Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Topic:
Cross-curriculum
priority:
Asia
&
Australias
engagement
in
Asia
Looking
at
the
countries
and
their
placement
on
a
map
and
their
features
Humanities
areas
Geography
Civic
and
Citizenship
Lesson
learning
foci:
Duration
of
lesson:
60
mins
Group
size:
25
Year
level:
Level
2
In
this
lesson
students
are
going
to
identify
and
describe
countries
found
in
Asia
using
the
curriculum
document,
AusVELS.
Students
will
look
at
different
aspects
of
Asia
on
a
map
using
images
and
artefacts.
It
mainly
links
to
the
geography
and
civic
and
citizenship
strands
within
humanities.
These
links
include
geography
inquiry
skills
such
as
looking
at
the
location
of
the
major
geographical
divisions
of
the
world
in
relation
to
Australia
[and]
describing
the
location
of
continents
and
oceans
relative
to
Australia
using
terms
such
as
north,
south,
near,
far.
Using
geographical
tools...a
globe
and
world
map,
or
digital
application
such
as
Google
Earth,
to
locate
the
continents
(ACHGK009)
(VCAA,
2013)
Students
will
delve
into
these
skills
through
whole
class
and
small
group
discussion.
To
understand
geographical
knowledge
students
will
focus
on
looking
at
the
Pose
geographical
(ibid.)
causing
students
to
realise
that
there
is
people
living
past
their
family,
community
and
even
country.
These
observations
are
formed
through
physical
images
and
artefacts
brought
into
the
class
followed
by
discussions
on
where
they
may
place
the
images
on
the
map.
Finally,
the
ability
to
reflect
on
their
learning
and
suggest
responses
to
their
findings
[through]
discussing
with
their
teacher...what
they
know
and
have
learned
about
connections
with
other
places
(ACHGS018)
(ibid.)
therefore
allowing
them
to
continue
on
deepen
their
learning
through
thorough
inquiry.
Rationale
for
teaching
this
topic:
Asia
is
a
highly
engaged
with
Australia
in
the
21st
century
both
economically
and
socially.
As
Australia
is
a
melting
pot
nation
students
are
to
engage
themselves
with
different
cultures
and
in
this
lesson
their
focus
is
on
Asias
geography.
Teachers
have
to
look
at
a
global
perspective
[to]
emphasize
the
need
to
foster
the
commonalities
of
human
experience
and
stress
the
interrelatedness
of
different
cultures'
(Marsh,
2011,
pp.
365)
especially
within
the
classroom.
This
introductory
lesson
allows
students
to
look
at
different
types
of
places,
people
and
even
note
the
geography
of
where
Asia
is
located
on
the
globe
and
the
countries
that
make
up
Asia
as
a
whole.
Immigrants
from
all
these
countries
have
historically
contributed
to
Australias
development
and
will
continue
to
do
so
in
the
future
(VCAA,
2013)
and
also
in
the
present
throughout
any
teachers
classroom.
The
Australian
Curriculum
and
Reporting
Authority
state
that
Australias
engagement
with
Asia
has
the
capacity
to
build
understanding
and
appreciation
of
diversity
within
Australian
society,
(2013)
this
includes
the
community
of
a
classroom
and
a
school
which
the
teacher
needs
to
consider
when
introducing
Asia
and
Australians
engagement
with
Asia
as
a
cross-curriculum
priority,
and
correlating
it
with
the
notion
of
civics
and
citizenship.
The
AusVELS
links
to
the
lesson
include
two
areas
of
humanities,
which
include
Geography
and
Civics
and
Citizenship.
Welch
exclaims
that
China,
India
and
other
Asian
nations
are
growing
rapidly
and
the
power
and
influence
they
have
in
all
areas
of
global
endeavor
is
extensive'
(2011).
Therefore
students
require
exposure
as
global
citizens
to
the
cultures,
people
and
societies
outside
Australia.
The
use
of
mapping
of
artifacts
highlights
the
similarities
and
differences
of
Asian
nations.
Students
using
images
and
artifacts
from
their
own
homes
and
media
add
a
basis
on
inquiry
and
an
element
of
intrigue.
This
is
helpful
as
geography
uses
an
inquiry
approach
to
assist
students
to
make
meaning
of
their
world
(ACARA,
2013).
The
lesson
will
help
students
gain
a
'multi-cultural
education
[that]
is
really
an
international
reform
movement'
(Marsh,
2011,
pp.
357).
Resource:
The
main
resource
for
this
lesson
is
a
map
of
Asia
found
on
the
Asia
Education
Foundation
website
(2014).
It
states
all
the
countries
in
Asia,
in
an
array
of
highlighted
colours,
and
also
the
immediate
surrounding
countries,
found
in
a
single
colour
to
emphasise
Asia.
This
resource
was
chosen
as
it
can
be
used
both
through
technology
and
also
hard
copy.
The
image
is
universal
and
helps
emphasise
the
region
on
a
global
and
mapping
scale.
Students
can
access
it
easily
and
also
refer
back
to
the
picture
effectively.
The
map
helps
emphasise
Reynolds
three
key
understandings
of
humanities
knowledge
development,
which
are
place,
environment
and
space
(2012,
pp.
6)
along
with
using
images
and
globes,
and
classifying
and
interpreting
data
(ibid.).
The
students
will
use
both
the
image
on
the
SmartBoard
and
also
through
a
hard
copy
or
iPad
in
small
groups.
Other
resources
may
include:
SmartBoard
monitor
(or
large
copy
of
the
map
to
have
on
the
board
when
discussing
with
students)
NearPod
app,
found
on
iPads
and
through
internet
website
(http://www.nearpod.com)
IPads
with
the
image
on
it
so
students
can
zoom
in
and
out
of
the
image
(or
A3
copies
of
the
map
to
give
to
students
to
use
in
small
groups)
YouTube
Video
(https://www.youtube.com/watch?v=s0wG9cnI1Ro)
of
different
Asian
countries
including;
Vietnam,
Cambodia,
Singapore,
India,
Japan,
China,
Nepal,
Indonesia
Thailand
and
South
Korea
A
sheet
of
paper
for
each
group
with
a
table
on
where
students
will
state
the
artifact
or
image
type
and
where
they
think
it
may
be
placed
in
Asia.
Some
images
and
artifacts
just
in
case
students
forget
their
own
from
home
Map
of
the
world
to
show
students
where
Asia
is
in
relation
to
Australia
The
Lesson:
Introduction
Time
Before
lesson
begins
set
up
the
SmartBoard
with
the
maps
on
the
NearPod
App
software.
10 minutes
Allow
student
(A)
to
find
Asia
and
ask
another
student
(B)
to
find
Australia.
Ask
student
B
that
if
the
class
wanted
to
travel
from
where
they
are
now
in
Australia
to
an
Asian
country
of
their
choice
how
would
they
get
there
(get
them
to
trace
it
with
a
marker).
Ask
student
A
to
go
from
where
student
B
stopped
to
another
country,
and
then
ask
them
both
to
work
together
to
get
back
to
an
Australian
city
of
choice
with
help
from
the
class.
Once
they
have
an
idea
of
the
location
of
the
Asian
get
the
map
of
Asia
up
on
the
SmartBoard.
Explaining
that
they
will
be
looking
at
the
features
and
places
of
different
Asian
countries.
-
Body
In a class discussion:
Try
and
point
out
the
countries
that
students
suggest
and
talk
about
on
the
map
when
they
mention
them
to
help
the
class
grasp
the
placement
of
each
of
the
countries
in
the
region.
Once
the
teacher
is
pleased
with
the
discussion
and
students
sound
like
they
have
an
understanding
of
their
artifacts
and
Asia
students
will
be
instructed:
-
That
they
will
be
given
the
map
of
Asia
in
small
groups.
The
students
will
have
to
use
a
table
to
answer,
in
keywords,
the
questions
above
using
everyone
in
the
groups
artifact.
Students
are
then
split
into
groups.
The
teacher
should
try
to
get
students
into
groups
with
diverse
artifacts
and
images.
Once students have split into groups tell them they should
nominate
a
scribe
to
write
down
the
groups
ideas
and
also
remind
them
to
refer
back
to
the
map.
The
teacher
should
roam
and
ask
prompting
questions
such
as:
-
When
students
finish
the
table
get
them
to
pin
point
on
the
map
using
the
map
on
the
SmartBoard,
each
group
using
different
colors,
get
them
to
write
down
on
the
country
the
artifact/image.
Conclusion
Assemble
students
to
the
floor
after
each
group
has
plotted
their
findings
on
the
map.
Get
students
in
the
group
up
to
front
and
explain
the
reasons
why
they
thought
the
image
or
artifact
was
plotted
in
that
country.
Students
will
take
it
in
turn
of
groups
to
explain
their
predictions.
After
students
have
all
presented
state
that
the
next
lesson
will
be
on:
-
Students
then
are
asked
to
pack
away
equipment
ready
for
next
lesson.
References:
sciences/geography/geography-across-foundation-to-year-10
[Accessed
September
10,
2014].
Heopper,
B.,
2014.
Words,
not
deeds:
Active
Citizenship
and
the
Australian
Curriculum:
Civics
&
Citizenship,.
The
Social
Educator.