GEOGRAPHY OVERVIEW, Semester Two

GEOGRAPHY OVERVIEW, Semester Two

Unit Title:

/ Physical geography / Human Geography
Water Changes Everything
Inquiry question:
Do We Value Our Water?
This unit focuses on students examining the value of water, taking into consideration their own use of water and comparing this with a different socioeconomic region or country.
Achievement Standard
By the end of Year 7, studentsdescribegeographical processes that influence the characteristics of places and how places are perceived and valued differently. Theyexplaininterconnections between people, places and environments anddescribehow they change places and environments. They propose simple explanations for spatial distributions and patterns among phenomena.Theydescribealternative strategies to a geographical challenge and propose a response, taking intoaccount environmental, economic and social factors.
Studentsidentifygeographically significant questions to frame an inquiry. Theylocaterelevant information from primary and secondary sources to answer inquiry questions. Theyrepresentdata and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. Theyanalysegeographical data and other information to propose simple explanations for spatial patterns, trends and relationships and draw conclusions. Students present findings and arguments using relevant geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge takingaccountof environmental, economic and social considerations anddescribethe expected effects of their proposal.
Geographical Concepts / Content Descriptions / Assessment
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Major focus
Secondary focus / Knowledge and Understanding / Geographical Skills and Inquiry /

• Create a trifold brochure (using Microsoft Word Templates) to educate and persuade your peers to value water and must include:
• Identify uses of water in their local environment
• Identify how to reduce water consumption in their local environment
• Explain why is it important to do so
• Interesting facts to include a comparison with other region/country

Format must include:

• Title with image
• Chart/table/graph
• Did you know?
• Pictures/diagrams
• Captions
• Subheadings
• References/Bibliography (separate page)

Cross Curricular:
Media: Use of design and features including colour, font, layout, appropriateness for target audience
English: Brochure will be presented as an oral to the class (S&L). Students will present a 3 minute oral.

• The classification ofenvironmental resourcesand the forms that water takes as a resource(ACHGK037)
• The ways that flows of water connect places as it moves through theenvironmentand the way this affects places(ACHGK038)
• The quantity and variability of Australia’s water resources compared with those in other continents(ACHGK039)
• The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa(ACHGK040)
• The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asiaregion(ACHGK041)
• The causes, impacts and responses to an atmospheric or hydrological hazard(ACHGK042)

/

• Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts(ACHGS047)
• Collect, select and record relevant geographicaldataand information, usingethical protocols, from appropriate primary andsecondary sources(ACHGS048)
• Evaluate sources for their reliability and usefulness and representdatain a range of appropriate forms, for example,climategraphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital andspatial technologies(ACHGS049)
• Analyse geographicaldataand other information using qualitative andquantitative methods, and digital andspatial technologiesas appropriate, to identify and propose explanations for spatial distributions, patterns andtrendsand infer relationships(ACHGS051)
• Apply geographical concepts to draw conclusions based on the analysis of thedataand information collected(ACHGS052)
• Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate(ACHGS053)
• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal(ACHGS054)

Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricula Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking / Numeracy
Ethical Behaviour / Information and Communication Technology
Personal and Social Competence
Links to other LA’s / Science, English, Maths, Religion, History

COMMON CURRICULUM ELEMENTS

 Recognising letters, words and other symbols
Finding material in an indexed collection
 Recalling
/remembering
 Interpreting the meaning of words or other symbols
 Interpreting the meaning of pictures/illustrations
Interpreting the meaning of tables or diagrams or maps or graphs
 Translating from one form to another
 Using correct spelling, punctuation, grammar /  Using vocabulary appropriate to a context
 Summarising
/condensing written text
 Compiling lists/statistics
Recording/noting data
Compiling results in a tabular form
 Graphing
Calculating with or without calculator
Estimating numerical magnitude
Approximating a numerical value
Substituting in formulae
Setting out/presenting/arranging/displaying / Structuring/organising extended written text
Structuring/organising a mathematical argument
Explaining to others
Expounding a viewpoint
Empathising
Comparing, contrasting
Classifying
Interrelating ideas/themes
/issues
Reaching a conclusion which is necessarily true provided a given set of assumptions is true / Reaching a conclusion which is consistent with a given set of assumptions
Inserting an intermediate between members of a series
Extrapolating
Applying strategies to trial and test ideas and procedures
Applying a progression of steps to achieve the required answer
Generalising from information
Hypothesising
Criticising / Analysing
Synthesising
Judging /evaluating
Creating/composing/devising
Justifying
Perceiving patterns
Visualising
Identifying shapes in two and three dimensions
Searching and locating items/information
Observing systematically
Gesturing
Manipulating/operating/using equipment
Sketching/drawing
Link to ACARA Senior Geography Syllabus / Focus Unit 2 - ‘Managing Catchments’

Learning and Teaching Strategies

Week / 1 / Inquiry Question / Do We Value Our Water?
Engage⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Geographical Concepts / K & U / Geographical Skills & Inquiry
Place
Space
Interconnection / (ACHGK037)
(ACHGK038)
(ACHGK041) / (ACHGS052)
Engage / RESOURCES / Assessment
Activity 1: look at images of Ganges River and ask, (or you could use a media article)
Can you predict what we might be using these pictures for?
What is it that you think we might be looking at in the picture?
Is there a particular resource that is highlighted in the photo that the people are utilising?
What resource are the people in the photograph using?
How is this resource being used?
Question to students: Do you know what a resource is? Or what is the definition of the word ‘resource?’
Teacher background: A resource is anything we use to satisfy a need or a want. Resources we use from the natural world are called environmental resources. All life on Earth depends on environmental resources to survive.
Question to students: Which environmental resources to we need to survive? (Students may have investigated renewable resources in Science in Year 6).
Teacher background: Water, sun for energy and warmth soil to grow crops, forests to grow oxygen to breathe.
What do we call this resource?
Teacher background: A renewable resource means that they replace themselves if we do not use them too quickly or destroy them in some way. Many of the Earth’s natural features (such as water, forests, fish, mountains, soils and coral reefs) are renewable.
Why is it important to look after renewable resources?
Teacher background: As a result of population growth there is a huge pressure on resources, which is leading to an increasing uncertainty in the future. Many renewable resources are now being used so quickly that they can no longer replace themselves.
Activity 2: Hot Potato Strategy
To engage the students to the introduction of ‘Dam It’, and to activate students’ prior knowledge of the topic, look at the slideshow of water to lead a discussion about the different uses of water (maybe those unfamiliar to them).
Following the ‘big picture’ ideas of water play slideshow of water to students for them to consider their uses of water. Following the viewing students can use the Hot Potato strategy (set up the hot potato for how is water used in the economic, socially and cultural to share the different elements/uses of water:
Drink; Swim; Wash; Play; Farming; Destroy; Surf; Clean; Toilet; Transport
Activity 3: What does the scene look like in Australia?
Returning to the image of the Ganges River ask students to consider how different this scene would be in Australia? Students can use the following formats to answer this question and present at the next lesson for display:
Draw a scene
Create a collage
A digital picture
Cut a picture from a magazine
Activity 4: Set Up a TWLH Chart
Set Up a TWLH Chart and get the students to start recording What we think we know?
/ Oxford Big Ideas Geography 7 – Environmental Resources p. 43
Ganges River Image
Ganges River Image
Homework – create an equivalent image of any Australian waterside e.g. creek, dam, beach
Paper for hot potato
Word wall
Begin a word wall chart to record the new words for this unit. Divide the chart
into two columns—everyday words and scientific words.
Slideshow of water / TWLH Chart
Journal
GEOGRAPHICAL LANGUAGE
social, economic, environmental, resource, renewable, finite

REFLECTION

Week / 2 / Inquiry Question / Do We Value Our Water?
Engage ⇒ / Explore⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Geographical Concepts / K & U / Geographical Skills & Inquiry
Place
Space
Interconnection / (ACHGK037)
(ACHGK038)
(ACHGK041) / (ACHGS047)
Explore / Resources / Assessment
Activity 5: Video
Play the charitywater video. After the video is played allow the students another opportunity to discuss whether their minds have shifted from the first images of water and the previous ‘hot potato’ activity. Their thoughts should be noted in their journal.
Teacher note: convert pounds to kilos. Possible tie in with school fundraising (Religion).
Activity 6 -Think-Pair-Share Strategy
Looking at previous water stimulus; using a think-pair-share strategy, students are asked to pose questions - what do we need to know about water. Students are to write their questions onto sticky notes, which can then be placed out, on the wall. Listed are the types of questions students could come up with or be used as an example:
• How old is our water?
• Where does the rain come from?
• How does water move through our area?
• What happens to water when it evaporates?
• What is a flow chart and why is it useful?
• Identify the problems facing the community.
• What happens when it floods?
• Is the water contaminated?
• Does the water get treated?
• What is a catchment/river?
• What is our catchment?
• Does everyone have the same access to water?
• Is water a renewable resource?
Teacher Organisation: Place the sticky notes in some form of sequence in what we might need to know first.
Activity 7: History of Water
We have been using water for a very long time. How old do you think our water is?
Geologists are scientists who gather evidence about the different types of rocks and landforms to work out how places have changed over time. How long do geologists believe water has been on the surface of the Earth?
Clapping time
1. One way to understand how long different periods of time take to pass is to use hand claps. We can represent the passing of each year by one clap of the hands every second. Ask a student to volunteer his or her age. The class claps it out. Clap out the ages of two or three students.
2. Europeans landed in Australia 240 years ago. How long will it take to clap out 240 years that Europeans have been settled in Australia? How long is 240 seconds? If there are 60 seconds in a minute, how many minutes in 240 seconds? [4 minutes]
3. Aboriginal people have been in Australia for at least 60,000 years. If there are 60 seconds in a minute, how many minutesare there in 60,000?[1000 minutes] If there are 60 minutes in an hour, how many hours would it take to clap out 60,000 years? [about 16.7 hours]
4. Geologists think that the Earth was formed about 4.5 billion years ago. The heat generated from the Earth’s core caused massive eruptions from huge volcanoes, releasing gases into a primitive atmosphere; one of these gases was water vapour. By about 3.8 billion years ago, the Earth cooled to below 100°C and the water vapour in the atmosphere condensed— forming the seas and oceans we have today. If 3.8 billion years is 3,800,000,000 years, how many hours would you have to clap out 3,800,000,000? [about 120 years]
So how did our Indigenous Australians manage water resources?
Indigenous people regard the rivers and waterholes as an inseparable part of their land. Land and water management was key to the culture of Aboriginal and Torres Strait Islander peoples. Prior to European settlement the Aboriginal people lived in well-watered coastal areas and along the rivers of the Murray-Darling Basin. Aboriginal people in the arid areas of Australia studied the habits of wildlife to detect water supplies. They mapped this in artwork and passed on the knowledge of water resources through stories.
Activity 8 - Get your students to go to their TWLH Chart
Record: What we learned? How we learned it? / / TWLH Chart
Journal
GEOGRAPHICAL LANGUAGE
Murray Darling, geologist, landform,

REFLECTION

Week / 3 / Inquiry Question / Do We Value Our Water?
Engage ⇒ / Explore⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Geographical Concepts / K & U / Geographical Skills & Inquiry
Place
Space
Interconnection / (ACHGK037)
(ACHGK038)
(ACHGK041) / (ACHGS047)
(ACHGS052)
Explain / Resources / Assessment
Activity 9 – Read Dreamtime Aboriginal Story: Rainbow Serpent
Teacher background information: The Aboriginal population density along the Murray River was one person to every kilometre of river frontage. The Murray River and its floodplain provided an abundance of food, including waterfowl, mussels, fish and tortoises. Canoes were made from tress, which can still be see today. Nets were made from rushes that grew beside the water. Flocks of ducks, pelicans and other water birds were trapped in the nets that were strung across the creeks. To catch fish, dams were constructed across narrow creeks using rocks or woven branches.Aboriginal people in drier areas of Australia depended on their traditional knowledge of water sources to survive. They accessed water trapped in water holes, rocks and tree hollows. They watched the flight path of birds, such as the zebra finch, to help uncover wells and springs. The long roots of eucalyptus trees were followed to find underground water, and water was collected from the morning dew on plants.Indigenous Australians would also enlarge rock holes and chip channels through rocks to divert water into specific holes to increase their access to water.In modern Australia society, Indigenous Australians have been largely left out of the decision making process when it comes to managing our water. In some remote areas of Australia, many traditional water sources have become unreliable or unusable because station owners have been given access to these important areas without consulting with the Aboriginal peoples.
Activity 10:Where does water come from and where does it go (explain the water cycle)- Science connection
Use the ‘Where did the water go?’ concept cartoon to identify students’ prior knowledge about the evaporation. Ask students to share their ideas with the class.
Investigate the question by setting up two saucers of water in your classroom for a couple of days—one covered with cling wrap and one without. This activity could be done as a class demonstration or as a group task.
Ask students to predict what they think is going to happen, to observe what did happen and to record their ideas in their journals.
Teacher background: Water is one of the most precious resources. Without it, nothing can survive. It is an essential renewable resource that occurs naturally on Earth. It can exist as a solid (such as ice in a glacier), a liquid (such as water in a river), or a gas (such as a stream). Liquid water is constantly being recycled through the atmosphere, rivers and oceans in a natural system know as the water cycle.
In the water cycle, water from the oceans and lakes is heated and evaporated by the sun. The evaporated water vapour, which is like steam, then rises until it reaches the cooler parts of the atmosphere. Cold air cannot hold as much moisture as warm air, so the water vapour turns back into liquid water in a process known as condensation. These drops of water then form into clouds, which may be carried on to land by winds and forced to rise. The colder air can no longer hold the condensed droplets and they fall as rain. The rainwater finds its way back to the world’s lakes and oceans through rivers and streams and the process begins again.
Activity 11 – What is a catchment? What is our catchment? How does water move through our area?
Class activity – Look at Google maps and work out your catchment area.
Teacher then makes a model of the catchment,which could be done quickly by simply using a tray filled with sand and some twigs and other items to represent different land use types.
If time allows, students could make their own (possibly in tech time) using the resource listed. / Australian History of Water
The Dreaming
The Origin of Water
Aboriginal Dreaming: Rainbow Serpent
The Rainbow Serpent
Poster: Where did the water go?
Water Catchment Areas
Build of Model of Catchment Area
Google Maps / TWLH Chart
Journal
GEOGRAPHICAL LANGUAGE
Catchment, contaminate, renewable resource, flowchart,

REFLECTION

Week / 4 / Inquiry Question / Do We Value Our Water?
Engage ⇒ / Explore⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate