Documente Academic
Documente Profesional
Documente Cultură
Understanding (s)
Students will understand that:
- Their personal habits influence the
world around them
- The environment is not renewable and
therefore we need to take care of it
- Urbanisation is not always a good
thing
Essential Question(s):
How are people's perceptions of
places and environments influenced
by their reliance on them?
How do the interconnections between
places, people and environments
affect the lives of people?
How do environmental and human
processes affect the characteristics of
Other Evidence:
Content
Assessm
ent
Formativ
e task:
mapping
activity
Formativ
e
assessm
ent:
SPICESS
posters
and
Kahoot
results
Que
ens
Bda
y
13.6
Ter
m2
Wee
k 11
20/6
Ter
m3
Wee
k2
18/7
Formativ
e
assessm
ent:
water
saving
techniqu
es task
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
ent:
understa
nding of
sections
through
required
activity
work
and, if
time
permits,
the group
summary
task
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
Ter
m3
Wee
k3
25/7
(GC
not
here)
Ter
m3
Wee
k4
1/8
(GC
not
here)
Thurs
4/8
McAu
ley
feast
day
3 hours
Water and the earth over time
Chapter and activity work (2 hours)
Using the Water for Life reference and the GA chapter create
PowerPoint to tie everything in together
- go through WFL chapter and GA chapter and work through
questions with students
- Water for life investigating water as a global issue
http://www.globaleducation.edu.au/publications/water-for-life.html
o WFL Chapter 1: how is water distributed across the
world read text highlight key words write down
key notes, complete student activities question 1-6
o WFL Chapter 2: how has water availability changed
over time? highlight key words write down key notes,
complete student activities question 1-9
- Geography Alive 7: Chapter 2: Our Blue Planet 2.1, 2.2
Water across the world compare and contrast activity (1 hour)
- Students will be split into pairs and will be given Australia
and one other country to look at. Their task will be to
compare and contrast water availability, type, rainfall and
effect of climate change etc. (actual task sheet to be
developed)
- Once they have done this there will be a class discussion
and students will need to try and work out which
areas/countries of the world are better off than others
2 hours
People and water a necessary relationship (1 hour)
PowerPoint to be created to merge the two chapters together, to
work through activities with students, and if have time get students
to collate data on water usage per country and what it is used on
and interpret this data and what it means for the country
- WFL Chapter 3: how is water used by people? highlight key
words write down key notes, complete student activities
question 1-4
- WFL Chapter 4: how is water used in agriculture? highlight
key words write down key notes, complete student activities
question 1-6
Water assessment introduction (1 hour)
Introduce water test, explain what will be on it and give out
revision sheet (have revision PowerPoint for geographical skills
part, so longitude/latitude etc.)
g you
want to
learn
Formativ
e
assessm
ent: Data
interpret
ation in
compare
and
contrast
activity
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
ent: data
interpret
ation in
people
and
water
activities
Exit pass:
In light of
your test
in a few
weeks,
write
down 3
water
facts you
have
learnt
and 1
thing you
know
about
geograph
ical skills
or
concepts
Ter
m3
Wee
k5
8/8
(GC
not
here)
Mary
mede
Week
Mond
ay
8/8
Missi
on
actio
n day
Frida
y
12/8
St
Pats
Cath
edral
Ter
m3
Wee
k6
15/8
Ter
m3
Wee
Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
2 hours
Looking at sustainable futures (1 hour)
- WFL Chapter 8: what action can be taken to improve water
availability highlight key words write down key notes,
complete student activities question 1-4
- As a way to wrap up the water unit, as a class brainstorm
what we can do to save water and improve water
availability, this brainstorm will then be collated into a
document of how 7.5 can help save water and improve
water availability
- Leave time at the end of this class to clarify any questions
about the text
Water test
- Water test (1 hour)
Summati
ve:
Geograp
hy/Water
Test
Thurs
18/8
Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
k7
22/8
2223/8
Year
11
retre
at
(KV
abse
nt for
those
days)
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
2 hours
- BOLTSS assessment drafting, clarifying any questions etc.
(1 hour)
- BOLTSS assessment to be completed by the end of this class
(1 hour)
Summati
ve:
BOLTSS
Assessm
ent
Thurs
1/9
Whol
e
scho
ol
asse
mbly
chan
ged
to
26/8
perio
d5
Ter
m3
Wee
k8
29/8
Ter
m3
Wee
k9
3 hours
Place and Liveability: Urbanisation
Assessment Overview (1 hour)
- Introduce unit (overview)
Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
ent: Exit
5/9
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Ter
m3
Wee
k 10
12/9
2 hours
Continuation of resource activities (2 hours)
Summati
ve:
Urbanisat
ion
Report
Thurs
15/9
Formativ
e
assessm
ent: Exit
pass: tell
me the
most
interestin
g thing
you
learned
in this
unit