Week: Success criteria: Practice and activities: Modified tasks Assessment practices and

tasks
Week 1 - Students will 50 mins Diagnostic:
be able to - PRE-TEST (key information and concepts taken from the
150 explain what unit) - Pre-test
mins Geographers - Student brainstorm and discussion on what Geography
can accomplish encompasses. - Geography brainstorm
12th - Students will - Introductory video on how Geographers make a
Aug – be able to difference. Extend student discussion with thoughts on Formative:
50 identify each what they could achieve as a successful Geographer.
mins directional Some Q’s for thought: - Directional worksheet
point on a What skills would a geographer need to have?  While reflecting on Q’s, watch:
14th compass What problems in the world can geographers music video about Geography - BOLTSS glossary terms
Aug – - Students will help solve in society?  https://www.youtube.com/watch?v=YIPcOSNwVjw
100 be able to What areas can geographers research and - BOLTSS worksheet
mins explain the use specialise in? 
of BOLTSS for - Distribute ‘Direction worksheet’. Allow students to Cardinal directions video:
maps and attempt the worksheet. Organise two minutes of table www.youtube.com/watch?v=UeeLivQH7Ok
understand sharing and then come together for class discussion
each about what each compass point means.
component
100 mins
- Introduce BOLTSS (PowerPoint) and distribute vocab Given link to help define BOLTSS
list. Students are to research each keyword and define in https://waterintheworldyear7.weebly.com/map
their workbook. ping-boltss.html
- Distribute BOLTSS worksheet. Allow students to attempt
the worksheet. Organise two minutes of table sharing Alternative resource on BOLTSS
and then come together for class discussion. https://astar.tv/geography-learn-map-bolts/

YouTube resource on BOLTSS

www.youtube.com/watch?v=cZUtOZqpBBI

Map of the world – students are given a blank map

of the world and their task is to include BOLTSS. For
the legend, students are to colour each continent a
different colour and signify that.
 NN and JM to be given the map of the world and
asked to just complete the BOLTSS component.
When this is finished, NN and JM use the following
online resource to see where all the different
continents are.
www.jetpunk.com/user-quizzes/139806/the-seven-
continents-map-quiz

Week 2 - Students will 50 mins Diagnostic:

be able to - Class reading “How much water is there in the world” – Visual representations for the use of water
19th explain several focus on map reading skills when analysing each figure http://www.cerdi.edu.au/cb_pages/feduni_spatial.p - Water cycle template
Aug – forms of water - Before distribution of resource ‘the forms of water’, hp
50 - Students will give students an opportunity to lists as many forms of - Grouping of water task
mins be able to water as they can.
identify each - Grouping of several forms of water – do not give Formative:
22nd stage of the students specific groupings for all the forms of water, Give students the three groups of solids, liquids and
Aug – water cycle allow them to work with a partner and create their own gases - Forms of Water task
100 - Students will groupings (e.g. solids, liquids, gases)
mins be able to
explain the 100 mins
biological and - Distribute ‘Blank water cycle diagram’. Allow students Visual representation of the water cycle:
spiritual to attempt the worksheet. Organise two minutes of table https://www.youtube.com/watch?v=al-do-HGuIk
connection to sharing and then come together for class discussion.
water - Define glossary terms from the water cycle in
workbooks (Precipitation, Collection, Run off,
Interception, Infiltration, Percolation, Discharge,
Transpiration, Evaporation, Condensation)
- Biological importance of water – Show TedEd video Additional YouTube explanation of “What happens if
“What would happen if you didn’t drink water?” Students you stop drinking water?”:
to reflect on discussion questions. https://www.youtube.com/watch?v=zCheAcpFkL8
- Spiritual importance of water – compare the use of
Murray River in moderns times with its use in past times Additional dreamtime story:
for the Indigenous community. Show Tiddilick The Frog http://www.ozjthomas.com/dreamtime.html
dreamtime story

Week 3 - Students will 50 mins Diagnostic:

 be able to - Class brainstorm on importance of water for farming. Clip of how the Murray River has been used in past - Home water consumption
th
26 explain several Introduce ‘Uses of Murray River’ resource to show https://www.youtube.com/watch?v=v8Y71IbRGfo activity
Aug – economic examples of the different use for the Murray River Video also provides: Irrigation explanations, farming,
50 impacts of - Class reading of ‘Competition for water supplies’. Give Indigenous connection Formative:
mins water students time to complete reflection questions. Organise
- Students will a Think, Pair, Share activity with these questions. Brief history of water use for the Murray - Water supply discussion
th
28 be able to https://www.youtube.com/watch?v=Jbi3e4Ogx1c
Aug – identify how 100 mins - Water and Coca Cola
100 we can - Home water management activity – Student draw a Virtual water infographic story worksheet
mins sustainably floor plan of their home (inc. outside) label all areas that http://www.angelamorelli.com/water/
manage water use water
consumption - Students brainstorm how they could minimise the use
at home of water within their own home (e.g. turn off tap whilst
brushing teeth). Annotate floor plan with water saving
techniques
- Water and Coca Cola resource if time permits or use as
extension

Week 4 - Students will 50 mins WaterAid video – Grace’s story Diagnostic:

be able to - Link: Remind students of floor plan activity in previous https://www.youtube.com/watch?
2nd explain the week. Share ‘water calculator’ resource for students to v=wF_HlgnWEwU&feature=youtu.be - Water contamination activity
Sept – impact of calculate how much water they use every day at home. Explains water scarcity for Grace and what it means
50 water scarcity This will get students in the right frame of mind for for her life. Also great introduction to how water Formative:
mins - Students will explore water scarcity. quality can impact life
be able to - Class reading of ‘Managing Water Scarcity’ resource. - ‘Managing water scarcity’
5th Sept identify levels Students to answer four reflection questions. Think, pair, ‘Water changes everything’ video resource questions
– 100 of water share. https://www.youtube.com/watch?v=BCHhwxvQqxg
mins quality around - Comparison activity – show three photographs of Explains how almost one billion people live without - Water technology worksheet
the world varying levels of water scarcity (1. Water fight, 2. cleaning drinking water. Then describes how this
- Students will Collecting water from pipe, 3. Boy trying to collect dirty also impacts food and other elements of life Summative:
be able to water from a puddle for his family) Discuss as a class. - Choropleth map activity
describe the - Distribute water technology worksheet as an extension Visualising Victoria’s ground water
negative activity https://www.vvg.org.au/vvg_map.php?
impacts of agreement=Agree+and+Continue
poor water 100 mins
 quality - 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. Give student a labelled world map with country
Students are to follow the BOLTSS procedure also. names
- 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.

Week 5 - Students will 50 mins Interesting video looking at climate change and Diagnostic:
be able to - Students to brainstorm different types of hydrological extreme weather disasters
9 Sept identify several disasters https://www.youtube.com/watch?v=wsSxopt_Kn8 - Hydrological disaster
– 50 hydrological - Distribute ‘Climate world map’ resource which show brainstorm
mins disasters major natural disasters in 2017. Students are to circle all Visual representation of climate hazards affecting
- Students will hydrological disasters. In pairs, students research one the world Formative:
11 Sept be able to hydrological disaster, searching for how they are caused https://documents.wfp.org/stellent/groups/public/d
– 100 identify the and what effects they bring. Share with the class. ocuments/newsroom/wfp229182.pdf - Circling of Hydrological
mins cause and - Case study: Texas Floods. Share news article about the disasters on world map
effect of at Texas Floods. Students are to answer questions and GAME: stopping disasters (choose Flood) and how
least one reflect on images. to manage resources. - Hydrological disaster cause
hydrological www.stopdisastersgame.org and effect activity
disaster 100 mins
- Students will - Distribute task sheet and rubric for ‘The Water Times’ Give a modified assessment Summative:
satisfactorily newspaper front cover Assessment. Go through each
complete the aspect of the assessment, providing students with a deep - ‘Water Times’ Assessment
‘Water Times’ understanding of the requirements. (sit one-on-one with
assessment students who require modified assessments) - Post-test
- Post-test (can complete this in the following week)