HASS: Year 5 Sub-Strand Geography
by katie w
1. Curriculum Content
2. Knowledge and Understanding
3. Fracking Pro and Cons
4. Out in the Kimberly (National) outreach and understanding
5. Students investigate how the characteristics of environments are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces within them. They also investigate how environments influence the characteristics of places where humans live and human activity in those places.d
6. Students explore how communities, past and present, have worked together based on shared beliefs and values.
7. CONCEPTS
8. 1. continuity and change
9. 2. place and space;
10. 3. perspectives and action
11. ACARA link: exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability
12. The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112 - Scootle )
13. researching the changes made by people to a particular environment in a country in Europe and a country in North America
14. GLOBEL
15. Mining: National
16. characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments.
17. Cross Curriculum Priorities
18. ACARA human desire and need for resources, students make connections to economics and business concepts around decisions and choices, gaining opportunities to consider their own and others’ financial, economic, environmental and social responsibilities and decision-making, past, present and future.
19. Sustainability
20. Aboriginal and Torres Strait Islander Histories
21. General Capabilities
22. Literacy
23. Critical Thinking
24. Ethical Understanding
25. Intercultural understanding
26. Children pick a European or North American Country to do a presentation on the pros and cons of mining or resource attaining
27. Excursion to the Mining section in the rollystone hills- interview the workers their opinions on what they think about their job and gather info about waste managment.
28. Local
29. Interview an Indigenous local Elder on the impacts of mining and where their culture has been impacted. Whole class, students raise hands and record info.
30. Inquirey Model
31. Intergrated lesson
32. Inquiry Skills
33. Inquiry Questions
34. How do people and environments influence one another? How do people influence the human characteristics of places and the management of spaces within them? How are the environmental changes by man or environment affected over time?
35. Elaboration: developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, ‘What resources do we need to conduct this project?’)
36. Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094 - Scootle )
37. Kath Murdoch Inquiry Learning Model
38. Tuning in
39. Finding Out
40. Sorting Out
41. Going Further
42. Drawing Conclusions
43. Reflecting and Acting
44. 8 lessons across four weeks
45. Lesson One (Week 1).
46. Lesson 2 (Week 1).
47. Lesson Three (Week 2).
48. Lesson Four (Week 2).
49. Lesson 5 (Week 3).
50. Lesson 6 (Week 3).
51. Lesson 7 (Week 4)
52. Lesson 8 (Week 4).
53. compile data on excel and use their ipads or computers to put the information in.
54. L1: KWL Prior knowledge in inquiry questioning and investigations. how to ask efficient questions in an interview and what information is important or not- topic. Hook- Insensitive questions to not ask an elder or person. Students in groups formulate a series of questioning to interview the mining and elder groups. What is mining, what was the environment before? what they think it was.
55. L2: half day excursion Local perspectives. Learning about the mining and indigenous elder perspectives. A excursion to the Stathams Quarry. Students go off in groups to document what they see and hear and draw up diagrams. Two interviewees either by phone or in person or video chat will be at the quarry to discuss the beneifts of mining and not mining. Pros and cons to add to their data. Students ask questions from their list made in lesson one.
56. L3: Students sort through their information with whole class discussion on their perspectives and what data they gathered. Were their questioning effective? If not, allows reflection. List pros and cons for having business mine for materials and environmental impacts. Use excel spreadsheet for data compiling. student feedback and class feedback.
57. Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094 - Scootle )
58. Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120 - Scootle )
59. exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability (ACHASSK112 - Scootle )
60. L:4 Looking at the Kimberly and videos of the green peace discussing fracking, what is biased and not biased. Looking at other infromation and researching in groups.
61. L5: 2 hour lesson. Interviewing students who pretend to be an official, for or against fracking and why. Students interview in groups and class reflect on clonclusions.
62. Present their assignment, submit, edit, listening and speaking skills. Oral presentation, movie, powerpoint, brochure to convince the other person (persusasive argument) to align with the same values. Listening to the presentations and students draw conclusions on what info is missing to persuade you to go for their side. What is misisng, the pros and cons.
63. Find an European or North American Country with mining or natural resource attainments. Hook- teacher video or summative assessment. Students must research individually the key information to be able to answer easily in an interview. The information will later be made into a movie, presentation, oral presentation, brochure. Make an advertisment for the company mining the resources or an ad like green peace highlighting the cons.
64. Working on gathering information online, in books and researching. Gathering data and putting them in tables on excel for easy acess to information topics. to not overload the child. Children have two to three hours to research and get the info they need.
