UNIT SUMMARY

Curriculum Links Geography

Factors that shape the environmental characteristics of places


The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of South America and North America, and the location of their major countries in
relation to Australia (ACHASSK111)
• Numeracy
• Critical and creative thinking
• Intercultural understanding
Objective summary By the end of the unit students will be able to:

- Identify South America on a world map 

- Describe predominant forms of vegetation found in South America 

- Identify key landforms of the continent

- Describe the continent's climate 

- Identify one or more countries of South America 

- Compare the continent to Australia 

- Name one or more species of native South American animals
ICT Tools & Access Each student will need access to an iPad. Additionally, teachers will need access to a monitor or smart board that can display iPad screens for demonstration purposes. 

Students will need access to the following ICT tools:

- Book creator 

- iMovie/clips 

- World Atlas 

- Google Earth 

- Seek by iNaturalist 

- Poplet/Bubble.us
Prior Knowledge Students should be familiar with and able to use the following apps: 

- Book creator 

- iMovie 

- Clips 

- Poplet/Bubble.us
Provisions for • Opportunities for extension provided
students at • Open ended tasks allow for multiple entry points
educational risk • Extra assistance can be provided through set by step instruction to students who require it
FORWARD PLANNING DOCUMENT
Lesson Objectives
1 • Using Google Earth and
the World Atlas app,
explore characteristics of
South America including
natural vegetation,
natural features (e.g.
amazon rainforest),
native animals and other
environmental features.
- Answer questions in book creator
template and create 1-2 pages
that showcases information
about the continent of South
America (based on research.
The pages should include
information about:
- South America’s climate
- Landforms
- Countries
- Vegetation
- Comparison to Australia
Assessment
Diagnostic
Use an observation rubric to
make notes about student input
in the introductory discussion –
what facts were students able to
record about the continent of
South America?
Formative/summative
Use checklist to assess students
finished book. Did student
record:
- The main type of vegetation
seen
- A key landform
- one or more South American
countries
- Climate
- Key differences from Australia
- Any additional information
Steps Resources
Introduction/motivation: Video:
1. Video https://www.dailymail.co.uk/video/news/video-
Play video clip from 0:00 – 0:26 (before location is revealed) 2050742/Video-Sir-David-Attenborough-takes-
2. Class Discussion viewers-South-American-journey.html
• Ask class: Does anyone know the location of this video? (South America)
• Project a world map and ask students if they can identify the continent on the map Map of South America
• Ask class: does anyone know any interesting facts about the continent? Has anyone Posit-it notes
ever been there? iPads with following apps installed:
3. Brainstorm - Atlas
• Display a map of South America on the board - Google Earth
- Book Creator
• Distribute a post it note to each student
Unit website https://francesw-ict.weebly.com
• Ask students to write down anything they know about the continent onto their post
QR code linked to unit website
it. If students do not know anything, they may write down something they would like Downloadable Book creator document for
to find out about the continent. research task
• Invite students to share what they know/would like to know Headphones with microphones
• Invite students to attach their post it to the map
4. Introduce lesson objectives
• Display unit website
• Explain to the students that during the lesson they will be using the iPads to research
the continent and create a book about what they learn
• Distribute an iPad to each student
Lesson Body
5. Introduction to Google maps and Atlas app
• Guide students through the basic functions of Google Earth and the Atlas app.
Project iPad display on monitor/interactive whiteboard to demonstrate functions
• Allow students a few minutes to explore the apps freely.
6. Research task
• Display QR code linked to unit website
• Instruct students to use the camera function on their iPads to navigate to the
website using the QR code
• Instruct students to download the Book Creator document from the lesson 1 tab
• Instruct students to follow the instructions within the Book Creator document to
complete the research tasks. Aid as needed. For struggling students, step by step
guidance may be appropriate. Students will need to use Google Earth and the Atlas
app to complete the tasks.
7. Book Creator task

Lesson Objectives
2 • Identify a range of animals
native to South America and
collecting a photographs of
each using book creator
• Select an animal native to
Australia and a similar animal
native to South America. List
key features of each including
physical features, habitat and
behaviors. Write a short
statement comparing the
animals, stating at least one
similarity and one difference.
• Within the same book creator document, students will add their own pages
showcasing what they have learned about South America during the lesson.
• Before students commence the task, guide students through the instructions
described in the document. Provide an example of a finished product.
• Early finishers can attempt the extension questions and explore further on google
earth
• Once students have completed the book, instruct them to export the book as a video
and airdrop to the teacher iPad
Lesson Closure
8. Sharing and discussion
• Invite few students to share their creations
• Ask class: What did you find most interesting about the continent?
What would you like to find more about?
• Explain to the students that in the following lesson they will be researching the
animals seen in South America and the biodiversity within the Amazon rainforest.
Assessment Steps Resources
Summative Introduction/Motivation iPads with following apps
Use checklist to assess students installed:
Book Creator product. 1. Word cloud - Seek by iNaturalist
Did student identify a range of • In pairs, students will create a word cloud (using an iPad) to showcase - Book Creator
South American animals? their knowledge of animals native to either South America or Australia. - Word clouds
Did student describe key Unit website:
Give students 1-2 minutes to see how many animals they can list with in
characteristics of an Australian https://francesw-
the time frame.
and a South American animal? ict.weebly.com
• Instruct students to share their word cloud to the camera roll. QR code linked to unit
• Share and discuss answers as a class. website
Downloadable Book creator
2. Discussion and lesson overview document for research task
• Explain to the students that, during the lesson, they will be exploring a Headphones with
range of different animals native to South America. Explain that different microphones
continents have different animals that have evolved to adapt to specific
environments.
• Using google images search for ‘amazon rainforest animals. Display
results on interactive white board/monitor.
• Ask students:
Are these animals similar to the ones we see in our local environment?
How?
(e.g. more brightly coloured)
Why do you think the animals are different?
(e.g. adapted to camouflage in more coloured/less coloured
environment)
Lesson body
3. Animal scavenger hunt
• Instruct students to use the camera function on their iPads to navigate
to the website using the QR code
• Instruct students to download the Book Creator document from the
lesson 2 tab
• Before beginning the task, instruct students to upload their word cloud
onto the corresponding page of the book creator document
• Using the iNaturalist app ‘Seek” students will work in pairs to locate,
scan and identify images of native South American animals (images may
be placed in various locations around the school or classroom)
• Instruct students to collect their images and input them into the book
creator document, labelling the images with the animal’s name.
4. Animal comparison activity
• Invite students to select an animal native to Australia and a similar
animal native to South America (e.g. two varieties of bird)
• Instruct students to upload an image of each animal to the book creator
document.
• Instruct students to use their iPads to research the habitat, physical
features and behaviours of each animal, recording their findings under
each animals’ photo
• On a new page in the document, invite students to write a short
statement comparing the animals, stating at least one similarity and one
difference.
• Once students have added necessary information, they may add audio
recordings, additional information and videos to the document.
• Once students have completed their book, instruct them to export the
document as a video and airdrop it to the teacher iPad.
Lesson Closure
5. Sharing and discussion
• Invite a few students to share their books with the class
• Ask class: What do you think was the most interesting/unusual animal
you found today and why?
• Ticket out the door: Before students are permitted to leave/return to
their desks students must name a Native South American animal
Lesson Objectives Assessment
3 Using iMovie or clips Summative
students will create a Use rubric to assess students
short video that movie.
showcases what they The video must:
have learned about - Show South America’s location
the continent South on a world map
America. - Describe key vegetation and
atleast one native animal
- Describe the continents climate
- List one country of South America
- Include visual and audio features
to captivate viewers
Steps Resources
Introduction/motivation iPads with following
1. Mind map activity apps installed:
• Using poplet or bubble.us students will create a ‘5-minute brainstorm’ to review what they know - Poplet or bubble.us
about South America’s: - iMovie
- Vegetation - Clips
Unit website:
- Climate
https://francesw-
- Animals
ict.weebly.com
- Other facts/landmarks
QR code linked to unit
• Once students have created their mind map, instruct them to save it as an image and air drop it website
to the teacher iPad Headphones with
• Review key concepts as a class, recording student responses on the white board. microphones
2. Project brief
• Explain to the students that during the lesson they will be using iPads to create a short video
showcasing what they have learned about South America
Lesson Body
3. Movie task
• Instruct students to use the camera function on their iPads to navigate to the website using the
QR code
• Explain and discuss project brief under the lesson 3 tab. Provide an example video.
• The video must:
- Show South America’s location on a world map
- Describe key vegetation and atleast one native animal
- Describe the continents climate
- List one country of South America
- Include visual and audio features to captivate viewers
• Encourage the students to be as creative as possible. They may present their movie as travel
documentary clip or advertisement, a nature documentary or any other format they wish.
Students can research additional information to add to their videos as they wish.
• Prior to students commencing the task, review some basic functions of the clips/iMovie apps e.g.
finding and adding photos using pixabay, music or audio
• Demonstrate how to create an iPad screen recording so that students can record a drawn
pathway from Australia to South America
• Instruct the students to spend 5 minutes planning their videos before commencing their work
• Once students have completed their work, instruct them to airdrop completed videos to the
teacher iPad
Lesson closure
4. Gallery walk
• Invite students to spend 5 minutes or more moving around the room, viewing each other’s video
clips.
• Invite a few students to share their work or point out something they liked about someone else’s
work
5. Cass discussion
• Ask the class: If you were to visit South America, what would you like to see and why?