Documente Academic
Documente Profesional
Documente Cultură
Knowledge and Understanding Content Inquiry and Skills Content Descriptions covered
Descriptions covered
Pose questions about past and present objects,
The representation of the location of places people, places and events (ACHASSI001)
and their features on simple maps and
models (ACHASSK014)
Collect data and information from observations and
identify information and data from sources
The places people live in and belong to, their provided (ACHASSI002)
familiar features and why they are important
to people (ACHASSK015)
Sort and record information and data, including
location, in tables and on plans and labelled maps
(ACARA, 2018) (ACHASSI003)
(ACARA, 2018)
Knowledge and Understanding Achievement Inquiry and Skills Achievement Standards aspects
Standards aspects assessed assessed
Students describe the features of familiar Students observe the familiar features of places and
places and recognise why some places are represent these features and their location on
special to people. Students recognise that pictorial maps and models.
places can be represented on maps and a Students reflect on their learning to suggest ways
globe and why places are important to they can care for a familiar place.
people.
(ACARA, 2018)
(ACARA, 2018)
Brief description of the unit’s purpose Key Inquiry questions to guide unit thinking
Students will develop their What does your special place look like?
understanding of their personal world What makes a place special?
and the places they live in and belong How are places similar?
to. How are places different?
Students will explore different places How can we care for our special places?
and identify features of place.
Intercultural Understanding
Developing respect for cultural diversity.
Investigating different cultures and cultural identity.
Week 1 Week 2
Session 1 Session 1
Lesson focus: Engagement Lesson focus: Explore
Students are engaged in the new topic by Students create map circle flipbooks (See appendix
being introduced to Youtube videos such as 2). The labels are similar to the labelled boxes used
‘Where is Matt?’ This video showcases a last lesson.
variety of different countries and locations Me
with fun music and dancing. The video My Room
introduces students to different countries and
My Home
places with fun music and dance.
Class discussion surrounding the video; My City
What did you notice about the My State
different places that Matt visited? My Country
How could we tell that each place was My Continent
different? My Planet
Who in the class has travelled to a Students create designs to represent what each
different place before? section is to them.
Students will use the strategy of ‘think-pair- This task allows students to recognise and identify
share’ to discuss their thoughts and ideas. geographical divisions and expand their global
Students share their answers with the whole awareness and conception.
class. Students begin to understand how they and the
Students are then introduced to a variety of community fit in the wide world.
different maps on the Geography wall display. Students are encouraged to question and explore
each section of their books and their peers.
Generating conversation and notes through
Session 2
comparing similarities and differences.
Lesson focus: Engagement
Students are presented with several boxes
Session 2
that are arranged from smallest to largest.
They are designed and labelled as the Lesson focus: Explore
following:
Our Classroom
Our School Students participate in an excursion where they
Our City visit Living Kaurna Cultural Centre. Students will
Our State experience a tour/program where they learn about
Our Country the importance and significance of Country/place
Our Continent and why it is so significant to Aboriginal and Torres
Our Planet Strait Islander people as well as others.
Week 3 Week 4
Session 1 Session 1
Lesson focus: Explain Lesson focus: Elaborate
Explicit teaching occurs as students are Students continue to work on their activities.
introduced to maps and their key features are Students are encouraged to work collaboratively
highlighted. Teacher uses maps of the and share their thoughts, ideas, and questions with
classroom, school, suburb etc. their peers.
Google Earth is utilised as an interactive Teacher makes observations with the class,
resource. assisting and supporting students as necessary.
Teacher also clarifies concepts, information, tasks,
misconceptions etc. as needed.
Students are given an activity sheet to label
(or cut and paste) the corresponding features
to an example map. Session 2
Students understand how to identify different Lesson focus: Evaluation
features on a map.
Students present one of their completed activities
Session 2 to the class. Rubric is used by the teacher to mark
Lesson focus: Elaborate students. (See appendix 3) Class discussion is
generated and guided by teacher for students to
reflect on their learning of place and identifying
The choice board is introduced to the class map features.
and each activity is clearly explained to the
students. Students complete two activities on
the choice board and will present one to the
class during the final lesson.
The choice board activities allow students to
understand that different places have various
features and will begin to identify such
features in their own special places.
Students begin their activities and will
continue on with them next lesson.
Potential HASS sub strand connections Potential other learning area connections
Science
Students understand how and why the
environment is cared for.
The Arts
Students engage in dance and song.
Students have the choice to draw their
special place
Bibliography
Australian Curriculum and Assessment Reporting Authority (ACARA). (2018). Foundation
Content Descriptions: HASS – Geography. Retrieved from
<https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/hass/?year=12096&strand=Inquiry+and+skills&strand=Knowledge+and+Understand
ing&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+an
d+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Th
inking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capabil
ity=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Isla
nder+Histories+and+Cultures&priority=Asia+and+Australia’s+Engagement+with+Asia&priorit
y=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=fals
e>
Blessinger, P., & Carfora, J. M. (Eds.). (2014). Inquiry-based learning for the arts, humanities and
social sciences: A con- ceptual and practical resource for educators. Wagon Lane, UK: Emerald
Group Publishing Limited. Retrieved from https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/detail.action?docID=1896279
Bybee, R., Joseph, T., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N.
(2016). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs: BSCS.
Retrieved from
https://uteach.wiki.uml.edu/file/view/UTeach_5Es.pdf/355111234/UTeach_5Es.pdf
Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational Psychology for Learning
and Teaching (4th ed.). South Melbourne, Victoria: Cengage Learning.
Killen, R. (1998). Effective teaching strategies: Lessons from research and practice 6th edition.
Wentworth Falls, Australia: Social Science Press.
Marsh, C. (2008). Studies of society and environment: exploring the teaching possibilities. (5th
ed.). Frenchs Forest, N.S.W: Pearson Education Australia.
Maude, A. (2014). Understanding and teaching the Australian curriculum: geography for primary
schools. Moorabbin, Victoria: Hawker Brownlow Education.
Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change: The Magazine Of
Higher Learning, 42(5), 32-35. Retrieved from
http://dx.doi.org/10.1080/00091383.2010.503139
Schmidt, L, (2007). Social studies that sticks: how to bring content and concepts to life.
Portsmouth, N.H.: Heinemann.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in
primary education: Encouraging versus hampering factors for teachers. Procedia-Social and
Behavioral Sciences, 69, 1562-1571. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877042812055590
Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching:
Teaching for learning. Southbank, Vic: Thomson Social Science Press.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, V.A: Association for
Supervision and Curriculum Development.
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist
and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum
Development.
Appendices