18071434 Assessment One – Professional Task

Contents Page

Unit of Work 2

Lesson Outline 5

Resources 16

Rationale 23

References 27

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Course: Year 11 Geography Stage 6 Year 11 Duration 5 weeks/17 hours

Unit: Global Challenges, Cultural Integration
Outcomes: Key Inquiry Questions: Content Focus: Terminology:
P1 differentiates between - What is the impact of mass Students investigate: Population Geography
spatial and ecological consumer culture on everyday  The diffusion, adoption - Distribution
dimensions in the life? and adaptation of mass - Density
study of geography - What is the process of consumer culture - Birth rate
P4 analyses changing distribution, adoption and reflected in media, - Death rate
demographic patterns adaptation of mass consumer fashion, brand images, - Migration
and processes culture? - Urbanisation
sport, music and religion
P5 examines the
- What are some examples of  The factors affecting
geographical nature of
mass consumer culture on cultural integration such Cultural Integration
global challenges
confronting humanity areas such as media, fashion, as technological change, - Transnational corporations
P6 identifies the vocational brand images, sport, music transnational - Homogenised landscapes
relevance of a and religion? corporations (TNCs), - Globalisation
geographical - How has the actions of global media networks, - Multiculturalism
perspective governments have an impact cultural imperialism and
P7 formulates a plan for on cultural integration? the actions of
active geographical - Does global media networks governments
inquiry have an impact on cultural  The effects of cultural
P8 selects, organises and integration? If so, how? integration such as
analyses relevant - What are the threats to homogenised landscapes,
geographical cultural diversity and economic dominance and
information from a sovereignty? dependence, threats to
variety of sources - What are the effects of cultural diversity and
P9 uses maps, graphs and cultural integration in
sovereignty, and
statistics, photographs different countries around the
and fieldwork to shrinking time/space

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conduct geographical world? How are they

inquiries different?
P10 applies mathematical
ideas and techniques
to analyse
geographical data
P12 communicates
geographical
information, ideas and
issues using written
and/or oral,
cartographic and
graphic forms.

Literacy Focus Numeracy Focus ICT Focus

- 5-minute Anagram activity - Timeline activity - Multimedia Report
- Glossary worksheet - Multimedia report - Google Forms
- Multimedia Report - Latitude and Longitude exercise - Interactive World Map
- Selective Highlighting activity - Population Pyramids - Google Docs
- Laptop/iPad use
- Kahoot
- YouTube Videos
- Google Earth/ Maps
- TedEd video
Geographical Concepts Geographical Skills and Tools
- Mapping Global patterns of population distribution and - Calculating population density of a chosen area using a ma
migration - Using information technology to collect and synthesise data relevant to
- Applying information technology such as the internet to ecologically sustainable development
understand population change - Estimating the scale of a given area from aerial photographs and
- The relevance of a geographical understanding of global satellite images to understand spatial patterns of natural resources use
challenges to a particular vocation such as: advising diplomats - Orienting a photograph to a map of an urban area

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and politicians, practising journalism, participating in non- - Interpreting frequency distributions and diagrams about access to food,
government organisations (NGOs), providing background shelter and educational opportunities for different groups
information for tourist agencies and media outlets.

Rationale Assessment
The study of Global Challenges, Cultural Integration, allows - Informal Pre-Test
students to gain an understanding in how the society is shaped - Formal assessment task (Comparative study of two countries including
through the interconnections of cultures. This study focusses on features such as a population pyramid and report).
social, cultural, political, economic and environmental challenges - Informal Multimedia Report
which occur at a global scale. Cultural Integration delves into - Informal Kahoot Quizzes throughout the unit
how mass consumer culture has shaped society through the - Informal TedEd video
increased access of international goods. The impact of these
goods on local products along with the follow on effect is
investigated through brands such as Nike and McDonalds.
Numerous factors impact how cultural integration occurs within
a society and these factors are analysed amongst each other. For
example, how the increased reliance and emergence of
technology has benefitted society. Finally, the effects of cultural
integration both positive and negative are investigated through
oral and visual means.

KEY:
Literacy Focus Numeracy Focus ICT Focus

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Time Lesson Title Outcomes Learn about / Learn Teaching and Learning Strategies Adjustments
to and Extensions
Lesson Introduction P4: Analyses Population Activity One: Warm up anagram activity One. Activity
One to changing Geography can be done
Population demographic - the changing Activity Two: Test your knowledge Pre-Test individually or
Geography / patterns and nature, rate and in small groups
Population processes distribution of the Activity Three: Glossary sheet: Think Pair Share of no more
Pyramids world’s population activity. Matching terms to definitions than four.

Activity Four: PowerPoint Presentation: Interpreting Two. Pre-Test

a Population Pyramid done through
Google Forms.
Activity Five: Recap of lesson, group discussion If no
technology is
available, then
use paper copy.

Three.
Adjustment –
Students with
special
education
needs can work
individually and
are allowed to
have extended
time if needed.

Lesson Geographic P10: Applies - Calculating Activity One: Warm up anagram activity One. Same as
Two skills recap mathematical population density previous

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ideas and of a chosen area Activity Two: Last Lesson review – group mind map
techniques to using a map on the board. Three.
analyse Different levels
geographical - Estimating the Activity Three: Circuit lesson – Four activities with of difficulties
data scale of a given area ranging difficulties of assessing different geographic allow students
from Aerial skills is placed on desks. Students are to complete all of all academic
photographs and four either during class time or if incomplete then at capacity to
satellite images to home. participate.
understand spatial
patters of natural HAND OUT ASSESSMENT TASK
resources use.

- Interpreting
frequency
distributions and
diagrams about
access to food,
shelter and
educational
opportunities for
different groups.
Lesson Population P4: Analyses Population Activity One: Warm up anagram activity One. Same as
Three Geography changing Geography previous
continued / demographic - the changing Activity Two: Last lesson review – class discussion
Atlas patterns and nature, rate and Three. If
analysis processes distribution of the Activity Three: Interactive World Map task technology is
world’s population https://www.worldatlas.com/ not available,
P9: Uses maps, Collaborative group discussion. Teacher chooses a use atlas’.
graphs and - types, volumes country and students have to find it and then build Extension: If
statistics, and directions of population pyramids. students finish

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photographs population early, they are

and fieldwork to movements such as Activity Four: Students choose a random country to select
conduct rural-urban from a box and must complete a case study task another
geographical migration, labour next lesson on it. country and do
inquiries migration and a comparison.
refugee migration
Four. If a
student wishes
to change topic
to one that is
not already
been chosen,
then they can.
Lesson Population P7: Formulates a Population Activity One: Warm up anagram activity One. Same as
Four Geography / plan for active Geography previous
Case study geographical - the changing Activity Two: Last lesson review – class discussion
inquiry nature, rate and Three. Scaffold
distribution of the Activity Three: Individual case study – Students used to help
P8: Selects, world’s population receive scaffold worksheet and are to complete a guide all
organises and multimedia report and submit it to google docs. Will students.
analyses - types, volumes be marked by teacher Extension –
relevant and directions of students can
geographical population Activity Four: Concluding activity: Teacher selects include
information movements such as tasks at random and asks student to explain. additional
from a variety of rural-urban material that is
sources migration, labour relevant to
migration and their case
P12: refugee migration study.
Communicates
geographical

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information, - issues arising from

ideas and issues the changing size
using and distribution of
appropriate population
written and/or including
oral, environmental,
cartographic and economic and social
graphic forms impacts.
Lesson Introduction P4: Analyses Cultural Integration Activity One: Warm up anagram activity One. Same as
Five to cultural changing - The diffusion, previous
integration demographic adoption and Activity Two: Last lesson review – “Everyone Up” all
patterns and adaptation of mass students stand up and can sit down when they recall Two. Students
processes consumer culture a new fact or idea that was taught last lesson. can opt to
reflected in media, write on a
P8: Selects, fashion, brand Activity Three: piece of paper
organises and images, sport, Watch a fact if they do
analyses music and religion. https://www.youtube.com/watch?v=sp1MhQBReuw not feel
relevant Glossary Sheet: Think Pair Share. Using the confident in
geographical information gained in the video, write definitions for sharing with
information the terms on the worksheet. the class.
from a variety of
sources Activity Four:
PowerPoint Presentation: Introduction

Activity Five:
Selective Highlighting activity – Students highlight
the cloze passage case study. Activity is reviewed at
the end of the lesson.

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Lesson Six Mass P8: Selects, Cultural Integration Activity One: Warm up anagram activity One. Same as
consumer organises and - The diffusion, previous
culture analyses adoption and Activity Two: Last Lesson review – group mind map
relevant adaptation of mass on the board. Three.
geographical consumer culture Extension: If
information reflected in media, Activity Three: Students form groups between 2-4 poster is
from a variety of fashion, brand and are to create a poster with a timeline on a complete, hand
sources images, sport, chosen global company. Scaffold is provided with out
music and religion. suggested companies. Laptops/iPads are used to geographical
P10: Applies help gather information. terms
mathematical crossword.
ideas and
techniques to
analyse
geographical
data
Lesson Factors of P4: Analyses Cultural Integration Activity One: Warm up anagram activity One. Same as
Seven cultural changing - The factors previous
integration demographic affecting cultural Activity Two: PowerPoint Presentation: Impact of
p1 patterns and integration such as technology, transnational corporations and global Three.
processes technological media networks Adjustment –
change, Students with
P5: Examines transnational Activity Three: Comparative study – Think Pair Share special
the geographical corporations – Old technology vs New technology education
nature of global (TNCs), global https://www.youtube.com/watch?v=7zXAM4uA3wo needs can work
challenges media networks, individually and
confronting cultural imperialism Activity Four: Recap of lesson, group discussion are allowed to
humanity and the actions of have extended
governments time if needed

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Lesson Factors of P4: Analyses Cultural Integration Activity One: Warm up anagram activity One. Same as
Eight cultural changing - The factors previous
integration demographic affecting cultural Activity Two: Last lesson review – class discussion
p2 patterns and integration such as Three. Have
processes technological Activity Three: PowerPoint Presentation: Impact of slides printed
change, cultural imperialism and the actions of governments out in case if
P12: transnational technology
Communicates corporations Activity Four: Watch the YouTube video on cultural does not work
geographical (TNCs), global imperialism
information, media networks, https://www.youtube.com/watch?v=tZFGivKgFuY Four. Use stills
ideas and issues cultural imperialism from the video
using and the actions of Activity Five: Form groups and watch the video if it fails to
appropriate governments again, this time noting down key findings and load.
written and/or contributing to a mind map on the board.
oral,
cartographic and
graphic forms
Lesson Library P4: Analyses Population Activity One: Students are to work on their One. If
Nine Lesson – changing Geography assignment using laptops supplied by the teacher. students have
Assignment demographic - issues arising from Assistance in population pyramid building and report finished their
work patterns and the changing size writing is given by the teacher. assignment,
processes and distribution of then they are
population to watch the
P7: Formulates a including documentary
plan for active environmental, “super-size me”
geographical economic and social and fill out the
inquiry impacts. worksheet
Cultural Integration provided by the
P8: Selects, - The diffusion, teacher.
organises and adoption and

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analyses adaptation of mass

relevant consumer culture
geographical reflected in media,
information fashion, brand
from a variety of images, sport,
sources. music and religion.
Lesson Equity issues P1: Cultural Integration Activity One: Warm up: fill in the timeline activity Two: Use a
Ten in cultural Differentiates - The effects of atlas if
integration between spatial cultural integration Activity Two: Students receive a worksheet with a technology is
and ecological such as set of latitude and longitudes coordinates and point unavailable to
dimensions in homogenised of interests. Using Google Earth and Google Maps, use.
the study of landscapes, students are to list landscape features and examples
Geography economic of cultural diversity. Three. If
dominance and technology is
P9: Uses maps, dependence, Activity Three: Kahoot Quiz – Skills test. unavailable,
graphs and threats to cultural use a hard copy
statistics, diversity and of the quiz.
photographs sovereignty, and
and fieldwork to shrinking
conduct time/space
geographical
inquiries
Lesson Factors of P4: Analyses Cultural Integration Activity One: Warm up anagram activity One. Activity
Thirteen cultural changing - The factors can be done
integration demographic affecting cultural Activity Two: Last lesson review: class discussion individually or
refresher patterns and integration such as in small groups
processes technological Activity Three: Circuit lesson – Four activities ranging of no more
change, from population geography skills refresher to factors than four.
P10: Applies transnational of integration case study. Students have ten minutes
mathematical corporations to complete each exercise.

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ideas and (TNCs), global Three. This

techniques to media networks, Activity Four: Review activity – Class discussion lesson is
analyse cultural imperialism regarding each activity implemented
geographical and the actions of due to the
data governments results of the
Kahoot Quiz.
Pairs can work
together to
help
Lesson Factors P7: Formulates a Cultural Integration Activity One: Warm up anagram activity One. Same as
Fourteen impacting plan for active - The factors previous
cultural geographical affecting cultural Activity Two: Last Lesson review – group mind map
integration inquiry integration such as on the board. Three. The
technological teacher
P8: Selects, change, Activity Three: Debate: Students are split up into chooses the
organises and transnational four groups. Two different questions are set in groups, allow
analyses corporations which group one and two have to argue a particular an even
relevant (TNCs), global point and back it up with research. Groups Three distribution of
geographical media networks, and Four are to do the same with a different skill sets.
information cultural imperialism question. Laptops are used to gather information
from a variety of and the actions of along with information sheet provided by the
sources. governments teacher.
Lesson Debate on P12: Cultural Integration Activity One: Warm up anagram activity One. Same as
Fifteen different Communicates - The factors previous
factors geographical affecting cultural Activity Two: Finalise debate notes and preparing
impacting information, integration such as preparations. Marking criteria are handed out to
cultural ideas and issues technological each group to mark the other debate.
integration using change,
appropriate transnational
written and/or corporations

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oral, (TNCs), global Activity Three: Students initiate the debate in front
cartographic and media networks, of their peers. Each student takes turns in
graphic forms cultural imperialism presenting their work and findings.
and the actions of
governments Activity Four: If time permits, finalise the lesson with
a Kahoot quiz.
Lesson Effects of P8: Selects, Cultural Integration Activity One: Warm up anagram activity One. Same as
Sixteen cultural organises and - The effects of previous
integration analyses cultural integration Activity Two: Last Lesson review – group mind map
relevant such as on the board. Three. Have
geographical homogenised print outs of
information landscapes, Activity Three: PowerPoint – different types of slideshow if
from a variety of economic impacts due to integration. Opposition to technology
sources. dominance and globalisation. does not work
dependence, or students
P9: Uses maps, threats to cultural Activity Four: Group task: Groups of between 2-4 are would rather
graphs and diversity and to create a TedEd video on cultural integration and work from a
statistics, sovereignty, and what has been learnt in Global Connections. Show hard copy.
photographs shrinking class one video for inspiration and provide a scaffold
and fieldwork to time/space of things to include. This activity will be properly
conduct completed after development geography is
geographical completed at the end of the unit and presented to
inquiries the class.
https://ed.ted.com/
P12:
Communicates ASSESSMENT TASK DUE
geographical
information,
ideas and issues
using

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appropriate
written and/or
oral,
cartographic and
graphic forms

Lesson Effects of P8: Selects, Cultural Integration Activity One: Warm up anagram activity One. Same as
Seventeen cultural organises and - The effects of previous
integration analyses cultural integration Activity Two: Students continue to work in their
continued relevant such as groups on the TedEd video. Teacher can offer
geographical homogenised assistance in scaffolding the video.
information landscapes,
from a variety of economic
sources. dominance and
dependence,
P9: Uses maps, threats to cultural
graphs and diversity and
statistics, sovereignty, and
photographs shrinking
and fieldwork to time/space
conduct
geographical
inquiries

P12:
Communicates
geographical
information,
ideas and issues
using

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appropriate
written and/or
oral,
cartographic and
graphic forms

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Resource One:

Lesson One: Activity Three – Glossary Sheet

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Resource Two:

Lesson Five: Activity Four – PowerPoint: Introduction to Cultural Integration

Slide One

Global Challenges

Part 1. Cultural Integration

Slide Two

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Slide Three

Slide Four

It is all around us

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Slide Five

Slide Six

Benefits Challenges

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Slide Seven

Michael Scott’s School of Management

• Challenges : People from different cultures can sometimes experience
negative experiences through the form of stereotyping.

https://www.youtube.com/watch?v=PLp8pjqwlsc

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Resource Three:

Lesson Ten: Activity Two – Google Earth activity

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Rationale

The unit of work “Global Challenges – Cultural Integration” is targeted at Year Eleven

Geography students. This topic is centred around how mass consumer culture has shaped

society and analysing the impact that this has caused throughout the wider community in a

cultural manner. A core element that was considered throughout developing this unit of

work was addressing motivation and engagement amongst senior students. Two teaching

strategies that were considered heavily throughout the unit of work was ICT incorporation

and collaborative learning. Utilising these two strategies endeavoured to increase

motivation and engagement whilst allowing students the freedom to express individual

creativity and be challenged.

Addressing motivation and engagement within a classroom is a significant issue in not just

senior students but in all students. Greene, Miller, Crowson, Duke and Akey (2004) draw on

the three motivational factors that have consistently linked to cognitive strategies in

learning and they are self-efficacy, achievement goals and perceived instrumentality. Self-

efficacy can be defined as an individual’s belief in their ability to achieve goals. Ways in

which this can be set up within a classroom is through fostering a positive learning

environment and knowing the students within your class and how they learn best. Setting

up a positive rapport with students and building up their confidence in their abilities is

another important aspect in increasing student motivation. Achievement goals can come in

the form of both short and long term goals. Examples of this could be when a student

completes set work, hands in their assignment on time or completes extension activities.

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Marks (2000) states that research suggests that a lack of engagement is linked towards

students’ personal backgrounds and characteristics of their school. Whilst research may

consider these two elements as impacts towards engagement, it does not mean that as a

teacher that all hope is lost. Teachers can become an agent for change and develop

engaging lessons that cater towards their students. Two types of teaching strategies are

listed below that attempt to increase both student engagement and motivation in the way

that they require students to be active learners and create content rather than absorb

content.

One teaching strategy that was incorporated throughout the unit of work was the

incorporation of Information Communication and Technology (ICT). ICT was incorporated

through various means such as regular laptop/iPad use, Interactive World Map and a virtual

site studies using Google Earth and Google Maps. Gibson, O’Reilly and Hughes (2002)

highlights that one significant potential of incorporating ICT within a classroom is the deep

pool of knowledge that is readily available to access. Having this pool of knowledge available

does not necessarily mean that it is easier for students. This is because students will have to

develop content selection tools in choosing the most accurate information which most

appropriately answers the question. Lau and Sim (2008) through their study lists that

broadly, teachers agree that ICT makes them more effective in their teaching. However, this

study did highlight the lack of technical support that teachers had in implementing further

activities within a classroom. If ICT is going to be incorporated within a classroom, adequate

training should be provided to not just new and pre-service teachers but also existing

teachers. This could come in the form of monthly ICT training workshops within the school

or external training. Explicitly within the teaching area of Geography, one use of ICT can be

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in the form of a virtual site study. This occurred once throughout the unit of work which

allowed students to access Google Earth to discover cultural integration examples through

accessing a set of latitude and longitude coordinates and examining the streets through

street view. The depth of an activity would not be able to be achieved without the use of

ICT.

Another teaching strategy that was incorporated throughout the unit of work was the use of

collaborative learning. Implementing collaborative learning within the classroom can be

demonstrated on both a small or a large scale. The Think Pair Share activity is one example

of a small scale use of collaborative learning. This activity works in three stages. The first

stage requires students to think about the question. The second stage allows students to

pair up with someone near them to discuss and evaluate the question and form a

collaborative driven response. Finally, the share component lets students contribute to class

discussion. Kaddoura (2013) indicates that this process increases results in not just problem

and resolution solving but also communicative skills. By allowing students to communicate

with another student, it emphasises the importance of collaboration and valuing the

perspectives of others. Through the Kothiyal,A., Majumdar,R., Murthy,S & Iyer,S (2013)

findings, engagement and participation rates were rated as highly engaged or engaged for

an average of eighty-three percent of the time. Throughout the unit of work, this activity

was utilised primarily throughout the start of the lesson to stimulate thinking leading into

the lesson. Combining this activity with the “everyone up” activity would ensure active

participation from every group rather than those who wish to contribute.

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Large scale collaborative learning occurred multiple times throughout the unit of work in

the form of poster building, brainstorming, debate and the TedEd task. Each of these tasks

requires a different capacity of collaborative learning. For example, brainstorming would be

seen as a low level capacity of collaborative learning whilst structuring a debate would

require a more extensive effort by the group. Gillies (2004) highlights within her findings

that students that worked in collaborative groups and displayed cooperation and

communicative skills outperformed students who work by themselves or those that

competed with each other. Boxtel, Linder and Kanselaar (2000) supports these findings in

stating that when students are simultaneously involved in the same task and have shared

goals that they strengthen student interdependence. One important factor that arises with

group work is ensuring that all students are active participants and the task does not get

completed solely by one or two people. The teacher could monitor this by implementing a

scaffold with clear roles for each student or attaching a peer evaluation at the end of a

group task for students to assess the involvement levels of students within their group.

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References

Boxtel, CV., Linder JVD & Kanselaar,G. (2000). Collaborative learning tasks and the

elaboration of conceptual knowledge, Learning and Instruction, 10 (4), 311-330.

Doi: 10.1016/S0959-4752(00)00002-5

Gibson, IS., O’Reilly,C & Hughes,M. (2002). Integration of ICT within a project-based learning

environment, European Journal of Engineering Education, 27 (1), 21-30. DOI:

10.1080/03043790110100182.

Gillies, RM. (2004). The effects of cooperative learning on junior high school students during

small group learning, Learning and Instruction, 14 (2), 197-213.

https://doi.org/10.1016/S0959-4752(03)00068-9.

Greene, BA., Miller, RB., Crowson, HM, Duke, BL & Akey, KL. (2004). Predicting high school

students’ cognitive engagement and achievement: Contributions of classroom

perceptions and motivation, Contemporary Educational Psychology, 29 (4), 462-

482. https://doi.org/10.1016/j.cedpsych.2004.01.006

Kaddoura, M. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students’

Critical Thinking, Educational Research Quarterly, 36 (4), 3-24. https://search-

proquest-com.ezproxy.uws.edu.au/docview/1697485863?accountid=36155.

Kothiyal,A., Majumdar,R., Murthy,S & Iyer,S. (2013). Effect of think-pair-share in a large CS1

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class: 83% sustained engagement. In proceedings of the ninth annual international

ACM conference, doi: 10.1145/2493394.2493408.

Lau, BT & Sim, CH. (2008). Exploring the Extent of ICT adoption among secondary school
teachers in Malaysia, International Journal of Computing and ICT research, 2 (2), 19-
36. http://www.ijcir.org/volume2-number2/article

Marks, HM. (2000). Student Engagement in Instructional Activity: Patterns in the

Elementary, Middle, and High School Years, American Educational Research
Journal, 37 (1), 153-184, https://doi.org/10.3102/00028312037001153

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