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Teaching and Learning

This document outlines a unit of work on teaching and learning about places. It includes 7 lessons that use interactive whiteboards, Google Maps/Earth, iPads and Aboriginal resources. Lesson 1 examines a map of Australia and Aboriginal connections to land. Lesson 2 has students create voice-recorded maps of the school. Lesson 3 discusses what makes a place and its features. Lesson 4 compares natural, constructed and managed environmental features in different places. Lesson 5 looks at Dreamtime stories and symbols used to represent places. Lesson 6 compares past and present images of the school area. Lesson 7 assesses student understanding and has them create management posters for places.

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89 views

Teaching and Learning

This document outlines a unit of work on teaching and learning about places. It includes 7 lessons that use interactive whiteboards, Google Maps/Earth, iPads and Aboriginal resources. Lesson 1 examines a map of Australia and Aboriginal connections to land. Lesson 2 has students create voice-recorded maps of the school. Lesson 3 discusses what makes a place and its features. Lesson 4 compares natural, constructed and managed environmental features in different places. Lesson 5 looks at Dreamtime stories and symbols used to represent places. Lesson 6 compares past and present images of the school area. Lesson 7 assesses student understanding and has them create management posters for places.

Uploaded by

api-247416806
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching and learning

Teaching strategies and learning

Use of ICT within lesson

Teaching and learning resources

experiences
Lesson 1: Our Place
Aim to: Examine a map of Australia

Use spatial awareness application on the interactive

Possum Magic, Meme Fox, 1983.

whiteboard (IWB), as an introduction to unit of work.


Students get the examine Google Maps on the IWB as a

Interactive Whiteboard.(IWB)

Google Earth.

class, looking at Australian states and territories.


Students can have time to engage and explore Google

Map of Australia for use on IWB

Interactive Aboriginal Language

identify states and


Territories. Describe direction and

Map, and other relevant Map application on iPads,

location of places
using geographical terms.

individually or in small groups. (Independent, inquiry

Map

based learning).
Get an Aboriginal elder to come into the classroom

http://www.abc.net.au/indigenous/m

(depending on accessibility and location of the classroom)


to talk about Aboriginal and Torres Strait islander
connection to land.
If they are in the classroom, they can use the IWB to

ap/

Globe for use in the classroom

Paper and grey lead pencil coloured


pencil for map drawing

show the Aboriginal language map.


If not in the classroom, use the IWB as a communication

Geography exercise books

device to have them talking over Skype, allowing students

Compass

to still ask question, and inquire about Aboriginal


connection to lang.

Lesson 2: Create a Map


Aim to: Establish importance of mapsWhy and how do we use them. Create a

Introduce mapping on the IWB.

Activity- Create a voice recorded map/ visual map.

map.

IWB

iPad- voice recording application

Google earth

IWB

iPads

Learn about Maps

Google Earth

Students will work in pairs to create an interactive map,


similar to GPS within cars. (Model activity to whole class).
Each student will get a chance to walk around the school
with an iPad. Using a voice recording application, the
students will record directions to a specific location, using
locational vocabulary (For example: North, South, left of,
right of). Student will then pass that voice recording to
their partners. The partners will take the voice recording
and draw the related map.
Lesson 3: What makes a place?

Use the IWB as a tool to brainstorm ideas- for example:

Aim to: Talk about places. What are

what are places? What are some of the places you know

places? Choose an example and

or have visited?; What are features of places? What

elaborate. Identify ways the activities

makes a feature?

located in a place create its distinctive

Allowing students to engage in their own learning, by

features

proactively participating in whole discussion.

Choosing one of the brainstormed places to have a look


at on Google Maps. For example. The local park.
Have students look at the place on Google Maps, pointing

out the features that they can see; Trees, Playground,


swing, public toilets.

Student activity- Students will get a chance to develop


their understanding of places and features by creating/
drawing a picture of a place on a drawing application on
their iPad, including its features, and then labelling those
features.

Lesson 4: Comparing

environmental features

Use of Google earth application Google Earth map


application on the IWB that was used to show the
students the locations of states and territories in lesson 1.

Aim to: Explain and explore the

Use images of natural and constructed place features that

differences between natural, constructed

were prepared before lesson, and place these in the

and managed environmental features.

correct locations.

What is similar between two of the

Let students brainstorm whether these features are

places?

natural or constructed, and assess retained knowledge of


each state and territory.
Examples of images: Flinders Street Station, Uluru, Movie

What is different between two of


the places?

World, Big Banana.


Students will use their iPads to create and store a photo
gallery of natural and constructed features around the
school. They will then discuss how they can distinguish

iPad

IWB

Access to school grounds.

these photos, as being either, natural or constructed.

Lesson 5:
Aim to: Describe features of the local area, using

Listen to a recount of an Aboriginal

IWB

Dreamtime story that identifies the natural

YouTube

features of a place, on the IWB, as a whole

Scanner

class introduction. Also include a

your understanding of Aboriginal symbol and

description of the symbols used by

connection to land.

Aboriginal people, to identify features of a

place.
Use the IWB to examine the schools
grounds. Get the students to observe,
identify and describe the natural features
(hills, grass) and constructed features

(classrooms, playground) of the school.


Get the students to use their understanding
of symbols that represent certain features,
to create a map of their school grounds
(group activity).
At the end of class, create share circle. The
teacher can scan each map and place it on
the IWB, for the whole class to see.

Lesson 6: Looking after places


Aim to: Using the internet, look at the
changes in an area, for example the school

Use the IWB to showcase images of the school grounds


before it was built, compared to now. Also show images
of what the grounds might look like if they were not

IWB

and surrounding suburbs. Compare and

managed.

analyse.
(Introducing new term managed)
Why have these changes occurred?
Have these areas been managed?
Lesson 7: Manage our places:

This lesson is primarily run as a student-centred, inquirybased lesson, requiring students to use their iPads. As

Aim to: Assess students overall

such, students are not directed to particular websites,

understanding of unit. Ie. Places and

and therefore must be reinformed of cyber safety, and the

feature; natural and constructed. Also

procedures that need to followed and rules in place. This

assess students consideration for these

can be done a whole class approach on the IWB,

features and how managing meant to

allowing students to ask questions and see problems that

provide them with care and maintenance

might occur, etc.

The students are to create a management poster.


(Through inquiry/research on iPad) That is, create a
poster that outlines a place and feature that has not been
managed. What does this place look like? If it hasnt
been managed or cared for, what are the consequences?
What could you do to care and manage this place and
feature?
For example: Our schoolyard. Drawing of the place-yard,
with a natural feature-broken tree.

iPad access.
Poster paper

This icon indicates the lessons that are written with further detail. Please follow on to the next page to review these more in depth lessons.

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