Geography for Australian Citizens Second edition. Brian Parker Kate Lanceley Debra Owens Rebecca Fitzpatrick. Stage 5 Geography

Transcription

1 Geography for Australian Citizens Second edition Brian Parker Kate Lanceley Debra Owens Rebecca Fitzpatrick Stage 5 Geography Sample teaching program Available at ISBN:

2 Geography for Australian Citizens, 2nd edition Teaching Program Page 2 Focus Area 5A1 Issues in Australian Environments Focus The unique characteristics of Australia s physical environments and the responses of people to the challenges they present Time allocation for unit: 25 hours Targeted Outcomes A student: 5.1 identifies, gathers and evaluates geographical information 5.2 analyses, organises and synthesizes geographical information 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information 5.4 selects and applies appropriate geographical tools 5.5 demonstrates a sense of place about Australian environments 5.6 explains the geographical processes that form and transform Australian environments 5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship Resources Parker B, Lanceley K, Owens D and Fitzpatrick R Geography for Australian Citizens 2 nd Edition Macmillan Education Australia. Melbourne 2004 Parker, B (Co-ord Author) The Macmillan Australia Global Atlas 2nd Ed. Macmillan Education Australia. Melbourne 2004 Australian Bureau of Meteorology Australian Severe Weather Association Students learn about: Students learn to: Integrated teaching, learning and assessment Evidence of learning/feedback The Australian continent Australia s geographical dimensions: - relative size and shape - latitude and longitude the origins of the continent: - aboriginal perspective - geographical perspective compare Australia s size and shape with other continents and countries locate and recognise Australia on a world map using latitude and longitude explain the origins of the continent from an Aboriginal and geographical perspective Teacher begins topic by asking students to brainstorm characteristics of the Australian continent Teacher explanation of geographical tools and how they can be used for geographical inquiry (including latitude and longitude, using scale, calculating the area of a feature, measuring bearings, distinguishing between large scale and small scale maps) Students interpret maps using geographical tools (See [1.7], p4 Use this map to complete the Learning to activities p8 and 9.) Students use the index of an atlas to record the full latitude and longitude of places listed q4, p9 Students use the internet and the school library to research Aboriginal beliefs about the origins of Australia. Students demonstrate their knowledge and understanding through their involvement in discussion and note-taking Students use a range of geographical tools to demonstrate a knowledge and understanding of Australia s geographical dimensions Feedback Oral feedback provided by the teacher as students volunteer their individual responses Students answers are recorded in their notes Students provide evidence of their research skills and knowledge through either performing or telling of different myths and legends to the rest of the class

3 Geography for Australian Citizens, 2nd edition Teaching Program Page 3 Physical characteristics that make Australia unique major landforms and drainage basins patterns of: - climate - weather - natural resources - vegetation unique flora and fauna identify and represent Australia s major physical features and patterns describe Australia s major physical features and patterns explain the interrelationships that exist in the physical environment of Australia Students work in groups using an outline map of the world with the continents cut out to prove or disprove the theory of continental drift (See p16) Students work in groups to make collages of the physical characteristics that make Australia unique Students use maps, statistics and photographs to interpret and describe Australia s major physical features and patterns. (See p2-8) Students interpret maps on Australia s climate in order to describe the climate of major urban centres in Australia and analyse each centre s climatic characteristics (See p26 q4) Students demonstrate an understanding of the theory of continental drift through group discussion and activity Collages displayed on the walls of the classroom Students show knowledge and understanding of Australia s major physical features and patterns through the completion of Learning about questions (See p7-8) Feedback Oral feedback provided by the teacher as students volunteer their individual responses Students demonstrate an understanding of climatic maps and various climates throughout Australia through the completion of written notes and activities Feedback Teacher provides oral and written feedback on student work samples Students build mind maps on the theme Australia s climate Students show an understanding of Australia s climate through their contributions to class discussion based on mind maps Students read and interpret information on Australia s natural resources from text Students take notes and answer questions Feedback Teacher discusses answers to the question. Individual students contribute responses Students select a natural resource and consider the effects of its overuse or misuse Students record information and share ideas with the rest of the class Teacher explanation of geographical tools weather maps (See p30-32) Students provide evidence of an understanding of weather maps through the completion of activities Feedback Teacher provides feedback to students on their understanding of weather maps through the correcting of their written answers

4 Geography for Australian Citizens, 2nd edition Teaching Program Page 4 Students work in groups using weather maps for three days to forecast weather for a fourth day (See p33 q1) Group discussion of fourth day forecast explain adaptations of flora and fauna to the Australian environment Students work in groups to research either an Australian animal or plant and how it has adapted to the Australian environment Students demonstrate their knowledge and understanding of the Australian plant or animal through a written report they hand in to the teacher and a brief oral presentation to the class Feedback Teacher provides written feedback to students on both the written and oral presentations natural hazards in Australia including: - bushfires - droughts - earthquakes - floods - storms - tropical cyclones describe the range of natural hazards in Australia and their consequences Students interpret a map to describe the spatial distribution of various types of natural hazards in Australia (See p46-47) Class discussion of the distribution of each natural hazard focusing on the explanation for the distribution of each hazard Feedback Teacher provides oral feedback to different students as they respond At least ONE natural hazard from the list above: DROUGHT the nature of the natural hazard in Australia the geographical processes involved the impacts of the natural hazard: - economic - environmental - social describe the geographical processes associated with the natural hazard describe the economic, environmental and social impacts of the natural hazard in Australia Students use maps to describe and explain the spatial distribution of drought in Australia Students work in groups to create mind maps on the impact of drought on Australia Students compile an annotated media file on the extent of and impact of drought in NSW Student knowledge of the spatial distribution of drought is demonstrated through class discussion and written explanation Display of students mind maps on the walls of the classroom. Brief oral presentation of each mind map. Feedback Students responses are compiled in three columns on the board listing the environmental, social and economic responses of drought Students display knowledge of the impact of the drought through a range of annotated articles in their media file Feedback Teacher provides written feedback to students on their ability to identify a range of environmental, social and economic impacts of the drought

5 Geography for Australian Citizens, 2nd edition Teaching Program Page 5 the responsibility and responses of individuals, groups and various levels of government to the impact of the natural hazard investigate responses of individuals, community-based groups and different levels of government to the hazard Students research the role of one group (either community based or government) in assisting farmers with the drought Students share their findings with the rest of the class through a visually attractive poster which outlines the aims and work of the group Research assignment Students select ONE natural hazard from bushfires, tropical cyclones, floods, earthquakes and storms and undertake research into: - The nature of the hazard in Australia - the economic, social and environmental impacts of the hazard - the responsibility and responses of individuals, community based groups and different levels of government to the hazard Students demonstrate knowledge and understanding of one natural hazard through a research assignment which is presented in either a written or video format Feedback Teacher provides written feedback to students using specific standards referenced marking criteria

6 Geography for Australian Citizens, 2nd edition Teaching Program Page 6 Focus Area 5A2 Changing Australian Communities Focus Ways in which communities in Australia are responding to change Targeted Outcomes A student: 5.1 identifies, gathers and evaluates geographical information 5.2 analyses, organises and synthesizes geographical information 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information 5.4 selects and applies appropriate geographical tools 5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales 5.8 accounts for differences within and between Australian communities 5.9 explains Australia s links with other countries and its role in the global community 5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship Resources Parker B, Lanceley K, Owens D and Fitzpatrick R, Geography for Australian Citizens 2 nd Edition, Macmillan Education Australia, Melbourne, Parker, B (Co-ord Author), The Macmillan Australia Global Atlas 2nd Edition, Macmillan Education Australia, Melbourne Students learn about: Students learn to: Integrated teaching, learning and assessment Evidence of learning/feedback Human characteristics that make Australia Unique demographic characteristics - age structure - distribution - ethnic composition - gender - growth rates - population size describe past and current population patterns in Australia describe trends in Australia s demographic characteristics, incorporating the use of graphs and statistics Class brainstorms human characteristics that make Australia unique Class debate That there is no such thing as a typical Australian. Students work in teams to contribute to debate preparation. Graph interpretation and analysis (p76-77 and Learning to activities p81-83) Students learn to interpret and construct population pyramids (p79) Students provide evidence of an understanding of human characteristics that make Australia unique through their involvement in class discussion and note taking. Feedback Oral feedback to individual students as they contribute to class discussion Feedback Adjudication of class debate Students demonstrate their understanding of graphs and the changing nature of Australia s population through completion of activities and volunteering of their responses when teacher marks answers. Feedback Teacher corrects student answers to graph interpretation and analysis. explain how Australia s changing demographic characteristics are

7 Geography for Australian Citizens, 2nd edition Teaching Program Page 7 Types of Communities types of communities in Australia including indigenous communities differences within and between Australian communities influencing the nature and identity of Australian society identify a range of Australian communities based on shared space and/or shared social organization Photograph interpretation Students use photos as a starting for discussion on factors that contribute to a sense of community Students conduct an investigation into a community of their choice - students use the ABS website to obtain statistical information on their community - students geographical tools including maps, graphs and photographs to compile a report on their community (p89-90 and p94 Learning to q2) Students demonstrate their understanding of factors that contribute to a sense of community through their contributions to class discussion. Feedback Teacher collates oral responses of students on board and gives oral feedback to students throughout discussion. Students demonstrate their ability to investigate a community using primary and secondary sources by compiling a written report on their local community. Feedback Teacher marks reports in a standard referenced format and gives written feedback to students. Comments inform students on their ability to identify, organise and analyse data. Factors causing change in Australian communities Students research the life of an Aboriginal Australian who has made a difference and prepare an oral report to present to the class (p94, q3) Students present their research to the class through an oral presentation. Feedback Teacher gives written feedback to students. factors causing change including an overview of: - changing nature and patterns of work - cultural integration - demographic change - globalization of economic activity describe the factors causing change in Australian communities Fieldwork Students investigate the impact of cultural integration through food in their suburb (p99 Learning to q1) Students work in groups to develop a mind map with the central theme Globalisation its impact on Australia (p101 Learning to ) Students read, discuss and complete questions on Clive Hamilton s research on Overconsumption in Australia (p103 Learning about ) Students read and interpret extract on native title Students use the internet to investigate how to apply for native title (p109 Learning to ) Students work is displayed on the walls of the classroom. Each group appoints a spokesperson to present their mind map to the class. Mind maps are displayed on the walls of the classroom. Students demonstrate an ability to read, interpret and express a viewpoint through the completion of written questions. Students gain and display an understanding of the native title process through internet research and completion of written answers.

8 Geography for Australian Citizens, 2nd edition Teaching Program Page 8 - lifestyle expectations - new technologies - recognition of native title - resource depletion Students work in groups to investigate a natural resource in Australia (p110 Learning to ) Students share their findings with the rest of the class through a poster or Powerpoint presentation. The Australian community of Darwin factors that contribute to Darwin s sense of identity factors causing change in the community individuals, groups and levels of government involved in the process of change community responses to change purpose, structure and actions of community groups responding to change define the community in terms of shared space and/or shared social organization describe the factors causing change and the impact of change on the community analyse the strategies and actions of individuals, groups and different levels of government in responding to change explain the impacts of change on the community identify a community group and describe how it responds to change Students interpret a topographic map using geographic tools Darwin topographic map (p113 and p 120 Learning to q1) Students interpret a climate graph (p114 and p120 Learning to q2) Students compare a population pyramid of Darwin with a population of Australia (p117 and p121 Learning to q4) Students produce either: - an article on the contribution of the Chinese in Darwin or - a brochure on housing in Darwin or - a residents guide to Darwin (See p121) Students construct a table to complete a summary of the changes being experienced by Darwin, impacts of the change and responses of individuals, groups and levels of government to the change Students demonstrate an understanding of the nature of Darwin by using geographic tools for investigation. Feedback Teacher marks students work orally. Students volunteer answers. Students provide evidence of an understanding of the climate of Darwin through the interpretation of a climatic graph. Feedback Teacher marks students work orally. Students volunteer answers. Students show an understanding of the population of Darwin and population pyramids through their comparisons of the population pyramid for Darwin with the population pyramid of Australia. Feedback Teacher marks answers orally. Students volunteer answers. Students work is displayed on the walls of the classroom Feedback Teacher marks students work and provides written feedback. Students contribute information and teacher compiles a summary on the board.

9 Geography for Australian Citizens, 2nd edition Teaching Program Page 9 Students work in groups and each group selects from the following activities. Students produce either a radio or television advertisement to attract people to Palmerston (p132 Learning to ) or Students present either, their radio/television advertisement, role play or investigation to the rest of the class. Feedback Teacher provides oral and written feedback to each group. Students use the Larrakia website to prepare a role play (p132 Learning to ) or Students investigate issues facing the community of Darwin by visiting The Hansard of the Northern Territory parliament on the Northern Territory Government website (p132 Learning to )

10 Geography for Australian Citizens, 2nd edition Teaching Program Page 10 Focus Area 5A3 Issues in Australian Environments Focus Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment Targeted Outcomes A student: 5.1 identifies, gathers and evaluates geographical information 5.2 analyses, organises and synthesizes geographical information 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information 5.4 selects and applies appropriate geographical tools 5.5 demonstrates a sense of place about Australian environments 5.6 explains the geographical processes that form and transform Australian environments 5.7 analyses the impacts of different perspectives on geographical issues at local, national and global Coastal Management scales applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship Resources Parker B, Lanceley K, Owens D and Fitzpatrick R, Geography for Australian Citizens 2 nd Edition, Macmillan Education Australia, Melbourne, Parker, B (Co-ord Author), The Macmillan Australia Global Atlas 2nd Edition, Macmillan Education Australia, Melbourne Spatial Inequality Students learn about: The changing nature of the world Students learn to: Integrated teaching, learning and assessment Evidence of learning/feedback Geographical Issues geographical issues affecting Australian environments including: - air quality - coastal management - land and water management describe each geographical issue in relation to: - its nature - its impacts - the responses by individuals, groups and governments to the issue Class discussion re the geographical issues affecting Australian environments using the issues and questions on p Students provide evidence of an understanding of the geographical issues affecting Australian environments through their contributions to class discussion Feedback Oral feedback to individual students as they contribute to class discussion.

11 Geography for Australian Citizens, 2nd edition Teaching Program Page 11 - spatial inequality - urban growth and decline - waste management Outline how a range of geographical issues are affecting Australian environments At least TWO geographical issues affecting Australian environments, selected from the list above (one study must include fieldwork) ISSUE ONE Coastal Management - the geographical processes relevant to the issue - the perceptions of different groups about the issue - individual, group and government responses to the issue - decision making processes involved in the management of the issue - management of the issue and implications recognise the responsibility of levels of government to the issue propose actions that promote: - sustainability - social justice - equity evaluate the success of individuals, groups and the levels of government in managing the issue develop a research action plan apply fieldwork Students work in groups to identify issues affecting the Australian coastline and actions which might be appropriate to manage them. Internet activity Students select either Learning to 3 or 4 (p162) Students work in groups to research an Australian coastline issue. Students present their findings to the class as a television current affairs program. Case Study Management of the Cronulla Beaches (p ) Students complete Learning about activities (p170) Fieldwork - Cronulla Beach (p170-72) Groups compile a list of issues and management suggestions which they share with the rest of the class. Feedback Teacher provides oral feedback to students and a class list of issues and suggestions is compiled on the board. Students share their findings and viewpoints with the rest of the class. Students present their work to the class. Feedback Teacher provides written feedback to students. Students display an understanding of the issues facing the Cronulla Beaches through completion of written activities. Feedback Teacher corrects students work orally. Students contribute answers. Teacher marks students books.

12 Geography for Australian Citizens, 2nd edition Teaching Program Page 12 for sustainability, social justice and equity techniques present geographical information in an appropriate format Students visit the website of the Sutherland Shire Environmental Centre and complete Learning to (p170) Students demonstrate their understanding and viewpoint of an issue affecting the environment by writing a letter to the local council. Letters are read out to the class by students. Feedback Teacher provides oral and written feedback to students. investigate a geographical issue through fieldwork by developing and implementing a research action plan demonstrate active citizenship by proposing individual/group action to address the issue Students develop and implement a research action plan to investigate one of the issues associated with the Cronulla area. Students write a report on the issue. and/or Case Study Terrigal Lagoon and Wamberal Beach (p ) Students complete Learning about activities (p183) Students develop their research skills and demonstrate their knowledge an understanding of the issue by presenting their findings in a written report. Feedback Teacher provides written feedback to students. Students share their answers with the rest of the class Feedback Teacher provides oral feedback to students and marks students books. Students work through topographic map and aerial photograph skill activities (p180, 181 and 183) Students demonstrate their understanding of topographic maps and aerial photographs through the completion of skill activities p 183. Feedback Teacher corrects students work orally. Students contribute answers. Class debate Terrigal Lagoon should be left to the forces of nature. Feedback Adjudication of class debate. Fieldwork Terrigal and Wamberal (p184) Students develop and implement a research action plan to investigate one of the issues associated with the Terrigal and Wamberal area. Students write a report on the issue. Students demonstrate their research skills and their knowledge an understanding of the issue by presenting their findings in a written report. Feedback Teacher provides written feedback to students.

13 Geography for Australian Citizens, 2nd edition Teaching Program Page 13 Coastal Management Students use the internet to investigate Coastcare Students demonstrate their knowledge and understanding of coastal management through their contribution of ideas to group discussion. Students work in groups to discuss strategies for ecologically sustainable development of the coastline Coastal Management Role Play Learning to 5 - p184 (in groups or as a class) Students display an understanding of coastal management through their involvement in a role play. Feedback Peer feedback. Class discusses how the role play went and what they learned from it. ISSUE TWO Spatial Inequality Class discussion of the meaning of spatial inequality Students develop a pictorial display of spatial inequality either on paper or using technology. Students develop a survey to administer about Spatial Inequality in either, their local area, community or school. Questions are developed, survey administered to a sample, data is collated and presented. Learning to 2 - p221. Measuring Poverty and Inequality- Students complete Learning about questions (p227). Students draw a cartoon to illustrate one of the points in the Snapshot (p225) Students complete Learning about activities (p234) Students demonstrate their understanding of spatial inequality through their contributions to class discussion. Feedback Teacher provides oral feedback to students. Pictorial displays are displayed in classroom. Students demonstrate an ability to conduct and analyse research by preparing a report on their research and presenting the findings to the class. Feedback Teacher provides written feedback to students. Students display an understanding of measuring poverty and inequality through the completion of comprehension questions. Feedback Teacher marks students work. Students cartoons are displayed on the walls of the classroom. Students share answers. Feedback Teacher marks students work orally.

14 Geography for Australian Citizens, 2nd edition Teaching Program Page 14 Students use the basic community profiles Census 2001 from the ABS website to investigate spatial inequality in a particular suburb or town. Learning to 1 (p234) Students use the rental section of the weekend property guide to investigate spatial inequality Learning to 4 (p 234) Overcoming Inequality Students complete Learning about questions (p243) Students demonstrate their skills in analysing statistics by presenting a written report and sharing their findings with the rest of the class. Feedback Teacher provides written feedback to students. Students findings are shared orally with the rest of the class and students work displayed on the classroom walls. Feedback Teacher provides oral feedback to students. Students display an understanding of overcoming inequality through the completion of written responses. Feedback Teacher marks students work orally. Students volunteer answers. Students develop and implement a research action plan to investigate spatial inequality in their suburb or town. Students present their findings about spatial inequality in their suburb through a method of their choice oral presentation, written report, role play, video etc Feedback Teacher provides written feedback to students.

15 Geography for Australian Citizens, 2nd edition Teaching Program Page 15 Focus Area 5A4 Australia in its Regional and Global Contexts Focus Australia in its regional and global contexts and the roles of individuals and groups in planning for a better future Targeted Outcomes A student: 5.2 analyses, organises and synthesizes geographical information 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information 5.4 selects and applies appropriate geographical tools 5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales 5.8 accounts for differences within and between Australian communities 5.9 explains Australia s links with other countries and its role in the global community Migration 5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship Resources Parker B, Lanceley K, Owens D and Fitzpatrick R, Geography for Australian Citizens 2 nd Edition, Macmillan Education Australia, Melbourne, Parker, B (Co-ord Author), The Macmillan Australia Global Atlas 2nd Edition, Macmillan Education Australia, Melbourne Human Rights Students learn about: Students learn to: Integrated teaching, learning and assessment Evidence of learning/feedback The place of Australia in the world Australia s location in relation to its near neighbours and their territorial boundaries locate Australia in the Asia-Pacific region and the world Teacher begins topic with a class discussion of Australia s regional and global links using p Students complete activities Learning about 1,2 & 3 and Learning to 1,2 & 3 (p250) Students demonstrate their knowledge and understanding of Australia s regional and global links through participation in class discussion. Feedback Teacher gives oral feedback to students. Students demonstrate an ability to interpret maps to gain an understanding of Australia s place in the world. Feedback Teacher corrects students work orally. Australia s regional and global links the ways Australia interacts with other nations including: - aid collect data to identify and locate nations with which Australia has regional and global links and describe the nature of the links Students work in groups to investigate the links Australia has with another nation. Students produce Powerpoint presentations to present their findings about the links Australia has with another nation to the rest of the class.

16 Geography for Australian Citizens, 2nd edition Teaching Program Page 16 - communicatio n - culture - defence - migration - tourism - trade - sport communicate findings that demonstrate Australia s links in its regional and global context ONE regional link chosen from aid, defence, migration or trade REGIONAL AND GLOBAL LINK MIGRATION the nature of the link the roles of government and non government organisations in relation to the link treaties and/or agreements relevant to the link cultural, economic and geopolitical advantages and disadvantages to Australia social justice and equity issues in Australia and other countries describe the link and identify countries involved discuss the importance of relevant non government organisations in relation to the link identify and describe the purpose of a treaty and/or agreement in the countries involved in the link analyse the advantages and disadvantages of the link to Australia recognise the implications for Teacher begins topic with a class discussion of why people migrate. Students complete comprehension questions Learning about 1-6 (p239). Students interpret and analyse graphs and statistics on Australia s migration links. Learning to (p303). Students read, discuss, express a viewpoint and take notes on the history of Australia s changing migration policy (p303-05) Students work in groups to develop a migration policy for Australia that will see us through the 21 st century. Students use the website of the Department of Immigration and Multicultural Affairs to investigate Australia s current migration policy. Students show knowledge and understanding of the process of migration through their contributions to class discussion. Students produce evidence of their knowledge and understanding of migration through their completion of written activities. Feedback Students answers are corrected orally. Students demonstrate an ability to interpret and analyse graphs through the completion of activities. Feedback Teacher corrects students answers. Students knowledge and understanding of Australia s changing migration policy is demonstrated through the processing and summarising of information. Students thinking skills are demonstrated through their contribution to the group s policy. Students provide evidence of their ability to research and summarise through taking notes on Australia s current migration policy.

17 Geography for Australian Citizens, 2nd edition Teaching Program Page 17 social justice and equity in relation to the link Group work Students devise a plan to attract migrants to a particular country town of their choice. Refugees Students complete comprehension questions Learning about 1-10 (p311). Class debate Australia has failed to meet its obligations under the 1951 UN Refugee Convention. Students display an ability to apply creative thinking skills to a problem. Ideas are shared with the rest of the class. Students provide evidence of their ability to read and interpret information through their completion of comprehension questions. Feedback Adjudication of class debate. Future challenges for Australia: Population Students conduct research into the life of an Australian migrant of their choice which is presented as both a written and oral report. Students display an ability to conduct research and communicate information in a written and oral format. Feedback Teacher provides students with written feedback. current and future population trends: - growth rates, age structure and spatial distribution - government population policies to manage population growth identify and discuss government population policies: - growth rates - refugees - migration analyse current and future population trends and their implications Population growth - Students complete Learning about questions (p317) Students work in groups to consider the usefulness of the ABS population projections for the 21 st century Learning to (p317). Australia s Changing Age structure Students complete comprehension questions and graph interpretation - Learning about 1-5 and Learning to 1-2 (p320). Students provide evidence of an ability to comprehend and process information through the completion of written tasks. Feedback - Teacher corrects students work orally. Students demonstrate thinking skills through their contributions to the group discussion and list. Students display an ability to comprehend information and interpret graphs. Feedback Teacher marks students work orally. Students volunteer answers. implications of population trends: - ecological sustainability - population movement and urban planning Students work in groups to examine the National Strategy for an Ageing Australia, identify progress and suggest strategies Learning to 3 (p320). Australia s changing population distribution Students complete comprehension questions and statistical analysis - Learning about 1-4 and Learning to 1-2 (p ). Students display an ability to interpret and analyse a document. Groups compile a list and share their findings with the rest of the class. Students demonstrate a knowledge and understanding of Australia s changing population distribution through the completion of comprehension questions and statistical analysis.

18 Geography for Australian Citizens, 2nd edition Teaching Program Page 18 Feedback Teacher marks students work orally. Students volunteer answers. Government policies to manage population growth Students complete comprehension questions Students knowledge and understanding is illustrated through their completion of comprehension questions. Students write a report on the urban planning in their local council area Learning to 2 (p329) Students produce a written report which demonstrates their research skills and skills in evaluation. Feedback Teacher provides written feedback on report. Students work in groups to develop a mind map which identifies the positive and negative impacts of urban sprawl and urban consolidation Learning to 3 (p329) Migration and refugees - Students express their views on Australia s migration program Learning about 2 (p330) Students demonstrate a knowledge and understanding of the positive and negative impacts of urban sprawl and urban consolidation through the creation of mind maps. Mind maps are displayed on the walls of the classroom. Students share their views on Australia s migration program through class discussion. Class debate further immigration is needed to counteract the effect of Australia s ageing population Implications of population trends- Students complete comprehension question Learning about 1,2 & 3 (p332). Feedback Adjudication of class debate Students provide evidence of an understanding of the implications of population trends through their completion of written answers. Feedback Answers are discussed orally. Human rights and reconciliation future challenges to Australia in relation to: - human rights - reconciliation how other nations have responded to identify human rights agreements describe responses of individuals, groups and governments in Australia to these challenges Class Summit Australia s Future Population. Human Rights Students visit the UN website to examine the UN Declaration of Human Rights and complete Learning to a-d (p336). Students draw up a table in their notes to summarise the human rights challenges facing Australia and suggest strategies that can be implemented. Learning about 1 (p340). Students display thinking skills and an ability to express a viewpoint through their contributions to the class summit. Students display an ability to read and analyse the UN Declaration on Human Rights. Students share their answers and viewpoints in class discussion. Students demonstrate a knowledge and understanding of the human rights challenges facing Australia through the completion of a written summary.

19 Geography for Australian Citizens, 2nd edition Teaching Program Page 19 these challenges strategies to address the challenges compare the responses of Australia and other nations to these challenges recognise implications for the international community Students work individually to investigate a particular area of human rights in Australia that interests them Learning to (p340). Students work in groups to use the internet to investigate one of the human rights instruments which has been ratified by Australia. Learning to 1 (p342). Students complete a written report which displays research skills and the application of thinking skills in suggesting future strategies. Feedback Teacher provides students written feedback. Students display an ability to conduct research through use of the internet. Each group shares its findings with the rest of the class through an oral report. suggest strategies Australia can adopt to address the challenges better in the future Reconciliation Students complete comprehension questions Learning about 1-8 (p347-48) Students demonstrate a knowledge and understanding of the process of reconciliation in Australia and overseas through the completion of written responses. Feedback Students answers are corrected orally. Students volunteer answers. Class Forum Reconciliation in Australia Learning to 1 a-d (p348) Students demonstrate knowledge and understanding, thinking skills and an ability to express a viewpoint through their participation in class forum. Students conduct research into the process of reconciliation in New Zealand - Learning to 2 (p348) Students research skills are displayed through their investigations of the Treaty of Waitangi.