read the blg pst Hrses in the High Cuntry, Natinal Museum Australia, HSIE K-6: Gegraphy March 2016 Page 3 f 9

58 cuntry/ Identify the key issue and the pint f view f the authr. Undertake research t cllect infrmatin n alternative pints f view n the issue. Identify persuasive strategies used in cmmunicating pinins n the issue. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: Features f Ksciuszk Natinal Park Lcate Ksciuszk Natinal Park n a map f Australia. Clur and label the alpine parks in the ACT, NSW and Australia. Create an illustrated table that summarises the unique natural features f the natinal park. Display large phtgraphs f the natural features f the park. Cmpare and interpret climate graphs. Discuss the impact f climate n the envirnment and the impact f climate n peple s interactins with the envirnment. Create a Venn diagram t explain the similarities and differences between a natinal park and wilderness area. Values and perceptins Hld a class discussin explring strategic questins t develp students understanding f places f significance t Abriginal peple (e.g. the Ginini area, Mt Gingera, waterhles, caves); reasns fr visiting the high cuntry (e.g. Bgng mth harvesting and feasting); scial and spiritual aspects f life that were part f these gatherings (e.g. ceremnies, initiatins, marriages); eurcentric pints f view and the reasns fr this (i.e. the dispersin f Abriginal peple, lack f accurate recrds). Create a class cause and effect chart t explain the impacts n the envirnment f early Eurpean settlement. Cnstruct a table t cllate and srt infrmatin that summarises past and present human interactins and perceptins f the natinal park, e.g Abriginal peple (spiritual cnnectins, scial gatherings fr Bgng mth feasting); Eurpean settlers (summer cattle grazing); recreatinal visitrs (skiing as recreatin; scientists (bidiversity, prtecting threatened species). Jintly cnstruct a Plus Minus Interesting chart in respnse t the questin: What d yu think shuld be dne abut wild hrses in the natinal park? Use the questin as the basis fr an infrmal class discussin r debate. Cmmunicating gegraphical infrmatin Cmmunicate: Students create a pster r digital page that shws at a glance the varius perceptins f Ksciuszk Natinal Park. It is recmmended students use either a placemat prfrma r pinwheel chart frmat if publishing n paper. Alternatively they culd create an interactive digital page with pp-ups r linked pages, e.g. a PwerPint slide HSIE K-6: Gegraphy March 2016 Page 4 f 9

59 with interactive features embedded. Explanatins f the backgrund t and reasns fr each perceptin shuld be included either as supplementary infrmatin r in pp-ups r linked pages if a digital page. Respnd: Create wrd cluds t represent persnal perceptins f Ksciuszk Natinal Park. Resurces Department f the Envirnment, Natinal Heritage Places - Australian Alps Natinal Parks and Reserves NSW Natinal Parks and Wildlife Service YuTube channel D0XhMQEb1aIWEQPJ3Xw HSIE K-6: Gegraphy March 2016 Page 5 f 9

60 Prtectin f envirnments investigate sustainable practices that prtect envirnments, including thse f Abriginal and Trres Strait Islander Peples, fr example: (ACHGK023, ACHGK024, ACHGK025) - examinatin f hw envirnments can be used sustainably eg sustainable agricultural, cmmercial, recreatinal practices - discussin f ways waste can be managed sustainably VR - examinatin f hw the practices f Abriginal and Trres Strait Islander Peples supprt the sustainable use f envirnments eg use f resurces Perceptin f envirnments investigate the ways peple, including Abriginal and Trres Strait Islander Peples, value envirnments, fr example: (ACHGK022, ACHGK023, ACHGK024) - discussin f why peple value envirnments differently eg cultural, agricultural, cmmercial and recreatinal values - descriptin f hw custdial respnsibility fr Cuntry/Place influences Abriginal and Trres Strait Islander Peples views f the envirnment Inquiry 2 Turism and natinal parks Case study: Ksciuszk Natinal Park Students investigate a recreatinal activity undertaken in the Ksciuszk area. Students write either a newspaper reprt, letter t the editr r a media release n the effect f this activity n the envirnment. Acquiring gegraphical infrmatin Questin: What sustainable practices prtect Ksciuszk Natinal Park frm the impacts f turism? - Why is the envirnment in the natinal park significant? - What are the recreatinal uses f the natinal park? - Wh uses the natinal park fr recreatin and what are their perceptins f it? - Hw d sustainable practices prtect Ksciuszk Natinal Park? Acquire data and infrmatin: - Watch the three shrt vide clips: Winter Sprts - Snwy Muntains - Ksciuszk Natinal Park n the NSW Natinal Parks Yu Tube cllectin: Muntains, snw, caves. 1xQ0KLlFgN8K - Identify ther recreatinal activities in the natinal park frm the Ksciuszk Natinal Park website and VisitNSW Ksciuszk website. - Each student gathers infrmatin n ne recreatinal use f Ksciuszk Natinal Park in rder t evaluate the effect f the activity n the envirnment. They research backgrund infrmatin n the activity, e.g. time f year, resurces needed, peple invlved, reasns fr the activity. Activities culd include: snw sprts hrse riding camping bush walking muntain biking caneing/kayaking fishing abseiling caving using muntain huts. - Use media reprts and ther surces t research the effect f the recreatinal activity n the envirnment. - Reference the Caring fr yur Park tips n the dwnladable park use maps t research ways peple can reduce r minimise the effect f the activity n the envirnment. HSIE K-6: Gegraphy March 2016 Page 6 f 9

61 - Use media reprts and blg psts t identify perceptins f recreatinal users f the park. - Reference extracts frm the Managing Ksciuszk Natinal Park fr the Future reprt n strategies and actins the NSW Natinal Parks and Wildlife Service are undertaking t prtect the park. final/130067knpimp1112.pdf Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - List the recreatinal uses f Ksciuszk Natinal Park. - Use symbls and a legend t plt the recreatinal activities n a map f the park. - Create a table that summarises the main infrmatin abut ne recreatinal activity. - Generate a cnsequences chart t describe the impacts f the recreatinal activity n the envirnment. - Cnstruct a Venn diagram, cncept map r cmic strip that explains ptential differing perceptins n managing a recreatinal use, e.g. muntain bike rider wants mre rugged trails vs park manager wh wants t prtect the plants and animals, landscape and waterways. Display and make cmparisns between varius types f users. - Cnstruct a cause and effect chart that lists impacts f the recreatinal activity and sustainable practices by park users and park managers that minimise impacts. Cmmunicating gegraphical infrmatin Cmmunicate: Students use this infrmatin t write a blg pst, newspaper reprt r letter t the editr. Their writing needs t include: - the lcatin and sme backgrund infrmatin n the recreatinal activity - the effect f the recreatinal activity n the envirnment - ways peple can reduce r minimise the effect f the activity n the envirnment - ways the activity is managed by the natinal park. Respnd: Students include a persnal pinin, with reasns, n sustainability practices that prtect Ksciuszk Natinal Park. Students state hw they can care fr a lcal park when they visit it. Resurces HSIE K-6: Gegraphy March 2016 Page 7 f 9

62 NSW Natinal Parks and Wildlife Service YuTube channel D0XhMQEb1aIWEQPJ3Xw NSW Natinal Parks and Wildlife Service, Managing Ksciuszk Natinal Park fr the Future, Annual Reprt /130067KNPImp1112.pdf HSIE K-6: Gegraphy March 2016 Page 8 f 9

63 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg natural and human features and characteristics f different places and their similarities and differences; hw peple s perceptins abut places influence their respnses and actins t prtect them. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg settlement patterns within Australia, neighburing cuntries and ther cuntries. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg hw climate and envirnment influence settlement patterns; intercnnectins between peple and envirnments; differing ways peple can use envirnments sustainably. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg intercnnectins between peple, places and envirnments; influence f peple s values n the management and prtectin f places and envirnments and the custdial respnsibilities f Abriginal and Trres Strait Islander Peples. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg types f settlement acrss a range f scales; the influence f climate acrss a range f scales. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg ways in which peple, including Abriginal and Trres Strait Islander Peples, use and prtect natural resurces; differing views abut envirnmental sustainability; sustainable management f waste. Acquiring gegraphical infrmatin develp gegraphical questins t investigate (ACHGS019, ACHGS026) cllect and recrd relevant gegraphical data and infrmatin, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, the media r the internet (ACHGS020, ACHGS027) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs and maps (ACHGS021, ACHGS028) represent infrmatin by cnstructing large-scale maps that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS022, ACHGS029) interpret gegraphical data t identify distributins and patterns and draw cnclusins (ACHGS023, ACHGS030) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms, fr example, written, ral, digital, graphic, tabular and visual, and use gegraphical terminlgy (ACHGS024, ACHGS031) reflect n their learning t prpse individual actin in respnse t a cntemprary gegraphical challenge and identify the expected effects f the prpsal (ACHGS025, ACHGS032) Maps large-scale maps, wrld map, glbe, sketch maps maps t identify lcatin, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys r interviews fieldwrk instruments such as measuring devices, maps, phtgraphs Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, simple statistics Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 9 f 9

64 STAGE 2 GEOGRAPHY: Natural envirnments Fcus area: The Earth s envirnment Different envirnments Significance f envirnments Key inquiry questins Hw des the envirnment supprt the lives f peple and ther living things? Hw can peple use places and envirnments mre sustainably? Cntent fcus explre the climate, natural vegetatin and native animals f places in Australia examine the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple learn abut the ways peple value envirnments, including Abriginal and Trres Strait Islander Peples Outcmes A student: Ø Ø Ø Overview examines features and characteristics f places and envirnments GE2-1 describes the ways peple, places and envirnments interact GE2-2 acquires and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE2-4 The gegraphical inquiry prcess will lcate the natural vegetatin types f Australia, investigate the ways vegetatin is used by animals in the envirnment and the ways peple use natural resurces. This learning is shaped by fur inquiries, which vary in length. Nte: Teachers may need t adjust and scaffld learning activities as apprpriate. Teachers can chse whether the inquiries are undertaken by individuals, pairs r grups, r as a whle class. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 10

65 Different envirnments investigate the natural characteristics f Australia and a cuntry in Asia, fr example: (ACHGK020) - cmparisn f climate, natural vegetatin and native animals GS VR Significance f envirnments investigate the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple, fr example: (ACHGK021, ACHGK022, ACHGK024) - identificatin f types f natural vegetatin eg frests, grasslands, deserts VR Inquiry 1 Natural vegetatin f Australia Students map and describe the characteristics f the natural vegetatin types in Australia. Nte: The syllabus requires an investigatin f natural characteristics in Australia and a cuntry f Asia. Examining the natural characteristics f an Asian cuntry frms part f a cultural study f Australia s neighburs in the fcus area Places are similar and different. If it is nt cvered there, repeat Inquiry 1 fr an Asian cuntry, e.g. China, and make cmparisns between the tw cuntries. Acquiring gegraphical infrmatin Questin: - What are the natural vegetatin types f Australia? - Where are the natural vegetatin types lcated in Australia? Acquire data and infrmatin: - Reference a Ggle satellite image f Australia t bserve and identify the natural vegetatin types in Australia, e.g. frest, wdland. - Reference a vegetatin map f Australia, e.g. Australia s vegetatin map by Australian Natinal Btanic Gardens. - Reference the BOM climate zne map f Australia. - Observe phtgraphs f each vegetatin type. - Research infrmatin t describe each vegetatin type. - Research infrmatin n native animals that are typically fund in each vegetatin type. Prcessing gegraphical infrmatin - View a satellite image f Australia, nticing clurs. - On a base map f Australia, add a mapping verlay t represent the majr vegetatin types. Add a secnd verlay t represent the climate zne. Analyse the results. Hw des climate influence vegetatin? - Match phtgraphs f each vegetatin type t the vegetatin types verlay. - Cnstruct a summary table f Australian vegetatin types, illustrating and describing each type, its lcatin and assciated native animals. Cmmunicating gegraphical infrmatin Cmmunicate: Students create an anntated map f the majr vegetatin types f Australia, pltting and describing each type. Respnd: Students select images that prmte the aesthetic values f each vegetatin type. HSIE K-6: Gegraphy March 2016 Page 2 f 10

66 Significance f envirnments investigate the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple, fr example: (ACHGK021, ACHGK022, ACHGK024) - identificatin f types f natural vegetatin eg frests, grasslands, deserts VR - explanatin f the imprtance f natural vegetatin t animals and the functining f the envirnment eg prvisin f habitats, prductin f xygen F Inquiry 2 Case study f a natural envirnment fieldwrk investigatin Select a specific Australian natural envirnment that is readily accessible fr a fieldwrk investigatin, e.g. eucalyptus frest, mangrve frest, wdland, rainfrest, wetland. Students investigate the envirnment and prduce a fieldwrk reprt describing the imprtance f the envirnment t animals and peple. Nte: The gegraphical inquiry prcess will need t be mdelled and guided by the teacher. Acquiring gegraphical infrmatin Questin: Inquiry questins shuld be specific t the natural envirnment selected fr investigatin, e.g. Hw des a eucalyptus frest prvide fr the needs f animals, peple and the envirnment? - Where is the envirnment lcated? - What are the characteristics f the envirnment? - What habitats are fund in the envirnment? - Hw d native animals use habitats in the envirnment? - Why is this envirnment significant? Acquire data and infrmatin: - Lcate the natural envirnment n a satellite image f the regin. Identify ther nearby natural envirnments. - View phtgraphs f the envirnment and identify the main vegetatin type. - Fieldwrk visit the envirnment. Use tls such as field sketches, phtgraphs, plant surveys, invertebrate and vertebrate surveys and habitat checklists t recrd the natural and human features f the envirnment. - Cnsult with lcal Abriginal and Trres Strait Islander Peples t share traditinal knwledge n interrelatinships between plants and animals in the envirnment. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - Create a map f the site that labels key features. - Use native animal identificatin apps t identify the animals fund in the envirnment and hw they use the natural vegetatin. - Cllate, categrise and anntate phtgraphs taken during fieldwrk. - Create a table that lists the main plants and explains hw they are used by animals in the envirnment. - Cnstruct a cncept map fr ne habitat and list the animals that use it. Use arrws t identify the cnnectins between the HSIE K-6: Gegraphy March 2016 Page 3 f 10

67 animals. - Represent cnnectins between specific plants and animals using illustrated flw charts. Cmmunicating gegraphical infrmatin Cmmunicate: Students cmpile a fieldwrk reprt that includes: a lcatin map labelled field sketch anntated phtgraphs descriptin f the features f the envirnment plant and animal lists interrelatinships between animals and plants actins that can prtect the envirnment. The reprt culd be digital and/r multimdal, cmbining phtgraphs, vides, sketches, diagrams and verbal r written explanatins. Respnd: Describe actins that peple can take t prtect the natural envirnment, e.g. bells n cats in surrunding areas, staying n walking tracks, native habitat gardens. Resurces Envirnmental and Z Educatin Centres NSW (DE fieldwrk pprtunities) Australian Museum, Field Guide t NSW Fauna Mbile App Field f Mars EEC, Habitat Multituch Bk Learning cnnectins: Science and Technlgy K 6 Syllabus: Living wrld (Living things depend n each ther and the envirnment t survive.) HSIE K-6: Gegraphy March 2016 Page 4 f 10

68 Significance f envirnments investigate the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple, fr example: (ACHGK021, ACHGK022, ACHGK024) - identificatin f types f natural vegetatin eg frests, grasslands, deserts VR - explanatin f the imprtance f natural vegetatin t animals and the functining f the envirnment eg prvisin f habitats, prductin f xygen F Inquiry 3 Animal habitats Student-centred inquiry int a natural animal habitat Students select their favurite animal, Australian r frm anther cuntry. They investigate the habitat f the animal and prduce a fact sheet describing the imprtance f the vegetatin t the animal which they present t the class, advcating fr their animal. Nte: The gegraphical inquiry prcess will need t be guided by the teacher. Acquiring gegraphical infrmatin Questin: Inquiry questins shuld be specific t the animal and habitat selected fr investigatin, e.g. Hw des a Jabiru black-necked strk use natural vegetatin? - Where des the Jabiru live? - What are the features f its habitat? - Hw des a Jabiru use its habitat? - What ther plants and animals des a Jabiru interact with and hw? - Hw is the Jabiru and its habitat prtected? Acquire data and infrmatin: Supprt students t access a range f infrmatin surces and use a variety f gegraphical tls t supprt the gegraphical inquiry. Fr example: - Use a wildlife fact sheet r websites t identify: distributin f the animal preferred habitat diet behaviurs (interactins with the envirnment, breeding) - View phtgraphs and vides shwing the relatinships between animal and the envirnment. - Access infrmatin that describes threats t the habitat and measures that prtect the animal and its habitat. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - Plt the distributin f the animal n a map. Overlay the vegetatin types. - Recrd and rganise the infrmatin cllected int a table. - Represent cnnectins between the animal and specific plants using illustrated flw charts. - Cnstruct a cause and effect chart explaining threats t the habitat and measures that prtect it. HSIE K-6: Gegraphy March 2016 Page 5 f 10

69 Cmmunicating gegraphical infrmatin Cmmunicate: Supprt students t draw cnclusins n the imprtance f natural vegetatin t the animal. Students create an illustrated fact sheet n the animal, describing its habitat, diet, behaviurs and ther uses f the envirnment. Students present their animal and its habitat t the class in a creative way, advcating fr their animal. Respnd: If nly five animals and their habitats were t be prtected, determine as a class the five t save. Students wrk cllabratively n a SWOT analysis f each animal researched by students. Use strategies t reach cnsensus n five. Resurces Australian Museum, Animals Birds in Backyards Field f Mars EEC, Habitat Multituch Bk Field f Mars EEC, Ringtail Pssum Multituch Bk Learning cnnectins: Science and Technlgy K 6 Syllabus: Living wrld (Living things depend n each ther and the envirnment t survive.) HSIE K-6: Gegraphy March 2016 Page 6 f 10

70 Significance f envirnments investigate the imprtance f natural vegetatin and natural resurces t the envirnment, animals and peple, fr example: (ACHGK021, ACHGK022, ACHGK024) - identificatin f types f natural vegetatin eg frests, grasslands, deserts VR - discussin f the imprtance f natural vegetatin and natural resurces t peple eg prvisin f fd, medicine, fuel, timbers, fibres, metals F Prtectin f envirnments investigate sustainable practices that prtect envirnments, including thse f Abriginal and Trres Strait Islander Peples, fr example: (ACHGK023, ACHGK024, ACHGK025) - examinatin f hw envirnments can be used sustainably eg sustainable agricultural, cmmercial - discussin f ways waste can be managed sustainably VR Inquiry 4 Using natural resurces sustainably Students investigate the imprtance f natural resurces t peple and cnsider hw they can be used sustainably. They create an animatin that shws the natural resurces used in the prductin f a gegraphy exercise bk (r ther prduct). Acquiring gegraphical infrmatin Questin: Inquiry questins shuld be specific t the prduct under investigatin, e.g. What is my gegraphy jurnal made f and where did the natural resurces cme frm? - What are the cmpnents f my gegraphy jurnal? - What natural resurce is each cmpnent made frm? (paper, steel staples, printing inks) - Where are the natural resurces fr each cmpnent surced? - What ther natural resurces d frests prvide fr peple? - Hw can natural resurces be managed sustainably? Acquire data and infrmatin: Supprt students t access a range f infrmatin surces and t use a range f gegraphical tls t supprt the gegraphical inquiry. Fr example: - Use natural resurces websites t cllect infrmatin n natural resurces used in making this prduct. - Use search terms such as paper life cycle and steel life cycle t surce cradle t grave flwcharts, paying attentin t the cradle phase. (Nte: The fcus in gegraphy is n the intercnnectin between natural resurces and peple. Prductin prcesses are the dmain f Science and Technlgy.) - Surce natural resurce maps in atlases t identify the natural resurces in Australia. - Research infrmatin n ther frest and rainfrest resurces currently used by peple, e.g. fd, medicine, timber, fibres. - Cnsult with Abriginal and Trres Strait Islander peple n natural resurce use. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin, fr example: - Cnstruct a flwchart t explain the surce f the cmpnents f this prduct and a brief explanatin f their life cycle. Students prvide waste ptins and the impacts f these, e.g. landfill and recycling. - Plt the lcatin f the surce f the natural resurces n a map, e.g. lcatin f plantatin frests, lcatin f irn re mines. - Cnstruct a table listing frest and rainfrest prducts and their uses by peple. Include a clumn t identify sustainable management practices. HSIE K-6: Gegraphy March 2016 Page 7 f 10

71 - Create a cncept map that illustrates and explains the variety f ways that peple, including Abriginal and Trres Strait Islander peple, use the natural resurces frests prvide. Cmmunicating gegraphical infrmatin Cmmunicate: Supprt students t draw cnclusins n the imprtance f natural resurces t peple. Students create an animatin that shws the natural resurces used in the prductin f a gegraphy jurnal (r ther prduct) and hw they are imprtant t peple. The animatin can be created using 3D materials in apps such as imtin r using the Slwmatin technique. Alternatively it can be created in 2D with a narratin using an app such as Shw Me r Explain Everything. Respnd: Explain ways f reducing natural resurce use thugh actins at hme and schl, e.g. recycling. Resurces CERES, Prduct Life Cycle Resurces Learning cnnectins: Science and Technlgy K 6 Syllabus: Prducts (There are varius prcesses invlved in the ways prducts are designed and prduced.) Histry K-10 Syllabus: First cntacts (The diversity and lngevity f Australia s first peples and the ways Abriginal and /r Trres Strait Islander peples are cnnected t Cuntry and Place and the implicatins fr their daily lives.) HSIE K-6: Gegraphy March 2016 Page 8 f 10

72 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg natural and human features and characteristics f different places and their similarities and differences; hw peple s perceptins abut places influence their respnses and actins t prtect them. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg settlement patterns within Australia, neighburing cuntries and ther cuntries. Envirnment: the significance f the envirnment in human life, and the imprtant interrelatinships between humans and the envirnment eg hw climate and envirnment influence settlement patterns; intercnnectins between peple and envirnments; differing ways peple can use envirnments sustainably. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg intercnnectins between peple, places and envirnments; influence f peple s values n the management and prtectin f places and envirnments and the custdial respnsibilities f Abriginal and Trres Strait Islander Peples. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg types f settlement acrss a range f scales; the influence f climate acrss a range f scales. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg ways in which peple, including Abriginal and Trres Strait Islander Peples, use and prtect natural resurces; differing views abut envirnmental sustainability; sustainable management f waste. Acquiring gegraphical infrmatin develp gegraphical questins t investigate (ACHGS019, ACHGS026) cllect and recrd relevant gegraphical data and infrmatin, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, the media r the internet (ACHGS020, ACHGS027) Prcessing gegraphical infrmatin represent data by cnstructing tables, graphs and maps (ACHGS021, ACHGS028) represent infrmatin by cnstructing large-scale maps that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS022, ACHGS029) interpret gegraphical data t identify distributins and patterns and draw cnclusins (ACHGS023, ACHGS030) Cmmunicating gegraphical infrmatin present findings in a range f cmmunicatin frms, fr example, written, ral, digital, graphic, tabular and visual, and use gegraphical terminlgy (ACHGS024, ACHGS031) reflect n their learning t prpse individual actin in respnse t a cntemprary gegraphical challenge and identify the expected effects f the prpsal (ACHGS025, ACHGS032) Maps large-scale maps, wrld map, glbe, sketch maps maps t identify lcatin, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys r interviews fieldwrk instruments such as measuring devices, maps, phtgraphs Graphs and statistics tally charts, pictgraphs, data tables, clumn graphs, simple statistics Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, illustratins, diagrams, stry bks, multimedia, web tls HSIE K-6: Gegraphy March 2016 Page 9 f 10

73 HSIE K-6: Gegraphy March 2016 Page 10 f 10

74 STAGE 3 GEOGRAPHY: Bushfire mitigatin Fcus: Factrs that shape places Bushfire hazard Humans shape places Key inquiry questin Hw can the impact f bushfires n peple and places be reduced? Cntent fcus explre hw the envirnment influences the human characteristics f places examine ways peple influence the characteristics f places, including the management f spaces explre the impact bushfires have n Australian peple, places and envirnments and prpse ways peple can reduce the impact f bushfires in the future. Outcmes A student: Ø Ø Ø explains interactins and cnnectins between peple, places and envirnments GE3-2 cmpares and cntrasts influences n the management f places and envirnments GE3-3 acquires, prcesses and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE3-4 Overview The gegraphical inquiry prcess will investigate a cntemprary Australian bushfire event. Thrugh investigatin f the case study, students will examine the lcatin and extent f the bushfire, the impact n vegetatin, animals and peple and the rle f gvernment agencies in bushfire management. Shaped as a secnd inquiry, students will create a bushfire survival plan fr an imaginary visit t a bushfire-prne area. Nte: Be sensitive t the pssibility that students, their family r friends, may have experienced bushfire events, sme with tragic cnsequences. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 8

75 Bushfire hazard investigate the impact f ONE cntemprary bushfire hazard in Australia, fr example: (ACHGK030) identificatin f the lcatin and extent f the disaster descriptin f the impact f the disaster n natural vegetatin and the damage caused t cmmunities examinatin f hw peple can prevent and minimise the effects f a bushfire Humans shape places investigate hw peple influence places, fr example: (ACHGK029) descriptin f wh rganises and manages places eg lcal and state gvernments identificatin f ways peple influence places and cntribute t sustainability eg rads and services, fire management strategies Factrs that change envirnments investigate the ways peple change the natural envirnment in Australia and anther cuntry, fr example: (ACHGK026, ACHGK027) examinatin f hw Inquiry 1: Student-centred inquiry int the impact f a recent Australian bushfire disaster Students investigate the impacts f a cntemprary bushfire disaster. Nte: D be sensitive t the pssibility that students, their family r friends may have experienced bush fire events, sme with tragic cnsequences. Acquiring gegraphical infrmatin Questin: Select ne bushfire event that ccurred at a particular place and time as a case study. Clearly articulate the aim r purpse f the gegraphical investigatin, e.g. What were the impacts f the Octber 2013 Blue Muntains bushfire disaster n the cmmunities f Springwd, Winmalee and Yellw Rck? Generate gegraphical questins t investigate and plan the inquiry, cntextualised t the specific case study. Where is the place lcated? What are the natural features f the place that made it fire prne? (e.g. vegetatin, slpe, aspect, weather) What are the human features f the place that cntributed t the disaster? (e.g. settlement patterns, rads and services) Did the lcal Abriginal peple use fire t manage the landscape and fr hunting? What was the impact f the disaster n the vegetatin, animals and human features f the area? What actins did peple wh live and wrk in the area take? What agencies managed the respnse t the disaster and what was their rle? What bushfire disaster management strategies changed in respnse t the disaster? Acquire data and infrmatin: Decide what srt f infrmatin is needed t supprt the gegraphical inquiry and where the infrmatin can be surced, e.g. media, Identify the gegraphical tls required t access infrmatin such referencing a variety f maps, undertaking virtual fieldwrk, accessing data, and using spatial technlgies and visual representatins. Supprt students t develp a system fr recrding infrmatin cllected during the research prcess. Examples f data and infrmatin surces: Use Ggle maps t lcate the place. Lcate a fire map f the area t examine the extent and spread f the bushfire, e.g search Winmalee fire map. Use satellite imagery, Ggle Street View phtgraphs and tpgraphic maps t develp descriptins f the main gegraphical features. HSIE K-6: Gegraphy March 2016 Page 2 f 8

76 peple, including Abriginal and Trres Strait Islander Peples, have influenced each cuntry s envirnmental characteristics eg land clearing, use f fire Access climate maps and weather statistics fr the place and date f the disaster frm the BOM Climate Summaries Archive. Research the typical elements using the BOM Bushfire Weather page. Use multimedia surces, e.g. news ftage, news stries, media phtgraph galleries, t research infrmatin n the impacts f the disaster and the actins taken by peple living and wrking in the area. Use multimedia surces n emergency management agencies websites t research their rle in and respnse t the disaster. E.g. Rural Fire Service, Fire and Rescue NSW, State Emergency Services. Research lessns learnt and changes t bushfire cmmunicatin and management that have resulted frm the disaster. Prcessing gegraphical infrmatin On a large-scale satellite image f the area, label the vegetatin types, human features and plt the fire-affected area. Include the map rientatin. Describe spatial relatinships between settlement patterns, tpgraphy, and fire-affected areas. (E.g. ridge-tp husing areas.) Cnstruct a cmparisn table f traditinal Abriginal fire use fr land management and present fire use. Draw cnnectins between climate maps, statistics and fact sheets and describe high-risk bushfire weather cnditins. Use a Venn diagram t list the impacts f the bushfire, describing changes t the area pre- and pst-bushfire. Use flw charts t explain hw individuals, cmmunity grups and emergency respnse agencies respnd t bushfires. Use cnsequence charts t describe patterns and relatinships f weather, tpgraphy, land use and the impact n bushfire events. Cnstruct a cause and effect table t explain the lessns learnt after the fire event, describing changes that have been implemented. Cmmunicating gegraphical infrmatin Cmmunicate: Create a multimedia text that reprts n the cntemprary bushfire case study. The reprt shuld be framed using the inquiry questins as sectin headings. Respnd: Discuss the lessns learnt and relate t persnal cntexts. If yu were living r hlidaying in a similar area t the case study bushfire, what pre-bushfire seasns preparatins wuld yu make? What wuld yu d in the event f a fire? This discussin will lead int Inquiry 2: Bushfire Survival Plan. HSIE K-6: Gegraphy March 2016 Page 3 f 8

77 Resurces: ABC News, 25 Octber 2013, In pictures: NSW bushfires ABC Western Plains, 11 March 2013, A timeline f the Cnabarabran Fires Bureau f Meterlgy, Climate Summaries Archive. Bureau f Meterlgy, Bushfire Weather. NSW Fire and Rescue NSW Rural Fire Service HSIE K-6: Gegraphy March 2016 Page 4 f 8

78 Bushfire hazard investigate the impact f ONE cntemprary bushfire hazard in Australia, fr example: (ACHGK030) identificatin f the lcatin and extent f the disaster descriptin f the impact f the disaster n natural vegetatin and the damage caused t cmmunities examinatin f hw peple can prevent and minimise the effects f a bushfire Inquiry 2: Bushfire survival plan Students imagine they are planning a hliday r visit t a bushfireprne area during the January schl hlidays. They develp a bushfire survival plan fr their family. Nte: D be sensitive t the pssibility that students, their family r friends may have experienced bush fire events, sme with tragic cnsequences. Acquiring gegraphical infrmatin Set the scene by using a range f texts, such as The GeSIX and the Bushfire and/r Fire by Jackie French and Bruce Whatley. Questin: What is a bushfire survival plan? What is cntained in bushfire survival plan? Why is a bushfire survival plan needed? Acquire data and infrmatin: Reflect n the impacts f and lessns learnt frm the bushfire event investigated in Inquiry 1. Examine the cmpnents f a NSW bushfire survival plan. Prcessing gegraphical infrmatin Cnstruct a summary table f the risks f bushfire per vegetatin type. Cnstruct a flwchart that explains the meaning f and prvides examples fr the fur steps f bushfire preparatin: 1. Discuss, 2. Prepare, 3. Knw, 4. Keep. Ensure students have develped their understanding f the factrs that affect bushfire safety and actins that minimise the danger f bushfire: Understanding f the causes and management f bushfires. Understanding peple s respnsibilities fr the preventin f bushfires. Understanding actins in the event f a bushfire. Cmmunicating gegraphical infrmatin Cmmunicate: Supprt students t cmplete the NSW Rural Fire Service bushfire survival plan. Students present and share their survival plans. Respnd: As a class, identify civic actin that they culd undertake with regard t the impact f bushfires n peple, animals and the envirnment. HSIE K-6: Gegraphy March 2016 Page 5 f 8

79 Resurces NSW Rural Fire Service, Bushfire Survival Plan BOM, What t d in a bushfire (link t each state and territry) Fire by Jackie French and Bruce Whatley GegSpace The GeSIX and the Bushfire Learning cnnectins: Science and Technlgy K 6 Syllabus: Built envirnments (design a lw fire risk dwelling); Earth and Space (bush fire warning systems) Literacy texts such as Fire by Jackie French and Bruce Whatley, My Cuntry by Drthea Mackellar. HSIE K-6: Gegraphy March 2016 Page 6 f 8

80 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg characteristics f places. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg; hw peple rganise and manage spaces in their lcal envirnment. Envirnment: the significance f the envirnment n human life, and the imprtant interrelatinships between humans and the envirnment eg hw the envirnment influences peple and places; hw peple influence the envirnment; the effect f natural disasters n the envirnment. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg hw envirnments influence where peple live; ways peple influence the characteristics f their envirnments. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg envirnmental and human characteristics f places n lcal and reginal scales; the effect f events n peple and places lcally and reginally. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg extent f envirnmental change; envirnmental management practices; sustainability initiatives. Acquiring gegraphical infrmatin develp gegraphical questins t investigate and plan an inquiry (ACHGS033, ACHGS040) cllect and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm primary data and secndary infrmatin surces, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, statistical surces and reprts, the media r the internet (ACHGS034, ACHGS041) Prcessing gegraphical infrmatin evaluate surces fr their usefulness (ACHGS035, ACHGS042) represent data in different frms, fr example plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042) represent different types f gegraphical infrmatin by cnstructing maps that cnfrm t cartgraphic cnventins using spatial technlgies as apprpriate (ACHGS036, ACHGS043) interpret gegraphical data and infrmatin, using digital and spatial technlgies as apprpriate, and identify spatial distributins, patterns and trends, and infer relatinships t draw cnclusins (ACHGS037, ACHGS044) Maps large-scale maps, smallscale maps, tpgraphic maps, flwline maps maps t identify lcatin, latitude, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys and interviews fieldwrk instruments such as measuring devices, maps, phtgraphs, cmpasses, GPS Graphs and statistics pictgraphs, data tables, clumn graphs, line graphs, climate graphs multiple graphs n a gegraphical theme statistics t find patterns Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw diagrams, anntated diagrams, multimedia, web tls. Change: explaining gegraphical phenmena by investigating hw Cmmunicating gegraphical they have develped ver time eg infrmatin changes t envirnmental and present findings and ideas in a range f HSIE K-6: Gegraphy March 2016 Page 7 f 8

81 human characteristics f places. cmmunicatin frms as apprpriate (ACHGS038, ACHGS045) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge and describe the expected effects f their prpsal n different grups f peple (ACHGS039, ACHGS046) HSIE K-6: Gegraphy March 2016 Page 8 f 8

82 STAGE 3 GEOGRAPHY: Cnnectins and perceptins Fcus area: A diverse and cnnected wrld Cnnectins shape perceptins Glbal cnnectins Key inquiry questins What are Australia s glbal cnnectins? Hw d peple s cnnectins t places affect their perceptin f them? Cntent fcus explre cuntries f the Asia regin and the cnnectins Australia has with ther cuntries acrss the wrld explre and reflect upn similarities, differences and the imprtance f intercultural understanding Outcmes A student: Overview Ø describes the diverse features and characteristics f places and envirnments GE3-1 Ø explains interactins and cnnectins between peple, places and envirnments GE3-2 Ø acquires, prcesses and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE3-4 Students undertake a case study int a specific freign cuntry thrugh tw gegraphical inquiry prcesses. The first asks students t investigate the cnnectins between Australia and the ther cuntry in questin (e.g. trade, aid, turism, sprting, diplmatic). The secnd inquiry explres the varius perceptins and perspectives peple have abut the chsen cuntry. Students then seek t identify factrs that influence peple s perceptins f places (e.g. media, culture, educatin, travel) and discuss the nature f generalisatins and steretypes. Nte: The capacity f students t engage with the inquiries and cntent matter will be much greater in Year 6 than early in Year 5. Teachers will need t adjust and scaffld learning activities as apprpriate. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 8

83 Glbal cnnectins investigate cnnectins between Australia and ther cuntries f the wrld, fr example: (ACHGK034, ACHGK035) descriptin f cnnectins Australia has with ther cuntries eg trade, migratin, turism, aid Selecting yur case study Teachers will need t think carefully when chsing the freign cuntry/ies t be studied. This is nt a cultural study; it is a study f cnnectins and perceptins. The richest case studies will be cuntries that have three characteristics: - The cuntry has a wide variety f cnnectins with Australia. Cuntries that receive aid frm Australia will prvide an additinal angle that will allw explratin f humanitarian cnnectins. - There are a variety f perceptins f the cuntry. The syllabus instructs students t investigate hw cnnectins influence peple s perceptin and understanding f places and suggests discussin f the effect f generalisatins and steretypes. It is crucial that the cuntry be ne abut which peple have an pinin, and if pssible, abut which a range f pinins exist. The syllabus als suggests explratin f the factrs that influence peple s perceptins, including the imprtance f cnnectins peple have. Chsing a cuntry t which peple have a cnnectin (e.g. a travel destinatin r hme t relatives) will be helpful. Suggestins fr pssible chices include: Indnesia Papua New Guinea Nepal Afghanistan East Timr (Timr-Leste) Inquiry 1 Cnnectins Students investigate the range f cnnectins between Australia and the chsen cuntry (e.g. Indnesia). Acquiring gegraphical infrmatin Questin: Clearly articulate the aim r purpse f the gegraphical investigatin, e.g. What cnnectins des Australia have with Indnesia? Generate gegraphical questins t investigate and plan the inquiry, cntextualised t the specific case study. Fr example: What diplmatic cnnectins des Australia have with Indnesia? (i.e. an equivalent questin fr each cnnectin categry) Hw has the cnnectin been established? Wh is invlved in maintaining this cnnectin? Why is this cnnectin imprtant? Hw des this cnnectin strengthen the relatinship between Australia and Indnesia? What culd threaten this cnnectin? HSIE K-6: Gegraphy March 2016 Page 2 f 8

84 Acquire data and infrmatin: Familiarise the students with the chsen cuntry. Lcate the chsen cuntry n a variety f maps, paying attentin t scale. Find phtgraphs depicting t the cuntry. Review a range f print and nline resurces (e.g. bks, travel brchures, nline resurces). Investigate each type f cnnectin using print and/r nline resurces. (Sample surces are listed belw.) Interview smene wh has cnnectins with the cuntry (e.g. family links, business cnnectins). Online resurces: Generic prtrayals Lnely Planet Gvernmental/Diplmatic Cnnectins Trade The Department f Freign Affairs and Trade (DFAT) website The High Cmmissin website fr yur chsen cuntry DFAT Trade and Ecnmic Fact Sheets Online exchange rate calculatrs Migratin Australian Bureau Statistics infrmatin n migrants and migratin. Turism Statistics n Australians travelling verseas and internatinal turism statistics by Turism Research Australia The DFAT Smart Traveller website Airline, cruise ship and general travel websites and publicatins. Internatinal Organisatins & Agreements The Australian Treaties Database The Cmmnwealth website The United Natins and its sub-rganisatins Humanitarian/Aid The DFAT Australian Aid website Amnesty Internatinal and Greenpeace allw searches based n cuntry names. Prcessing gegraphical infrmatin Review the research infrmatin cllected, and examine and evaluate it fr usefulness and/r bias. Explicitly teach the visual literacy skills invlved in understanding the infrmatin cnveyed thrugh visual representatins in the HSIE K-6: Gegraphy March 2016 Page 3 f 8

85 acquired infrmatin. Use gegraphical tls t cllate r present in a different way the infrmatin cllected, fr example: Develp descriptins f the varius plitical and diplmatic cnnectins. With a plitical map as a base map, use mapping verlays t indicate travel and trade rutes. Create a data table utlining sprting cnnectins. Create tw pie graphs shwing imprts and exprt destinatins (including ther ). Create a clumn graph r cmpund clumn graph that shws visitrs t and frm the chsen cuntry. Create a line graph t track visitrs ver time. Develp cnsequences charts t explain predicted impacts f changes t cnnectins (psitive and negative). Create a cncept map listing all the types f cnnectins that exist. Cmmunicating gegraphical infrmatin Cmmunicate: Students create an infgraphic that embeds a variety f visual representatins f sme the cnnectins between the cuntries. Respnd: Discuss hw Australia culd strengthen the cnnectins and relatinship between the tw cuntries. Write letters/ s t the High Cmmissin expressing slidarity and supprt fr Australia s internatinal cnnectins with their cuntry. Learning cnnectins: English K-6 Syllabus: Visual literacy skills are required and develped thrugh this inquiry. Mathematics K-6 Syllabus: The gegraphical tls used in this inquiry reflect cntent fund in the Data substrand f the Statistics and Prbability strand. HSIE K-6: Gegraphy March 2016 Page 4 f 8

86 Cnnectins shape perceptins investigate hw cnnectins influence peple s perceptin and understanding f places, fr example: (ACHGK036) identificatin f factrs that influence peple s perceptins f places eg media, culture, educatin, travel discussin f the effect f generalisatins and steretypes abut places Inquiry 2 Perceptins After gathering factual data n the cnnectins between the tw cuntries in Inquiry 1, students cnduct an inquiry int the ways the chsen cuntry is perceived and prtrayed. Students explre the factrs underlying these perceptins and prtrayals and cnsider the effect f the viewpints. Acquiring gegraphical infrmatin Questin: Clearly articulate the aim r purpse f the gegraphical investigatin, fr example: Hw is Indnesia prtrayed and perceived in Australia? Generate gegraphical questins t investigate and plan the inquiry, cntextualised t the specific case study, fr example: Hw is Indnesia prtrayed in the media / n gvernment websites / in travel brchures? Hw is Indnesia perceived in this prtrayal? What cnnectin has the authr with Indnesia? What is its intended audience and purpse? What language frms and features are being used? Des it use bjective r subjective language? Is there evidence f bias? What effects might this prtrayal have? Des it fster generalisatins and/r steretypes? What factrs have cntributed t the range f perceptins peple hld abut Indnesia? What significance and validity d yu give each factr? Hw d peple s cnnectins t Indnesia affect their perceptins? Acquire data and infrmatin: Expse students t a series f prtrayals f the chsen cuntry. Apply critical literacy skills t evaluate each prtrayal. Nte: Teachers may wish students t cnduct nline searches fr material. The use f a Ggle Custm Search Engine t cnstrain search results will prevent inapprpriate material being fund. Prtrayals may include: Travel brchures Depictins in literature Gvernment websites (bth Australian and belnging t the cuntry in questin) News articles Phtgraphs Dcumentaries Interview smene wh has cnnectins with the cuntry (e.g. family links, business cnnectins). HSIE K-6: Gegraphy March 2016 Page 5 f 8

87 Develp and cnduct a survey f cmmunity members t ascertain their perceptins f and knwledge abut the cuntry in questin. Prcessing gegraphical infrmatin Assist students t prgressively cmplete a perceptins analysis table in which each prtrayal f the chsen cuntry is analysed accrding t a series f categries, fr example: cnnectin f the authr t the cuntry bjective facts subjective pinins language features evidence f bias summary. Use a T-chart t represent perceptins (psitive and negative) gathered thrugh surveys. Assist students t cmpare and evaluate the variety f perceptins discvered. D any perceptins generalise r steretype the chsen cuntry? What effects might this have? Cmmunicating gegraphical infrmatin Cmmunicate: Students create a multimedia presentatin r visual cllage entitled Many Eyes One Cuntry (r similar) that prtrays the range f perceptins that peple have f the chsen cuntry. Students anntate each perceptin with cntextual data regarding the authr s cnnectin with the cuntry. Teachers can als chse the extent t which the anntatins critique the perceptin (i.e. the degree t which it is a steretype r prtrays bias). Create a Did yu knw? page fr yur class r schl website abut the perceptins f the chsen cuntry and/r its cnnectins with Australia. Respnd: Discuss the variety f factrs affecting ur perceptins f places, and hw perceptins can be affected by persnal cnnectins. Discuss the effects f generalisatins and steretypes. Invite students t cnsider hw these phenmena affect their scial wrld and what might be dne. Learning cnnectins: English K-6 Syllabus: Critical literacy skills are required and develped thrugh this inquiry. HSIE K-6: Gegraphy March 2016 Page 6 f 8

88 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg characteristics f places. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg; hw peple rganise and manage spaces in their lcal envirnment. Envirnment: the significance f the envirnment n human life, and the imprtant interrelatinships between humans and the envirnment eg hw the envirnment influences peple and places; hw peple influence the envirnment; the effect f natural disasters n the envirnment. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg hw envirnments influence where peple live; ways peple influence the characteristics f their envirnments. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg envirnmental and human characteristics f places n lcal and reginal scales; the effect f events n peple and places lcally and reginally. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg extent f envirnmental change; envirnmental management practices; sustainability initiatives. Acquiring gegraphical infrmatin develp gegraphical questins t investigate and plan an inquiry (ACHGS033, ACHGS040) cllect and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm primary data and secndary infrmatin surces, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, statistical surces and reprts, the media r the internet (ACHGS034, ACHGS041) Prcessing gegraphical infrmatin evaluate surces fr their usefulness (ACHGS035, ACHGS042) represent data in different frms, fr example plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042) represent different types f gegraphical infrmatin by cnstructing maps that cnfrm t cartgraphic cnventins using spatial technlgies as apprpriate (ACHGS036, ACHGS043) interpret gegraphical data and infrmatin, using digital and spatial technlgies as apprpriate, and identify spatial distributins, patterns and trends, and infer relatinships t draw cnclusins (ACHGS037, ACHGS044) Maps large-scale maps, smallscale maps, tpgraphic maps, flwline maps maps t identify lcatin, latitude, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys and interviews fieldwrk instruments such as measuring devices, maps, phtgraphs, cmpasses, GPS Graphs and statistics pictgraphs, data tables, clumn graphs, line graphs, climate graphs multiple graphs n a gegraphical theme statistics t find patterns Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw diagrams, anntated diagrams, multimedia, web tls. Change: explaining gegraphical phenmena by investigating hw Cmmunicating gegraphical they have develped ver time eg infrmatin changes t envirnmental and present findings and ideas in a range f HSIE K-6: Gegraphy March 2016 Page 7 f 8

89 human characteristics f places. cmmunicatin frms as apprpriate (ACHGS038, ACHGS045) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge and describe the expected effects f their prpsal n different grups f peple (ACHGS039, ACHGS046) HSIE K-6: Gegraphy March 2016 Page 8 f 8

90 STAGE 3 GEOGRAPHY: Cntemprary land use issue Fcus area: Factrs that shape places Factrs that change envirnments Humans shape places Key inquiry questins Hw d peple and envirnments influence ne anther? Hw d peple influence places and the management f spaces within them? Cntent fcus investigate hw peple change the natural envirnment in Australia examine ways peple influence the characteristics f places, including the management f spaces Outcmes A student: Ø Ø Ø describes the diverse features and characteristics f places and envirnments GE3-1 explains interactins and cnnectins between peple, places and envirnments GE3-2 cmpares and cntrasts influences n the management f places and envirnments GE3-3 Ø acquires, prcesses and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE3-4 Overview The gegraphical inquiry prcess will investigate a cntemprary gegraphical land use r planning issue as a case study at a lcal r reginal scale. Thrugh investigatin f the issue, students will examine the gegraphical characteristics f the site, the intercnnectins between the place and a range f peple with varying pints f view, the rle f gvernment in the issue, and sustainability cnsideratins. Students will als develp understanding f the decisin-making prcesses and rles and respnsibilities f the different levels f gvernment. Nte: The capacity f students t engage with the inquiry will be much greater in Year 6 than early in Year 5. Teachers will need t adjust and scaffld learning activities as apprpriate. Teachers can chse whether the case study is undertaken by grups r as a whle class. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student learning at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 6

91 Factrs that change envirnments investigate the ways peple change the natural envirnment in Australia and anther cuntry, fr example: (ACHGK026, ACHGK027) examinatin f hw peple, including Abriginal and Trres Strait Islander Peples, have influenced each cuntry s envirnmental characteristics eg land clearing, use f fire Humans shape places investigate hw peple influence places, fr example: (ACHGK029) descriptin f wh rganises and manages places eg lcal and state gvernments identificatin f ways peple influence places and cntribute t sustainability eg rads and services, fire management strategies examinatin f a lcal planning issue; the different views abut it and a pssible actin in respnse t it Student-centred inquiry int a cntemprary land-use r lcal planning issue Students wrk in small grups t investigate a teacher-selected landuse r lcal planning issue. They create a three-minute dcumentary, prviding a balanced view, that discusses the psitive and negative utcmes f the issue. Selectin f a land use r planning issue Select ne issue fr the class. Case study examples culd incude: Lcal cuncil area: subdivisin f an area that had previusly been farmland; rezning r redevelpment f a factry area int residential apartments; clearing f bushland fr a specific purpse; building f playing fields r glf curse; regeneratin f a lcal catchment area. These are ften featured in the lcal newspaper. Reginal area: turism expansin and develpments; changing use f an area frm natural bush t residential, e.g. nrthwestern Sydney; farmland being mined, e.g. Liverpl Plains; actins t prtect an endangered species, e.g. plants r animals; regeneratin f a castal area; land clearing; water catchment, fresh water supply r irrigatin, e.g. Snwy River, Darling River, dams. These issues are ften discussed in state-based media. Acquiring gegraphical infrmatin Questin: Clearly articulate the aim r purpse f the gegraphical investigatin, e.g. What is the impact f the planned high density residential develpment n the natinal park? Generate gegraphical questins t investigate and plan the inquiry, cntextualised t the specific case study. Where is the place lcated? What was the cuntry like when the traditinal Abriginal peple lived in the place? What are the gegraphical features f the place tday? Hw is the placed rganised and used? What are the impacts f the prpsed land use change? Wh will be advantaged and wh will be disadvantaged by the land use change? What actins are required t ensure that a variety f factrs are supprted r managed? E.g. sustainability, ppulatin changes. Acquire data and infrmatin: Decide what srt f infrmatin is needed t supprt the gegraphical inquiry and where the infrmatin can be surced, e.g. lcal cuncil, NSW Planning and Envirnment, Transprt fr NSW, Landcm. Identify the gegraphical tls required t access infrmatin such referencing a variety f maps, undertaking fieldwrk, accessing data, and using spatial technlgies and visual representatins. Supprt students t develp a system fr recrding infrmatin HSIE K-6: Gegraphy March 2016 Page 2 f 6

92 cllected during the research prcess. Examples f data and infrmatin surces: Surce a range f maps t describe the lcatin. Use apprpriate spatial technlgies and visual representatins t describe the place. Research infrmatin n the traditinal Abriginal peple f the area: hw they managed the land, the fresh water surces, what they planted, harvested and hunted t meet their needs. Des the place have seasnal r ceremnial significance? Talk t lcal Abriginal cmmunity members abut the place and culture. Cllect current phtgraphs f the place and label the main gegraphical features. Fieldwrk: visit the site. Draw and label the gegraphical features in a field sketch. Use ther fieldwrk techniques such as recrding human uses thrugh phtgraphs, cnducting bidiversity surveys, assessing vegetatin distributin, water quality testing, mapping land uses and bserving impacts. Surce apprpriate data and ther statistical infrmatin relating t the issue, e.g. ppulatin grwth frecasts, predicted usage estimates. Develp and cnduct a survey f cmmunity members t ascertain their perceptins f impact f the change (psitive and negative) n peple, flra and fauna, water supply, and ther aspects f the place. Determine the rle f gvernment in planning, develping r managing the place. Prcessing gegraphical infrmatin Use gegraphical tls t cllate and review the data and infrmatin cllected and evaluate fr its usefulness, fr example: On a tpgraphic map r satellite image as a base map, use mapping verlays t describe the current and prpsed gegraphical features f the place. Analyse changes, spatial distributins and patterns. Use phtgraphs and infrmatin researched t cnstruct a futures table t represent past, present and future uses f the place. Analyse the changes f time and make predictins fr the future. Assemble and anntate phtgraphs t prvide a visual representatin f the site. Analyse and label intercnnectins. Develp cnsequences charts t explain predicted impacts (psitive and negative). Cnstruct multiple graphs and précis maps t represent diversity f flra and fauna (bidiversity), vegetatin cverage, water quality results, ppulatin data and land use. Analyse and interpret the data. Use a T-chart t represent data n perceived impacts gathered thrugh surveys. Interpret patterns and trends. Cnstruct a flw chart r cncept map t explain the rle f HSIE K-6: Gegraphy March 2016 Page 3 f 6

93 gvernment, and ther majr stakehlders, in the issue. Identify cnnectins amng them. Ensure students have develped their understanding f ways humans influence places and the different perceptins abut the management f places and envirnments. Hld discussins that supprt students t develp cnclusins abut the issue being investigated. Des the infrmatin relate t the inquiry questins used t shape the investigatin? Has the issue been examined frm ther peple s perspectives? Can cnclusins be drawn abut the psitive and negative aspects f the issue? Has sustainability been cnsidered? Cmmunicating gegraphical infrmatin Cmmunicate: Students wrk in small grups t develp a three-minute dcumentary t cnvey their understandings f the issue, put frward arguments and pinins, supprt a specific curse f actin and explain the impact f this actin n the envirnment. The dcumentary shuld include: A clear descriptin f the issue and sme f the cnsequences fr the envirnment; Tls such as maps, satellite images, graphs, statistics, flwcharts, labelled phtgraphs, diagrams, illustratins and ther labelled visual representatins; Infrmatin n the traditinal use f the place by Abriginal peple and the current perspective n the issue tday frm lcal Abriginal peple; A descriptin f the rle f gvernment in rganising r managing the place; and, A descriptin and justificatin f a specific pint f view and/r curse f actin in respnse t the issue. Respnd: Describe and justify a specific pint f view and/r curse f actin in respnse t the issue. Resurces NSW Planning and Envirnment websites, e.g. Sydney s Grwth Centres; A Plan fr Grwing Sydney Transprt fr NSW Prjects Landcm SIXMaps HSIE K-6: Gegraphy March 2016 Page 4 f 6

94 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg characteristics f places. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg; hw peple rganise and manage spaces in their lcal envirnment. Envirnment: the significance f the envirnment n human life, and the imprtant interrelatinships between humans and the envirnment eg hw the envirnment influences peple and places; hw peple influence the envirnment; the effect f natural disasters n the envirnment. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg hw envirnments influence where peple live; ways peple influence the characteristics f their envirnments. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg envirnmental and human characteristics f places n lcal and reginal scales; the effect f events n peple and places lcally and reginally. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg extent f envirnmental change; envirnmental management practices; sustainability initiatives. Acquiring gegraphical infrmatin develp gegraphical questins t investigate and plan an inquiry (ACHGS033, ACHGS040) cllect and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm primary data and secndary infrmatin surces, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, statistical surces and reprts, the media r the internet (ACHGS034, ACHGS041) Prcessing gegraphical infrmatin evaluate surces fr their usefulness (ACHGS035, ACHGS042) represent data in different frms, fr example plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042) represent different types f gegraphical infrmatin by cnstructing maps that cnfrm t cartgraphic cnventins using spatial technlgies as apprpriate (ACHGS036, ACHGS043) interpret gegraphical data and infrmatin, using digital and spatial technlgies as apprpriate, and identify spatial distributins, patterns and trends, and infer relatinships t draw cnclusins (ACHGS037, ACHGS044) Maps large-scale maps, smallscale maps, tpgraphic maps, flwline maps maps t identify lcatin, latitude, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys and interviews fieldwrk instruments such as measuring devices, maps, phtgraphs, cmpasses, GPS Graphs and statistics pictgraphs, data tables, clumn graphs, line graphs, climate graphs multiple graphs n a gegraphical theme statistics t find patterns Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw diagrams, anntated diagrams, multimedia, web tls. Change: explaining gegraphical phenmena by investigating hw Cmmunicating gegraphical they have develped ver time eg infrmatin changes t envirnmental and present findings and ideas in a range f HSIE K-6: Gegraphy March 2016 Page 5 f 6

95 human characteristics f places. cmmunicatin frms as apprpriate (ACHGS038, ACHGS045) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge and describe the expected effects f their prpsal n different grups f peple (ACHGS039, ACHGS046) HSIE K-6: Gegraphy March 2016 Page 6 f 6

96 STAGE 3 GEOGRAPHY: Engaging with Asia Fcus area: A diverse and cnnected wrld Cnnectins shape perceptins Glbal cnnectins Key inquiry questins Hw d places, peple and cultures differ acrss the wrld? Hw d peple s cnnectins t places affect their perceptin f them? Cntent fcus explre cuntries f the Asia regin and the cnnectins Australia has with ther cuntries acrss the wrld learn abut the diversity f the wrld s peple, including the indigenus peples f ther cuntries explre and reflect upn similarities, differences and the imprtance f intercultural understanding Outcmes A student: Overview Ø describes the diverse features and characteristics f places and envirnments GE3-1 Ø explains interactins and cnnectins between peple, places and envirnments GE3-2 Ø acquires, prcesses and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE3-4 Students lcate and identify a range f Asian cuntries. Students undertake a case study inquiry that cmpares and cntrasts three Asian cuntries by examining the lives f three individuals r families (i.e. ne frm each cuntry). At least ne individual/family is t be drawn frm that cuntry s indigenus peple. Students identify the natural and human features f the place where each individual/family lives and explre the similarities and differences between their lives. Students reflect n the diversity f the wrld s peple, including its indigenus peple, and cnsider the imprtance f intercultural understanding. Ntes: The capacity f students t engage with the inquiries and cntent matter will be much greater in Year 6 than early in Year 5. Teachers will need t adjust and scaffld learning activities as apprpriate. This learning framewrk develps n the wrk dne in the Stage 2 teaching and learning framewrk Australia s neighburs. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 7

97 Diversity acrss Asia investigate the diversity in gegraphical characteristics within the Asia regin, fr example: (ACHGK031, ACHGK032) identificatin f cuntries f the Asia regin in relatin t Australia The wrld s cultural diversity investigate the wrld s cultural diversity, including the culture f indigenus peples, fr example: (ACHGK033) examinatin f varius cultures eg custms, beliefs, scial rganisatin Cnnectins shape perceptins investigate hw cnnectins influence peple s perceptin and understanding f places, fr example: (ACHGK036) identificatin f factrs that influence peple s perceptins f places eg media, culture, educatin, travel discussin f the effect f generalisatins and steretypes abut places Inquiry 1 Lcating Asian cuntries Students lcate Asia and Asian cuntries. Acquiring gegraphical infrmatin Questin: - What is the extent f the cntinent f Asia? - What cuntries are fund in Asia and where are they lcated? Acquire data and infrmatin: - As a class, name as many Asian cuntries as pssible. - Use a range f virtual r printed maps t establish the extent f Asia and lcatin f Asian cuntries, e.g. atlases, Ggle maps, Ggle Earth. - Discuss knwledge and experiences f Asian cuntries, including news events, travel experiences and persnal cnnectins. - Explre travel websites such as Lnely Planet t gain an verview f cuntries in the Asian regin. Prcessing & Cmmunicating gegraphical infrmatin - Students create a map f Asia n an A3 utline map f the wrld. Students create their wn cuntry brders and clur cde each cuntry using a legend. - Students use cartgraphic cnventins by adding a brder, nrth pint, legend and title t their map. - Students can add anntatins t shw persnal cnnectins t varius cuntries. Cmmunicating gegraphical infrmatin Cmmunicate: Students discuss hw their knwledge f and cnnectins with varius cuntries has affected their perceptins f them. Student maps can be displayed and/r be scanned and included n a class website r in the schl newsletter. Respnd: Students select three Asian cuntries t cmpare in Inquiry 2. HSIE K-6: Gegraphy March 2016 Page 2 f 7

98 Envirnments shape places investigate hw the natural envirnment influences peple and places, fr example: (ACHGK028) discussin f hw climate influences the distributin f where peple live cmparisn f hw landfrms influence where and hw peple live in Australia and anther cuntry Diversity acrss Asia investigate the diversity in gegraphical characteristics within the Asia regin, fr example: (ACHGK031, ACHGK032) identificatin f cuntries f the Asia regin in relatin t Australia examinatin f ecnmic, demgraphic and scial differences between cuntries f the Asia regin eg emplyment, ppulatin, lifestyle The wrld s cultural diversity investigate the wrld s cultural diversity, including the culture f indigenus peples, fr example: (ACHGK033) examinatin f varius cultures eg custms, beliefs, scial rganisatin Cnnectins shape Inquiry 2 Cmparing Asian cuntries Students wrk in grups t cmpare the lives f three individuals/families in three different Asian cuntries. One f these three needs t be a member f an indigenus peple grup. The individuals/families can be either real, a literary character r hypthesised frm general infrmatin gathered abut a place. Acquiring gegraphical infrmatin Questin: Clearly articulate the aim r purpse f the gegraphical investigatin, e.g. Hw d the lives f peple living in different places and cultures differ acrss Asia? Pse gegraphical questins t be cntextualised t each individual/family, fr example: - Where des this persn/family live? - What are the main physical characteristics f this place (e.g. landfrms, vegetatin, climate)? - What are the main human features f this place (e.g. built envirnment, ppulatin, emplyment, lifestyle)? - Hw des this persn/family interact with the place where they live? What are their daily rutines? What d they wear and eat? Where d they wrk r g t schl? Hw d they get there? What are their language(s), custms, beliefs and/r religin? What cultural and/r ecnmic activities d they engage in? What scial rganisatin characterises their lives? - Hw have the lives f indigenus peple been affected by ther cultures? Additinal questins t assist students t cmpare the three individuals/families: - What are the similarities and differences between the lives f the peple examined? - Hw can the similarities and differences be explained? - T what extent d differences in the physical characteristics f where they live explain the differences in their lives? Acquire data and infrmatin: The first step is t identify the three individuals/families t be studied (e.g. a real persn, a literary character r a hypthesised individual based n a phtgraph). This will prvide a starting pint fr understanding their lives (e.g. persnal knwledge, a nvel, a picture). Students will then need t gather infrmatin abut the place where they live, including bth physical and human characteristics. HSIE K-6: Gegraphy March 2016 Page 3 f 7

99 perceptins investigate hw cnnectins influence peple s perceptin and understanding f places, fr example: (ACHGK036) discussin f the effect f generalisatins and steretypes abut places Supprt students t access a wide range f infrmatin surces such as maps, climate graphs, visual representatins including phtgraphs, film clips and site vide cams, as well as suitable internet sites. - Reference large-scale maps, such as relief maps, plitical maps and satellite images, which shw the landfrm and ther physical features f the cuntry. - Surce apprpriate climate, ppulatin statistics and demgraphic data such as fd prductin, ccupatins and religins. - Examine daily life and culture, such as schling, making a living, recreatin, and special events. Use phtgraphs, illustratins, diagrams, picture bks and multimedia including apps. - Surce cntemprary infrmatin frm news events, travel brchures, images, and nline travel blgs. Prcessing gegraphical infrmatin Students use gegraphical tls t represent, rganise and analyse the data and infrmatin fr each persn/family, fr example: - Use cartgraphic cnventins t cnstruct a map f the place where they live. Chse the mst apprpriate scale fr the particular case study. Plt and label the main physical characteristics and human characteristics. Anntate places n the map that are significant t this persn/family. - Cnstruct climate graphs that shw rainfall (precipitatin) as a clumn graph and temperature verlaid as a line graph. Interpret the data. - Create an illustrated table f the majr cultural features f life in this place. In each rw f the table, use anntated phtgraphs, diary style entries r descriptins t present infrmatin n culture and daily life. Organise and cmpile images and vide clips. Add media t specific places n maps. - Use a cnsequences chart t examine hw physical characteristics f this place (e.g. temperature) affect aspects f their daily life (e.g. clthing). Use tls t cmpare the lives f the three individuals/families: - Represent similarities and differences using a three-way Venn diagram. - Use a cmparisn table t cmpare key similarities and differences in the lives f the three individuals/families. Cmmunicating gegraphical infrmatin Cmmunicate: Students wrk in grups t create a vide in which the three individuals/families meet t talk abut their lives. Scripts can be created cllabratively using Ggle Dcs. Students dress up, act and use prps accrding t their rle. One r mre students can play the hst fr the meeting. HSIE K-6: Gegraphy March 2016 Page 4 f 7

100 Respnd: Students discuss the diversity fund acrss Asia and whether generalisatins and steretypes affect perceptins f this diversity. Students cnsider the effects f alternate cultures n the lives f indigenus peple. This learning is likely t uncver humanitarian r scial justice issues. Teachers can cnsider what respnses may be suitable in respnse (e.g. advcacy, fundraising). Resurces Effective nline searching will prvide access t a wide range f resurces. Sme starting pints include: - Glbal Educatin resurces - Time fr Kids resurces n the day in the life f a child, fr example: A day in the life: Thailand and A day in the life: Indnesia. - web-japan.rg - Caritas Hme: a full and beautiful life pictrial jurney, which demnstrates daily life arund the wrld. Nte: Caritas is a Cathlic aid & develpment agency. - TEAR Australia educatinal resurces fr schls include Kids4Kids DVDs n children living Cambdia, an Indian village and a New Delhi slum. Nte: TEAR is a Prtestant aid and develpment agency, and prtins are explicitly religius. Vime hsts a sample f each. Related literary resurces include: - The River by Libby Hathrn and Stanley Wng - All in a Day by Mitsumas Ann - Dragnkeeper by Carle Wilkinsn - Secret Keeper by Mitali Perkins - Trash by Andy Mulligan HSIE K-6: Gegraphy March 2016 Page 5 f 7

101 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like eg characteristics f places. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in eg; hw peple rganise and manage spaces in their lcal envirnment. Envirnment: the significance f the envirnment n human life, and the imprtant interrelatinships between humans and the envirnment eg hw the envirnment influences peple and places; hw peple influence the envirnment; the effect f natural disasters n the envirnment. Intercnnectin: n bject f gegraphical study can be viewed in islatin eg hw envirnments influence where peple live; ways peple influence the characteristics f their envirnments. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels eg envirnmental and human characteristics f places n lcal and reginal scales; the effect f events n peple and places lcally and reginally. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future eg extent f envirnmental change; envirnmental management practices; sustainability initiatives. Acquiring gegraphical infrmatin develp gegraphical questins t investigate and plan an inquiry (ACHGS033, ACHGS040) cllect and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm primary data and secndary infrmatin surces, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, statistical surces and reprts, the media r the internet (ACHGS034, ACHGS041) Prcessing gegraphical infrmatin evaluate surces fr their usefulness (ACHGS035, ACHGS042) represent data in different frms, fr example plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042) represent different types f gegraphical infrmatin by cnstructing maps that cnfrm t cartgraphic cnventins using spatial technlgies as apprpriate (ACHGS036, ACHGS043) interpret gegraphical data and infrmatin, using digital and spatial technlgies as apprpriate, and identify spatial distributins, patterns and trends, and infer relatinships t draw cnclusins (ACHGS037, ACHGS044) Maps large-scale maps, smallscale maps, tpgraphic maps, flwline maps maps t identify lcatin, latitude, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys and interviews fieldwrk instruments such as measuring devices, maps, phtgraphs, cmpasses, GPS Graphs and statistics pictgraphs, data tables, clumn graphs, line graphs, climate graphs multiple graphs n a gegraphical theme statistics t find patterns Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw diagrams, anntated diagrams, multimedia, web tls. Change: explaining gegraphical phenmena by investigating hw Cmmunicating gegraphical they have develped ver time eg infrmatin changes t envirnmental and present findings and ideas HSIE K-6: Gegraphy March 2016 Page 6 f 7

102 human characteristics f places. in a range f cmmunicatin frms as apprpriate (ACHGS038, ACHGS045) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge and describe the expected effects f their prpsal n different grups f peple (ACHGS039, ACHGS046) HSIE K-6: Gegraphy March 2016 Page 7 f 7

103 STAGE 3 GEOGRAPHY: Why live where? Fcus area: Factrs that shape places Factrs that change envirnments Envirnments shape places Key inquiry questins Hw d peple and envirnments influence ne anther? Cntent fcus explre hw the envirnment influences the human characteristics f places. Outcmes A student: Ø Ø describes the diverse features and characteristics f places and envirnments GE3-1 explains interactins and cnnectins between peple, places and envirnments GE3-2 Ø acquires, prcesses and cmmunicates gegraphical infrmatin using gegraphical tls fr inquiry GE3-4 Overview Students wrk in small grups t investigate a variety f hmes arund the wrld. They cnsider hw gegraphic and envirnmental factrs, such as landscape, climate, and/r landfrms influence the way hmes are designed, the building materials used and what is inside. Students create a ten slide pictrial verview f varius examples f hmes that are built arund the wrld. They will then select ne place in the wrld with significant and differentiating natural envirnmental influences and their task is t design their wn huse labelling hw these factrs have influenced their design. Assessment Many f the activities require students t demnstrate their learning. These activities can be used t assess student prgress at varius stages thrughut the inquiry prcess. HSIE K-6: Gegraphy March 2016 Page 1 f 5

104 Envirnments shape places investigate hw the natural envirnment influences peple and places, fr example: (ACHGK028) discussin f hw climate influences the distributin f where peple live cmparisn f hw landfrms influence where and hw peple live in Australia and anther cuntry Student-centred inquiry int children s hmes thrughut the cntemprary wrld Students investigate hmes thrughut the cntemprary wrld, hw they are different, and hw the natural envirnment influences where and hw peple live. They design a hme using influences f the natural envirnment. Nte: This learning and teaching sequence will evlve int a pictrial jurney, which demnstrates different examples f hw the natural envirnment has influenced peple and places arund the wrld. Acquiring gegraphical infrmatin Questin: Clearly articulate the aim r purpse f the gegraphical investigatin, e.g. Hw des the natural envirnment influence peple and places arund the wrld? Generate gegraphical questins t investigate and plan the inquiry, t answer the questin. What are examples f envirnmental factrs that influence peple and places? Why might sme peple s hmes be different frm thse where we live? Where are the hmes? (e.g. cuntry r city, muntainus area, desert, river) What are huses arund the wrld built frm? Why d yu think these materials were used? What different shapes are huses? Why are the huses shaped like this? (e.g. climate) Acquire data and infrmatin: Decide what srt f infrmatin is needed t supprt the gegraphical inquiry and where the infrmatin can be surced, e.g. internet, picture bks. Identify the gegraphical tls required t access infrmatin such referencing a variety f maps, accessing data, and using spatial technlgies and visual representatins t lcate hmes frm arund the wrld. Develp a system fr recrding infrmatin cllected during the research prcess. Examples f data and infrmatin surces: Surce a range f maps t describe the lcatin. Use apprpriate spatial technlgies and visual representatins t describe where the hme is lcated. Cllect ten phtgraphs f huses arund the wrld and label the natural envirnmental influences that surrund the hme which have influenced the peple wh live there. Select ne place in the wrld t cmplete an in-depth study f the effect f natural envirnment influences n their lifestyle, especially the husing f the area. (Nte: The places chsen shuld have distinct climatic, landfrm and/r landscape features HSIE K-6: Gegraphy March 2016 Page 2 f 5

105 fr the students t research, such as Alaska, Singapre, Sri Lanka, Dubai.) Students may select a place frm the infrmatin they already have attained using the phtgraphs. Prcessing gegraphical infrmatin Use gegraphical tls t cllate and review the data and infrmatin cllected, fr example: On a tpgraphic map r satellite image as a base map, lcate the lcatin f the hme in the picture and identify surrunding natural envirnmental features. Use cllated phtgraphs and infrmatin researched t cnstruct a table t utline examples f natural envirnmental influences. Huse lcatin Huse descriptin rf walls ther features Describe r draw What is it made f? Where are the materials frm? Why wuld we use this (shape, strength)? Students cllate data frm their in-depth study int a table t summarise their findings. Create flwcharts t demnstrate understandings f the ways the envirnment influences peple and places. Discuss: Des the infrmatin relate t the inquiry questins used t shape the investigatin? Has sustainability been cnsidered? Cmmunicating gegraphical infrmatin Cmmunicate: Design a hme using influences f the features f the natural envirnment f their allcated area as a fcus. Students designs shuld cnvey their understandings f the inquiry questins and put frward arguments and pinins abut why they have chsen the material, shape and place where they will build. The design shuld include a clear explanatin and justificatin f a specific pint f view f hw the envirnment has influences their huse design. Respnd: Describe and justify a specific pint f view when answering peer questins related t the design. HSIE K-6: Gegraphy March 2016 Page 3 f 5

106 Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls Place: the significance f places and what they are like e.g. characteristics f places. Space: the significance f lcatin and spatial distributin, and ways peple rganise and manage spaces that we live in e.g.; hw peple rganise and manage spaces in their lcal envirnment. Envirnment: the significance f the envirnment n human life, and the imprtant interrelatinships between humans and the envirnment e.g. hw the envirnment influences peple and places; hw peple influence the envirnment; the effect f natural disasters n the envirnment. Intercnnectin: n bject f gegraphical study can be viewed in islatin e.g. hw envirnments influence where peple live; ways peple influence the characteristics f their envirnments. Scale: the way that gegraphical phenmena and prblems can be examined at different spatial levels e.g. envirnmental and human characteristics f places n lcal and reginal scales; the effect f events n peple and places lcally and reginally. Sustainability: the capacity f the envirnment t cntinue t supprt ur lives and the lives f ther living creatures int the future e.g. extent f envirnmental change; envirnmental management practices; sustainability initiatives. Change: explaining gegraphical phenmena by investigating hw they have develped ver time e.g. changes t envirnmental Acquiring gegraphical infrmatin develp gegraphical questins t investigate and plan an inquiry (ACHGS033, ACHGS040) cllect and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm primary data and secndary infrmatin surces, fr example, by bserving, by interviewing, cnducting surveys, r using maps, visual representatins, statistical surces and reprts, the media r the internet (ACHGS034, ACHGS041) Prcessing gegraphical infrmatin evaluate surces fr their usefulness (ACHGS035, ACHGS042) represent data in different frms, fr example plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042) represent different types f gegraphical infrmatin by cnstructing maps that cnfrm t cartgraphic cnventins using spatial technlgies as apprpriate (ACHGS036, ACHGS043) interpret gegraphical data and infrmatin, using digital and spatial technlgies as apprpriate, and identify spatial distributins, patterns and trends, and infer relatinships t draw cnclusins (ACHGS037, ACHGS044) Cmmunicating gegraphical infrmatin present findings and ideas Maps large-scale maps, smallscale maps, tpgraphic maps, flwline maps maps t identify lcatin, latitude, directin, distance, map references, spatial distributins and patterns Fieldwrk bserving, measuring, cllecting and recrding data, cnducting surveys and interviews fieldwrk instruments such as measuring devices, maps, phtgraphs, cmpasses, GPS Graphs and statistics pictgraphs, data tables, clumn graphs, line graphs, climate graphs multiple graphs n a gegraphical theme statistics t find patterns Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw diagrams, anntated diagrams, multimedia, web tls. HSIE K-6: Gegraphy March 2016 Page 4 f 5

107 and human characteristics f places. in a range f cmmunicatin frms as apprpriate (ACHGS038, ACHGS045) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge and describe the expected effects f their prpsal n different grups f peple (ACHGS039, ACHGS046) HSIE K-6: Gegraphy March 2016 Page 5 f 5

108 STAGE 4 GEOGRAPHY: Intercnnectins Key inquiry questins Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple t peple, gds, services and infrmatin in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Overview Students fcus n the cnnectins peple have t places acrss a range f scales examine what shapes peple s perceptins f places and hw this influences their cnnectins t places explre hw transprt, infrmatin and cmmunicatin technlgies and trade link peple t many places explain the effects f human activities, such as prductin, recreatin and travel, n places and envirnments in Australia and acrss the wrld investigate sustainability initiatives and pssible futures fr these places. Outcmes A student: describes prcesses and influences that frm and transfrm places and envirnments GE4-2 explains hw interactins and cnnectins between peple, places and envirnments result in change GE4-3 examines perspectives f peple and rganisatins n a range f gegraphical issues GE4-4 discusses management f places and envirnments fr their sustainability GE4-5 acquires and prcesses gegraphical infrmatin by selecting and using gegraphical tls fr inquiry GE4-7 cmmunicates gegraphical infrmatin using a variety f strategies. GE4-8 Syllabus references Persnal cnnectins investigate the influences n and effects f, peple s travel and recreatinal, cultural r leisure Teaching and learning activities Inquiry questins: Fr each key inquiry questin, students are encuraged t design their wn inquiry questins as a subset in rder t cmplete the gegraphical inquiry prcess which frms the bases f these teaching and learning sequences. Assessment: The strategies require students t demnstrate their learning and are all either assessment fr learning r assessment as learning activities. Sme activities might be selected and included in a schl assessment schedule fr assessment f learning. Learning sequence 1 Key inquiry questin: Hw are peple and places cnnected t ther places? Pre-task: Create and maintain a jurnal f persnal cnnectins with places, n an internatinal scale. The jurnal may include: - wrld/australian maps with places visited marked - audit f pencil case cntents and/r bedrm cntents, cllated HSIE K-10 March 2016 Page 1 f 10

109 Technlgy cnnectins with different places fr the future, fr example: (ACHGK065, ACHGK069) analysis explanatin f patterns and trends in peple s travel, recreatinal, cultural and/r leisure activities examinatin f the impact f peple s travel, recreatinal, cultural and/r leisure activities n the future f places explanatin f the impacts f a selected travel, recreatinal, cultural r leisure activity n a place, implicatins fr the future f that place and strategies t achieve sustainability investigate the way transprtatin and infrmatin and cmmunicatin technlgies are used t cnnect peple t services, infrmatin and peple in ther places, fr example: (ACHGK066) explanatin f hw transprt technlgies cnnect peple t places examinatin f hw infrmatin and and graphed, and where the cntents were manufactured - glbal cultural influences (audit f music, film, fashin, fd, sprt cultural interests) - nline cnnectins (scial media, gaming). Present a summary f yur results t the class in a digital dcument, titled My Glbal Cnnectins. Teachers nte: students are required t cmplete TASK 1 r TASK 2 but NOT BOTH (One ptin in TASK 2 includes the prpsed assessment task.) Task 1 Gegraphical inquiry Chse ne f the fllwing types f cnnectins between yu and ther peple arund the wrld t investigate and reprt n: a) persnal cnnectins b) technlgy c) trade d) prductin and cnsumptin. a) Persnal cnnectins Key inquiry questins What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Firstly - Investigate the influences n and effects f glbal persnal cnnectins by researching the fllwing and prviding the class with a tw page summary f yur findings: - patterns and trends in travel, recreatinal, cultural and/r leisure activities arund the wrld - the impact f peple s travel, recreatinal, cultural and/r leisure activities n the future f places Secndly - cmplete a case study f ne place in the wrld. Shw the recreatinal, cultural and/r leisure activities fund there. Describe the impact f persnal cnnectins n the place nw, and hw yu predict they will be in future. Yu are t use the gegraphical inquiry prcess and the fllwing key inquiry questins as a starting pint: Hw are peple and places cnnected? What rle des technlgy play in cnnecting peple t peple in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Reprt yur case study findings in a digital pster. The pster must include an utline f yur case study findings, using the gegraphical inquiry prcess. Be prepared t explain yur pster t yur classmates. b) Technlgy HSIE K-10 March 2016 Page 2 f 10

110 Trade cmmunicatin technlgies increases peple s cnnectins t services, infrmatin and peple in ther places assessment f the impact f increasing glbal cnnectivity n peple and places investigate the ways places and peple are intercnnected thrugh trade in gds and services acrss a range f scales, fr example: (ACHGK067) identificatin f trade cnnectins in Australia e.g. lcal farmers markets, interstate business examinatin f a cuntry s trade links with ther cuntries e.g. majr trade partners, surces f raw materials analysis f spatial patterns f glbal trade e.g. cuntries f prductin and cnsumptin, glbal shipping and freight rutes Prductin and cnsumptin investigate the effects f Key inquiry questin What rle des technlgy play in cnnecting peple t peple, gds, services and infrmatin in ther places? Firstly - Investigate the influences and effects f technlgy by researching the fllwing and prviding the class with a tw page summary f yur findings: - an explanatin f hw transprt technlgies cnnect peple t places - an examinatin f hw infrmatin and cmmunicatin technlgies increase peple s cnnectins t services, infrmatin and peple in ther places - an assessment f hw increasing glbal cnnectivity impacts n peple and places. Yu are t use the gegraphical inquiry prcess and the fllwing key inquiry questins as a starting pint: Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple t peple? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Prepare a digital pster r infgraphic that utlines yur research, using the gegraphical inquiry prcess as the basis. Be prepared t explain yur pster r infgraphic t yur classmates. c)trade Key inquiry questins Hw are peple and places cnnected t ther places? Why are intercnnectins imprtant fr the future f places and envirnments? Firstly, investigate the influences n and effects f trade, by researching the fllwing and prviding the class with a tw page summary f yur findings, including: - identificatin f trade cnnectins in Australia e.g. lcal farmers markets, inter-state business - examinatin f a cuntry s trade links with ther cuntries e.g. majr trade partners, surces f raw materials - analysis f spatial patterns f glbal trade e.g. cuntries f prductin and cnsumptin, glbal shipping and freight rutes. Yu are t use the gegraphical inquiry prcess and the fllwing key inquiry questins as a starting pint: Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple gds and HSIE K-10 March 2016 Page 3 f 10

111 the prductin and cnsumptin f gds n peple, places and envirnments thrughut the wrld, fr example: (ACHGK068) examinatin f envirnmental, scial and ecnmic impacts f prductin and cnsumptin f cnsumer gds assessment f the effect f prductin r cnsumptin f gds n ONE place r envirnment explanatin f respnses by gvernments, grups and individuals t minimise the effects f prductin and cnsumptin services in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Secndly, prepare a digital pster r infgraphic that utlines yur research, using the gegraphical inquiry prcess as the basis. Be prepared t explain yur pster r infgraphic t yur classmates. d) Prductin and cnsumptin Key inquiry questins What are the cnsequences f a glbally cnnected wrld fr peple and places? Firstly - Investigate the influences n and effects f yur chsen cnnectin by researching the fllwing and prviding the class with a tw page summary f yur findings: - an examinatin f envirnmental, scial and ecnmic impacts f prductin and cnsumptin f cnsumer gds - assessment f the effect f prductin r cnsumptin f gds n places r envirnments Secndly - cmplete a case study using ne place r envirnment anywhere in the wrld as a specific example f the recreatinal, cultural and/r leisure activities fund there, and the impact f these cnnectins n that place, nw and in the future. Yu are t use the gegraphical inquiry prcess and the fllwing key inquiry questins as a starting pint: Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple t gds in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Prepare a digital pster r infgraphic that utlines yur research, using the gegraphical inquiry prcess as the basis. Be prepared t explain yur pster r infgraphic t yur classmates. Or - Task 2 (includes prpsed assessment task) Key inquiry questin: Hw are peple and places cnnected t ther places? a) Persnal cnnectins Key inquiry questin: Why are intercnnectins imprtant fr the future f places and envirnments? Yu have been prvided with the pprtunity t crdinate a majr event HSIE K-10 March 2016 Page 4 f 10

112 that will be f benefit t yur lcal cmmunity. This activity must be either cultural, recreatinal, leisure r travel based. Yu are required t submit a prpsal t yur lcal cuncil t run the event. Yur prpsal must include: 1. a descriptin f the event 2. an explanatin f the advantages and cnnectins the event will prvide fr yur cmmunity 3. an analysis f the immediate and nging future (5 10 years) impacts f this event, taking int cnsideratin the ecnmic, scial and envirnmental csts 4. essential sustainability cnsideratins in running this event 5. hw yu anticipate this event culd cntinue in future years if successfully managed. b) Technlgy* (*pssible assessment task - see attached utcmes, rubric and marking criteria) Key inquiry questins: Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple t peple, gds, services and infrmatin in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Yu are required t interview ne senir member f the cmmunity abut technlgical change and the effect these changes have had n their life. The infrmatin cllected in the interview will then need t be analysed and interpreted and used t write a reprt that fcuses n the issue f technlgical change in peple s lives ver time and relates t answering the key inquiry questins. In rder t gather this infrmatin yu will need t btain specific survey material, such as: 1. the age f the respndent 2. the gender f the respndent 3. where the respndent lives 4. changes witnessed in their lives e.g. regarding transprt, cmmunicatins, agriculture, manufacturing, medicine and health, fashin, sprt 5. hw many f the identified changes were as a result f technlgy 6. which changes have imprved their lives 7. what rder the respndent wuld rank the changes, frm mst imprtant t least imprtant 8. what ways technlgy has imprved the lives f the respndent 9. what technlgical changes the respndent expects will ccur in the future Analyse the respnses as a basis fr frmulating the reprt. HSIE K-10 March 2016 Page 5 f 10

113 c) Trade Key inquiry questins: Hw are peple and places cnnected t ther places? Why are intercnnectins imprtant fr the future f places and envirnments? Cmplete a case study in which yu: track a gd that is exprted frm a place verseas t Australia identify the trade cnnectins that yur chsen gd has with Australia examine the trade links f yur chsen place represent visually that cuntry s trade links with custmers glbally. There are a variety f ways this task can be presented; such as thrugh flw charts, mind maps, and jurney maps frm surce f rigin thrugh t the Australian cnsumer as its final destinatin. d) PRODUCTION AND CONSUMPTION Key inquiry questin: What are the cnsequences f a glbally cnnected wrld fr peple and places? Teachers nte: a) Students need t understand the factrs assciated with glbal inequalities after discussin frm findings in part a) educatin, gender, wealth/pverty, access t clean water, health, fd availability, safety, husing, incme, emplyment pprtunities and cnditins and glbal citizenship. b) Students require an article/surce that utlines glbal cncerns f the increasing prductin and cnsumptin f gds and services glbally e.g. fashin-industry-relies-n-sweat-f-asias-teenagers ghjmy7 Yu are an investigative jurnalist and have fund an article that utlines the cncerns f the increasing prductin and cnsumptin f gds and services glbally. Yu want t respnd t the reprt. This will require sme investigative research. In rder t respnd yu will need: 1. a definitin f what the terms prductin and cnsumptin f gds mean 2. an explanatin f the glbal pattern f prductin and cnsumptin f gds thrughut the wrld ver the past century the unequal wrld/haves and have nts/rich/pr. 3. an understanding f why and hw this trend eventuated Yur respnse t the reprt will nt be cmplete withut the inclusin f an analysis f ne place that has been affected by the prductin/cnsumptin f gd/s r ne gd that has been manufactured and traded glbally, using sme cntrversial means f prductin r cnsumptin. HSIE K-10 March 2016 Page 6 f 10

114 As an investigative jurnalist yur article shuld include a tw page lift ut respnse/ bradsheet n this case study. This must include the respnses f gvernments, grups and/r individuals wh want t minimise the negative effects f prductin, cnsumptin r trade in the gd yu analyse, as well as thse that wuld like prductin, cnsumptin r trade t cntinue and the scial, ecnmic and plitical reasns fr this. Resurces Gegraphical terminlgy glbalisatin cultural technlgy prductin labur cnsumptin trade inequalities bilateral multilateral intercnnectins agricultural yields abslute pverty develped develping LED s MEDC s Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls The fllwing gegraphical cncepts have been integrated int the teaching and learning sequence: Place: the effect f glbal trade, transprt, infrmatin and cmmunicatin technlgies n places acrss the wrld. Space: hw lcatin influences the ways peple rganise places. The fllwing gegraphical inquiry skills have been integrated int the unit: Acquiring gegraphical infrmatin develp gegraphically significant questins and plan an inquiry, using apprpriate gegraphical methdlgies and cncepts (ACHGS047, ACHGS055) cllect, select and recrd relevant gegraphical data and The fllwing gegraphical tls have been integrated int the unit: Maps sketch maps, relief maps, plitical maps, tpgraphic maps, flwline maps, chrpleth maps, isline maps, précis maps, cartgrams, synptic charts Fieldwrk bserving, measuring, cllecting and recrding data, HSIE K-10 March 2016 Page 7 f 10

115 Envirnment: the effect f human activities n natural and human envirnments. Intercnnectin: the intercnnectin with land and cmmunity f indigenus peples. Scale: respnses and actins undertaken by gvernments, rganisatins and individuals; cmmunities perating at lcal t glbal scales. Sustainability: the need t intercnnect with the physical and human envirnments fr a lng-term future; sustainable management appraches. Change: the effect f crdinated and cnnected management strategies in reducing the impact f natural and human gegraphical prcesses. infrmatin, using ethical prtcls, frm apprpriate primary data and secndary infrmatin surces (ACHGS048, ACHGS056) Prcessing gegraphical infrmatin evaluate infrmatin surces fr their reliability and usefulness (ACHGS049, ACHGS057) represent the spatial distributin f different types f gegraphical phenmena by cnstructing maps at different scales that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS050, ACHGS058) analyse gegraphical data and ther infrmatin using qualitative and quantitative methds, and digital and spatial technlgies as apprpriate, t identify and prpse explanatins fr spatial distributins, patterns and trends and infer relatinships (ACHGS051, ACHGS059) apply gegraphical cncepts t draw cnclusins based n the analysis f the data and infrmatin cllected (ACHGS052, ACHGS060) Cmmunicating gegraphical infrmatin present findings, arguments and ideas in a range f cmmunicatin frms selected t suit a particular audience and purpse; using gegraphical terminlgy and digital technlgies as apprpriate (ACHGS053, ACHGS061) develping and cnducting surveys and interviews Graphs and statistics data tables, pie graphs, clumn graphs, cmpund clumn graphs, line graphs, climate graphs, ppulatin prfiles, multiple tables and graphs presented n a gegraphical theme, statistics t find patterns and trends Spatial technlgies virtual maps, satellite images, glbal psitining systems (GPS), gegraphic infrmatin systems (GIS) Visual representatins phtgraphs, aerial phtgraphs, illustratins, flw charts, anntated diagrams, multimedia, field sketches, cartns, web tls Assessment task and rubric Outcmes explains hw interactins and cnnectins between peple, places and envirnments result in change GE4-3 HSIE K-10 March 2016 Page 8 f 10

116 discusses management f places and envirnments fr their sustainability GE4-5 acquires and prcesses gegraphical infrmatin by selecting and using gegraphical tls fr inquiry GE4-7 Task 2 Technlgy Key inquiry questins: Hw are peple and places cnnected t ther places? What rle des technlgy play in cnnecting peple t peple, gds, services and infrmatin in ther places? What are the cnsequences f a glbally cnnected wrld fr peple and places? Why are intercnnectins imprtant fr the future f places and envirnments? Yu are required t interview ne senir member f the cmmunity abut technlgical change and the effect these changes have had n their life. The infrmatin cllected in the interview will then need t be analysed and interpreted and used t write a reprt that fcuses n the issue f technlgical change in peple s lives ver time and relates t answering the key inquiry questins. In rder t gather this infrmatin yu will need t btain specific survey material, such as: 1. the age f the respndent 2. the gender f the respndent 3. where the respndent lives 4. changes witnessed in their lives e.g. regarding transprt, cmmunicatins, agriculture, manufacturing, medicine and health, fashin, sprt 5. hw many f the identified changes were as a result f technlgy 6. which changes have imprved their lives 7. what rder the respndent wuld rank the changes, frm mst imprtant t least imprtant 8. what ways technlgy has imprved the lives f the respndent 9. what technlgical changes the respndent expects will ccur in the future Analyse the respnses as a basis fr frmulating the reprt Prvides and describes respndent s age, gender, where they live and ther relevant infrmatin Describes in detail the many changes the respndent has witnessed in their lifetime Succinctly analyses the technlgical changes related t all f the key inquiry questins Lists changes lgically ranked, as prvided by the respndent Outlines what the respndent believes the changes will be in the future Prvides the respndent s age, gender, where they live and ther relevant infrmatin Describes the changes respndent have witnessed in their lifetime Analyses the technlgical changes related t mst f the key inquiry questins Lists changes ranked, as prvided by the respndent Outlines what the respndent believes the changes will be in the future Prvides sme f the respndent s demgraphics such as age, gender, where they live and sme ther relevant infrmatin Describes sme changes the respndent has witnessed in their lifetime Describes the technlgical changes related t mst f the key inquiry questins Lists changes, as prvided by the respndent Prvides sme thughts f what the respndent believes the changes will be in the future HSIE K-10 March 2016 Page 9 f 10

117 Prvides a few f the respndent s demgraphics age, gender, where they live and limited ther relevant infrmatin Describes ne change the respndent has witnessed in their lifetime Identifies the technlgical changes related t sme f the key inquiry questins Ranks a few f changes given by the respndent One example f what the respndent believes the changes will be in the future Identifies very few f the respndent s demgraphics f age, gender, where they live and excludes any ther relevant infrmatin Prvides limited descriptin f ne change the respndent has witnessed in their lifetime Identifies few technlgical changes related t the key inquiry questins Lists few changes, prvided by the respndent Prvides a basic/limited example f what the respndent believes the changes will be in the future Differentiatin Evaluatin HSIE K-10 March 2016 Page 10 f 10

118 STAGE 4 GEOGRAPHY: Landscapes and landfrms Key inquiry questins Why is there a diversity f landscapes and landfrms n Earth? What envirnmental and human prcesses frm and transfrm landscapes and landfrms? Why d peple value landscapes and landfrms? T what extent are landscapes and landfrms sustainably managed and prtected? Overview Students explre landscapes and landfrms using examples frm Australia and thrughut the wrld explain prcesses that create landscapes and shape individual landfrms describe the value f landscapes and landfrms t different peple examine issues f landscape degradatin and ways t manage and prtect landscapes and landfrms investigate a natural hazard assciated with landscapes and peple s respnses t that hazard. Outcmes A student: lcates and describes the diverse features and characteristics f a range f places and envirnments GE4-1 describes prcesses and influences that frm and transfrm places and envirnments GE4-2 examines perspectives f peple and rganisatins n a range f gegraphical issues GE4-4 discusses management f places and envirnments fr their sustainability GE4-5 acquires and prcesses gegraphical infrmatin by selecting and using gegraphical tls fr inquiry GE4-7 cmmunicates gegraphical infrmatin using a variety f strategies. GE4-8 Syllabus references Landscapes and landfrms investigate different landscapes and the gemrphic prcesses that create distinctive landfrms, (ACHGK048, ACHGK050) - identificatin f a variety f landscapes and landfrms - examinatin f ONE Teaching and learning activities Inquiry questins: Fr each key inquiry questin, students are encuraged t design their wn inquiry questins as a subset in rder t cmplete the gegraphical inquiry prcess which frms the bases f these teaching and learning sequences. Assessment: The strategies require students t demnstrate their learning and are all either assessment fr learning r assessment as learning activities. Sme activities might be selected and included in a schl assessment schedule fr assessment f learning. Learning sequence 1 Key inquiry questin: Why is there a diversity f landscapes and landfrms n earth? Teachers nte: befre this task, yu will need t: a) check that students knw the difference between landscapes, landfrms, envirnments and bimes b) develp a class list and summary f different landscapes f the wrld and what they lk like, in general. (Perhaps by way f wh has heard f, seen a dcumentary abut, r visited them) HSIE K-10 March 2016 Page 1 f 11

119 landscape and its distinctive landfrms - explanatin f gemrphic prcesses that create landfrms e.g. weathering, ersin, depsitin, tectnic activity Value f landscapes and landfrms investigate the aesthetic, cultural, spiritual and ecnmic value f landscapes and landfrms fr peple, including Abriginal and Trres Strait Islander Peples, fr example: (ACHGK049) - explanatin f the aesthetic value f landscapes and landfrms t culture and identity - descriptin f the cultural and spiritual value f landscapes r landfrms in different places - identificatin f hw a landscape can have ecnmic value fr different peple. Gemrphic hazard investigate ONE cntemprary gemrphic hazard including causes, impacts and respnses, fr example: (ACHGK053) - descriptin f the spatial distributin f the disaster - explanatin f gemrphic prcesses causing the disaster and its impacts - examinatin f the respnses f individuals, grups and gvernment t the impact f the disaster - discussin f management strategies Landscapes and landfrms a) Landscapes an area, created by a cmbinatin f gelgical, gemrphlgical, bilgical and cultural layers that have evlved ver time underwater: cntinental shelf, trench, midceanic ridge land: urban, rural, muntain, plain, wetland, arid, vlcanic, castal, wetland, riverine, karst b) Landfrms individual surface features f the earth identified by their shape such as dunes, plateaus, canyns, beaches, plains, hills, rivers and valleys 1.1 Investigating landscapes Teachers nte: 1.1 may fcus n Asia, Australia r anther regin f the wrld. Yu will need t supply an apprpriate map accrdingly, fr students t cmplete the task. The Care fr the Landscapes and Landfrms f ur Wrld Party (CLLWP) is a new plitical party that values landscapes and landfrms arund the wrld, and lbbies fr their care fr the benefit f future generatins. The plitical party is very vcal abut the imprtance f landscapes and demands the gvernment d mre internatinally t acknwledge their value, especially fr indigenus peples arund the wrld, as well as prviding an educatinal platfrm dmestically thrugh which students can learn abut landscapes and landfrms; hw they came t be, and what value they hld. The CLLWP has spken t yu at schl abut different landscapes and landfrms fund in the wrld. Yur class has listed a number f different landscapes, abut which mre infrmatin is needed. The editrs f yur schl magazine club have decided t create an article fr the next schl magazine editin abut different landscapes arund the wrld. Yur task is t prepare the article, but first yu need t research the tpic. 1. Use the internet, texts, atlases and ther reference materials t identify ne landscape frm the class list and lcate where this landscape can be fund n a blank map f ne regin f the wrld (Label the map with significant lines f latitude and lngitude t shw the reader where the landscape is fund). The map shuld include: legend, nrth pint, title, scale and brder 2. Cllect several pictures f the chsen landscape and describe the images using gegraphical terminlgy 3. Select ne f the images and cnstruct a line drawing, labelling the physical landfrms and human features f the chsen landscape. 4. Cnstruct a table that lists and describes the physical landfrms fund in yur chsen landscape. Once yu have cmpleted the research - create an article that incrprates the infrmatin yu have cllated (i.e. describes the landscapes and their main characteristics). Remember yur audience. Dn t frget t chse a great headline fr yur article. 1.2 What landscape is my lcal area and what makes my lcal area distinctive? Students in yur schl have read yur article and, want, as part f their learning, t prmte yur lcal area as a having a distinctive landscape. HSIE K-10 March 2016 Page 2 f 11

120 t reduce the future impact f similar hazard event including the rle f technlgy in mnitring and predicting gemrphic hazards. Changing landscapes investigate the human causes and effects f landscape degradatin, fr example: (ACHGK051) - descriptin f the impact f a range f human activities n landscapes - examinatin f ONE type f landscape degradatin including its spatial distributin, causes and impact. Landscape management and prtectin investigate ways peple, including Abriginal and Trres Strait Islander Peples, manage and prtect landscapes, fr example: (ACHGK052) - descriptin f the nature and extent f landscape prtectin acrss a range f scales e.g. lcally prtected places, natinal parks, wrld heritage listing - examinatin f management and prtectin strategies fr ONE landscape - assessment f the cntributin f Abriginal and Trres Strait Islander Peples knwledge t the use and management f an Yu are t undertake the fllwing activities: draw a sketch map f yur lcal area label the main physical landfrms and human features f yur lcal area prepare climatic infrmatin abut yur lcal area in the frm a climatic graph and a descriptin f the weather ver the last week using an analysis f synptic charts lk at a tpgraphic map and a satellite image f yur lcal area and identify, using grid and area references, the majr landscapes fund in yur lcal area. Differentiated curriculum: prepare five questins t ask ten peple in yur family, friends and neighburs abut the mst imprtant physical features, including landfrms, f yur lcal area. cnduct the survey and cllate the answers int a half-page summary f what peple have said cmpare yur answers with yur peers and write a ne page reprt n why yu think yur lcal area is distinctive. Investigating landfrms 1.3 Reprt n landfrms* (*pssible assessment task - see attached utcmes, rubric and marking criteria) Teachers nte: a) Crss sectins and transects, including the use f a tpgraphic map, will need t be taught/reviewed as a whle class befre this task is cmmenced. b) An example f a pre-task can be lcated here _landfrm_explrer_pdf.pdf. In grups f fur, select an Australian landfrm (e.g. Uluru, Kata Tjuta, Wave Rck). Tw students frm each grup will investigate the gemrphic rigin f the landfrm while the ther tw students will research the Dreaming that explains its rigin. Using all f the research, present the infrmatin in a fur-page wrd dcument, including: - the lcatin f the landfrm - a pht f the landfrm and web links t images f the chsen landfrm at tw relevant sites** - a diagram f the feature, with a crss-sectin f its shape in relatin t the surrunding landscape, and ne paragraph which describes the diverse characteristics f the features f the surrunding landscape. - a transect f the area - an accunt f the gemrphic prcesses that created the landfrm - a descriptin f the Dreaming that explains the rigins f the landfrm frm an Abriginal and Trres Strait islander perspective. HSIE K-10 March 2016 Page 3 f 11

121 Australian landscape r landfrm **use the website evaluatin prvided n the last page f this dcument. Learning sequence 2 Value f landscapes and landfrms Landscape management and prtectin Key inquiry questins: Why d peple value landscapes and landfrms? T what extent are landscapes and landfrms sustainably managed and prtected? Teachers nte: aesthetic values f landscapes and landfrms are based n the relatinship between the characteristics f the landscapes and landfrms, and the bserver. They include ecnmic, eclgical, spiritual, educatinal, heritage and cultural values. 1 Yu have received an frm a student frm verseas wh has read yur article. It reads: Why are yur landfrms s imprtant t yu? What are their aesthetic values? What is the cultural, spiritual and ecnmic value f yur landfrms fr Abriginal and Trres Strait Islander peple and nn-indigenus peple? Yu have decided t bradcast the answer t this n an Internatinal Student Radi Prgram. In grups, using the cartn belw, and the chsen landfrm frm task 1.2, each student f the grup is t chse at least tw perspectives, ne f which is that f an Abriginal r Trres Strait Islander (e.g. plitical, scientist, artist, ecnmist, scientist). Discuss the statement belw and present a five minute radi bradcast n yur findings with each perspective included in the bradcast: Landfrms need special prtectin Surce: Yur radi bradcast is t include: - specific examples f the value f the landfrm t culture, identity and spirituality - the ecnmic value f the landfrm lcally and natinally - strategies that identify the management and prtectin f the landfrm (wh lks after the landfrm and hw?) HSIE K-10 March 2016 Page 4 f 11

122 Learning sequence 3 Changing landscapes Key inquiry questin: What envirnmental and human prcesses frm and transfrm landscapes and landfrms? Educatinal activity Teachers nte: Land degradatin the reductin r deteriratin in the quality f land. Examples include defrestatin, vergrazing, urban sprawl, salinificatin, pllutin, cntaminatin, mnculture. Yur lcal cuncil wishes t educate their cnstituents n the causes and effects f landscape degradatin. They have enlisted yur assistance t develp an educatinal, yet enjyable, activity abut ne type f land degradatin. 1. Divide int six grups. Each grup will chse/be allcated a different type f land degradatin t illustrate the different frms. 2. The task fr each grup is t design an infrmative web-based activity n their type f land degradatin. The activity needs t include the fllwing infrmatin: a wrking definitin f the chsen type f land degradatin an explanatin f the gemrphic prcesses relevant t the type f degradatin examples f the impact f human activities n the land degradatin a brief case study invlving the type f land degradatin in a specific envirnment, within Australia the impacts f the type f land degradatin n the envirnment at a variety f scales hw individuals, grups, including Abriginal and Trres Strait Islander Peples and gvernments are managing r partially managing the situatin t prtect the envirnment. 3. When cmpleted, each grup is t try the web-based activities frm the ther five grups. Fr each activity the grup discusses and cmpletes a half page (maximum) evaluatin that includes answers t the fllwing: hw user friendly was the site? was the activity interesting? Why r why nt? what did the grup members learn frm the presentatin and the activity? Learning sequence 4 Gemrphic hazards in Australia Teachers suggestin: Use Learning Sequence 6 Natural Hazard frm Water in the Wrld and Learning Sequence 4 Gemrphic Hazard frm Landscapes and Landfrms as an authentic culminating activity, titled Hazards, relevant t many f the Stage 4 Gegraphy utcmes. Teachers nte: HSIE K-10 March 2016 Page 5 f 11

123 a) atmspheric hazard cyclne, fld, drught, fire and trnad b) bilgic hazard famine, epidemic c) gemrphic hazard a hazard that transfrms the lithsphere, such as a vlcanic eruptin, earthquake, tsunami and a mass mvement, such as an avalanche. 2 Yu have received a return frm yur verseas student. It reads: Srry that I have nt replied t yur fr a while but ur schl was flded with the start f the mnsn. Our classrms were under water fr three days. We culdn t cme t schl and many huses and farms have been destryed. Peple nw have t live at the cmmunity centre and the gvernment says it will take a while fr rads, electricity and nrmal water supplies t be fully restred thrughut the area. Culd yu please tell me abut the types f hazards experienced in Australia? I am particularly interested in the gemrphic hazards that yu knw abut that are the causes and impacts f many disasters and any strategic plans that yu knw abut that are available as a respnse t such hazards. Thank yu s much. 1. Divide int six grups. Each grup is allcated a different gemrphic hazard. 2. Plan a gegraphical inquiry that researches the impact f a gemrphic hazard n Australians. Create a website (including web links, phtgraphs and diagrams) that includes the fllwing infrmatin: identificatin f areas f Australia that are prne t experiencing this type f hazard a descriptin f the prcesses assciated with the hazard (include a variety f charts t demnstrate this) infrmatin abut a specific event that has ccurred within Australia, related t the hazard (when, where, why, hw much damage was caused, wh was affected?) the cnsequences f this event (include infrmatin abut the ecnmic, envirnmental and scial impacts) hw peple reacted t the event, giving the respnses f individuals, grups (e.g. SES, plice, charity grups) and gvernment the respnsibilities f the different parties with regards t this gemrphic hazard event. The websites will be shared with the ther grups fr discussin. 3. Class discussin: Discuss the statement The cnsequences f hazards in Australia fr Australians are immense. HSIE K-10 March 2016 Page 6 f 11

124 Resurces Gegraphical terminlgy landscape landfrm weathering ersin depsitin tectnic activity climatic graph synptic charts crss sectin transect envirnmental prcesses human prcesses transfrm aesthetic ecnmic eclgical spiritual heritage Gegraphical cncepts Gegraphical inquiry skills Gegraphical tls The fllwing gegraphical cncepts have been integrated int the teaching and learning sequence: Place: the lcatin and distinctiveness f different landscapes and landfrms Space: the spatial distributin f landscapes Envirnment: prcesses that frm and transfrm landscapes and landfrms acrss the wrld; the aesthetic, cultural, spiritual and ecnmic value f landscapes and landfrms t peple Intercnnectin: hw peple are affected by landscapes; the intercnnectin between landscapes and landfrms The fllwing gegraphical inquiry skills have been integrated int the unit: Acquiring gegraphical infrmatin develp gegraphically significant questins and plan an inquiry, using apprpriate gegraphical methdlgies and cncepts (ACHGS047, ACHGS055) cllect, select and recrd relevant gegraphical data and infrmatin, using ethical prtcls, frm apprpriate primary data and secndary infrmatin surces (ACHGS048, ACHGS056) Prcessing gegraphical infrmatin evaluate infrmatin surces fr their reliability and usefulness (ACHGS049, The fllwing gegraphical tls have been integrated int the unit: Maps sketch maps, plitical maps, tpgraphic maps, transects, crss-sectins maps t identify directin, scale and distance, area and grid references, latitude and lngitude, altitude, area, cntur lines, gradient, lcal relief Fieldwrk cllecting and recrding data, develping and cnducting surveys and interviews Graphs and statistics data tables, climate graphs, Spatial technlgies satellite images (GIS) HSIE K-10 March 2016 Page 7 f 11

125 Scale: the variatins f landfrms at a variety f scales; the management f gegraphical challenges acrss a range f scales frm lcal t glbal; respnses and actins undertaken by gvernments, rganisatins and individuals Sustainability: pressures n the Earth s landscapes; the need t manage landscapes and landfrms fr a lng-term future; sustainable management appraches f the use f landscapes and landfrms Change: explaining gegraphical phenmena by investigating hw they have develped ver time e.g. landscapes and landfrms ACHGS057) represent data in a range f apprpriate frms, with and withut the use f digital and spatial technlgies (ACHGS049, ACHGS057) represent the spatial distributin f different types f gegraphical phenmena by cnstructing maps at different scales that cnfrm t cartgraphic cnventins, using spatial technlgies as apprpriate (ACHGS050, ACHGS058) analyse gegraphical data and ther infrmatin using qualitative and quantitative methds, and digital and spatial technlgies as apprpriate, t identify and prpse explanatins fr spatial distributins, patterns and trends and infer relatinships (ACHGS051, ACHGS059) apply gegraphical cncepts t draw cnclusins based n the analysis f the data and infrmatin cllected (ACHGS052, ACHGS060) Cmmunicating gegraphical infrmatin present findings, arguments and ideas in a range f cmmunicatin frms selected t suit a particular audience and purpse; using gegraphical terminlgy and digital technlgies as apprpriate (ACHGS053, ACHGS061) reflect n their learning t prpse individual and cllective actin in respnse t a cntemprary gegraphical challenge, taking accunt f envirnmental, ecnmic and scial cnsideratins, and predict the expected utcmes f their prpsal (ACHGS054, ACHGS062) Visual representatins phtgraphs, aerial phtgraphs Assessment task and rubric HSIE K-10 March 2016 Page 8 f 11

126 Outcmes lcates and describes the diverse features and characteristics f a range f places and envirnments GE4-1 cmmunicates gegraphical infrmatin using a variety f strategies GE4-8 Reprt n landfrms Teachers nte: c) crss-sectins and transects, including the use f a tpgraphic map, will need t be taught/reviewed as a whle class befre this task is cmmenced. d) An example f a pre-task can be lcated here In grups f fur, select an Australian landfrm (e.g. Uluru, Kata Tjuta, Wave Rck). Tw students frm each grup will investigate the gemrphic rigin f the landfrm while the ther tw students will research the Dreaming that explains its rigin. Using all f the research, present the infrmatin in a fur-page wrd dcument, including: - the lcatin f the landfrm - a pht f the landfrm and web links t images f the chsen landfrm at tw relevant sites** - a diagram f the feature, with a crss-sectin f its shape in relatin t the surrunding landscape, and ne paragraph which describes the diverse characteristics f the features f the surrunding landscape. - a transect f the area - an accunt f the gemrphic prcesses that created the landfrm - a descriptin f the Dreaming that explains the rigins f the landfrm frm an Abriginal and Trres Strait islander perspective. **use the Website evaluatin prvided belw Demnstrates an utstanding understanding f ne landfrm in Australia, including its lcatin and physical diversity f the surrunding area Crrectly identifies gemrphic prcess(es) that are respnsible fr the frmatin f the chsen landfrm Writes a detailed intrductin, displaying an excellent understanding f the rigin f the landfrm frm a gemrphic and Indigenus perspective Demnstrates a gd understanding f ne landfrm in Australia, including its lcatin and physical diversity f the surrunding area Crrectly identifies gemrphic prcess(es) that are respnsible fr the frmatin f the chsen landfrm Writes a detailed intrductin, displaying a gd understanding f the rigin f the landfrm frm a gemrphic and Indigenus perspective Demnstrates sme understanding f ne landfrm in Australia, including its lcatin and physical diversity f the surrunding area Identifies gemrphic prcess(es) respnsible fr the frmatin f the chsen landfrm Writes an intrductin, displaying sme understanding f the rigin f the landfrm frm a gemrphic and Indigenus perspective Demnstrates a basic understanding f ne landfrm in Australia, including its lcatin and physical diversity f the surrunding area Identifies sme gemrphic prcess(es) respnsible fr the frmatin HSIE K-10 March 2016 Page 9 f 11

127 f the chsen landfrm Writes an intrductin, displaying a basic understanding f the rigin f the landfrm frm a gemrphic and Indigenus perspective Demnstrates limited understanding f ne landfrm in Australia, including its lcatin and physical diversity f the surrunding area Demnstrates limited knwledge f gemrphic prcess(es) respnsible fr the frmatin f the chsen landfrm Demnstrates a limited understanding f the rigin f the landfrm frm a gemrphic and Indigenus perspective Differentiatin Evaluatin Website evaluatin: Criteria Title f website: URL: Hw did yu lcate this site yu are evaluating? DESIGN FEATURES Is well-rganised and is easy t navigate Cntains an explanatin f what the page is abut Cntains useful infrmatin presented in an accessible frmat Cntains tables and/r graphics which are readable and lad easily Is visually interesting with pictures, clur, sund and/r vide clips EASE OF USE Lads quickly and has an easily understd frnt page Infrmatin can be easily accessed within the site and there are links back t the riginal page Offers search engines and/r help ptins (such as a site map) t make fr ease f navigatin thrugh the site Distinguishes clearly between internal and external links CONTENT Has a suitable title which explains what the site is all abut Has meaningful cntent which is useful fr the intended purpse Infrmatin is easy t read Y/N HSIE K-10 March 2016 Page 10 f 11

128 Cntent is grammatically crrect and spelling is crrect Cntent is current (up t date) Has links t external sites which are relevant and useful Includes pictures which cntribute t the verall appearance and which are relevant and usable CREDIBILITY Includes infrmatin abut the authr (e.g. cntact details) Includes a recent date when the site/page was last updated Includes references r links t surces used in develping the site Des nt inapprpriately request fees r names and addresses Des nt request that yu buy smething Des nt include advertising which takes a lng time t lad ADDITIONAL COMMENTS This evaluatin is based ne retrieved frm: HSIE K-10 March 2016 Page 11 f 11

129 STAGE 4 GEOGRAPHY: Place and liveability Key inquiry questins Why d peple s perceptins f the liveability f places vary? What effect des envirnmental quality and access t services have n peple s wellbeing? Hw can strng cmmunity identity and scial cnnectedness enhance the liveability f places? What appraches can be used t imprve the liveability f places? Overview Students discuss factrs that influence peple s perceptins f the liveability f places investigate features and characteristics f places acrss a range f scales that supprt and enhance peple s wellbeing such as cmmunity identity, envirnmental quality and access t services and facilities assess the liveability f places and prpse strategies t enhance the liveability f a place in Australia. Outcmes A student: lcates and describes the diverse features and characteristics f a range f places and envirnments GE4-1 describes prcesses and influences that frm and transfrm places and envirnments GE4-2 explains hw interactins and cnnectins between peple, places and envirnments result in change GE4-3 examines perspectives f peple and rganisatins n a range f gegraphical issues GE4-4 explains differences in human wellbeing GE4-6 acquires and prcesses gegraphical infrmatin by selecting and using gegraphical tls fr inquiry GE4-7 cmmunicates gegraphical infrmatin using a variety f strategies. GE4-8 Syllabus references Influences and perceptins investigate factrs influencing perceptins f the liveability f places, fr example: (ACHGK043, ACHGK046, ACHGK065) - examinatin f Teaching and learning activities Inquiry questins: Fr each key inquiry questin, students are encuraged t design their wn inquiry questins as a subset in rder t cmplete the gegraphical inquiry prcess which frms the bases f these teaching and learning sequences. Assessment: The strategies require students t demnstrate their learning and are all either assessment fr learning r assessment as learning activities. Sme activities might be selected and included in a schl assessment schedule fr assessment f learning. Influences and perceptins Learning sequence Living in places Key inquiry questin: Why d peple s perceptins f the liveability f places vary? HSIE K-10 March 2016 Page 1 f 9

130 envirnmental factrs that influence perceptins f liveability e.g. climate, landfrms, natural resurces - discussin f human factrs that influence perceptins f liveability e.g. culture, incme, emplyment, crime and safety - identificatin f ways used t measure, assess r rank the liveability f places e.g. surveys, liveability index - develpment f persnal liveability criteria and applicatin t a lcal place Access t services and facilities investigate the influence f accessibility t services and facilities n the liveability f places, fr example: (ACHGK044) - identificatin f services and facilities cnsidered imprtant t peple s wellbeing - examinatin f variatins in access t services and facilities between urban, rural and remte places Envirnmental quality investigate the impact f envirnmental quality n the liveability f places, fr example: (ACHGK045) - discussin f factrs that reduce envirnmental quality e.g. natural hazards, cnflict, ppulatin pressures, land degradatin Discussin 1 Why d yu/wuld yu like t live in a certain place? Discuss the factrs that determine the liveability f a place, in yur pinin. Teachers nte: Yu may wish t display pictures f places arund the wrld t stimulate discussin. After the discussin, cllate the features students cllectively want in a place they wuld like t live, r have lived, r live, and get students t think abut the basics f their persnal liveability criteria. Envirnmental quality Discussin 2a) What wuld make yu nt want t live in a place? Discuss this statement and cllate the features students d nt want, cllectively, in the places they live. Particularly fcus n a discussin f factrs that reduce envirnmental quality. Fr example: nise, pllutin, lts f traffic, crime, danger, drug dealers, emptiness, islatin, extreme heat r cld, ppulatins pressures, land degradatin. Teachers nte: answers will depend n students lcatin and experiences, but try t encurage discussin acrss a range f scales. Discussin 2b) - But peple d live in a place with these characteristics Why? Discuss and cnclude. Teachers nte: relate t the cllated liveability features frm Discussin 1. Discussin 3 - Peple live in dangerus and extreme places. Why? Discuss and cnclude. Teachers nte: relate t the cllated liveability features frm Discussin 1. Fr example: pverty restricts peple s ability t mve (ecnmic factrs), hw liveability changes ver time, and hw technlgy can vercme remteness and imprve scial cnnectedness. Key inquiry questin: What effect d envirnmental quality and access t services have n peple s wellbeing? Access t services and facilities Discussin 4* There are many variatins in access t services and facilities between urban, rural and remte places. Des this impact significantly n peples reasns fr living in a place? HSIE K-10 March 2016 Page 2 f 9

131 Cmmunity investigate the influence f scial cnnectedness and cmmunity identity n the liveability f places, fr example: (ACHGK046) - identificatin f the characteristics f places that influence cmmunity identity e.g. culture, envirnment, public events, religius beliefs - discussin f factrs that enhance scial cnnectedness e.g. transprt, technlgy, pen spaces, meeting places, emplyment Enhancing liveability investigate strategies used t enhance the liveability f places using examples frm different cuntries, fr example: (ACHGK047) - identificatin f the characteristics f places cnsidered highly liveable - examinatin f a range f strategies used t enhance liveability - assessment f the rle f gvernments, nngvernment rganisatins, cmmunities and individuals in enhancing liveability - prpsal f strategies t imprve the liveability f a place in Australia. Discuss and cnclude. Teachers nte: relate t the cllated liveability features frm Discussin 1. Assessment 1: Outcme explains differences in human wellbeing GE4-6 An ral assessment task shuld be develped that wrks twards the achievement f utcme GE4-6, using Discussin 4 as the basis. 1.2 Pht interpretatin / ranking Teachers nte: chse a variety f images f places (maximum f 15) that are lived in frm arund the wrld. Chse sme phtgraphs that reflect climatic cnditins (e.g. mnsn, snw, and desert) as well as places that have ppulatin disparities, r thse which fcus n educatin, r leisure r ther service industries. Yu are t rank the variety f images, where yu wuld like t live frm mst t least, using the students newly develped persnal liveability criteria. Cmpare yur ranking and the related criteria with that f yur peers. Discussin 6: Are there any features that cannt be shwn in an image that may be an imprtant influence n liveability? After discussin with yur peers, amend and adjust yur persnal liveability criteria, which culd then be applied t determine what places yu wuld mst like t live. Cnsider gruping yur criteria int cmmn characteristics such as tangible and intangible characteristics. Discuss the differences in yur persnal liveability criteria with yur peers. HSIE K-10 March 2016 Page 3 f 9

132 Surce: Cmpare yur persnal liveability criteria base with the images abve Re-evaluate yur persnal liveability criteria using these images. Analyse what yu have learned frm all f the discussins and activities and answer the fllwing questin: If yu culd live anywhere in the wrld, where wuld yu like t live? Why? In yur analysis, which shuld be apprximately 600 wrds, include reasning assciated with the imprtance f perceptins, access t services and facilities, envirnmental quality and scial cnnectedness, as well as yur final persnal liveability criteria. 1.3 Measuring liveability Teachers nte: students are t chse ne f the 140 cities that were invlved in the study by The Ecnmist fr the Glbal Liveability Ranking and Reprt lcated at Yu have been asked by yur chsen city cuncil (using the criteria identified by The Ecnmist Intelligence Unit) t assess the liveability f the city. This assessment will be presented at an upcming frum that cmpares the liveability f a number f cities. Cmpare The Ecnmists liveability results f yur chsen city with anther measurement factr such as Mercer s Quality f Living Ranking r Mncle s Quality f Life Survey. Hw are the studies similar and hw are they different? Yu and yur chsen city s cuncil representative. Yu have been HSIE K-10 March 2016 Page 4 f 9