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Edfd452 Evidence - Edss341 A3
Edfd452 Evidence - Edss341 A3
strategy for developing students learning on Geography. This makes the study of Geography an exciting subject to explore, allowing students to
appreciate the diversity that is present within Australia’s lifeforms.
The integration of other subjects enhances the teaching of Geography. Mathematics is quite an easy subject to integrate as you use mathematics every
day in many ways without realising it. Using subjects together helps students to understand that many subjects overlap and are not just taught separately
as they are all intertwined. Using the student’s prior knowledge of concepts and skills, they can then access their previous knowledge to help them in the
understanding of what is required of them through the contents within the Geography substrand of the Australian Curriculum.
Students will expand their knowledge and understanding of human and man-made features located throughout Australia during the lesson unit
plan. Students will be equipped with basic knowledge of the natural and man-made features. Students will then be provided with the skills, through
inquiry, to be able to plan an interesting holiday for their family, ensuring that they enjoy and develop their understanding of the different amazing sights
that are available within Australia’s states and territories.
Year Level: 3
Term: Three
Duration: 10 weeks
Key Inquiry Question/s:
• What are the main natural and human features of Australia?
o Where are they located within Australia (state/territory)?
• Which major national feature would be best to visit for a holiday?
Supporting /guiding questions:
• What attracts people to this state/territory?
• Why would people consider visiting this place?
• Is it natural or man-made?
• Does it have cultural significance?
• Which indigenous boundary is it in?
• Who does it appeal most to?
• Why is this so popular?
Year Level Description
Year 3 Level Description - HASS
“Diverse communities and places and the contribution people make
The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students
study how places are represented geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to
learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and
neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
present. Students examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules,
decision-making, participation and commemoration.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and
change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for
inquiries and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from
three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been
developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are
appropriate to specific local contexts. The order and detail in which they are taught are programming decisions” (Australian Curriculum, Assessment and Reporting
Authority, 2014).
Geography
“Concepts for developing understanding
The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Students
develop an understanding of the similarities and differences between places within and outside Australia through a study of their environmental and human
characteristics (place). They examine climate (environment) and the types of settlements (space) in Australia, the Country/Place of Aboriginal and Torres Strait Islander
Peoples, and Australia's neighbouring countries (place). Students come to understand how people feel about and care for places (place, environment, interconnection).
Students’ mental maps further develop through learning about the representation of Australia and the location of Australia’s neighbouring countries (place).
Inquiry Questions
• What are the main natural and human features of Australia?
• How and why are places similar and different?
• What would it be like to live in a neighbouring country?” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Year Level Achievement Standard - GEOGRAPHY
“By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander
Countries/Places and selected countries neighbouring Australia. They describe the characteristics of different places at local scales and identify and describe similarities
and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have
different perceptions of places.
Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and
simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe
the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe
distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual
action in response to a geographical challenge” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Teacher Background Knowledge:
For this unit of work to be successfully taught, teachers need to have background knowledge, as well as an understanding, of the different features of
Australia. The content within this unit requires the teacher to be able to have a basic understanding of the different major national features of Australia -
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
regardless of whether they are human or man-made. The unit does provide teachers will multiple sources to guide them in the teaching of the unit,
however it is absolutely essential that the teacher knows the states and territories of Australia, including all of the capital cities. Students will be provided
with inquiry questions that will need guidance and scaffolding so that they are able to be successful in their learning journey of this unit. The teacher will
need to be able to understand what the inquiry questions are asking, and know what additional resources would be appropriate to guide those students
who require extra scaffolding to understand what is expected of them within the activities. The teacher will also need to know the most effective way for
the students to represent their geographical and mathematical data that they collect. To have this unit be successfully taught, the teacher would need to
read through the whole unit prior to teaching it, that way they know what the students are expected to do so they can effectively teach the students the
content that they need to be able to achieve their learning objectives and learning intentions.
This unit of work should be implemented within a safe and supportive learning environment that caters for the diverse needs of all students. The teacher
would need to have background knowledge on who their students are and their academic abilities. The environment that this unit plan is taught in would
need to promote equity, excellence and diversity. It should also be acknowledged by all teachers implementing this unit plan, that it does contain content
about the Aboriginal and Torres Strait People, and may contain images or videos of people who may now be deceased. Cultural respect should always
be shown and represented by the teacher when teaching this type of content, most importantly when acknowledging the traditional owners of the land.
Student prior knowledge:
Students will use their prior knowledge that they acquired in Year 2 to recognise the states and territories of Australia, and where they are located on the
map. Students would already have the skills to research and present results through observations and ICT sources that they have been provided with
(Australian Curriculum, Assessment and Reporting Authority, 2014). Students will also be able to recognise that places have meaning and that they can
have importance to certain groups of people (Australian Curriculum, Assessment and Reporting Authority, 2014). Students would also use their prior
knowledge to represent data and the location of places by using graphs, tables and maps (Australian Curriculum, Assessment and Reporting Authority,
2014). Using the knowledge that they have previously acquired, students will use geographical information that they have either been provided with or
have sourced themselves, to help interpret their findings (Australian Curriculum, Assessment and Reporting Authority, 2014).
Learning Objectives:
To investigate how Australia can be represented on a map as states and territories and investigate the geographical location of capital cities and regional
centres around Australia. To explore and identify the major national features of Australia, including whether they are either a natural or human feature,
and locate them on an Australian map within their respective state or territory. Commented [JC1]: AITSL Standard 3.1: Demonstrated here
is the learning objective for the overall unit. This is the overall
Learning Intentions: learning goal for the unit that the students will be aiming to
In this learning unit, we will be learning about the different states and territories of Australia, and the different natural and human major national features achieve.
that are within Australia.
Connected curriculum:
Within this learning sequence, there are two learnings areas of the Australian curriculum that are connected. The main focus of this learning sequence is
around HASS, and the substrand Geography. The students will be looking at the different states and territories of Australia and the major national
features - both natural and human, within Australia (Australian Curriculum, Assessment and Reporting Authority, 2014). Gathering data statistics of
different aspects of the two focus areas; states and territories and the major national features, the learning area of Mathematics is integrated.
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
Mathematics is integrated through the students having to collect data and create mathematical displays through the forms of different types of graphs
(Australian Curriculum, Assessment and Reporting Authority, 2014).
The learning sequence also requires the students to go through different stages of inquiry and skills. Students will be guided with the appropriate
scaffolding to be able to successfully complete the inquiry and skills of this learning sequence.
The two learning areas of where the curriculum is connected is stated below.
Year 3 - HASS - Geography
“Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both
natural and human (ACHASSK066)” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Year 3 - Mathematics
“Statistic and Probability - Data representation and interpretation
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
(ACMSP069)” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Learning area/strands/content descriptors (include codes )
Knowledge and Understanding Inquiry and Skills
HASS (Geography): “The representation of Australia as states and
HASS - Geography:
territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human Communicating
(ACHASSK066 - Scootle)” (Australian Curriculum, Assessment and Present ideas, findings and conclusions in texts and modes that incorporate digital and
Reporting Authority, 2014). non-digital representations and discipline-specific terms (ACHASSI061)
Evaluating and reflecting
Interact with others with respect to share points of view (ACHASSI059)
Analysing
Examine information to identify different points of view and distinguish facts from
opinions (ACHASSI056
Researching
Record, sort and represent data and the location of places and their characteristics in
different formats, including simple graphs, tables and maps, using discipline-appropriate
conventions (ACHASSI054)” (Australian Curriculum, Assessment and Reporting
Authority, 2014).
Finding Out Gradual Release Map of Australia - Significant Places Assessment as Map of Australia: Refer to
of Responsibility • Globes will be placed on each group of tables. Learning: The Appendix 1 Commented [JC15]: AITSL Standard 3.4: Students are
Students are to locate where Australia is on teacher will be given another resource that has been selected to support them
with their learning.
the globe. This is determining if the students taking anecdotal Commented [JC6]: AITSL Standard 3.4: Students are
Murdoch Model of can identify what Australia looks like and notes on whether
physically given a globe to support them in visually being able
Inquiry where it is located. the students are to locate the country of Australia. This resource has been
• Map of Australia projected onto the interactive able to transfer the selected by the teacher and is being used by the students.
whiteboard knowledge that they Commented [JC7]: AITSL Standard 2.6: Integration of
Group Work • Similar to the ‘Tuning In’ activity, the students acquired in the Interactive Whiteboard to further engage students.
will be required to collaboratively name the ‘tuning in’ stage, to
different states and territories of Australia complete this
• Inquiry Questions activity. Identifying
o What are the capital cities for each of if the students are
the states and territories? able to complete
• As a class identify the capital cities for each the different
state and territory of Australia. Students can activities
have an Atlas if they need it to refer to. independently,
• Exploring Google Earth on Interactive without guidance or
Whiteboard. Investigating how the whole minimal instruction. Commented [JC14]: AITSL Standard 5.1: The teacher is
country looks like from a bird’s eye view. Zoom demonstrating how they will be assessing student learning at
this stage of the unit.
in on each state and ask the following Commented [JC8]: AITSL Standards 2.6 & 4.5: Integration
o Inquiry Questions
and demonstration of how to safely use ICT with the class.
§ Can any major national features
that we previously identified be
seen?
§ What do the major national
features look like up close? Commented [JC9]: AITSL Standard 3.3: Integration of
inquiry questions are being used. Inquiry questions are an
effective teaching strategy.
Indigenous Australians
Indigenous Australians Map of Australia:
Map of Australia: Refer to
• Students look into how Australia can be
Appendix 3. Commented [JC16]: AITSL Standard 3.4: Demonstration of
represented in different ways by looking at a
the selection and utilisation of another resource within the unit.
map of Indigenous Australia.
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
the survey to their parents. This allows for inquiry within the
students to guide their own learning. Inquiry unit.
Questions:
o Did your parents know more of the
major national features from the state
that they live in or have lived in before?
o How did they know these major
national features?
o What is your parents favourite major
national feature?
Sorting Out Group Jigsaw Activity Assessment as Jigsaw Activity Websites:
Collaboration • Students will be investigating the main inquiry learning - students (Australian Directory, n.d.)
questions of: working together in and (The National Museum
o What are the main natural and human pairs to research of Australia, 2011)
Jigsaw strategy features of Australia? and share their
o Where are they located within Australia information to a
(State/territory)? group and present
Working in Pairs • Working in pairs select a state or territory and their findings as a
research on an ICT device, all the whole. Teacher will
landmarks/national features in that take anecdotal
state/territory and locate them on a map notes on the depth
• Then using the jigsaw strategy setting up 8 of information that
tables so each state/territory goes to a different the students
table present about their
• Each table researches on an ICT device their state or territory.
respective state or territory, finding out what
the major national features are - including
human and man-made features
• Students are to use some of the required
websites in their gathering of information
• Each group shares their information to the
other groups as they are now an expert in their
researched state/territory.
• Each group to present their finding as a
combined group with all the states and
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
Throughout the unit there are different strategies that are employed within the unit to cater for those students with diverse needs. At different points
within the unit collaborative group work is implemented to cater for those students who strive in their learning and confidence within group activities.
A similar strategy that utilises the collaborative group work strategy is the Jigsaw strategy. The Jigsaw Strategy allows for students to work
collaboratively together within a group to research a topic, then share their findings with the rest of the class. This caters for those students whose
diverse needs may be that they get anxiety or might even not be confident enough to present their findings independently. The jigsaw strategy is also a
great differentiation strategy for those students who may benefit more from learning new information from their peers instead of their teacher.
With the similar positive effect that group work can have on students, differentiation is also catered for in regards to students working in pairs. Some
students lose focus easily if they are required to always work independently or some students learning needs could just be more effectively catered for
within pair work, therefore this strategy is implemented to cater for those diverse learners.
Differentiation is also catered for in regards to the integration of ICT. ICT is integrated through the use of an interactive whiteboard and the inclusion of
videos within the unit. Many students with diverse needs are visual learners, and are able to thrive in their learning when the content is portrayed to
them in a different format to just a worksheet. Videos can also have subtitles enabled for those students whose diverse needs may be that they have
auditory problems.
Some students with diverse needs may lack interest or concentration in certain learning areas. Mathematics has been integrated in to this unit for those
students with diverse needs whose passion is with Mathematics. Another area that has been incorporated in to this unit plan is the Aboriginal and Torres
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
Strait Islander Histories and Cultures. Within the classroom, there could be students with diverse learning needs who may feel more comfortable within
their learning environment when the culture of Aboriginal and Torres Strait Islander people is incorporated as they could belong to the Indigenous
Australian culture.
Differentiation is an essential factor that should be considered within all unit plans. Students need to be provided with multiple ways to be able obtain
and process information. Students with diverse needs are catered for within this unit plan in many ways as all students have a right to feel comfortable
within their inclusive learning environment.
References
ABC Education. (n.d.). Discover the Daintree's secrets. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423363/
ABC Education. (n.d.). How Uluru came to be. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1436296/
ABC Education. (n.d.). Kakadu history in rock art. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423033/
ABC Education. (n.d.). Landforms of the Blue Mountains. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1436450/
ABC Education. (n.d.). The Daintree, where rainforest and reef meet. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423341/
ABC Education. (n.d.). The Great Barrier Reef: World's largest living organism. Retrieved from ABC Education:
http://education.abc.net.au/home#!/media/1422989/
Attenborough, D. (2008). The Great Barrier Reef and other natural wonders of Australia - David Attenborough - BBC. Retrieved from YouTube:
https://www.youtube.com/watch?v=vTE_hQVccps
Australian Curriculum, Assessment and Reporting Authority. (2014). HASS v8.3 F-10 Curriculum. Retrieved September 2018, from Australian Curriculum:
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/hass/?year=12099&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=N
umeracy&capability=Information+and+Commu
Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics. Retrieved 2018, from Australian Curriculum:
https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?year=11753&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&cap
ability=ignore&capability=Literacy&capability=Numeracy&capability=Information+an
Australian Directory. (n.d.). Australian Landmarks. Retrieved from Australian Directory: https://www.list-directory.info/lists/landmarks.html
Australian Institute of Aboriginal and Torres Strait Islander Studies. (1996). AIATSIS map of Indigenous Australia. Retrieved from AIATSIS:
https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia
Australia's Coral Coast. (2016). The Pinnacles. Retrieved from Australia's Coral Coast: https://www.australiascoralcoast.com/destination/pinnacles
Cassidy, J. (2018). Great Barrier Reef. Retrieved from Weebly: https://jcassidy-edss-a2.weebly.com/
Index Oz. (n.d.). Map of Australia. Retrieved from http://www.indexoz.com/places/states/map-of-australia.gif
MacGregor, R. (2015). Natural and Human Features of Australia. Retrieved from YouTube: https://www.youtube.com/watch?v=nkPA564R81I
Murdoch, K. (2010). An overview of the Integrated Inquiry planning model. Retrieved from Kath Murdoch:
https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b43e4b0cf5cb3c4baa5/1439341379536/murdochmodelforinquiry2010.pdf
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
The National Museum of Australia. (2011). About Landmarks. Retrieved from National Museum Australia:
http://www.nma.gov.au/exhibitions/landmarks/about_landmarks
Twinkl. (n.d.). Australia's States and Territories. Retrieved from Twinkl: http://content.twinkl.co.uk/resource/aa/67/AU-T2-G-545-Australian-States-and-
Territories-Differentiated-Activity-Sheets.pdf?__token__=exp=1538279472~acl=%2Fresource%2Faa%2F67%2FAU-T2-G-545-Australian-States-and-
Territories-Differentiated-Activity-Sheets.p
Wiggins, G., & McTighe, J. (1998). Backward Design. In Understanding by Design(pp. 13-34). ASCD.
Appendix
APPENDIX 1:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
APPENDIX 2:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
APPENDIX 3:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
Image Source: (Australian Institute of Aboriginal and Torres Strait Islander Studies, 1996)
APPENDIX 4:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
HASS Assessment Grade 3 Term 1 - Planning Template Name: ____________
Your task is to choose a state or territory and research a human and natural feature to visit for a family holiday.
You are to present your information within a brochure using pictures and information based on your research.
You are also to present a hand drawn draft copy of your brochure and illustration outlining the human or natural feature that you are going to visit with your
family.
Some examples:
· Northern Territory - Uluru
· Queensland – Great Barrier Reef
· Australian Capital Territory – Parliament House
· Victoria – 12 Apostles
· Western Australia – Pinnacles
· South Australia – Kangaroo Island
· Own Choice – see teacher