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Exploring G20
The Exploring G20 Teaching and learning activities are available for a single year level or multiple
year levels. When planning for more than one year level, refer to:
• 3–5 Teaching and learning activities (www.qcaa.qld.edu.au/3-5-teaching-learning.html)
• P–7 Exploring G20 Teaching and learning overview (www.qcaa.qld.edu.au/3-5-teaching-
learning.html).
Overview
In this set of teaching and learning activities students explore the countries in Africa and/or South
America participating in the G20 summit. Students develop their understanding of the climate,
landforms and animals of G20 member and guest countries, and explore how the environment
supports the lives of people and other living things.
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Curriculum links
The Year 4 Exploring G20 Teaching and learning package provides opportunities for students to
demonstrate the following curriculum content.
Year 4
The location of the major countries of Africa and Collect and record relevant geographical data and
South America in relation to Australia, and their information, for example, by observing, by
main characteristics, including the types of interviewing, conducting surveys and measuring, or
natural vegetation and native animals in at least from sources such as maps, photographs, satellite
two countries from both continents (ACHGK020) images, the media and the internet (ACHGS027)
The types of natural vegetation and the Present findings in a range of communication forms,
significance of vegetation to the environment and for example, written, oral, digital, graphic, tabular and
to people (ACHGK021) visual, and use geographical terminology
(ACHGS031)
Opportunities to embed the general capabilities and cross-curriculum priorities in the classroom
are identified using the following icons related to each content description.
Global environments are defined by features, including landforms, location markers (Tropics of Cancer
and Capricorn, and the Equator), countries, regions, continents, and climatic zones
Task
Explain the characteristics (climate, natural vegetation, animals and landforms) of a G20 country
from Africa and/or South America in relation to Australia. Represent characteristics data in a table
or on a map using cartographic conventions. Describe the interconnections between people,
places and environments. Identify the effect/s of these interconnections on the characteristics of
places and environments. Present findings using geographical terminology in a communication
form, e.g. written, spoken/signed and/or multimodal.
Students will:
• explain the characteristics of places in different locations
• describe the interconnections between people, places and the environment
• identify the effects of these interconnections on the characteristics of places and environments
• represent data in a table or on a map using cartographic conventions of border, scale, legend,
title and north point
• present findings using geographical terminology in a communication form.
Focus question: How do the environments of G20 countries of Africa and/or South America
support the lives of people and other living things?
Activity 2 Explore the environmental characteristics (e.g. climate, natural vegetation and animals) of
Brisbane or another place in Queensland. Use geographical tools such as a wall map, atlas
or spatial application (e.g. Primary virtual field trip (www.qcaa.qld.edu.au/virtual-field-
trips.html) or Queensland Globe (www.dnrm.qld.gov.au/mapping-data/queensland-globe)) to
complete your research.
Collect and record information in a table about climate, natural vegetation and animals.
Describe the human characteristics and discuss how the natural vegetation of Brisbane has
changed over time due to the development of these features.
Activity 4 Consider the interconnections between the environment and the lives of people and other
living things in a chosen Queensland location and a G20 member country. Discuss:
• How does the vegetation support the lives of people?
• How does the vegetation support the lives of other living things?
• What is the significance of the vegetation to the environment and the people?
• How have people influenced the environment?
More information
For more information, please visit the QCAA website at www.qcaa.qld.edu.au.