Yr 4 Geo Africa South America

Year 4 unit overview Australian Curriculum: Geography
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Geography for Foundation10,
<www.australiancurriculum.edu.au/humanitiesandsocialsciences/geography/Curriculum/F!"#.
Unit title Duration of unit
$nrelia%le Ralph Roams the &orld !' (essons
Unit outline
)he *ocus o* this unit is the de+elopment o* the student,s world -nowledge. )hey %uild an understanding o* ma.or countries and cities in the A*rican and South
American region, this shapes the students world +iew, the connection %etween the people o* the world and the connection to the di**erent types o* en+ironment we
li+e in. )his is done %y identi*ying and in+estigating the natural +egetation and nati+e animals o* those continents, identi*ying the landscape and climate *actors that
shape e+eryday li*e and how these countries compare to Australia.
)his units second *ocus areas is to %uild the understanding students ha+e on sustaina%ility: that sustaina%ility is not .ust the care*ul use o* resources and
management o* waste. )hey de+elop this %y loo-ing at other concepts o* the en+ironment such as how it in*luences and supports the li+es o* the people and li+es
o* other li+ing things.
Students learn to /uestion why the world is the way it is, re*lect on their relationships with and responsi%ilities *or that world, and propose actions designed to
shape a socially .ust and sustaina%le *uture. So that students %ecome in*ormed, responsi%le and acti+e citi0ens who can contri%ute to the de+elopment o* an
en+ironmentally and economically sustaina%le and socially .ust world.
1n/uiry 2uestions
Climate 3 &hat are the climate types o* the ma.or countries o* A*rica and South America and how do they compare or di**er *rom Australia,s climate4
5lants and animals 3 &hat is the lin- %etween plants and animals and the climate they are *ound in4
Can we e6pect to *ind the same plants and animals in di**erent country with the same climate4
(andscape 3 &hat are the main characteristics o* the landscape o* the ma.or countries in A*rica and South America
Sustaina%ility 3 7ow does our situations8 go+ernment, climate, landscape and economics, change our +iews on sustaina%ility.
Queensland tudies Authority 9arch :"!: ;
!
"dentify curriculum
Content descriptions to #e taught
General capa#ilities and cross$curriculum priorities
Geographical Knowledge and
Understanding
Geographical Inquiry and Skills
Content description
)he location o* the ma.or
countries o* A*rica and South
America in relation to Australia,
and their main characteristics,
including the types o* natural
+egetation and nati+e animals in
at least two countries *rom %oth
continents
%la#orations
using geographical tools, *or
e6ample, a glo%e, a wall map or
digital application such as <oogle
=arth, to identi*y the ma.or
countries o* A*rica and South
America and their relati+e
locations
researching the main types o*
natural +egetation and nati+e
animals in a climate 0one in
Australia and comparing them
with those *ound in a similar
climate in A*rica or South America
Content description
Re*lect on their learning to propose
indi+idual action in response to a
contemporary geographical
challenge and identi*y the e6pected
e**ects o* the proposal
5resent *indings in a range o*
communication *orms, *or e6ample,
written, oral, digital, graphic, ta%ular
and +isual, and use geographical
terminology
&iteracy
'umeracy
"C( capa#ility
Critical and creative thin)ing
*ersonal and social capa#ility
%thical #ehaviour
ustaina#ility
Geographical Understandings
*lace interconnection %nvironment pace ustaina#ility cale Change
+ ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
"dentify curriculum
Achievement standard
@y the end o* >ear ', students descri%e and compare the characteristics o* places in di**erent locations at the national scale. )hey
identi*y and descri%e the interconnections %etween people and the en+ironment. )hey descri%e the location o* selected countries in
relati+e terms and identi*y simple patterns in the distri%ution o* *eatures o* places. Students recognise the importance o* the
en+ironment and identi*y di**erent +iews on how to respond to a geographical challenge.
Students de+elop geographical /uestions to in+estigate and collect and record in*ormation and data *rom di**erent sources to answer
these /uestions. )hey represent data and the location o* places and their characteristics in simple graphic *orms, including largescale
maps that use the cartographic con+entions o* scale, legend, title and north point. )hey descri%e the location o* places and their
*eatures using simple grid re*erences, compass direction and distance .Students interpret data to identi*y spatial distri%utions and
simple patterns and draw conclusions. )hey present *indings using geographical terminology in a range o* te6ts. )hey propose
indi+idual action in response to a local geographical challenge and identi*y the e6pected e**ects o* their proposed action.
-
.elevant prior curriculum Curriculum wor)ing towards
>ear A
)he representation o* Australia as states and territories, and Australia,s
ma.or natural and human *eatures
)he location o* Australia,s neigh%ouring countries and their di+erse
characteristics
)he main climate types o* the world and the similarities and di**erences
%etween the climates o* di**erent places
)he similarities and di**erences %etween places in terms o* their type o*
settlement, demographic characteristics and the li+es o* the people who
li+e there
>ear :
)he location o* the ma.or geographical di+isions o* the world in relation
to Australia
)he de*inition o* places as parts o* the =arth,s sur*ace that ha+e %een
gi+en meaning %y people, and how places can %e de*ined at a +ariety o*
scales
>ear !
)he weather and seasons o* places and the ways in which di**erent
cultural groups, including A%original and )orres Strait 1slander 5eoples,
descri%e them
)he natural, managed and constructed *eatures o* places, their location,
how they change and how they can %e cared *or
>ear B
)he location o* the ma.or countries o* =urope and Corth America in
relation to Australia and the in*luence o* people on the en+ironmental
characteristics o* places in at least two countries *rom %oth continents
)he in*luence o* the en+ironment on the human characteristics o* a
place
)he in*luence people ha+e on the human characteristics o* places and
the management o* spaces within them
>ear D
)he location o* the ma.or countries o* the Asia region in relation to
Australia and the geographical di+ersity within the region
Ei**erences in the economic, demographic and social characteristics
%etween countries across the world
&in)s to other learning areas
7istory
5ast, present and *uture. &e learn *rom the past and present to in*luence the *uture.
Science
@iological science and science -nowledge helps us to -now the conse/uences o* our actions. Relates to sustaina%ility.
9athematics
Fnowledge o* descri%ing amounts o* people, area o* countries, temperatures in climate 0ones.
=nglish
Communication o* ideas and in*ormation and de+elopment o* written and oral language s-ills.
4 ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
Assessment /a)e 0udgments
Descri#e the assessment Assessment date )he location o* the ma.or countries o* A*rica
and South America in relation to Australia,
and their main characteristics, including the
types o* natural +egetation and nati+e
animals in at least two countries *rom %oth
continents.
5resent *indings in a range o* communication
*orms, *or e6ample, written, oral, digital,
graphic, ta%ular and +isual, and use
geographical terminology.
Assessment o* learning will %e gathered throughout the unit through the use o*:
Fact sheets, chec-lists, o%ser+ations and anecdotal records.
)o ensure a %alance o* demonstration o* student wor- the assessment will %e *all
under three categories: &ritten, Spo-en and 9ultimodal. )he techni/ues used to
*ul*il this assessment will %e through: Research and a collection o* wor-.
Research:
Format 3 research %ased on we% pages, letters and +isual representations.
Resources 3 multimodal and written.
Scope 3 to %e completed indi+idually and in whole class during class time
Collection o* &or-:
Format 3 wor- will include ladled diagrams, maps, written e6planations and
multimodal presentation.
Resources 3 posters, pictures and 1C) (15ad/(aptops)
Scope 3 to %e completed indi+idually and in small groups during class time.
)he assessment will %e designed in a way to cater *or the +arying needs o* the
students. Students will %e in groups o* +arying a%ility *or peer to peer support as well
as the teacher to student support. @ecause there are multiple elements to the o+erall
assessment. Students can *ocus their indi+idual e**ort on areas they are com*orta%le
with and wor- colla%orati+ely in areas where they are less com*orta%le.
Students will %e gi+en in*ormal indi+idual and whole group con*erences to pro+ide an
opportunity to identi*y where their wor- is progressing and loo- *or areas o*
impro+ement with that wor-.
)he assessment will occur
at the end o* the unit. )he
wor- is to %e completed in
class.
1
(eaching and learning upportive learning environment
(eaching strategies and learning e2periences Ad0ustments for needs of learners .esources
)he o+erarching teaching strategy that is in place *or the whole unit is in/uiry
learning. )his strategy re/uires learning e6periences that ena%le students to
in+estigate in*ormation, to *ind answers to -ey /uestions and ma-e lin-s %etween
*amiliar and new in*ormation to *orm new concepts.
)he learning e6periences will %e %ased around the $nrelia%le Ralph letters. =ach
letter introduces the students to a new country %y gi+ing clues on the location with
e6plicitly saying where the location is. )his way the students can identi*y the -ey
in*ormation that descri%es a location, such as the climate, the landscape, the plants
and animals, the population, the city %uilding and e+eryday acti+ities. )his is aimed at
a ma.or country o* A*rica and South America8 these are @ra0il, Colum%ia, =gypt and
South A*rica.
Students will %e then gathering in*ormation on each o* these countries, this
in*ormation will include the population o* the country, the capital city, area the country
ta-es up, natural *eatures, manmade *eatures, climate, nati+e *lora and *auna,
economic *eatures and go+ernment type. )his in*ormation will %e used %y the
students during the creation o* the Country Stall presentation.
)hese countries will also %e compared to Australia, loo-ing at the similarities and
di**erences %etween the two. )his can %e the population, climate, landscape and
nati+e *auna and *lora.
Students will %e gi+en opportunity to
wor- %oth colla%orati+ely and
indi+idually. Euring this time there
are multiple areas *or students to
*ocus on areas o* study that interest
them.
)he assessment piece pro+ides
students with multiple areas to apply
their s-ill such as artistically, through
writing, through the use o* 1C),s and
in oral spea-ing.
Country Fact Sheet
$nrelia%le Ralph letters
Country in*ormation data%ase
9ap (5olitical %oarders, climate
0ones)
Continents &or-sheet
5resentation Stalls
15ads/(aptops
)ra+el %rochures
Assessment Ru%ric
$nit Gutline
(=SSGC !
H9e 9ap,
(esson G%.ecti+e:
Demonstrate to students that each country around the world has a
unique physical makeup.
)=AC71C< 9=)7GE
=stimated time: '" 9inutes
Students are introduced to the subject of geography through the concept of a Me Map.
A Me Map is a simple component which students will use as a representation to identify uniqueness of
separate countries, and in particular continents.
Each student will be given a piece of butchers paper to trace their body outline. Students will be asked to
make comparisons with each outline.
Key Questions
How does your outline differ from other outlines?
What are the specific characteristics that make each outline different?
By asking these questions it will become apparent that as a two-dimensional depiction, these outlines
show very limited variations.
Students will then be asked to add features of their body and/or personality that make them unique. E.g.
hair colour, dress sense, eye colour, body proportion, ethnicity, build (athletic, muscular, chubby) etc.
Key Questions
How does your body outline now differ from other outlines? Specify definitive characteristics
The teacher will now introduce the unit subject of geography.
An explanation will be made as to the relevance the Me Map activity has in relation to geography.
Each outline serves a representation of an individual country around the world. Whilst some countries may
seem similar, no two are exactly the same.
To conclude the lesson students will be asked to form groups with those who resemble similar Me Map
characteristics
Ad.ustments *or Ceeds o* (earners Resources
&hole class acti+ity no ad.ustment needed.
Butchers paper
Felt Pens - Coloured
;
$nit Gutline
(=SSGC :
H@uilding an $nderstanding o*
<eography,
(esson G%.ecti+e:
Identifying what we define geography to be
Distinguish that geography can be broken down into two mains fields
of study: Physical and human
Identify the key concepts that underpin our geological understanding
place, space, environment, interconnection, sustainability, scale
and change
)=AC71C< 9=)7GE
=stimated time: A" 9inutes
Students will be gathered together to recap on the previous lessons Me Map creation.
The relevance of the activity will be defined in relation to geographic characteristics.
As a whole class the teacher will conduct a brainstorm forming possible definitions of Geography
Teacher will use the Me Map as a constant reminder for students to make correlations to geography
definition.
Afterwards students think back to past years and remember topics that they have looked at which relate
back to the definition created. E.g. This list is written on board and similar topic areas are combined
together.
Students are hinted towards creating two areas of study, the physical and human geographies.
Students will then be asked to copy down the information from the board (concept map & terminology
table) onto their given geography worksheets.
Each lesson will identify certain geological terms.
These terms will be listed on the board (Word Pool) as the lessons progress.
These words can be implemented within literacy lessons as a cross curricular priority to reaffirm their
meanings.
Due to the nature of class discussion
there are no wrong responses,
therefore there is no need for
diferentiation.
Whiteboard
A sheets of paper
!eograph" wor#sheets
$nit Gutline
(=SSGC A
HAustralia, Gur @ac-yard,
(esson G%.ecti+e:
Identify what we know about our own country
Describe locations visited throughout Australia
Identify location on a map of Australia
)=AC71C< 9=)7GE
Students are to think back to a holiday they have had with Australia and describe the location and
features of that area.
Each experience is shared with the class. Upon conclusion, children will have the opportunity to plot their
destination on a blank, blown up map of Australia.
Students are asked what other information can be placed upon the blank map e.g. states, major cities,
landmarks etc.
Teachers outlines North, South, East & West
Brief discussion as a whole class concerning:
Direction of travel between each destination
Possible changes in climate at each destination. Why they may be different
How this climate affects the vegetation (recap what vegetation was found at each location?)
Students are then given a country facts sheet (refer to appendix 1.1) to complete in reference to Australia
The country facts sheet will be recorded as apart of student portfolios
(ocations can %e as *ar or as close to home so that
students who ha+e not tra+eled are not hindered and
cannot participate.
Atlas
Blan# $ap of Australia
Countr" Fact %heet
&C'(s
)esearch lin#s
;
$nit Gutline
(=SSGC '
HContinents and 7emispheres,
(esson G%.ecti+e:
Identify what and where the 7 continents of the world are
Identify the equator and acknowledge its relationship with defining
each hemisphere
)=AC71C< 9=)7GE
=stimated time: A" 9inutes
Using a large scale blank map on the board, ask students:
Who has heard someone refer to Australia as a continent?
Is there anyone who would like to have a go at defining what is a continent?
How many continents do you think there are in the world?
Can you identify the continents and name any of them?
As a class discuss that there are 7 continents in the world and discuss what they are:
Use 7 continents website (refer to resources) and fill out worksheet appendix 1.
Bring students together and have students help to complete the world map on the board
Name as many different countries as possible on the map
Discussion with children about the equator and how it defines the 2 hemispheres
&hole class acti+ity no ad.ustment needed.
http://www.whatarethe7continents.com
Continent Worksheet
!5 ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
$nit Gutline
(=SSGC B
HRalph Roams @ra0il,
(esson G%.ecti+e:
Gain key information regarding the country of Brazil location, landscape,
native animals and vegetation, demographics, and climate
Compare and contrast the different climates of Brazil and conclude reasons
for certain flora and fauna within this part of the world
)=AC71C< 9=)7GE
=stimated time: 'B 9inutes
Students read first letter from Unreliable Ralph as he roams the world
Students are prompted that Ralph has deeply described his destination without actually saying where he is
exactly. It is the classes job to define his location
With aide from teacher, highlight importation information within the letter, which can be used to
distinguish where Ralph is located
Students are encouraged to predict the location of Ralph. Give reasons as to why?
Link students towards online unit resource (refer to resources)
Teacher briefly demonstrates the capacity of the website
Students use there prior knowledge as well as the online resource in order to identify where in the world
Ralph is located
Once students have identified where Ralph is, allow them time to fill out country fact sheet (Appendix
1). The fact sheet requires students to research Ralphs destination in relation to:
Country and continent that it is apart of
Climate
Natural vegetation
Native animals
Terrain
Relative location (neighbouring countries and oceans)
After fact sheet has been completed the teacher will conduct a brief class discussion concerning each of
the points.
Hold a discussion about the typical climate found within Brazil
Discussion questions include:
- Can this climate be similarly compared to climates of Australia?
- Now that we have clearly identified the typical climate of Brazil, will it have the same flora and
fauna of parts of Australia? (use online resources to define flora and fauna concepts)
Completion o* Fact sheet can %e
done indi+idually %y higher
achie+ing students, low achie+ers
can *orm pairs to complete the Fact
sheet.
http://%.allen!II!.wi6.com/unrelia%leralphJKa%out/c.gI
Country Fact Sheet
;
$nit Gutline
(=SSGC D
HRalph Roams
Colom%ia,
(esson G%.ecti+e:
Gain key information regarding the country of Colombia location,
landscape, native animals and vegetation, demographics, and climate
Compare and contrast the different climates of Colombia and conclude
reasons for certain flora and fauna within this part of the world
)=AC71C< 9=)7GE
Students read second letter from Unreliable Ralph as he roams the world
Students are prompted that Ralph has moved on from his previous location, yet has once again failed to
name his new whereabouts.
Each Ralph letter will be used a mini motivation segment to get students energised about the follow
country of concern.
Ralph is located.
Climate
Natural vegetation
Native animals
Terrain
the points.
Hold a discussion about the typical climate found within Colombia
o Can this climate be similarly compared to climates of Australia
o Now that we have clearly identified the typical climate of Colombia, will it have the same flora
and fauna of parts of Australia? (use online resources to define flora and fauna concepts)
sheet.
Country Fact Sheet
!+ ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
$nit Gutline
(=SSGC ?
HRalph Roams =gypt,
(esson G%.ecti+e:
Gain key information regarding the country of Egypt location, landscape,
native animals and vegetation, demographics, and climate
Compare and contrast the different climates of Egypt and conclude reasons
for certain flora and fauna within this part of the world
)=AC71C< 9=)7GE
country of concern.
Ralph is located.
Climate
Natural vegetation
Native animals
Terrain
the points.
Hold a discussion about the typical climate found within Egypt
o Now that we have clearly identified the typical climate of Egypt, will it have the same flora
and fauna of parts of Australia? (use online resources to define flora and fauna concepts)
sheet.
Country Fact Sheet
;
$nit Gutline
(=SSGC L
HRalph Roams South
A*rica,
(esson G%.ecti+e:
Gain key information regarding the country of South Africa location,
landscape, native animals and vegetation, demographics, and climate
Compare and contrast the different climates of South Africa and conclude
reasons for certain flora and fauna within this part of the world
)=AC71C< 9=)7GE
country of concern.
Ralph is located.
Climate
Natural vegetation
Native animals
Terrain
the points.
Hold a discussion about the typical climate found within South Africa
o Now that we have clearly identified the typical climate of South Africa, will it have the same
flora and fauna of parts of Australia? (use online resources to define flora and fauna concepts)
sheet.
Country Fact Sheet
$nit Gutline
(=SSGC I
HSustaina%ility ,
(esson G%.ecti+e:
Identifying how our environments sustain and affect our everyday
lives.
Understanding the impact humans have upon the environment.
Identifying sustainable practices for the use of resources.
)=AC71C< 9=)7GE
=stimated time: 9inutes
1denti*ying contemporary en+ironmental issues in comparison o* A*rica to Australia. 3 &ater $se
Using the information gathered on the nations in Africa and the information gather on Australia create a
comparison of the environment that we live in, both have a fairly hot and arid climate with low rain fall in
most areas.
From this information we can conclude that there are limitations to where and how we can choice to live
in certain areas. E.g. Australia has a majority of coastal towns and Egyptian towns are located along the
Nile.
Identify the various views taken on water management in media e.g. Western Queensland Drought
Using ICT to identify the government resource management schemes that are in place or in planning.
Discover their aim, how they operate and determine the effectiveness of the scheme
Do the countries suffering for low rainfall have similar views on the sustainable use of water or do they
have different views. Describe why there might be variation.
Students will %e gi+en the wor- to either complete
indi+idually or in pairs.
Students are encouraged to *ind more than one
resource scheme to descri%e.
&C'
Countr" Factsheet
!eograph" writing boo#
;
$nit Gutline
(=SSGC !"
HSustaina%ility,
(esson G%.ecti+e:
Identifying how our environments sustain and affect our everyday
lives.
Understanding the impact humans have upon the environment.
Identifying sustainable practices for the use of resources.
)=AC71C< 9=)7GE
The class will break into small groups and define and discuss the concept of sustainability:
What it means
How it can be implemented
Examples of sustainability
Using the information gathered on the nations in South America and the information gather on Australia
to create a comparison of each environment.
Class discussion with acknowledge that:
- South American countries are covered in mainly rainforest, especially in the northern part of the
continent
- Australia has around a quarter of its land covered in forestry.
Give students the term deforestation and ask them what they believe that term means, similarly give them
the term logging and what that means.
Deforestation is the removal of trees from an area with both negative and positive connotations.
Logging is a term used in the forestry industry for the cutting and processing of trees, this term to
have both negative and positive connotations.
Identify media article on deforestation. Look specifically at what each article is identifying and the views
taken upon these topics
Tasmanian Forestry Agreement
Amazon deforestation
Identify the causes or reasons for the deforestation in these areas.
Using ICT to identify the government resource management schemes that are in place or in planning.
Discover their aim, how they operate and determine the effectiveness of the scheme.
Information will be collected in a Microsoft Word table on the classroom laptops. Students will
printout a copy of their groups findings and hand in as a part of their student portfolios.
Compare what each country is doing in terms of the sustainable use of resources, do they have similar or
different views. (An example that can be used to show for different views is a picture of the border
between Hatti and the Dominican Republic)
Students will %e gi+en the wor- to either complete
indi+idually or in pairs.
Students are encouraged to *ind more than one
resource scheme to descri%e.
&C'
Countr" Fact sheets
$nit Gutline
(=SSGC !!
HColla%orati+e <roup
&or-,
(esson G%.ecti+e:
Demonstrate their knowledge of the Locations in Africa and South
America
Use different forms of communication to portray information across
Work in small groups collaboratively to achieve their goals
)=AC71C< 9=)7GE
Students will be broken up into groups consisting of 3 or 4 members.
Students will operate in these groups for the summative assessment piece.
Each group will select a country to research via lucky dip.
Four countries to choose from Brazil, Colombia, South Africa and Egypt (two groups per country)
These are the four countries that have been covered throughout the unit thus far (Unreliable Ralph's
letters).
Explain the basis of the summative assessment piece to the students
Students will present their chosen country on Expo Day (allow adequate time for students to form an
extensive review of their country to present)
Areas that students will be assessed on:
Write up that describes the country; presented in the form of a brochure.
Posters displaying information on plants, animals and other features.
IPad/PowerPoint presentation with persuasive reasons why you should visit that country.
Small ICT display to create understanding of an environmental issue of the country and what has
been done to promote its sustainability.
Visual elements will make up a small percentage of the criteria
Greater emphasis will be give to the literary information provide
Students gather all information complied on their country from previous lessons.
Decide together what information is relevant to the task sheet and what information can be left out.
Students work collaboratively to complete their stalls
The physical stall will have little restriction to what it can entail. Thought students will not be
assessed on the construction of the stall.
;
)hese groups will %e predetermined %y the
teacher to ensure that there are no clashes
o* learner types and personalities 3
e**ecti+e peer to peer support.
&ith multiple elements to the o+erall
assessment. Students can *ocus their
indi+idual e**ort on areas they are
com*orta%le with and wor- colla%orati+ely in
areas where they are less com*orta%le.
Countr" Fact sheet
&C' -
http*++b,allen-..-.wi/.co$+unreliableralph01
about+c,g.
$nit Gutline
(=SSGC !:
HColla%orati+e <roup
&or-,
(esson G%.ecti+e:
Demonstrate their knowledge of the Locations in Africa and South America
)=AC71C< 9=)7GE
Groups will be given the opportunity to have a teacher-group conference to discuss their progress.
Identify possible areas of improvement
Groups continue their collaborative work to meet each of the criteria requirements
Computer time will be allocated
Each group member will be given specific roles e.g. scribe, speaker, director, manager
Students will take turns in each role throughout the lesson (teacher may need to assign specific time
frames).
)hese groups will %e predetermined
%y the teacher to ensure that there
are no clashes o* learner types and
personalities 3 e**ecti+e peer to
peer support.
&ith multiple elements to the
o+erall assessment. Students can
*ocus their indi+idual e**ort on areas
they are com*orta%le with and wor-
colla%orati+ely in areas where they
are less com*orta%le.
!roup %talls
Posters and Brochures
&C'(s
Countr" Fact %heets
http*++b,allen-..-.wi/.co$+unreliableralph01
about+c,g.
$nit Gutline
(=SSGC !A
H5resentation, =6po Eay,
(esson G%.ecti+e:
Demonstrate their knowledge of the Locations in Africa and South
America
)=AC71C< 9=)7GE
=stimated time: &hole Session
Groups stalls will be spread around the school hall.
Each group will take turns presenting to the class
Groups will have approximately 10 minutes to showcase their stall and provide important information
Other classes from throughout the school are encouraged to be involved in the event.
=ncourage e+en presentation time *or each student in
the group.
!roup %talls
Posters and Brochures
&C'(s
;
$nit Gutline
(=SSGC !'
HRe*lection o* $nit,
(esson G%.ecti+e:
Reflect upon the unit to identify the new knowledge
Reflect upon the effectiveness of the assessment piece
Identify any changes of the importance of sustainability
)=AC71C< 9=)7GE
Students take time to reflect upon what has been taught in the unit by conducting a reflective journal
entry.
Students will have the ability to either type up their responses using Microsoft Word or a voice
recording system.
Journal entries will discuss:
new knowledge obtained from the unit.
any changes to personal beliefs in relation to the importance or unimportance of sustainability.
effectiveness of their summative assessment piece. (How well they presented the information/ was it
relevant/ did the group leave out any important information).
how this information can change our future perceptions in regards to sustainability and world affairs.
Journal entries will be added as a summation to student portfolios
Eue to the nature o* class discussion there are no
wrong responses, there*ore there is no need *or
di**erentiation.
1ndi+idual re*lections are personal and proceed at their
own pace
+5 ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
A55=CE1M
;
-2 Fill in the na$es of each continent. 2 &dentif" two
countries within each
++ ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory
Country Fact Sheet
3a$e of
Countr"
Continent
3eighbouring
Countries
3eighbouring
4ceans
Capital Cit"
5argest
Populated
Cit"
Cli$ate
Area
'errain
3ati6e
Ani$als
3ati6e
7egetation
8ain )eligion
8ain
5anguage
9cono$"
Currenc"
'otal
Population
'"pe of
!o6ern$ent
&conic 3atural
Features
&conic 8an-
;
$ade
Features
+4 ; Year , unit overview >ears ?3!" Australian Curriculum: 7istory

Yr 4 Geo Africa South America

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Yr 4 Geo Africa South America

Caricato da

Copyright:

Formati disponibili

Year 4 unit overview Australian Curriculum: Geography

Potrebbero piacerti anche