GEOGRAPHY Planning Document Primary & Secondary University of Notre Dame

English The Rabbits by John Marsden and Shaun Tan Possum Magic by Mem Fox Story writing including Australian setting, characters and plotline relatable to students.

CONCEPT MAP
(option 1)

Religious Education / Spiritual Education Explore some of the spiritual landmarks in Australia. Research how to land ties in with traditional Indigenous spiritual beliefs.

Maths Distance, mapping, temperature in Australia.

Concept: Science / Technology & Enterprise Explore the natural materials found in Australia. Research different Australian flora and fauna and classify these into appropriate groups. Geography Exploring states and territories of Australia Discover natural and manmade features.

Term:
The University of Notre Dame 2010 developed by C McGunnigle

Weeks: Health & Physical Education Learn AFL game, rules, teams etc.

History Recount historical events in Australia, including colonisation, federation, reconciliation etc.

The Arts
Dance: Incursion with Aboriginal Dance teachers. Drama: Convert dreamtime stories into plays and skits. Music: Learn and perform Australian National Anthem as well as popular songs such as I am Australian.

FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Land Down Under

AUSTRALIAN CURRICULUM HISTORY

General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK / LESSO N

AUSTRALIAN CURRICULUM LINKS

Historical Historical Skills Knowledge & Understanding

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

ACHGK014

Students will be able to: 1. List the name of the capital cities of each state and territory in Australia. 2. Locate all states and territories of Australia using Google Maps.

Diagnostic Teacher will wander through the class and ask students to show their knowledge of Google Maps, locating a certain state or territory.

1. Students will use Google Maps to explore a map of Australia. They will be given 15 minutes to explore this. 2. Students will then use a worksheet to list all 7 states and territories and then pinpoint these on a paper map.

What are the 7 states and territories of Australia? Where are each of those states situated on the map?

Computer for each student Google Earth Map worksheet

ACHGK014

ACHGS020 ACHGS024

Students will be able to: 1. Write a short paragraph (2-3 sentences) about each state and territory in Australia, including facts about

Summative Students will individually write down 23 sentences about each state.

1. Students will be in 7 groups at different stations of the classroom. Each group will scan a QR code on the iPad to find out which state they will be researching. 2. Groups will have 10 minutes per stations and need to take collaborative notes on Glogster. The teacher will be keeping a stopwatch and tell the students when they need to rotate stations.

What are the main tourist attractions of each state? What is the population/ weather/ capital city of each state?

7 iPads QR code scanner Glogster website Stopwatch Student S&E workbooks Early finisher

population, tourist attractions, weather etc.

Note: this lesson will be held over 3 lessons. 3. Four stations should be completed in the first lesson, then three stations in the following lesson. After the stations are completed, the students will be given an entire lesson to write a short paragraph (2-3 sentences) about each state. This information could include weather, tourist attractions, capital cities, population. These sentences should be drafted in their S&E workbooks and checked by the teacher. 4. Early finishing students can play on the app States & Territories of Australia: A Montessori Approach to Geography to extend their new knowledge of Australia.

app on iPad.

ACHGS024

ACHGK014

Students will be able to: 1. Describe a major natural feature of a given state including location, features, tourist facilities etc. From a given website / app 2. Work collaboratively in groups to produce a brainstorm using Whiteboard HD or Popplet (for iPads) about the given natural feature.

Formative: Checklist Summative: Students to write in their refection journal 3 things they learnt about their natural feature.

JIGSAW ACTIVITY 1. Students will be placed 7 groups, with each student representing one of the 7 states of Australia. 2. Students will then meet up with students of the same state as theirs and use a QR code to access a website/link on one of the student iPads about a natural feature (Eg: Shark Bay for WA or the Great Barrier Reef for QLD). 3. Students will then use the iPad to access information, while completing a collaborative brainstorm on the remaining iPads using the Whiteboard HD app. This allows multiple students to draw, write and edit at the same time. 4. At the end of the lesson, students will report back to their original groups. They will share their whiteboard and anything special they have learnt and each student will save every members whiteboard.

Where can your natural feature be found? What is special about your feature? How much does it cost to visit? Anything else you wish to include?

QR code and scanner. Class set of Ipads. Whiteboar d HD app installed.

ACHGS024

ACHGK014

Students will be able to: 1. Collate all gathered information over the unit of work and produce a plan for the Ebook 2. Work collaboratively to produce an Ebook that teaches Year 3 students about Australia.

Summative: Rubric based on the standard of completed work.

1. In their groups of 7 from the previous lesson, students will come together to make a ebook using the Book Creator app. Students will need to produce a draft of their book including cover, title page, contents page, layout, blurb. A leader will designate tasks so everyone is included in the process. 2. Students will then decide on the design/ themes of their eBooks. 3. Using the allocated states from the previous lesson, students will individually work on their page/s of their Ebook. Once their page is complete they will work collaboratively with other students until the Book is complete. 4. At the completion of the project, students will be able to view the books of their peers on the IWB. Note: This will run over 2-3 lessons.

How are you going to make your book appealing to year 3 students? How can you make it exciting? What information do tourists need about places they visit? Is every one contributing fairly?

Class set of Ipads. Whiteboar d HD app installed. Book Creator App installed. IWB