Years 3–5 Exploring G20
Teaching and learning activities

Using G20 as a context for teaching and learning

The Group of Twenty (G20) Leaders Summit will be held in Brisbane, Queensland on 15 and 16 November 2014. At the summit, leaders of the world’s most economically developed countries discuss and make decisions about important economic and financial issues. The 2014 G20 summit is based on the themes of stronger economic growth and employment outcomes, and protecting the global economy from future shocks.

The G20 summit provides an opportunity to connect learning in Geography and Studies of Society and Environment (SOSE) to the concepts, issues and contexts associated with this event.

The package of resources that teachers may access includes:

  • Introducing G20 ( which contains introductory information and activities
  • Exploring G20( which contains teaching and learning linked to curriculum areas
  • Literacy and Numeracy G20( which provides opportunities to embed literacy and numeracy learning related to G20.

Exploring G20

The Exploring G20 Teaching and learning activities are available for a single year level or multiple year levels:

  • Year 3 Teaching and learning activities (
  • Year 4 Teaching and learning activities(
  • Year 5 Teaching and learning activities(

When planningfor other year levels,refer tothe P–7 Exploring G20 Teaching and learning overview (

Overview

Year 3 / Year 4 / Year 5
In this set of teaching and learning activities students explore the neighbouring countries to Australia that are participating in the G20 summit. They use digital resources to locate neighbouring countries and their diverse characteristics. Students develop their understanding of similarities and differences between places in G20 member and guest countries. / In this set of teaching and learning activities students explore the countries in Africa and South America participating in the G20 summit. Students develop their understanding of the climate, landforms and animals of G20 member and guest countries, and explore how the environment supports the lives of people and other living things. / In this set of teaching and learning activities students explore the countries in Europe and North America participating in the G20 summit. Students develop their understanding about the influence of people on the environmental characteristics of places in these G20 member and guest countries.

Curriculum links

The Years 3–5 Exploring G20 Teaching and learning package provides opportunities for students to demonstrate the following curriculum content:

Australian Curriculum: Geography

Key inquiry question:
  • How and why are places similar and different?
  • What would it be like to live in a neighbouring country?
/ Key inquiry question:
How does the environment support the lives of people and other living things? / Key inquiry question:
How do people and environments influence one another?
Year 3 / Year 4 / Year 5
Geographical Knowledge and Understanding
The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)
/ The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)
/ The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Geographical Inquiry and Skills
Represent data by constructing tables and graphs (ACHGS021)

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)
/ Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)
/ Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Opportunities to embed the general capabilities and cross-curriculum priorities in the classroom are identified using the following icons related to each content description.

Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Queensland curriculum: Studies of Society and Environment Essential Learnings
By the end of Year 3 / By the end of Year 5
Place and Space
Local environments are distinguished by natural features, places of importance to particular groups, and public spaces / Global environments are defined by features, including landforms, location markers (Tropics of Cancer and Capricorn, and the Equator), countries, regions, continents, and climatic zones
Political and Economic Systems
Australians are connected to other people and places by shared interests, including travel, exchanging goods and services, and environmental issues / Local environments are distinguished by natural features, places of importance to particular groups, and public spaces
Years 3–5 Exploring G20
Teaching and learning activities / Queensland Curriculum & Assessment Authority
July 2014
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The following assessmentideas could be included in a folio of student work. Teachers will make decisions about the specific assessment techniques, formats and categories to be used.

Assessment
Year 3 / Year 4 / Year 5
Identify and describe similarities and differences between characteristics (natural and human) of Australia and a neighbouring G20 member or guest country. Represent data, e.g.in a table or simple graph.
Recognise the difference perceptions between life in Australia and those who live in a neighbouring G20 country. Present findings using simple geographical terminology in a text, e.g.a report, spoken/signed. / Explain the characteristics (climate, natural vegetation, animals and landforms) of a G20 country from Africa and/or South America in relation to Australia. Represent characteristics data in a table or on a map using cartographic conventions.
Describe the interconnections between people, places and environments. Identify the effect/s of these interconnections on the characteristics of places and environments. Present findings using geographical terminology in a communication form, e.g. written, spoken/signed and/or multimodal. / Explain the characteristics (climate, natural vegetation, animals and landforms) of a G20 country from Europe and/or North America in relation to Australia. Represent characteristics data in a table or on a map using cartographic conventions.
Describe the interconnections between people, places and environments. Identify the effect of these interconnections on the characteristics of places and environments. Present findings using geographical terminology in a communication form, e.g. written, spoken/signed and/or multimodal.
Students will:
  • identify and describe similarities and differences between characteristics of places
  • recognise by describing that people have different perceptions of places
  • represent data in a table or simple graph
  • present findings using simple geographical terminology in a text.
/ Students will:
  • explain the characteristics of places in different locations
  • describe the interconnections between people, places and the environment
  • identify the effects of these interconnections on the characteristics of places and environments
  • represent data in a table or on a map using cartographic conventions of border, scale, legend, title and north point
  • present findings using geographical terminology in a communication form.
/ Students will:
  • explain the characteristics of places in different locations
  • describe the interconnections between people, places and the environment
  • identify the effects of these interconnections on the characteristics of places and environments
  • represent data in a table or on a map using cartographic conventions of border, scale, legend, title and north point
  • present findings using geographical terminology in a communication form.

Years 3–5 Exploring G20
Teaching and learning activities / Queensland Curriculum & Assessment Authority
July 2014
Page1of 11

Teaching and learning

The following teaching and learning activities are described in a sequence that aims to develop student learning. However, teachers may select activities and plan alternative sequencesto suit their local setting.

Year 3 Teaching and learning activities
Focus question: How are neighbouring countries attending the G20 Summit similar to and different from Australia?
Activity 1 / Use the Interactive G20 map (Basic)( to:
  • locate Australia
  • identify the major geographical divisions of the world (the equator, Tropics of Cancer and Capricorn and the continents)
  • locate the neighbouring G20 member and guest countries attending the summit and identify the direction of each country from Australia
  • record(by stamping or writing) each country you have visited on Appendix A: G20 world traveller passport. (Students may need to be introduced to the concept of a passport.)

Activity 2 / Print a world map from the Interactive G20 map (Basic) ( Locate and label the:
  • G20 member countries and invited guests that are Australia’s neighbours
  • major geographical divisions of the world, e.g. continents, equator, tropics and hemispheres.

Activity 3 / Using the Primary virtual field trip ( explore 2014 G20 host city Brisbane. Describe the natural characteristics (e.g. river, cliffs) and human characteristics (e.g. buildings, roads, parks) you observe in the photographs.
Activity 4 / Select a neighbouring G20 member country of your choice. Using the Environment information available in the Interactive G20 map (Basic) ( identify diverse characteristics, including:
  • natural characteristics, e.g. landform and animals
  • human characteristics, e.g. built environments.

Focus question: What would it be like to live in a neighbouring G20 country?
Activity 5 / Listen to, read and view a range of storiesabout G20 countries and their peoples (see Suggested stories from around the world in Resources). Discuss what it would be like to live in a neighbouring G20 country:
  • Where is this place?
  • What is this place like?
  • How is this place special to the people who live there?
  • What would it feel like to live in this place?

Activity 6 / Investigatethe similarities and differences between life in Australia and life in a neighbouring G20 country by researching and recording information about:
  • language
  • climate
  • lifestyle, including access to goods and services, e.g. food, healthcare, education and employment.

Activity 7 / Describe what it would be like to live in (be connected to) neighbouring G20 countries through travel, relatives, friends, things people buy or obtain, holidays, sport, family origin, restaurants you may eat at, and through speaking and/or hearing other languages. Construct a table to show the connections you have to different places.
Activity 8 / Discuss the connection between G20 countriesand how the G20 summit strengthens these connections.
Year 4 Teaching and learning activities
Focus question: How do the environments of G20 countries of Africa and/or South America support the lives of people and other living things?
Activity 1 / Using the Interactive G20 map (Basic) ( locate:
  • the equator, Tropics of Cancer and Capricorn, and the continents in relation to Australia
  • countries attending the G20 summit
  • countries from the European Union attending the G20 summit
  • G20 countries in Africa and South America in relation to Australia.

Activity 2 / Explore the environmental characteristics (e.g. climate, natural vegetation and animals) of Brisbane or another place in Queensland. Use geographical tools such as a wall map, atlas or spatial application (e.g. Primary virtual field trip( or Queensland Globe( to complete your research.
Collect and record information in a table about climate, natural vegetation and animals.
Describe the human characteristics and discuss how the natural vegetation of Brisbane has changed over time due to the development of these features.
Activity 3 / Explore the environmental characteristics of a G20 member country of Africa and/or South America.
Using information on the Interactive G20 map (Basic) ( the Climate and Vegetation zones filters and Environment information) and other sources, collect information about the country, including:
  • climate zones, e.g. tropical, temperate
  • vegetation zones, e.g. grassland, desert
  • animals, e.g. wild boar, cape buffalo.
Record information in a table or map using cartographic conventions, including scale, legend, title and north point.
Compare this information to data from Activity 2 about your chosen Queensland location. Use this information to discuss:
  • How is the climate similar or different?
  • How and why is the natural vegetation similar or different?
  • How and why are the animals similar or different?
Discuss the possible short-term and long-term impacts of introducing vegetation and animals of:
  • an African and/or South American country into Australia
  • Australia into an African and/or South American country.

Activity 4 / Considerthe interconnections between the environment and the lives of people and other living things in a chosen Queensland location and a G20 member country. Discuss:
  • How does the vegetation support the lives of people?
  • How does the vegetation support the lives of other living things?
  • What is the significance of the vegetation to the environment and the people?
  • How have people influenced the environment?

Year 5 Teaching and learning activities
Focus question: How do people influence the environmental characteristics of G20 countries of Europe and/or North America?
Activity 1 / Using the Interactive G20 map (Basic) ( locate:
  • the equator, Tropics of Cancer and Capricorn, and the continents in relation to Australia
  • countries attending the G20 summit
  • countries from the European Union attending the G20 summit
  • G20 countries in Europe and North America in relation to Australia.

Activity 2 / Explore the environmental characteristics (e.g. climate, natural vegetation and animals)of Brisbane or another place in Queensland. Use geographical tools such as a wall map, atlas or spatial application (e.g. Primary virtual field trip ( or Queensland Globe ( to complete your research.
Collect and record information in a table about climate, natural vegetation and animals.
Activity 3 / Examine the interconnections between people and the natural vegetation of places in Queensland (e.g. as a result of clearing vegetation and/or planting, urban development, farming and mining) using historical imagery on a spatial application, e.g.Google Earth(
If using Google Earth, use the time sliderto move between dates and view the changes on vegetation as a result of the influence of people on a place over a set timeframe, e.g. five years since you were born.
List the information and discuss the influence of people on the natural vegetation over time.
Activity 4 / Explore the environmental characteristics of a G20 member country of Europe and/or North America.
Using information on the Interactive G20 map (Basic) ( Climate and Vegetation zones filters and Environment information) and other sources, collect information about the country, including:
  • climate zones, e.g. tropical, temperate
  • vegetation zones, e.g. grassland, desert
  • animals, e.g. wild boar, cape buffalo.
Record information in a table or map using cartographic conventions, including border, source, scale, legend, title and north point.
Compare this information to data from Activity 2 about your chosen Queensland location. Use this information to discuss:
  • How is the climate similar or different?
  • How and why is the natural vegetation similar or different?
  • How and why are the animals similar or different?
Discuss the possible short-term and long-term effects of introducing vegetation and animals of:
  • a European and/or North American country into Australia
  • Australia into a European and/or North American country.

Activity 5 / Consider how the environment supports the lives of people and other living things in a Queensland location of your choice and a G20 member country. Discuss:
  • How does the vegetation support the lives of people?
  • How does the vegetation support the lives of other living things?
  • What is the significance of the vegetation to the environment and the people?
  • How have people influenced the environment?

Activity 6 / Using a spatial application such as the Primary virtual field trip ( Queensland Globe ( or other sources with historical imagery (e.g. Google Earth ( discuss the effects of people on the environmental characteristics (e.g. climate, natural vegetation and animals) of Brisbane. Discuss:
  • What changes have been made by people in those places over time?
  • How have people changed areas of natural vegetation over time?
  • What effects have these changes had on animals?
  • How are animals being protected from urban development?

Resources

Below is a list of resources to support the Exploring G20 Teaching and learning activities.

G20 Resources and links

  • Interactive G20 map(
    An interactive world map providing information (including resources) for teachers and students about the G20 countries.
  • Primary G20 virtual field trip(
    An interactive field trip of the Brisbane G20 precinct.
  • What is the G20? (Dr Matthew Burke) video (
    A short video of G20 expert Dr Matthew Burkeintroducing the G20 summit.
  • G20 website (
    A website about the G20, its members, priorities, past summits, event schedule as well as the Queensland 20 (Q20) and the benefits it presents Queensland’s business, community and government sectors from Australia’s G20 presidency in 2014.

Spatial online tools

  • Queensland Globe (
    A spatial online tool, developed by the Department of Natural Resources and Mines, which provides up-to-date Queensland maps, imagery and other spatial data.
  • Google Earth (
    A spatial online tool, which provides up-to-date maps, imagery, and other spatial data.

Suggested stories from around the world

  • Blackstone, S and Corr, C 2006, My Granny Went to Market, Barefoot Books, Cambridge, MA.
  • Brown, J 1964, Flat Stanley, Harper & Row, New York.
  • Bursik, R1994, Amelia’s Fantastic Flight, Henry Holt, New York.
  • Kerley, B 2009, One World, One Day, National Geographic Society, Des Moines, IA.
  • Lalara, R and Lalara, A 2014, YirruwaYirrikenuma-langwa: When We Go Walkabout, Allen and Unwin, Sydney.
  • Ledger, R and Ledger, S 1998,Snapshots of Asia: Japan, India, Malaysia & Philippines, Education Services Australia, Melbourne, VIC.
  • Montanari, D 2004, Children Around the World, Kids Can Press, Tonawanda, NY.
  • Rippin, S 1996, Fang Fang’s Chinese New Year, Omnibus, Malvern, SA.
  • Singer, M and Lessac, F 1993, Nine O’clock Lullaby, HarperCollins, London.
  • Smith, L and Taylor, D 2010, Emu Dancing, Goanna Tales Publishing, Morayfield, Queensland.
  • Wright, D 2010, My Village – Rhymes From Around The World, Frances Lincoln, London.

Online information and resources

  • National Geographic Education (
    A website with activities that can be used to explore G20 countries and their natural features.
    Note: These activities do not cover all the G20 member and guest countries.
  • National Geographic (Countries A–Z) (
    A website with facts, maps, photos and videos about countries in Europe, Africa, North America and South America.
  • Our Africa (
    Videos of children showing what life is like in Africa.
  • Global Education(
    A filterable website with images from some G20 countries.

More information

For more information, please visit the QCAA website at