Week 1 – What is Geography

Details: Victorian Standards:

Class – 7WO [VCGGK] Geographical Knowledge
Allocated time – 150 mins [VCGGC] Geographical Concepts and Skills

Knowledge, Skills, Understand: Weekly Overview:

- Students will explore the purpose of Geography Introduction to Geography
- The importance of using BOLTSS when creating a map Identifying what BOLTSS means with map examples
- Understand the key words associated with BOLTSS and how to identify them

Activities and Classwork: Extra ICT resources:

- PRE-TEST (key information and concepts taken from the unit) For disengaged students show this quirky music video about Geography
- Student brainstorm and discussion on what Geography encompasses. https://www.youtube.com/watch?v=YIPcOSNwVjw
- Introductory video on how Geographers make a difference. Extend student discussion
with thoughts on what they could achieve as a successful Geographer. Alternative resource on BOLTSS
Some Q’s for thought: https://astar.tv/geography-learn-map-bolts/
What skills would a geographer need to have?
What problems in the world can geographers help solve in society? YouTube resource on BOLTSS
What areas can geographers research and specialise in? https://www.youtube.com/watch?v=cZUtOZqpBBI
- Distribute ‘Direction worksheet’. Allow students to attempt the worksheet. Organise
two minutes of table sharing and then come together for class discussion about what
each compass point means.
- Introduce BOLTSS (PowerPoint) and distribute vocab list. Student are to research each
keyword and define in their workbook.
- Distribute BOLTSS worksheet. Allow students to attempt the worksheet. Organise two
minutes of table sharing and then come together for class discussion.
Success criteria: Assessment:
- Students will be able to explain what Geographers can accomplish
- Students will be able to identify each directional point on a compass Diagnostic:
- Students will be able to explain the use of BOLTSS for maps and understand each - Pre-test
component - Geography brainstorm
Formative:
- Directional worksheet
- BOLTSS glossary terms
- BOLTSS worksheet
 Week 2 – Water as a resource

Details: Victorian Standards:

Class – 7WO [VCGGK] Geographical Knowledge
Allocated time – 150 mins [VCGGC] Geographical Concepts and Skills

Knowledge, Skills, Understand: Weekly Overview:

- Students will explore different forms of water Introduction to water as a resource
- Understand the different stages of the water cycle Connections to water
- Understand the biological and spiritual connection to water

Activities and Classwork: Extra ICT resources:

- Class reading “How much water is there in the world” – focus on map reading skills Visual representation of the water cycle:
when analysing each figure https://www.youtube.com/watch?v=al-do-HGuIk
- Before distribution of resource ‘the forms of water’, give students an opportunity to
lists as many forms of water as they can. Additional dreamtime story:
- Grouping of several forms of water – do not give students specific groupings for all http://www.ozjthomas.com/dreamtime.html
the forms of water, allow them to work with a partner and create their own groupings Additional YouTube explanation of “What happens if you stop drinking
(e.g. solids, liquids, gases) water?”:
- Distribute ‘Blank water cycle diagram’. Allow students to attempt the worksheet. https://www.youtube.com/watch?v=zCheAcpFkL8
Organise two minutes of table sharing and then come together for class discussion.
- Define glossary terms from the water cycle in workbooks (Precipitation, Collection, Visual representations for the use of water
Run off, Interception, Infiltration, Percolation, Discharge, Transpiration, Evaporation, http://www.cerdi.edu.au/cb_pages/feduni_spatial.php
Condensation)
- Biological importance of water – Show TedEd video “What would happen if you didn’t
drink water?” Students to reflect on discussion questions.
- Spiritual importance of water – compare the use of Murray River in moderns times
with its use in past times for the Indigenous community. Show Tiddilick The Frog
dreamtime story
Success criteria: Assessment:
- Students will be able to explain several forms of water
- Students will be able to identify each stage of the water cycle Diagnostic:
- Students will be able to explain the biological and spiritual connection to water - Water cycle template
- Grouping of water task
Formative:
- Forms of Water task
 Week 3 – Water consumption

Details: Victorian Standards:

Class – 7WO [VCGGK] Geographical Knowledge
Allocated time – 150 mins [VCGGC] Geographical Concepts and Skills

Knowledge, Skills, Understand: Weekly Overview:

- Students will explore economic impacts of water Economic connections to water
- Understand how we can manage our water consumption in everyday life Managing Australia’s water consumption

Activities and Classwork: Extra ICT resources:

- Class brainstorm on importance of water for farming. Introduce ‘Uses of Murray Clip of how the Murray River has been used in past
River’ resource to show examples of the different use for the Murray River https://www.youtube.com/watch?v=v8Y71IbRGfo
- Class reading of ‘Competition for water supplies’. Give students time to complete Video also provides: Irrigation explanations, farming, Indigenous
reflection questions. Organise a Think, Pair, Share activity with these questions. connection
- Home water management activity – Student draw a floor plan of their home (inc.
outside) label all areas that use water Brief history of water use for the Murray
- Students brainstorm how they could minimise the use of water within their own https://www.youtube.com/watch?v=Jbi3e4Ogx1c
home (e.g. turn off tap whilst brushing teeth). Annotate floor plan with water saving
techniques Virtual water infographic story
- Water and Coca Cola resource if time permits or use as extension http://www.angelamorelli.com/water/

Success criteria: Assessment:

- Students will be able to explain several economic impacts of water
- Students will be able to identify how we can sustainably manage water consumption Diagnostic:
at home - Home water consumption activity
Formative:
- Water supply discussion
- Water and Coca Cola worksheet
 Week 4 – Water scarcity and quality

Details: Victorian Standards:

Class – 7WO [VCGGK] Geographical Knowledge
Allocated time – 150 mins [VCGGC] Geographical Concepts and Skills

Knowledge, Skills, Understand: Weekly Overview:

- Students will explore water scarcity in countries around the world Overcoming water scarcity
- Understand how water quality can impacts human lives Understanding the impact of water quality

Activities and Classwork: Extra ICT resources:

- Link: Remind students of floor plan activity in previous week. Share ‘water calculator’
resource for students to calculate how much water they use every day at home. This
will get students in the right frame of mind for explore water scarcity.
- Class reading of ‘Managing Water Scarcity’ resource. Students to answer four
reflection questions. Think, pair, share.
- Comparison activity – show three photographs of varying levels of water scarcity (1.
Water fight, 2. Collecting water from pipe, 3. Boy trying to collect dirty water from a
puddle for his family) Discuss as a class.
- Distribute water technology worksheet as an extension activity
- Introduce water quality with a class reading of ‘the world’s drinking water’.
- Distribute blank world maps for students to create to choropleth map of cleaning
drinking water statistics. Students are to follow the BOLTSS procedure also.
- Show ‘Dangers of water quality’ video to extend understand of their map. Keep using
their choropleth map to compare countries
- Share with students the image of ‘how is water contaminated’. Student share to list
all possible ways for water to become contaminated.
WaterAid video – Grace’s story
https://www.youtube.com/watch?v=wF_HlgnWEwU&feature=youtu.be
Explains water scarcity for Grace and what it means for her life. Also
great introduction to how water quality can impact life
‘Water changes everything’ video
https://www.youtube.com/watch?v=BCHhwxvQqxg
Explains how almost one billion people live without cleaning drinking
water. Then describes how this also impacts food and other elements of
life
Visualising Victoria’s ground water
https://www.vvg.org.au/vvg_map.php?agreement=Agree+and+Continu
e

Success criteria: Assessment:

- Students will be able to explain the impact of water scarcity
- Students will be able to identify levels of water quality around the world Diagnostic:
- Students will be able to describe the negative impacts of poor water quality - Water contamination activity
Formative:
- Choropleth map activity
- ‘Managing water scarcity’ resource questions
- Water technology worksheet
 Week 5 – Hydrological disasters and Assessment

Details: Victorian Standards:

Class – 7WO [VCGGK] Geographical Knowledge
Allocated time – 150 mins [VCGGC] Geographical Concepts and Skills

Knowledge, Skills, Understand: Weekly Overview:

- Students will explore different hydrological disasters Exploring hydrological disasters
- Understand the cause and effect of hydrological disasters ‘Water Times’ assessment

Activities and Classwork: Extra ICT resources:

- Students to brainstorm different types of hydrological disasters Interesting video looking at climate change and extreme weather
- Distribute ‘Climate world map’ resource which show major natural disasters in 2017. disasters
Students are to circle all hydrological disasters and work out the percentage overall. https://www.youtube.com/watch?v=wsSxopt_Kn8
- In pairs, students research one hydrological disaster, searching for how they are
caused and what effects they bring. Share with the class. Visual representation of climate hazards affecting the world
- Case study: Texas Floods. Share news article about the Texas Floods. Students are to https://documents.wfp.org/stellent/groups/public/documents/newsro
answer questions and reflect on images. om/wfp229182.pdf
- Distribute task sheet and rubric for ‘The Water Times’ newspaper front cover
Assessment. Go through each aspect of the assessment, providing students with a GAME: stopping disasters (choose Flood) and how to manage
deep understanding of the requirements. (sit one-on-one with students who require resources.
modified assessments) www.stopdisastersgame.org
- Post-test
Success criteria: Assessment:
- Students will be able to identify several hydrological disasters
- Students will be able to identify the cause and effect of at least one hydrological Diagnostic:
disaster - Hydrological disaster brainstorm
Formative:
- Circling of Hydrological disasters on world map
- Hydrological disaster cause and effect activity
Summative:
- ‘Water Times’ Assessment
- Post-test