Knowledge & Concepts & Specific Teaching & Learning Experiences

Specific Skills Resources and Assessments (type & weighting)

Understandings Lesson Objectives (Include Focus/Key Questions)
1 The factors that Define liveability. Students will Intro: Go over the lesson objectives Answer garden
influence the learn how to for the class and briefly explain what www.answergarden.ch
decisions people Understand that use the ICT todays lesson is about. Students are
make about there are different tool answer to write on answer garden what
where to live factors that garden. they like about Perth. Then do an
and their influence peoples answer garden for what they don't https://www.youtube.com/watch?v=fMmmiNlj0Fc
perceptions of decision on where like about Perth.
the liveability of to live. Body: Teacher then shows YouTube
places Students will video about place and liveability.
(ACHGK043) Identify at least be able to During the video students will fill
two features of a construct a out a plus, minus and interesting
liveable place. PMI chart. about the different photos shown of
different places around the world. Spiderscribe
After the video get a few students to www.spiderscribe.net
Students will explain what they thought was plus,
learn how to minus and interesting. Teacher then
use the ICT asks the class what liveability means
tool to them? Look for an answer along
Spiderscribe 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 that Differentiate Collaborate Intro: Students watch avatar Teacher's WebQuest:
influence the between objective on shared introduction video, which outlines http://andyryanlaura.weebly.com/lesson-2.html
decisions people and subjective documents the lesson objectives and tasks for
make about factors. the session. Avatar Introduction Video.
where to live Use ICT tools Body: To refresh previous lesson,
and their Understand that students are to add one or two Padlet
perceptions of climate and Interpret factors that influence liveability www.padlet.com
the liveability of environmental photographs onto the group Padlet. Students are
places quality are two (view climates then introduced to the concept of Primary Pad
(ACHGK043) important to determine two types of factors: subjective and www.primarypad.com
objective factors liveability) objective. Using the definitions
that influence given, students are to use Primary Socrative Quiz
where people Use methods Pad to indicate whether a factor www.socrative.com
decide to live. (internet (from the Padlet) is an objective or AnswerGarden www.answergarden.ch
researching) subjective factor. To consolidate this
Describe and to collect knowledge, students take a Pixabay
explain their ideal relevant data Socrative Quiz on "Liveability www.pixabay.com
climate. from sources Factors".
(internet, Students then focus on 'climate' and
Identify and Pixabay) 'environmental quality' as two
explain two factors important objective factors of
that contribute to Use criteria liveability. Students watch slideshow
the quality of the (climate, that portrays different climates from
environment. environment) around the world, and then think
to select about what their ideal climate
relevant would be. Next, students are to
information contribute one thing that influences
(liveability) the quality of the environment to
Answer Garden.
 Students are then to write 100-200
words on the 'climate' and
'environmental quality' of a 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 that Students to identify Students to Intro: Teacher will go over the Oxford Big Ideas
influence the and describe identify 3 key lesson objectives for the class and Chapter 3 pg 97-103
decisions people significant differences briefly explain what todays lesson is
make about differences between about. First World vs Third World Problems
where to live between Developed Q & A: Class to discuss what people https://www.youtube.com/watch?v=Uy5hnI9qweg
and their Developed Nations and noticed when travelling overseas.
perceptions of and Developing Developing
the liveability of Nations. Nations Body: Teacher will show YouTube
video about
 places Focus on 3 the differences between Developed Hand out sheet: Developed Nations and
(ACHGK043) Main areas: and Developing Nations. YouTube Developing Nations:
Infrastructure Video: First World vs Third World 1. Infrastructure
Health Problems. Teacher will ask the class 2. Health 3. Safety
Safety to list 3 features from a developed
nation and 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.

Kahootz 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 that Design a Piktochart Independently Intro: Students watch avatar Avatar Introduction Video.
influence the that portrays research a introduction video, which outlines
decisions people specific topic Answer garden
make about aspects of their (their the lesson objectives and tasks for www.answergarden.ch
where to live favourite place. favourite the session.
and their place) Body: Teacher directs students to Britannica online- school edition
perceptions of Understand that Answer Garden, where they answer
the liveability of people have the question 'What would make up Piktochart
places different ideas of your ideal place to live?' www.piktochart.com
Interpret
(ACHGK043) liveability, and will Students to go to Britannica and
prioritise different images search aspects of their ideal place. Brief reflection template
factors of Students collect information and
liveability. screenshot images to use in their
Use Piktochart poster.
Explain the multimodal Students then must create a poster
difference between technologies using Piktochart to portray what
their perception of to convey their ideal place looks like.
liveability and meaning Conclusion: Students to swap
someone else's. computers with another student to
share 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?