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Sub strand: Geography Length: 4 weeks

Year level: Foundation Concept focus:
Year level theme:
Identifying features of places and exploring  Place and space
why places are special to us.  Perspectives
 Significance

Knowledge and Understanding Content Inquiry and Skills Content Descriptions covered
Descriptions covered
Pose questions about past and present objects,
The representation of the location of places people, places and events (ACHASSI001)
and their features on simple maps and
models (ACHASSK014)
Collect data and information from observations and
identify information and data from sources
The places people live in and belong to, their provided (ACHASSI002)
familiar features and why they are important
to people (ACHASSK015)
Sort and record information and data, including
location, in tables and on plans and labelled maps
(ACARA, 2018) (ACHASSI003)

Interpret data and information displayed in pictures

and texts and on maps (ACHASSI007)

(ACARA, 2018)

Knowledge and Understanding Achievement Inquiry and Skills Achievement Standards aspects
Standards aspects assessed assessed

Students describe the features of familiar Students observe the familiar features of places and
places and recognise why some places are represent these features and their location on
special to people. Students recognise that pictorial maps and models.
places can be represented on maps and a Students reflect on their learning to suggest ways
globe and why places are important to they can care for a familiar place.

(ACARA, 2018)
(ACARA, 2018)
Brief description of the unit’s purpose Key Inquiry questions to guide unit thinking

 Students will develop their  What does your special place look like?
understanding of their personal world  What makes a place special?
and the places they live in and belong  How are places similar?
to.  How are places different?
 Students will explore different places  How can we care for our special places?
and identify features of place.

Opportunities to incorporate Cross Opportunities to incorporate General Capabilities

Curriculum priorities
Aboriginal and Torres Strait Islander Histories Understanding learning area vocabulary
and Cultures Using language to interact with others.
Compose spoken, written, visual and multimodal
Students are introduced to the Aboriginal or learning area texts.
Torres Strait Islander Country/Place that the Use knowledge of sentence structures.
school is located on.
Students understand why Country/Place is Numeracy
significant to Aboriginal and Torres Strait Using spatial reasoning through interpreting maps
Islander People. and diagrams.

Information and Communication Technology

Asia and Australia’s Engagement with Asia
Students are provided with a variety of Generate solutions to challenges and learning area
photographs of different countries and tasks.
cultures including Asia. Using multimodal technology.

Sustainability Critical and Creative Thinking

Organising and processing information.
Students explore different areas of society Posing questions.
that are cared for by people, such as parks, Identifying and clarifying information and ideas.
waterways, heritage buildings etc. Students
discover how and why these places are cared Personal and Social Capability
for, who provides this care and ways in which Appreciating different perspectives.
we can contribute.
Ethical Understanding
Considering different viewpoints.

Intercultural Understanding
Developing respect for cultural diversity.
Investigating different cultures and cultural identity.

Learning activities/experiences Assessment tasks

Implementation of boxes labelled and Formative

designed as follows for students to explore; Teacher observations and anecdotal notes
 Our Classroom regarding each student’s engagement with learning
 Our School tasks, participation with class discussions, progress
 Our City of learning.
 Our State Analysing students work.
 Our Country Pre-assessment. (See Appendix 4)
 Our Continent Exit cards. (See Appendix 5)
 Our Planet

 A geography display is set up in the

 Students engage in an excursion to Students are provided with a ‘choice board’ (See
visit Living Kaurna Cultural Centre. Appendix 1) and chose two activities from the
 The use of Google Maps allows board to complete.
students to explore different streets,
suburbs, and countries.
 Students design and create their own
map circle flip books.
 Students get to experience a variety
of different assessments through the
implementation of choice board.
 Students explore the schools

ICT resources available Learning resources available

 Interactive whiteboard  Our place in the world boxes
 Laptops  Maps
 iPads  Photographs of different places
 Google maps
Lesson outline for the 4 week unit Based on 2@90 minute periods per week

Week 1 Week 2
Session 1 Session 1
Lesson focus: Engagement Lesson focus: Explore
Students are engaged in the new topic by Students create map circle flipbooks (See appendix
being introduced to Youtube videos such as 2). The labels are similar to the labelled boxes used
‘Where is Matt?’ This video showcases a last lesson.
variety of different countries and locations  Me
with fun music and dancing. The video  My Room
introduces students to different countries and
 My Home
places with fun music and dance.
Class discussion surrounding the video;  My City
 What did you notice about the  My State
different places that Matt visited?  My Country
 How could we tell that each place was  My Continent
different?  My Planet
 Who in the class has travelled to a Students create designs to represent what each
different place before? section is to them.
Students will use the strategy of ‘think-pair- This task allows students to recognise and identify
share’ to discuss their thoughts and ideas. geographical divisions and expand their global
Students share their answers with the whole awareness and conception.
class. Students begin to understand how they and the
Students are then introduced to a variety of community fit in the wide world.
different maps on the Geography wall display. Students are encouraged to question and explore
each section of their books and their peers.
Generating conversation and notes through
Session 2
comparing similarities and differences.
Lesson focus: Engagement
Students are presented with several boxes
Session 2
that are arranged from smallest to largest.
They are designed and labelled as the Lesson focus: Explore
 Our Classroom
 Our School Students participate in an excursion where they
 Our City visit Living Kaurna Cultural Centre. Students will
 Our State experience a tour/program where they learn about
 Our Country the importance and significance of Country/place
 Our Continent and why it is so significant to Aboriginal and Torres
 Our Planet Strait Islander people as well as others.

Each box has designs that correspond with

the label and inside are items that also
correspond. Such as photographs, pictures,
postcards, icons, memorabilia etc.

Students are placed into groups that rotate

around the room discovering the different
items in the box. Once students have
explored all of the boxes class discussion is
initiated as to what they found, what each of
the items where, what they mean etc.
Again, the strategy of ‘think-pair-share’ is

Students are shown a series of photographs

that explore different areas of society that are
cared for by people, such as parks,
waterways, heritage buildings etc. Students
discover how and why these places are cared
for, who provides this care and ways in which
we can contribute.

Week 3 Week 4
Session 1 Session 1
Lesson focus: Explain Lesson focus: Elaborate
Explicit teaching occurs as students are Students continue to work on their activities.
introduced to maps and their key features are Students are encouraged to work collaboratively
highlighted. Teacher uses maps of the and share their thoughts, ideas, and questions with
classroom, school, suburb etc. their peers.
Google Earth is utilised as an interactive Teacher makes observations with the class,
resource. assisting and supporting students as necessary.
Teacher also clarifies concepts, information, tasks,
misconceptions etc. as needed.
Students are given an activity sheet to label
(or cut and paste) the corresponding features
to an example map. Session 2
Students understand how to identify different Lesson focus: Evaluation
features on a map.
Students present one of their completed activities
Session 2 to the class. Rubric is used by the teacher to mark
Lesson focus: Elaborate students. (See appendix 3) Class discussion is
generated and guided by teacher for students to
reflect on their learning of place and identifying
The choice board is introduced to the class map features.
and each activity is clearly explained to the
students. Students complete two activities on
the choice board and will present one to the
class during the final lesson.
The choice board activities allow students to
understand that different places have various
features and will begin to identify such
features in their own special places.
Students begin their activities and will
continue on with them next lesson.

Potential HASS sub strand connections Potential other learning area connections

Differences and similarities between students' Mathematics

daily lives and life during their parents’ and  Students use decoding skills to understand
grandparents’ childhoods (ACHASSK030) map keys.
 Students interpret maps and diagrams.
Linking with history, students could explore  Students construct their own maps.
and understand how a variety of places have  Students construct three dimensional
changed throughout time. models.
 Students engage in whole class discussion
using and developing their verbal language
 Students identify key features on a map
 Students have the choice to write about
their special place if they chose.

 Students understand how and why the
environment is cared for.

The Arts
 Students engage in dance and song.
 Students have the choice to draw their
special place

Information Communications Technology (I.C.T)

 Students are engaged with interactive
technology such as Google Maps,
Minecraft, Paint.
Topic background resources (for teacher use Pedagogical resources to support the teaching of
only) to support teaching learning for the the unit
unit  GeogSpace
 PrimaryConnections – the 5Es Teaching and
 GeogSpace learning Model
 Google Earth  Orlich, D. (2001). Teaching strategies.
 YouTube Boston: Houghton Mifflin Co.
 Scootle  Wiggins, G. & McTighe, J. (2005).
Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum

Australian Curriculum and Assessment Reporting Authority (ACARA). (2018). Foundation
Content Descriptions: HASS – Geography. Retrieved from

Blessinger, P., & Carfora, J. M. (Eds.). (2014). Inquiry-based learning for the arts, humanities and
social sciences: A con- ceptual and practical resource for educators. Wagon Lane, UK: Emerald
Group Publishing Limited. Retrieved from https://ebookcentral-proquest-

Bybee, R., Joseph, T., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N.
(2016). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs: BSCS.
Retrieved from

Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational Psychology for Learning
and Teaching (4th ed.). South Melbourne, Victoria: Cengage Learning.

Killen, R. (1998). Effective teaching strategies: Lessons from research and practice 6th edition.
Wentworth Falls, Australia: Social Science Press.

Marsh, C. (2008). Studies of society and environment: exploring the teaching possibilities. (5th
ed.). Frenchs Forest, N.S.W: Pearson Education Australia.

Maude, A. (2014). Understanding and teaching the Australian curriculum: geography for primary
schools. Moorabbin, Victoria: Hawker Brownlow Education.

Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change: The Magazine Of
Higher Learning, 42(5), 32-35. Retrieved from

Schmidt, L, (2007). Social studies that sticks: how to bring content and concepts to life.
Portsmouth, N.H.: Heinemann.

Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.

Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in
primary education: Encouraging versus hampering factors for teachers. Procedia-Social and
Behavioral Sciences, 69, 1562-1571. Retrieved from

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching:
Teaching for learning. Southbank, Vic: Thomson Social Science Press.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, V.A: Association for
Supervision and Curriculum Development.

Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist
and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum

Appendix 1 – ‘Choice Board’

Appendix 2 – Circle flip book example.
Appendix 3 – Rubric
Appendix 4 – Pre-Assessment for Choice Board
Appendix 5 – Exit Card