FORWARD PLANNING DOCUME

Year Level: Year 7 Learning Area Discipline / Topic: Geography: Place and Liveability
General Capabilities:

Personal and Social

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Intercultural Understanding
Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

FPD COVER PAGE

 Knowledge & Concepts & Teaching & Learning
Specific Resources and Assessments (type &
Understandin Specific Lesson Experiences (Include Focus/Key
Skills weighting)
gs Objectives Questions)
1 The factors Define Students Intro: Students watch avatar Avatar Introduction Video
that liveability. will learn introduction video, which
influence the how to use outlines the lesson objectives
decisions Understand the ICT tool and tasks for the session. AnswerGarden
people make that there are answer Students are to write on www.answergarden.ch
about where different garden. answer garden what they like
to live and factors that about Perth. Then do an
their influence answer garden for what they
perceptions peoples don't like about Perth. https://www.youtube.com/watch?
of the decision on Students Body: Teacher then shows v=fMmmiNlj0Fc
liveability of where to live. will be able YouTube video about place
places to and liveability. During the
(ACHGK043) Identify at least construct a video students will fill out a
two features of PMI chart. plus, minus and interesting SpiderScribe
a liveable about the different photos www.spiderscribe.net
place. shown of different places
Students around the world. After the
will learn video get a few students to
how to use explain what they thought
the ICT tool was plus, minus and
Spiderscrib interesting. Teacher then
e asks the class what liveability
means to them? Look for an
answer along the lines of
'Livability is all the factors
that add up to a community's
quality of life'.
Conclusion: Students will
then use spiderscribe to
come up with different
 factors that influence
peoples decisions to live
somewhere. They can
include photos, as well as
writing, and should have
positive and negative factors.

Focus Q: What is liveability?

What features make a place
liveable?
How liveable is Perth?
2 The factors Differentiate Collaborate Intro: Students watch avatar Class WebQuest:
that between on shared introduction video, which http://andyryanlaura.weebly.com/lesson-
influence the objective and documents outlines the lesson objectives 2.html
decisions subjective and tasks for the session.
people make factors. Use ICT Body: To refresh previous Avatar Introduction Video
about where tools lesson, students are to add
to live and Understand one or two factors that Padlet
their that climate Interpret influence liveability onto the www.padlet.com
perceptions and photograph group Padlet. Students are
of the environmental s (view then introduced to the PrimaryPad
liveability of quality are two climates to concept of two types of www.primarypad.com
places important determine factors: subjective and
(ACHGK043) objective liveability) objective. Using the Socrative Quiz
factors that definitions given, students www.socrative.com
influence where Use are to use PrimaryPad to
people decide methods indicate whether a factor AnswerGarden www.answergarden.ch
to live. (internet (from the Padlet) is an
researching objective or subjective factor. Pixabay
Describe and ) to collect To consolidate this www.pixabay.com
explain their relevant knowledge, students take a
ideal climate. data from Socrative Quiz on "Liveability Informal Assessment: Reflection about
sources Factors". the liveability of a pre-assigned place.
Identify and (internet, Students then focus on
explain two Pixabay) 'climate' and 'environmental
factors that quality' as two important
contribute to Use criteria objective factors of
the quality of (climate, liveability. Students watch
the environme slideshow that portrays
environment. nt) to different climates from
select around the world, and then
relevant think about what their ideal
information climate would be. Next,
(liveability) students are to contribute
one thing that influences the
quality of the environment to
AnswerGarden.
Students are then to write
three sentences on the
'climate' and 'environmental
quality' of a place (place pre-
assigned by a teacher) and
whether they think that their
assigned place scores highly
on liveability. They write
these answers into group
padlet.
Conclusion: Students then
go to Pixabay to find a
picture that depicts their
ideal climate and/or
environment. Students save
these pictures for later use.

Focus Q: What's the

difference between an
 objective and a subjective
factor?
Why would 'climate' and
'environmental quality' affect
where people choose to live?
What's your favourite
climate?
What characteristics make
up a 'good environment'?
(e.g. fresh air, lack of
pollution, clean water, quiet,
etc.)
3 The factors Students to Students to Intro: Students watch avatar Avatar Introduction Video
that identify and identify 3 introduction video, which
influence the describe key outlines the lesson objectives Oxford Big Ideas 7
decisions significant differences and tasks for the session. Chapter 3 pp. 97-103
people make differences between Q & A: Class to discuss what
about where between Developed people noticed when First World vs Third World Problems
to live and Developed and travelling overseas. https://www.youtube.com/watch?
their Nations and Developing Body: Teacher will show v=Uy5hnI9qweg
perceptions Developing Nations YouTube video about
of the Nations. the differences between Kahoot! https://kahoot.it/#/
liveability of Focus on 3 Developed and Developing Hand out sheet: Developed Nations and
places Main areas: Nations. YouTube Video: First Developing Nations:
(ACHGK043) Infrastructu World vs Third World 1. Infrastructure
re Problems. Teacher will ask 2. Health 3. Safety
Health the class to list 3 features
Safety from a developed nation and Informal Assessment: Kahoot! quiz
a developing nation from the
video.
Teach will then make a T-
Chart with Developed
Nations and Developing
 Nations and ask the class to
help create the list from their
notes.
Kahoot! Quiz on: Developed
Nations and Developing
Nations
Conclusion:
Teacher will hand out a
worksheet on 3 Factors
between Developed Nations
and Developing Nations
1. Infrastructure 2.
Health 3. Safety
(preparation for next
lesson)

Focus Q: What are some of

the significant differences
between Developed and
Developing Nations.
4 The factors Design a Independe Intro: Students watch avatar Avatar Introduction Video
that Piktochart that ntly introduction video, which
influence the portrays research a outlines the lesson objectives AnswerGarden
decisions aspects of their specific and tasks for the session. www.answergarden.ch
people make favourite place. topic (their Body: Teacher directs
about where favourite students to Answer Garden, Britannica School
to live and Understand place) where they answer the http://school.eb.com.au.ipacez.nd.edu.au
their that people question 'What would make /levels
perceptions have different Interpret up your ideal place to live?'
of the ideas of images Students to go to Britannica Piktochart
liveability of liveability, and and search aspects of their www.piktochart.com
places will prioritise Use ideal place. Students collect
(ACHGK043) different multimodal information and screenshot Brief reflection template
factors of technologie images to use in their
liveability. s to convey Piktochart poster. Formal Assessment: Create a
meaning Students then must create a Piktochart that portrays aspects of an
Explain the poster using Piktochart to ideal place and brief reflection (15%).
difference portray what their ideal place
between their looks like.
perception of Conclusion: Students to
liveability and swap computers with
someone another student to share
else's. piktocharts. Students write
brief reflection on what is
different between the two
'ideal places' (I.e. how does
perception of liveability
influence where people
decide to live?)

Focus Q: What does your

ideal place look like?
What characteristics make
up this place?
How does your favourite
place differ from a
classmates favourite place?