Escolar Documentos
Profissional Documentos
Cultura Documentos
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.
Numeracy
term
WEEK
/
LESS
ON
SCASA LINKS
Strand
Knowledge and
understandings
YEAR LEVEL: 3
SPECIFIC
LESSON
OBJECTIVE
Ethical Behaviour
ASSESSMENT
(what & how)
Intercultural
Understanding
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:
Conclusion:
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
Activity:
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.
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.
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.
Conclusion:
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.
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:
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
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.
origin of the
names of rivers
and lakes).
Conclusion:
Introduction:
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:
Conclusion:
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.
the public).
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:
atch?
v=z3YQe0hh
g6Y
Checklist
(appendix 2)
KWL chart
Wall map
(devised by
class)
Computers
Inquiry
question
scaffold sheet
(appendix 9)
Checklist
(appendix 2)
Student Name:
Unit Topic: Australian Geography
Date End:
Australian Curriculum Links:
Questioning and
Researching
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)
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)
Substantial progress
(3 points)
Some progress (2
points)
Still developing (1
point)
Student Name:
Lesson Topic: States, Territories and
Capital Cities.
Australian Curriculum Links:
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
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)
Substantial progress
(3 points)
Some progress (2
points)
Still developing (1
point)
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
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