Year 5 Geography Unit 2018 Factors That Shape Places

Year 5 Geography Unit 2018Factors That Shape PlacesTerm:Three and FourDuration:20 weeksGrade:FiveYear:UNIT OVERVIEWOUTCOMESStudents investigate how people change the naturalenvironment in Australia and other places around the world.They also explore how the environment influences the humancharacteristics of places. Students examine ways peopleinfluence the characteristics of places, including themanagement of spaces. Students explore the impactbushfires have on Australian people, places andenvironments and propose ways people can reduce theimpact of bushfires in the future.GEOGRAPHICAL CONCEPTS2018GE3-1:Describe the diverse features and characteristics ofplaces and environmentsGE3-2:Explains interactions and connections betweenpeople, places and environmentsGE3-3:Compares and contrasts influences on themanagement of places and environmentsGE3-4:Acquires, processes and communicates geographicalinformation using geographical tools for inquiryGEOGRAPHICAL INQUIRY SKILLSGEOGRAPHICAL TOOLSThe following geographical concepts havebeen integrated into the unit:The following geographical inquiry skills have been integrated into the unit:Acquiring geographical informationThe following geographical tools have beenintegrated into the unit:Place: the significance of places and what theyare like Maps – MSpace: the significance of location and spatialdistribution, and ways people organise andmanage spaces that we live inEnvironment: the significance of theenvironment in human life, and the importantinterrelationships between humans and theenvironment.Interconnection: no object of geographicalstudy can be viewed in isolationSustainability: the capacity of the environmentto continue to support our lives and the lives ofother living creatures into the futureChange: explaining geographical phenomenaby investigating how they have developed overtimedevelop geographical questions to investigate and plan an inquiry (ACHGS033, ACHGS040)collect and record relevant geographical data and information, using ethical protocols, from primary data andsecondary information sources, for example, by observing, by interviewing, conducting surveys, or usingmaps, visual representations, statistical sources and reports, the media or the internet (ACHGS034,ACHGS041)Processing geographical information evaluate sources for their usefulness (ACHGS035, ACHGS042) represent different types of geographical information by constructing maps that conform to cartographicconventions using spatial technologies as appropriate (ACHGS036, ACHGS043)represent data in different forms, for example plans, graphs, tables, sketches and diagrams (ACHGS035,ACHGS042) interpret geographical data and information, using digital and spatial technologies as appropriate, and identifyspatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037,ACHGS044)Communicating geographical information present findings and ideas in a range of communication forms as appropriate (ACHGS038, ACHGS045) reflect on their learning to propose individual and collective action in response to a contemporarygeographical challenge and describe the expected effects of their proposal on different groups of people(ACHGS039, ACHGS046) large-scale maps, small-scale maps, politicalmaps, topographic maps, flowline maps maps to identify location, spatial distributionsand patternsGraphs and statistics – GS 1multiple graphs on a geographical themestatistics to find patternsFieldwork – F observing, measuring, collecting and recordingdata, conducting surveys and interviews.Spatial technologies – ST virtual maps, satellite images, global positioningsystems (GPS)Visual representations – VR Alice Vigors - 2018pictographs, data tables, column graphs, linegraphsphotographs, illustrations, flow diagrams,multimedia, web tools

ESSENTIAL INQUIRY QUESTIONSHow do people andenvironmentsinfluence oneanother?How do peopleinfluence places andthe management ofspaces within them?How can the impactof bushfires onpeople and placesbe reduced?CONTENTFactors that change environmentsEnvironments shape placesStudents:Students: investigate the ways people change investigate how the naturalthe natural environment in Australiaenvironment influences people andand another country, for example:places, for example:o examination of how people,o discussion of how climateincluding Aboriginal and Torresinfluences the distribution ofStrait Islander Peoples, havewhere people liveinfluenced each country’so comparison of how landformsenvironmental characteristicsinfluence where and howe.g. land clearingpeople live in Australia andanother countryAlice Vigors - 2018Humans shape placesBushfire HazardStudents:Students: investigate how people influence places, investigate the impact of ONEfor example:contemporary bushfire hazard ino description of who organises andAustralia, for example:manages places e.g. local and stateo identification of the location andgovernmentsextent of the disastero identification of ways peopleo description of the impact of theinfluence places and contribute todisaster on natural vegetation andsustainability e.g. roads andthe damage caused to communitiesservices, building developmento examination of how people canapplications, local sustainabilityprevent and minimise the effects ofinitiativesa bushfireo examination of a local planningissue; the different views about itand a possible action in response toit2

TUNING IN TO THE INQUIRYReviewing Tuning In Data(What did the tuning in tasks reveal to us about students’ interests and needs? Whatquestions did they pose that can help drive learning?)Tuning In(Baseline Data) How can weassess students’prior knowledgeand experiencein relation to thiscontext? How will werecord thisinformation forlaterassessment? What can we doto PROVOKEinterest/enthusiasm/curiosity/motivation? How can weassist students tomake“conceptualconnections” andsee relationshipsto and links withtheir own lives?Alice Vigors - 2018 Examine a range of images depicting Australia’s vastlydifferent environments Use the thinking routine See Think Wonder to exploreand discuss Australia’s natural environmentso What do you see, observe or notice abouteach of these environments?o What does it make you think about Australia’snatural environments?o What does it make you think about how weinfluence the environment and theenvironment influences us?o What do you wonder? Watch Land Beyond Time – Australia (stop at 9:30)https://youtu.be/b9 Ie60pxe0 Explore student thinking and wonderings. Categorisewonderings into the three key content areas. Pairs or small groups choose a wondering and discussways they might be able to explore this question.EXTRA: Australia the beautiful episode 1: desert & wetlandshttps://www.youtube.com/watch?v EPKSDwXxWAY3

CONTENTEnvironmentsShape PlacesStudents: investigate howthe naturalenvironmentinfluences peopleand placesLEARNING AND TEACHING: SHARED INQUIRYKey Inquiry QuestionsHow do people and environments influence one another?How do people influence places and the management of spaces within them? Use the thinking routine Chalk Talk (non-silent) to have students unpack a variety ofdifferent environments in pairs, using words and/or illustrations. For example: deserts,coastal, rainforests, grasslands, mountains. Pairs need to examine:o What are the characteristics or main qualities of these environments?o What factors might change and/or influence these environments?o Are there any connections you can make?Curriculum Links: English Introduce geographical terms and add these to the mind map if not already there. Examine maps and discuss How Australia’s climate affects its population distribution?(Coastal for lifestyle, different regions for different agricultural needs)EVALUATIONRESOURCES Images ofAustralianenvironments Maps Compare: Somersby Falls, Melbourne, Simpson Dessert, Great Barrier Reef. Providestudents with a range of environments (e.g. coastal, Great Barrier Reef, bush,urban/metropolitan, deserts) and provide above scaffolded questions to discuss. Research Task: Students research characteristics of dry, temperate and tropicalclimates (Aus. climate zones website/world biomes for more world biomes.htm Assessment: Give students a copy of Australia’s climate map and population map(see maps folder). Students record in their books the answer to the Questions:o Is there a link between climate and population?o How does climate influence the distribution of where people live?Answers focus on access to water, food, comfort, jobs. Students use google docs orslides to record and share their learning. Must include map showing climate andpopulation in Australia. (GE3-1, GE3-2, GE3-4)Alice Vigors - 20184 Climate map Population map Chromebooks

CONTENTFactors ThatChangeEnvironmentsStudents: investigate theways peoplechange thenaturalenvironment inAustralia andanother countryCurriculum Links: EnglishAlice Vigors - 2018LEARNING AND TEACHING: SHARED INQUIRYKey Inquiry QuestionsHow do people and environments influence one another?How do people influence places and the management of spaces within them?How did Indigenous people impact the environment prior to settlement? View the traditional Indigenous story of ‘Baiames Ngunnhu - the story of BrewarrinaFish Traps’ (2nd Indigenous heritage listed site) - told by Aunty June Barker tosupport understanding. https://youtu.be/sq0fDD8nPuU Watch ‘Fishing’ and discuss Bunda’s solution for catching the fish and what effect thishad on the environment. http://www.myplace.edu.au/teaching activities/1878 before time/beforetime01bunda/2/fishing bt.html Read Indigenous Changes to the Environment (Google Doc) shared text? Discuss how Indigenous Australians utilised the land and how this affected theenvironment, e.g. fishing traps, fire-stick farming, agriculture and farming. Create atable to record 1-2 examples of Indigenous land use and how it affected theenvironment. Students think and record their opinion of the method. Explore cultural and survival activities Indigenous people undertook and discuss thepurpose these activities had in their lives. (Google Doc) Brainstorm the effect theseactivities might have had on the environment using a Think Pair Shareo Think: about the effects and record ideaso Pair: with another student to discuss and expand ideaso Share: with the class and record student responses Identify the traditional peoples of the Central Coast (Darkinjung) explore a map ofIndigenous Australia Identify Central Coast on a map of New South Wales and describe the environment ofour region. Read The Darkinjung People and the Central Coast (Google Doco List the cultural and survival activities undertaken in this region.o What impact did these activities have on the environment of the CentralCoast?o What evidence of this impact can still be seen today? Assessment: Examine two local images. Identify how the environment has changedand whether the changes are natural or man-made. Explain the effects these changeshave had on the environment and native flora and fauna (GE3-1, GE3-2, GE3-4)5EVALUATIONRESOURCES Copies of text Indigenous map Map of NSW Copies of text Local images