Focus Area 5A1 Issues in Australian Environments

Geography for Australian Citizens, 2nd edition Teaching Program Page 7

Focus Area 5A1 Issues in Australian Environments

Focus The unique characteristics of Australia’s physical environments and the responses of people to the challenges they present
Time allocation for unit: 25 hours
Targeted Outcomes
A student:
5.1 identifies, gathers and evaluates geographical information
5.2 analyses, organises and synthesizes geographical information
5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information
5.4 selects and applies appropriate geographical tools
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship / Resources
Parker B, Lanceley K, Owens D and Fitzpatrick R Geography for Australian Citizens 2nd Edition Macmillan Education Australia. Melbourne 2004
Parker, B (Co-ord Author) The Macmillan Australia Global Atlas 2nd Ed. Macmillan Education Australia. Melbourne 2004
Australian Bureau of Meteorology
www.bom.gov.au
Australian Severe Weather Association
www.severeweather.asn.au
Students learn about:

The Australian continent

·  Australia’s geographical dimensions:
-  relative size and shape
-  latitude and longitude
·  the origins of the continent:
-  aboriginal perspective
-  geographical perspective
Physical
characteristics that
make Australia
unique
·  major landforms and drainage basins
·  patterns of:
-  climate
-  weather
-  natural resources
-  vegetation
·  unique flora and fauna
·  natural hazards in Australia including:
-  bushfires
-  droughts
-  earthquakes
-  floods
-  storms
-  tropical cyclones
At least ONE natural
hazard from the list
above:
·  the nature of the natural hazard in Australia
·  the geographical processes involved
·  the impacts of the natural hazard:
-  economic
-  environmental
-  social
·  the responsibility and responses of individuals, groups and various levels of government to the impact of the natural hazard / Students learn to:
·  compare Australia’s size and shape with other continents and countries
·  locate and recognise Australia on a world map using latitude and longitude
·  explain the origins of the continent from an Aboriginal and geographical perspective
·  identify and represent Australia’s major physical features and patterns
·  describe Australia’s major physical features and patterns
·  explain the interrelationships that exist in the physical environment of Australia
·  explain adaptations of flora and fauna to the Australian environment
·  describe the range of natural hazards in Australia and their consequences
·  describe the geographical processes associated with the natural hazard
·  describe the economic, environmental and social impacts of the natural hazard in Australia
·  investigate responses of individuals, community-based groups and different levels of government to the hazard /

Integrated teaching, learning and assessment

Teacher begins topic by asking students to brainstorm characteristics of the Australian continent
Teacher explanation of geographical tools and how they can be used for geographical inquiry (including latitude and longitude, using scale, calculating the area of a feature, measuring bearings, distinguishing between large scale and small scale maps)
Students interpret maps using geographical tools (See [1.7], p4 Use this map to complete the ‘Learning to’ activities p8 and 9.)
Students use the index of an atlas to record the full latitude and longitude of places listed q4, p9
Students use the internet and the school library to research Aboriginal beliefs about the origins of Australia.
Students work in groups using an outline map of the world with the continents cut out to prove or disprove the theory of continental drift (See p16)
Students work in groups to make collages of the physical characteristics that make Australia unique
Students use maps, statistics and photographs to interpret and describe Australia’s major physical features and patterns. (See p2-8)
Students interpret maps on Australia’s climate in order to describe the climate of major urban centres in Australia and analyse each centre’s climatic characteristics (See p26 q4)
Students build mind maps on the theme Australia’s climate
Students read and interpret information on Australia’s natural resources from text
Students select a natural resource and consider the effects of its overuse or misuse
Teacher explanation of geographical tools – weather maps (See p30-32)
Students work in groups using weather maps for three days to forecast weather for a fourth day (See p33 q1)
Students work in groups to research either an Australian animal or plant and how it has adapted to the Australian environment
Students interpret a map to describe the spatial distribution of various types of natural hazards in Australia (See p46-47)
DROUGHT
Students use maps to describe and explain the spatial distribution of drought in Australia
Students work in groups to create mind maps on the impact of drought on Australia
Students compile an annotated media file on the extent of and impact of drought in NSW
Students research the role of one group (either community based or government) in assisting farmers with the drought
Research assignment
Students select ONE natural hazard from bushfires, tropical cyclones, floods, earthquakes and storms and undertake research into:
-  The nature of the hazard in Australia
-  the economic, social and environmental impacts of the hazard
-  the responsibility and responses of individuals, community based groups and different levels of government to the hazard / Evidence of learning/feedback
Students demonstrate their knowledge and understanding through their involvement in discussion and note-taking
Students use a range of geographical tools to demonstrate a knowledge and understanding of Australia’s geographical dimensions
Feedback Oral feedback provided by the teacher as students volunteer their individual responses
Students answers are recorded in their notes
Students provide evidence of their research skills and knowledge through either performing or telling of different myths and legends to the rest of the class
Students demonstrate an understanding of the theory of continental drift through group discussion and activity
Collages displayed on the walls of the classroom
Students show knowledge and understanding of Australia’s major physical features and patterns through the completion of ‘Learning about’ questions (See p7 - 8)
Feedback Oral feedback provided by the teacher as students volunteer their individual responses
Students demonstrate an understanding of climatic maps and various climates throughout Australia through the completion of written notes and activities
Feedback Teacher provides oral and written feedback on student work samples
Students show an understanding of Australia’s climate through their contributions to class discussion based on mind maps
Students take notes and answer questions
Feedback Teacher discusses answers to the question. Individual students contribute responses
Students record information and share ideas with the rest of the class
Students provide evidence of an understanding of weather maps through the completion of activities
Feedback Teacher provides feedback to students on their understanding of weather maps through the correcting of their written answers
Group discussion of fourth day forecast
Students demonstrate their knowledge and understanding of the Australian plant or animal through a written report they hand in to the teacher and a brief oral presentation to the class
Feedback Teacher provides written feedback to students on both the written and oral presentations
Class discussion of the distribution of each natural hazard focusing on the explanation for the distribution of each hazard
Feedback Teacher provides oral feedback to different students as they respond
Student knowledge of the spatial distribution of drought is demonstrated through class discussion and written explanation
Display of students’ mind maps on the walls of the classroom. Brief oral presentation of each mind map.
Feedback Students responses are compiled in three columns on the board listing the environmental, social and economic responses of drought
Students display knowledge of the impact of the drought through a range of annotated articles in their media file
Feedback Teacher provides written feedback to students on their ability to identify a range of environmental, social and economic impacts of the drought
Students share their findings with the rest of the class through a visually attractive poster which outlines the aims and work of the group
Students demonstrate knowledge and understanding of one natural hazard through a research assignment which is presented in either a written or video format
Feedback Teacher provides written feedback to students using specific standards referenced marking criteria

Focus Area 5A2 Changing Australian Communities

Focus Ways in which communities in Australia are responding to change
Targeted Outcomes
A student:
5.1 identifies, gathers and evaluates geographical information
5.2 analyses, organises and synthesizes geographical information
5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information
5.4 selects and applies appropriate geographical tools
5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales
5.8 accounts for differences within and between Australian communities
5.9 explains Australia’s links with other countries and its role in the global community
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship / Resources
Parker B, Lanceley K, Owens D and Fitzpatrick R, Geography for Australian Citizens 2nd Edition, Macmillan Education Australia, Melbourne, 2004.
Parker, B (Co-ord Author), The Macmillan Australia Global Atlas 2nd Edition, Macmillan Education Australia, Melbourne. 2004.
www.abs.gov.au
www.pcc.nt.gov.au
www.larrakia.com
www.nt.gov.au
Students learn about:
Human characteristics that make Australia Unique
·  demographic characteristics
-  age structure
-  distribution
-  ethnic composition
-  gender
-  growth rates
-  population size
Types of Communities
·  types of communities in Australia including indigenous communities
·  differences within and between Australian communities
Factors causing change in Australian communities
·  factors causing change including an overview of:
-  changing nature and patterns of work
-  cultural integration
-  demographic change
-  globalization of economic activity
-  lifestyle expectations
-  new technologies
-  recognition of native title
-  resource depletion
The Australian community of Darwin
·  factors that contribute to Darwin’s sense of identity
·  factors causing change in the community
·  individuals, groups and levels of government involved in the process of change
·  community responses to change
·  purpose, structure and actions of community groups responding to change / Students learn to:
·  describe past and current population patterns in Australia
·  describe trends in Australia’s demographic characteristics, incorporating the use of graphs and statistics
·  explain how Australia’s changing demographic characteristics are influencing the nature and identity of Australian society
·  identify a range of Australian communities based on shared space and/or shared social organization
·  describe the factors causing change in Australian communities
·  define the community in terms of shared space and/or shared social organization
·  describe the factors causing change and the impact of change on the community
·  analyse the strategies and actions of individuals, groups and different levels of government in responding to change
·  explain the impacts of change on the community
·  identify a community group and describe how it responds to change /

Integrated teaching, learning and assessment

Class brainstorms human characteristics that make Australia unique
Class debate That there is no such thing as a typical Australian. Students work in teams to contribute to debate preparation.
Graph interpretation and analysis (p76-77 and ‘Learning to’ activities p81-83)
Students learn to interpret and construct population pyramids (p79)
Photograph interpretation Students use photos as a starting for discussion on factors that contribute to a sense of community
Students conduct an investigation into a community of their choice
-  students use the ABS website to obtain statistical information on their community
-  students geographical tools including maps, graphs and photographs to compile a report on their community
(p89-90 and p94 ‘Learning to’ q2)
Students research the life of an Aboriginal Australian who has made a difference and prepare an oral report to present to the class (p94, q3)
Fieldwork Students investigate the impact of cultural integration through food in their suburb (p99 ‘Learning to’ q1)
Students work in groups to develop a mind map with the central theme – ‘Globalisation – its impact on Australia’ (p101 ‘Learning to’)
Students read, discuss and complete questions on Clive Hamilton’s research on Overconsumption in Australia (p103 ‘Learning about’)
Students read and interpret extract on native title
Students use the internet to investigate how to apply for native title (p109 ‘Learning to’)
Students work in groups to investigate a natural resource in Australia (p110 ‘Learning to’)
Students interpret a topographic map using geographic tools – Darwin topographic map
(p113 and p 120 ‘Learning to’ q1)
Students interpret a climate graph – (p114 and p120 ‘Learning to’ q2)
Students compare a population pyramid of Darwin with a population of Australia (p117 and p121 ‘Learning to’q4)
Students produce either:
-  an article on the contribution of the Chinese in Darwin
or
-  a brochure on housing in Darwin
or
-  a residents guide to Darwin
(See p121)
Students construct a table to complete a summary of the changes being experienced by Darwin, impacts of the change and responses of individuals, groups and levels of government to the change
Students work in groups and each group selects from the following activities.
Students produce either a radio or television advertisement to attract people to Palmerston (p132 ‘Learning to’)
or
Students use the Larrakia website to prepare a role play (p132 ‘Learning to’)
or
Students investigate issues facing the community of Darwin by visiting The Hansard of the Northern Territory parliament on the Northern Territory Government website (p132 ‘Learning to’) / Evidence of learning/feedback
Students provide evidence of an understanding of human characteristics that make Australia unique through their involvement in class discussion and note taking.
Feedback Oral feedback to individual students as they contribute to class discussion
Feedback
Adjudication of class debate
Students demonstrate their understanding of graphs and the changing nature of Australia’s population through completion of activities and volunteering of their responses when teacher marks answers.
Feedback
Teacher corrects student answers to graph interpretation and analysis.
Students demonstrate their understanding of factors that contribute to a sense of community through their contributions to class discussion.