Year 3 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 G20Teaching and learning activities are available for a single year level or multiple year levels. When planning for more than one year level, refer to:

• 3–5 Teaching and learning activities(
• P–7 Exploring G20 Teaching and learning overview(

Overview

In this set of teaching and learning activities students explore the neighbouring countries to Australia that areparticipating 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.

Curriculum links

The Year 3 Exploring G20 Teaching and learning package provides opportunities for students to demonstrate the following curriculum content.

Australian Curriculum: Geography

• How and why are places similar and different?
• What would it be like to live in a neighbouring country?

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

Aboriginal and Torres Strait Islander histories and cultures Literacy Numeracy

ICT capability Asia and Australia’s engagement with Asia Critical and creative thinking

Intercultural understanding

Assessment

The following assessment ideas could be included in a folio of student work. Teachers will make decisions about the specific assessment techniques, formats and categories to be used.

Task

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 differentperceptions 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.

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.

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.

• 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.)

• G20 member countries and invited guests that are Australia’s neighbours
• major geographical divisions of the world, e.g. continents, equator, tropics and hemispheres.

• natural characteristics, e.g.landform and animals
• human characteristics, e.g. built environments.

• 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?

• language
• climate
• lifestyle, including access to goods and services, e.g. food, healthcare, education and employment.

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

• Google Earth(
  A spatial online tool, which provides up-to-date maps, imagery, and other spatial data.
• 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.

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, Yirruwa Yirrikenuma-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.

Additional online information and resources

• Asia Education Foundation (Geography)(
  A website with activities and resources to support teachers teaching about countries in Asia.

• 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.
• Global Education(
  A filterable website with images from some G20 countries.

More information

For more information, please visit the QCAA website at

Appendix A: G20 world traveller passport

Instructions:

1. Cut out G20 the world traveller passport.
2. Assemble by folding the passport in half and then in half again.

G20 world traveller

Name