C7.5 Place and Livability

Geography Unit 7.5 Place and Liveability Year 7

FOCUS QUESTION: What factors influence the decisions people make about where to live, and their perceptions of the livability of places?

CONTENT AND KEY CONCEPTS: The livability of places is influenced by accessibility to services and facilities, and by environmental quality. People’s choices about where to live are influenced by age, gender, culture, income, social connectedness, community identity and perceptions of crime and safety.

Link to the Year 7 Australian Curriculum - Place and liveability

Geographical knowledge and understanding

• The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)

Geographical inquiry and skills

Interpreting, analysing and concluding

• Analyse geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends and infer relationships (ACHGS051)
• Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)

Communicating

• Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)

General capabilities

Literacy

• Comprehending texts through listening, reading and viewing
• Grammar knowledge
• Word knowledge
• Visual knowledge
• Numeracy
• Recognising and using patterns and relationships
• Interpreting statistical information
• Critical and creative thinking
• Inquiring — identifying, exploring and organising information and ideas

• Analysing, synthesising and reasoning and procedures
• Personal and social capability
• Self-awareness
• Social awareness

Adjustments for needs of learners

• Use of concrete examples & materials
• Link new information to existing information
• Instructions verbalised & visualised
• Repetition of instructions as required
• Clear scaffolding of work
• Constant checking of comprehension
• Give multiple examples in different formats
• Constant review of information
• Give clear concise instructions, one at a time; not multiple instructions
• Task recall/clarification with student
• Use of check lists
• Extensions Activities for G&T

Assessment

1. Field Study Report
2. Short response test or Response to stimulus paragraph

#NOTES TO TEACHERS:

• This unit is based primarily on the ‘CURRICULUM INTO THE CLASSROOM • Independent Learning Materials’ with elements of the text GeoWorld 7.

• Assessment task 1 is drawn from the Independent Learning Materials
• Assessment Task 2 is drawn from both the Independent Learning Materials and the GeoWorld 7 text
• The Independent Learning Materials are primarily designed for students to type directly into form fields. These have not been converted to Wordbecause the majority of them can be taught from good ol’ fashioned chalk and talk, now replaced by whiteboard marker and whiteboard or laptop and data projector (big screen and talk mean?... just looking for a bad rhyme).
• This approach will sit well with HOD’s who are circumspect to photocopy in bulk.
• In most lessons, especially in the first six weeks, there is a link to the Independent Learning Materials lesson in its complete form, with accompanying resources. This can just be displayed on the data projector.
• Here is an important link: answers and lesson notes.

Answer and lesson notes

CODES FOR RESOURCES: V = Video, PP = Power Point, TN = Teachers Notes, SN = Student Notes, H = Handouts, W = Website

Video note: some of the videos are within the individual lesson plans, which have been hyperlinked.