Sei sulla pagina 1di 3

Year 5 Geography Unit 1: Learning to prepare for a bushfire

Geographical Knowledge and Geographical Inquiry Skills


Understanding
Students examine the way spaces within Key inquiry question
places are organised and managed (space,  How can the impact of bushfires on
place), and how people work to prevent, people and places be reduced?
mitigate and prepare for natural hazards
(environment, place).
Geographical Knowledge and Elaborations
understanding
The impact of bushfires or floods on mapping and explaining the location,
environments and communities, and how frequency and severity of bushfires or
people can respond (ACHASSK114) flooding in Australia
explaining the impacts of fire on Australian
vegetation and the significance of fire
damage on communities
researching how the application of
principles of prevention, mitigation and
preparedness minimises the harmful effects
of bushfires or flooding
Geographical Inquiry and Skills Elaborations

Questioning
Develop appropriate questions to guide an asking questions before, during and after an
inquiry about people, events, developments, investigation to frame and guide the stages
places, systems and challenges of an inquiry
(ACHASSI094) developing different types of questions for
different purposes (for example, probing
questions to seek details, open-ended
questions to elicit more ideas, practical
questions to guide the application of
enterprising behaviours)
Researching
Locate and collect relevant information and finding geographical information in primary
data from primary sources and secondary sources (such as fieldwork and photographs)
sources (ACHASSI095) and secondary sources (such as maps, plans
and reports in digital and non-digital form)
Sequence information about people’s lives, creating flowcharts that show the stages of a
events, developments and phenomena using process (for example, steps in an electoral
a variety of methods including timelines process such as a class vote or a local
(ACHASSI097) council election; the sequence of safety
procedures that can be used to mitigate the
effects of bushfire or flood, the sequence of
actions in a recycling system)
Analysing
Examine primary sources and secondary identifying the purpose and usefulness of
sources to determine their origin and information gained from primary and
purpose (ACHASSI098) secondary sources (for example, checking
publication details)
Interpret data and information displayed in a interpreting data presented in a line, bar,
range of formats to identify, describe and column or pie graph (for example, data
compare distributions, patterns and trends, about bushfires or floods, election results,
and to infer relationships (ACHASSI100) common influences on the purchases of
class members) to identify the likelihood of
an outcome or the probability of an event
reoccurring
interpreting and creating maps such as flow
and choropleth maps, or plans for specific
purposes (for example, a bushfire
management plan)
Evaluating and reflecting
Work in groups to generate responses to undertaking a project that responds to an
issues and challenges (ACHASSI10) identified challenge or issue with strategies
to be used that will achieve desired
outcomes (for example, bush fire readiness
plan, a school fundraising activity, an
ecological preservation project, a school-
based opinion poll about a relevant issue)
Communicating
Present ideas, findings, viewpoints and selecting and applying appropriate media
conclusions in a range of texts and modes and strategies to suit their communication,
that incorporate source materials, digital and including the use of graphs, tables,
non-digital representations and discipline- timelines, photographs and pictures, in
specific terms and conventions digital and non-digital modes
(ACHASSI105)
General capabilities and cross-curriculum priorities
Literacy Sustainability
Numeracy
ICT capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Achievement standard
By the end of Year 5, students describe the location of selected countries in relative terms.
They explain the characteristics of places in different locations at local to national scales.
They identify and describe the interconnections between people and the human and
environmental characteristics of places, and between components of environments. They
identify the effects of these interconnections on the characteristics of places and
environments. They identify and describe different possible responses to a geographical
challenge.
Students develop appropriate geographical questions for an investigation. They locate,
collect and organise data and information from a range of sources to answer inquiry
questions. They represent data and the location of places and their characteristics in graphic
forms, including large-scale and small-scale maps that use the cartographic conventions of
border, scale, legend, title and north point. They describe the location of places and their
characteristics using compass direction and distance. Students interpret maps, geographical
data and other information to identify and describe spatial distributions, simple patterns and
trends, and suggest conclusions. They present findings and ideas using geographical
terminology in a range of communication forms. They propose action in response to a
geographical challenge and identify the possible effects of their proposed action.