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Achievement Standard

At Standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their information and/or data
in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they
interpret information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different
formats. Students use given decision-making processes to draw simple conclusions and provide explanations, based on information and/or data. They
present findings using a range of communication forms appropriate to audience and purpose, using relevant terms. Students develop texts, supported
by researched information, and reflect on findings to propose an action.
Students identify the importance of rules and the democratic processes that groups follow when making decisions. They describe how people
participate in community groups, and identify the benefits to both the individual and the community.
Students map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australias
neighbouring countries, and identify different climatic zones of the world. Students identify simple interconnections between people and places, and
describe how peoples perceptions of places are influenced.
Students describe an example of continuity and change over time in a given area. They identify the contribution of different cultural groups on a
community. Students identify the ways people in Australia, and around the world, acknowledge days and events that have historical significance.

FORWARD PLANNING DOCUMENT


TERM/WEEKS:
3, weeks 1-5
General Capabilities:
Literacy- students
will create a story in
relation to traveling
around Australia.
This story will be
elaborated on and
completed in the
English learning area.

Numeracy

term

ICT- students will


employ their research
skills to access
information on the
geographical location
of landmarks
throughout Australia.

Students will use


writing skills in order
to reflect on their
learning.
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures- students briefly consider the origin of the
names of rivers and other natural landmarks in relation
to the Indigenous culture.

WEEK
/
LESS
ON

SCASA LINKS

Strand
Knowledge and
understandings

YEAR LEVEL: 3

SPECIFIC
LESSON
OBJECTIVE

LEARNING AREA/TOPIC: Australian Geography

Critical and creative


thinking- students
will consider the
experience of
traveling around
Australia and pose
questions that they
may have while
traveling.

Ethical Behaviour

Asia and Australias engagement with Asia

ASSESSMENT
(what & how)

Personal and social


Competencestudents will work in
groups and will be
required to
collaborate with
others.

Intercultural
Understanding

Sustainability- students will briefly consider the


sustainability of natural landmarks.

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

Integration
with
Other
strands in

RESOURCES

Skills

1
1

2
2

The location of
Australian
states,
territories,
capital cities
and major
regional
centres of
Western
Australia and
the location
and identifying
attributes of
Australia's
major natural
features (e.g.
rivers, deserts,
rainforests, the
Great Dividing
Range, the
Great Barrier
Reef)
(ACHGK014)

The location of
Australian
states,
territories,
capital cities
and major
regional
centres of
Western
Australia and
the location
and identifying
attributes of
Australia's
major natural
features (e.g.
rivers, deserts,
rainforests, the

HASS
Questioning
and
researching:
Identify current
understanding
of a topic.

Communicatin
g and
reflecting:
Reflect on
learning,
identify new
understandings
and act on
findings.

Questioning
and
researching:
Identify current
understanding
of a topic.

Locate and
collect
information.
Communicatin
g and
reflecting:
Reflect on
learning,
identify new

Students will
determine the
extent of their prior
knowledge relating
to the geography
of Australia.
In a shared
session students
will locate the
states and
territories of
Australia on a
map.

Students will
demonstrate an
understanding of
the Geographic's
of Australia
through locating
the states,
territories and
capital cities on a
map.
Students will make
reference to a map
of Australia in
order to identify the
states, territories

Diagnostic
Anecdotal notes:
Locating Australia
on the globe;
locating places on
Australian map.
Self-assessment:
students selfperception of
current knowledge
of Australia. Using
the gathered
information,
students are
grouped for
perceived ability
level.

Introduction:

The teacher reads Possum Magic to the class.


Activity:

With guidance from the teacher, students are to


complete a KWL chart on what they know about
Australia.

On a world map and globe, locate Australia and


determine what hemisphere it is in.

As a class, students identify what locations in


Australia they recognised in Possum Magic- these
are recorded on the board.

The task is repeated using an Atlas.

Discuss the locations in Australia mentioned through


locating them on the map and noting what the
students know about each.

Students complete a self- assessment on how they


perceive their current knowledge of Australia.

KWL chart: used to


determine students
prior knowledge of
the given topic.

Conclusion:

Students are to record their thoughts in there HASS


reflection journal.

Reflection Journalanalysis of students


general learning to
determine if
learning objectives
were met.

Provisions for students at educational risk:

The story book Possum Magic puts Australias states


and territories in context.

Class discussion on prior knowledge will aid students in


the in the recall of information relating to the topic.

The teacher will use questioning to prompt students to


consider ideas in a more in depth manner such as: What
is the capital city of Western Australia? Do you know any
natural landmarks in Western Australia?
Introduction:

Discuss and add to the KWL chart.

Formative
KWL chart:
assessment of
students learning's
in accordance as to
what was expected
that they would
learn.
Rubric: identification
of the states and
capital cities on the
given map.
Checklist: to record

Re-consult the map of Australia- locating the states and


territories as well as their capital cities- students will each
have their own Atlas and compare the class wall map with
the map in the Atlas.

Activity:

As a shared activity, label a floor work sheet (2m x 2m)


blank map of Australia including the states and the capital
cities by labelling 7 students the states, and another 7 the
capital cities. Students will move to the place on the map
they think they belong. The rest of the students can guide
them and give suggestions.

Possum
magic
Whiteboard
World globe
Map of
Australia
Sticker dots
KWL chart
Selfassessment
(appendix 1)
Anecdotal
notes

2mx 2m map
of Australia.
State, territory
and capital
city place
cards.
Map of
Australia
KWL chart
Markers
Map of
Australia
worksheet
(appendix 5).
HASS journal

Great Dividing
Range, the
Great Barrier
Reef)
(ACHGK014)

The location of
Australian
states,
territories,
capital cities
and major
regional
centres of
Western
Australia and
the location
and identifying
attributes of
Australia's
major natural
features (e.g.
rivers, deserts,
rainforests, the

understandings
and act on
findings.
Develop texts,
including
narratives and
biographies,
that use
researched
facts, events
and
experiences.

Questioning
and
researching:
Identify current
understanding
of a topic.
Locate and
collect
information from
a variety of
sources.
Record selected
information and/
or data.

and the capital


cities.
Homework task
objective:

Students will pose


geographical
questions in the
context of a story
for each state and
territory in
Australia.

Develop a text
which includes
researched facts of
the given
landmark.

Understand and
recognise what a
natural landmark is
through a class
discussion.
Locate and record
the location of 3
desserts, 2 major
rivers and The
Great Barrier Reef
in Australia.
Identify natural
landmarks of
indigenous origin
through inferred
reasoning.

whether a task has


been completed by
a particular student.
Home work task
rubric: students will
be assessed on
their ability to make
links between
locations, states
and capital cities, as
well as the ability to
pose meaningful
and relevant
questions.
Reflection Journalanalysis of students
general learning to
determine if
learning objectives
were met.

Formative
Checklist:
assessment of work
sample to
determine students
level of ability to use
resources to locate
natural landmarks,
and accurately
record their
findings. Students
ability to identify
landmarks as
indigenous origin.

The Possum Magic teddy is used to visually map out the


course of Possum's travel around Australia.
Students independently create their own map of Australia.

Conclusion:

Students complete a written reflection on the lesson in


their HASS journal.

Homework task:
o Taking it in turns, students are to take Possum
magic (the bear) home with them and his travel
journey for one night each. Each student is to
select a location in Australia from the list
provided and write Possum's journal entry from
when he was there. The entry must include the
location, a landmark- either natural or manmadePossums experience, and a inquiry question.

Provisions for students at educational risk:

A visual and hands on activity is used to cater for the


kinaesthetic tactile learners as well as the visual learners.

An independent activity is used to consolidate the


learnings from the class activity.

Students may extended through question prompts given


by the teacher for example: Where in Australia would you
like to go on a holiday to and why?

Students who are easily distracted will be made one of


the states of capital cities in the task to enhance their
engagement.

The teacher will assess the students confidence with


completing the independent task by asking them to
indicate using either a thumbs up or a thumbs down.

Early finishers will go to the activities corner and select a


task from the given Geography list to complete.
Introduction:

The map of Australia is reviewed.

A discussion is held on what natural landmarks are (this


should be recorded for later reference).

the teacher demonstrates and instructs students on how


to locate natural landmarks using an atlas, while the
students follow along using their own atlas's locating the
major deserts, the Great Australian Bite, Uluru, Kata Tjuta
and The Great Barrier Reef, with help from the students.

Discuss some of the names of the natural landmarks,


considering which may have an indigenous origin and
how we may recognise this.
Activity:

Label the map- locate the desserts, major rivers and The
Great Barrier Reef on a map.

Language
groups of
Australia's
Aboriginal and
Torres Strait
Islander Peoples
divides their
Country/Place
and differs from
the surveyed
boundaries of
Australian states
and territories
(ACHGK015)
(through
investigating the

Rubric
(appendix 3)
Checklist
(appendix 2)
Home work
task rubric
(appendix 4)
Possum
Magic's
journal.
Possum
Magic the
bear.
Location list
(appendix 6)

Map of
Australia
Blank
Australia map
(appendix 7).
Atlas (one for
each student)
Coloured
pencils or
textas
HASS journal
Checklist
(appendix 2)
2mx2m map

Great Dividing
Range, the
Great Barrier
Reef)
(ACHGK014)

Recognise the
ethical protocols
that exist when
gathering
information
and/or data.

Anecdotal notes:
observation of
students research
strategies and
group work abilities.

Analysing:

Reflection Journalanalysis of students


general learning to
determine if
learning objectives
were met.

Develop criteria
for selecting
relevant
information.
Interpret
information
and/or data
collected.
Communicatin
g and
reflecting:
Reflect on
learning,
identify new
understandings
and act on
findings.

The location of
Australian
states,
territories,
capital cities
and major
regional
centres of
Western
Australia and
the location
and identifying
attributes of
Australia's
major natural
features (e.g.
rivers, deserts,
rainforests, the
Great Dividing
Range, the
Great Barrier
Reef)
(ACHGK014)

Questioning
and
researching:

Identify current
understanding
of a topic.
Locate and
collect
information from
a variety of
sources.
Record selected
information and/
or data.
Recognise the
ethical protocols
that exist when
gathering
information
and/or data.
Analysing:
Develop criteria
for selecting

Locate and collect


information from a
variety of sources
to identify
information on
given natural
landmark.
Roughly locate the
area where natural
landmarks can be
found in each state
and territory on an
Australian map.

Formative
Anecdotal notes:
notes will be
recorded on each
students ability to
use resources to
locate information
and then apply this
information to their
task.

Highlight the rivers that you believe have an indigenous


origin.
Students regroup on the matt.
Using the 2mx2m floor map, the students found
landmarks are recorded, again highlighting the landmarks
of Indigenous origin.

origin of the
names of rivers
and lakes).

Conclusion:

Students will reflect on their task in their HASS reflection


journal.
Provisions for students at educational risk:

This lesson caters for the visual-spatial learners.

Extension: use a computer to determine what indigenous


tribe named the given landmark.

Students are grouped in a mixed ability level group where


the stronger students are expected to aid those who
require support.

Early finishers will go to the activities corner and select a


task from the given Geography list to complete.

Introduction:

Students are to add to the KWL chart.

Students watch YouTube clip ' Australian Wonders:


https://www.youtube.com/watch?v=z3YQe0hhg6Y

Checklist:
assessment of a
work sample to
record the level of
accuracy displayed
with navigating
resources to locate
information, and the
using this
information.

Activity:

Students are informed of their task: in groups, research 4


landmarks, identifying 2 interesting facts, its location, and
how it is sustained (a concept learnt previously in
science).

Two of the students are to use the computers, and two


are required to use other resources including Australian
Geographic magazines- the landmarks that can be
sourced in the magazines is indicated with a star.

The teacher demonstrates a research strategy using


Google- the use of key words.

Students are broken off into 4 groups and assigned their


landmarks, moving to the computer lab.

The teacher observes the students research strategies.

Students return to class and place their facts on the wall


map [the teacher should demonstrate this process].

Reflection Journalanalysis of students


general learning to

Conclusion:

Re-read 'Possum Magic', looking at the landmarks


Possum may have seen whilst travelling around Australia,

One important
example of
change and one
important
example of
continuity over
time in the local
community,
region or
state/territory
(e.g. in relation
to the areas of
transport, work,
education,
natural and built
environments,
entertainment,
daily life)
(ACHHK061)
(through
investigating the
sustainability of
natural
landmarks and
how they are
maintained by

Possum
Magic
KWL chart
Map of
Australia
Computers
Map books
Geography
magazines:
Australia.
Smart board
HASS work
book
Task sheet
(appendix 8).
Group
allocations.
Sticky notes
YouTube
video:
Australian
Wonders:
https://www.y
outube.com/w

determine if
learning objectives
were met.

relevant
information.
Interpret
information
and/or data
collected.

Draw
conclusions and
give
explanations
based on
information in
maps.
Communicatin
g and
reflecting:
Reflect on
learning,
identify new
understandings
and act on
findings.

Questioning
and
researching:
Develop a
range of focus
questions to
investigate.
Identify current
understanding
of a topic.
Analysing:
Interpret
information
and/or data
collected.
Communicatin
g and
reflecting:
Reflect on
learning,
identify new
understandings
and act on
findings.

corresponding to the story.


Reflect on the activity completed in the lesson in their
HASS journal.

the public).

Provisions for students at educational risk:

Visual spatial learners- can represent their findings in


multiple ways, required to create a detailed map.

Multiple resources are available to help aid students


according to their researching strengths.

Students work with the teacher on this task so that


prompts may be offered to either help or extend students.

Students are grouped in a mixed ability level group where


the stronger students are expected to aid those who
require support.

Early finishers will go to the activities corner and select a


task from the given Geography list to complete.

Evaluating:

The location of
Australian
states,
territories,
capital cities
and major
regional
centres of
Western
Australia and
the location
and identifying
attributes of
Australia's
major natural
features (e.g.
rivers, deserts,
rainforests, the
Great Dividing
Range, the
Great Barrier
Reef)
(ACHGK014)

Develop 5 inquiry
questions on a
selected Australian
landmark in order
to guide their
investigation.
Determine an
Australian natural
landmark of
interest.

Formative
KWL chart: used to
assess if the
students are gaining
the intended
knowledge.
Anecdotal notes:
assessing the
students process in
developing inquiry
questions.
Checklist:
Assessment of the
sample of inquiry
questions devised
by the student.
Reflection Journalanalysis of students
general learning to
determine if
learning objectives
were met.

Introduction:

Students add to the KWL chart.

The natural landmarks found in the previous lesson are


reviewed.
Activity:

Students are to select a landmark they investigated in the


previous session to be the focus of an investigation.

Students are informed that they are to create an


information poster on their chosen landmark.

The teacher shows the students a sample poster.

Once students have selected their landmark, they are to


develop five investigation focus questions to guide their
research.

A class discussion is held on developing inquiry questions


whereby the teacher will provide own examples.

Early finishers can begin researching using the classroom


computers and Australian Geographic's magazines, as
well as other resources including encyclopaedias.

Students are encouraged to use a range of resources to


aid their research.
Conclusion:

Three students are selected to share the topic they are


investigating and why.

atch?
v=z3YQe0hh
g6Y
Checklist
(appendix 2)

KWL chart
Wall map
(devised by
class)
Computers
Inquiry
question
scaffold sheet
(appendix 9)
Checklist
(appendix 2)

Reflect on the activity completed in the lesson in their


HASS journal.

Provisions for students at educational risk:

Student Name:
Unit Topic: Australian Geography
Date End:
Australian Curriculum Links:

Students select their own investigation topic.


Students create their own inquiry questions.
Poster example is used to guide their investigation.
Rubric will be provided to the students so they may make
reference to it as they complete their task.
Class discussion is held on examples of investigation
questions to guide students thinking.
Early finishers are able to begin researching their topic or
go to the activities corner and select a task from the given
Geography list to complete.

Teachers Name: Sarah Bianchi


Date Start:

Questioning and
Researching

Identify current understanding of a topic (L1, L2, L3, L4, L5)

Analys
ing

The location of Australian states, territories, capital cities and major regional centres of Western Australia and the location and
identifying attributes of Australia's major natural features (e.g. rivers, deserts, rainforests, the Great Dividing Range, the Great
Barrier Reef)Skills
(ACHGK014)

Develop criteria for selecting relevant information

L1

One important example of change and one important example of continuity over time in the local community, region or state/territory
Locate
collect
information
a variety
of sources
(e.g. in relation
to theand
areas
of transport,
work, from
education,
natural
and built environments, entertainment, daily life) (ACHHK061)

Record
selected information
and/
or data
Language groups
of Australia's
Aboriginal and
Torres
Strait Islander Peoples divides their Country/Place and differs from the
surveyed boundaries of Australian states and territories (ACHGK015)

Key:
Exceeded requirement- 5
points
L2AccomplishedL3
L4 4 points
L5
Substantial progress- 3
points
Some progress- 2 points
Still developing- 1 point

Recognise the ethical protocols that exist when gathering information and/or data.

Unit outcome
Locate the 7 states and territories of Australia (L1, L2)
Locate and name the capital cities of Australia (L1, L2)
Understand and locate natural landmarks on a map of Australia (L3, L4)
Identify indigenous origin of locations and landmarks in Australia (L3)
Develop questions for investigation which cover the main ideas of natural landmarks (L5)

L1

L2

L3

L4

L5

Student Name:
Teachers Name: Sarah Bianchi
Lesson topic: Australia in Context-Showed
Date:
advanced knowledge of Australian Geographics,
Exceeded
Homework task
requirements
(5 Links: posing multi-level questions that have a clear link to the
Australian Curriculum

geographical
areasand
in major
question.
The
location of Australian states, territories,
capital cities
regional centres of Western Australia and
points)
The
student
made
clear
correct
links to
the states
and the
the location and identifying attributes of Australia's major natural and
features
(e.g. rivers,
deserts,
rainforests,
Great Dividing Range, the Great Barrier
Reef) (ACHGK014)
territories,
and their capital cities and any known landmarks
in the given locations.

One important example of change and one important example of continuity over time in the local community,
Demonstrated a developed knowledge of Australian
Accomplished
region or state/territory(4
(e.g. in relation to the areas of transport, work, education, natural and built
Geographics,
environments, entertainment, daily life)
(ACHHK061) posing open ended questions that were well
points)

linked to the given geographical areas.

Language groups of Australia's Aboriginal


Torres
Strait
Islanderand
Peoples
divides and
their their
Country/Place
Madeand
clear
links
to states
territories
capital and
differs from the surveyed boundaries of Australian states and territories (ACHGK015)

Substantial progress
(3 points)

Some progress (2
points)
Still developing (1
point)

cities, and provided an example of a known landmark in


several locations.
Demonstrated a developing knowledge of Australian
Geographics, posed questions which require bodied answers
that were linked to the given geographical area.
Identified and linked the states and territories, to their capital
cities, and provided an example of a known landmark in the
correct location.
Demonstrated an understanding of Australian Geographics,
posing linked questions to the given locations.
Student was able to identify and link the states and territories
to their capital cities.
Beginning to demonstrate an understanding of Australian
Geographics. Attempts to pose inquiry questions in relation
to their location in Australia.
The student makes links between the states and territories to
their capital cities with 50% accuracy.

Student Name:
Lesson Topic: States, Territories and
Capital Cities.
Australian Curriculum Links:

Teachers Name: Sarah Bianchi


Date:

Exceeded
Identified all states and territories in their correct
requirements (5
locations
on the
map,
as well
as theirAustralia and
The location of Australian states, territories,
capital cities
andprovided
major regional
centres
of Western
points)
corresponding
capital
cities
which
were
located
in thethe
the location and identifying attributes of Australia's major natural features (e.g. rivers, deserts,
rainforests,
Great Dividing Range, the Great Barrier Reef)
(ACHGK014)area
corresponding

of each state and territory with 100%

accuracy.

One important example of change and one important example of continuity over time in the local community,
region or state/territory (e.g. in relation to the areas of transport, work, education, natural and built
environments, entertainment, daily life) (ACHHK061)

Accomplished (4
Identified all states and territories correctly as well as
points)
Language groups of Australia's Aboriginaltheir
and Torres
Strait Islander
Peoples
divides
their
Country/Place
and
corresponding
capital
cities
with
90-100%
accuracy.
differs from the surveyed boundaries of Australian states and territories (ACHGK015)

Capital cities were located on the map in the correct

directional area (north, east, south and west).

Substantial progress
(3 points)

Identified all states and territories correctly as well as


their corresponding capital cities with 80-90% accuracy.

Some progress (2
points)

Identified all states and territories as well as their


corresponding capital cities with 50-80% accuracy.

Still developing (1
point)

Identified all states and territories as well as their


corresponding capital cities with less than 50% accuracy.

What do I know about


the place I live in?
YES!!
I can locate Australia on a world map
I know how many states there are in Australia
I know the names of all the states in Australia

On a map, I can identify where all the states and territories are
I know the capital cities of all the states and territories

Kind of

No

I know the oceans that surround Australia


I know what natural landmarks are
I know how to find deserts, rivers and other natural
landmarks on a map of Australia
I know where the Indigenous tribes borders are
I can name an Indigenous tribe

I find learning about Australia interesting

References:
Fox, M. (1983). Possum Magic. Scholastic Australia.
Lokal_Profil. (2007). Australia Map, States [Picture]. Wikipedia commons. Retrieved from:
https://commons.wikimedia.org/wiki/File:Australia_map,_States.svg
School Curriculum and Standards Authority. (2014). Western Australian Curriculum: K-10 Humanities and
Social Sciences: Geography. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10curriculum/curriculum-browser/humanities-and-social-sciences.
Worltop10. (2014). Top 10 Fascinating Wonders of Australia [YouTube]. Retrieved from
https://www.youtube.com/watch?v=z3YQe0hhg6Y

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