Where in the World?

Early Stage 1 | English, Geography

Summary

Duration

This is a combined English and Geography unit and it will look at where texts can be set. It will expose children
to the use of globes, atlases and maps. Ways in which the geographical location (setting) affects characters and
their actions will also be considered. Children will work towards writing their own story, using knowledge of the
effects of location to do so.

Term 3 2015
9 weeks

Outcomes

Assessment overview

English K-10

For- brainstorm, what do

we know?

ENe-2A composes simple texts to convey an idea or message

ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable

ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of

texts on familiar topics in different media and technologies

texts when responding to and composing texts

Geography K-10

GEe-1 identifies places and develops an understanding of the importance of places to people

Early Stage 1 - People Live in Places

KEY INQUIRY QUESTIONS

What are places like?

CONTENT FOCUS

As- evaluation of book

and comparison against
word bank
Of- screenchomp task

Students explore the places they live in and belong to. They develop an understanding of what makes a place special and how this
may differ for different people. Students learn about the importance of looking after places. Students explore how the location of
places can be represented.

Week 1

Define
Open
Invitation to
inquiry
Open Minds
Stimulate
Curiosity

Content

Teaching, learning and

assessment

Resources

Aboriginal and Torres Strait

Islander places

First: read book from CBCA- discuss

book fair briefly

Percy Tresizes books

Students:

Introduce idea of places- what are

places like?

investigate the Country/Places

important to Aboriginal or
Torres Strait Islander Peoples,
for example: (ACHGK003)

identification of an Aboriginal
or Torres Strait Islander site,
Country or Place

Brainstorm- what sort of places

have they read about in books. Use
terminology setting to state thats
what we call them. Use as preassessment.
Read, one of Percy Tresizes books
on Aboriginal people in Australia.
Look at where this is located on
map of Australia. Write words to
describe the climate eg warm, hot
etc.
Draw types of clothes that are
associated with this and look at
setting that would be the same.

Week 2
Define
Identify

Content

Teaching, learning and

assessment

Resources

Early Stage 1 - Reading and viewing

1

First: read book from CBCA- discuss

book fair briefly

Images of different
regional areas.

Students:

Children decide in what climate or

geographical region their book will
be set. Construct as whole class
book- if needed individuals can
complete their own.

Range of books from

different areas and
climates.

Respond to, read and view texts

use comprehension strategies

to understand and discuss texts

listened to, viewed or read
independently (ACELY1650)

Locate books, images that have

these.
Teacher-librarian-: Prepare a
selection of books based on the
categories from last week ready to
use.
Create list of adjectives to describe
the regions.

Week 3
Locate
Gather

Select/Or
ganise

If time- have dress-ups and children

try on different clothing from different
locations.

Early Stage 1 - Thinking

imaginatively and creatively

First: read book from CBCA- discuss

book fair briefly

Scootle resources

Students:

Look at books that have a range of

climates in them.

Story map: tool

TFL-ID L9496

Think about what a narrative

needs.

http://www.scootle.e
du.au/ec/resolve/vie
w/L9496

Respond to and compose texts

respond to a range of imaginative
and creative texts, including visual
media

Week 4

QR codes so
children can go
straight to stories
with different
climates.

Beginning, middle and end.

Early Stage 1 - Writing and

representing 1

First: read book from CBCA- discuss

book fair briefly

Students:

Have pairs write sentences to go in

the story. Allocate beginning,
middle or end to each. Then
arrange sentences. Demonstrate

Develop and apply contextual

knowledge

Content
drawing on their experience of

language and texts, begin to

understand that writing and
representing can be used to
convey an idea or message

Teaching, learning and

assessment
editing and as class add to and
expand sentences.
Encourage selection of adjective
bank to guide writing.

Resources

Content

Teaching, learning and

assessment

Week 5

Locating places

Organise

Students:

First: read book from CBCA- discuss

book fair briefly

Week 6
Present/
Assess

investigate how the location

of places can be represented,
for example: (ACHGK001)

location of familiar and local

places on maps

make connections between

a text and own life

Look at story again, add sentences

if needed. Discuss illustrations to
match pictures and what is needed.
Look at how locations can be
represented using illustrations.
Introduce to Atlas and locate the
setting in the Atlas. Look on globe
as well.

Early Stage 1 - Thinking

imaginatively and creatively

First: read book from CBCA- discuss

book fair briefly

Students:

Teacher Librarian- type text. (or

create large text with writing on as
group. Add illustrations and read.

Respond to and compose texts

respond to a range of imaginative
and creative texts, including
visual media

Resources

Book Creator- then

save as ibook

As class, discuss:
Where is our story set?
What country is it in?
What is the weather like there?
How does that change our story?
What words show what the weather
is like?

Week 7

Book Fair

Week 8

Visiting Town library. Choosing a book each, seeing if they can work out where the book is set.

Content

Teaching, learning and

assessment

Resources

Week 9

Group project- iPad safety in our classroom. Take photos on iPad of children posing and being
safe.

Week 10

Using ICT

Use Screenchomp- take a picture of

one illustration from a book.
Discuss features of the different
geographical location or climate
and things they can see. Share and
discuss findings with friend.

iPads- screenchomp

Use as assessment

Evaluation
At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to inform
planning for subsequent learning experiences.
Questions to guide reflection
1.

To what level did students achieve the learning outcomes?

2.

How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?

3.

Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?

4.

How could the unit be improved to enhance student engagement and learning?