Week Monday Tuesday Wednesday Thursday Friday

1 NO CLASS NO CLASS NO CLASS Intro to Geography

S.P.I.C.E.S.S

2 Different types of maps Features of a Map / BOLTSS Map symbols & Direction

MODIFIED TIMETABLE Map symbols & Direction

Scale & Continents

3 Dancing

Locating places on Earth – Grid and Area Referencing

Locating places on Earth – Latitude Longitude

Latitude and Longitude

Latitude and Longitude

Catch-up lesson

4 Revision for Mapping Test

Mapping Test

Introduction to Water The Importance of Water Environmental Resources

Where Water Comes from The Types of Rainfall Accessing Water Resources

Water Connects Places

5 Swimming Carnival Managing Water Scarcity

MODIFIED TIMETABLE Handout Water Assignment

Assignment Managing Water Scarcity

6 Labour Day Assignment

MODIFIED TIMETABLE Assignment

Why rivers flood Classification of floods

Floods in Australia How floods effect people

7 Introduction to Liveability

Why people live places Video: Why people live places

Assignment

Where do you live and why?

8 Measuring Liveability

Differences in places: city vs coast vs country vs remote

Differences in places: city vs coast vs country vs remote

Assignment

Assignment due

9 Where are the most liveable cities?

Factors that impact liveability

Factors that impact liveability

10

Year 7: Humanities and Social Sciences Course Title: The Geographers Toolkit and Water in the world Length of unit: Term One Date developed: January 2017 Course outline/Learning focus: Water in the world focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. Water in the world develops students’ understanding of the concept of the environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies draw from Australia and countries of the Asia region. Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that influence livability and how it perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops student’s ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The content of this year level is organised into two strands: Geographical knowledge and understanding and Geographical inquiry and skills. These strands are interrelated and will be taught in an integrated manner. Key inquiry questions:

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve availability of resources and access to services?

Achievement Standard: By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge referring to environmental, economic and social factors. Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful information and data. They record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. They interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal. Assessment and reporting (SCaSA)

Geography

Water in the world: The classification of environmental resources (renewable and non-renewable).

The quantity and variablility of Australia’s water resources compared to those in other countries (Asia).

Water scarcity and what causes it, why it is a problem and ways of overcoming water scarcity (e.g. recycling,

stormwater harvesting and reuse, desalination, inter regional transfer of water, reducing water consumption)

including studies drawn from Australia, and one from either Asia or West Africa.

Place and liveability: The factors that influence the decisions people make about where to line and their perceptions on liveability of

places.

The influence of accessibility to services and facilities on the liveability of places.

The influence of environmental quality on the liveability of places.

The strategies used to enhance the liveability of places, especially for young people, including examples from

Australia and Europe.

Skills- Questioning and Researching

Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives

Construct a range of questions, propositions and/or hypotheses

Use a variety of methods to collect relevant information and/or data from a range of appropriate sources, such as print, digital, audio, visual and fieldwork

Select the best method for recording selected information and/or data (e.g. graphic organisers, such as structured overviews for classifying; mind maps, for identifying relationships and overviews; fieldwork, which may require sketch drawings, a list of observable features and photographs)

Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon, speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or encyclopaedia)

Use appropriate ethical protocols to plan and conduct an inquiry (e.g. seek permission to use personal photos, seek permission when planning a visit to Aboriginal cultural land, use specific formats for acknowledging other people’s information)

Skills- Analysing Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to

the question

Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g.

change over time in a series of images, identify spatial distributions from a map)

Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g. from tables,

statistics, graphs, models, cartoons, maps, timelines)

Translate information and/or data from one format to another (e.g. from a table to a graph)

Apply subject-specific skills and concepts in familiar and new situations

Skills- Evaluating Draw evidence-based conclusions by evaluating information and/or data to generate a range of alternatives

and plan for action in response to contemporary events, challenges, developments, issues, problems and/or

phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer

relationships

Skills- Communicating and Reflecting

Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs,

visual displays, models, timelines, maps, other graphic organisers)

Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and

concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources

Reflect on learning to review original understandings and/or determine actions in response to events,

challenges, developments, issues, problems and/or phenomena

Term One 2017 Program

Week Links to SCaSA Content Learning Activities Homework focus and Assessment

1 Concepts for Geographical understanding

What is Geography? What do Geographers do? Geographical concepts: Geographers use 7 concepts to help investigate and understand the world- S.P.I.C.E.S.S

YouTube clip ‘Geography what is it for?’ ‘What is Geography? Photo analysis’ activity Geography Matters Quiz S.P.I.C.E.S.S activity Oxford Big Ideas text Google Earth A weblink to Google Earth, a virtual globe, map and geographical information program https://www.google.com/earth/ Mount Unzen A weblink to background information about Mount Unzen volcano http://www.photovolcanica.com/VolcanoInfo/Unzen/Unzen.html McMurdo Station webcam A weblink to information about McMurdo Station and a webcam http://www.usap.gov/videoclipsandmaps/mcmwebcam.cfm

Download Oxford text book

McMurdo Station virtual tour http://astro.uchicago.edu/cara/vtour/mcmurdo/ ICR information A weblink to the Institute of Cetacean Research website (Source 5) http://www.icrwhale.org/QandA1.html

2 Geographical inquiry and skills

BOLTSS Different types of maps (small introduction of each – what information each type of map provides)

Physical maps

Political maps

Dot distribution maps

Flow maps

Choropleth maps

Topographic maps

Weather maps

Thematic maps

Essential features of maps B.O.L.T.S.S

Direction Magnetic north

Cardinal points

BOLTSS Visual examples of maps (See, Think, Wonder activity) B.O.L.T.S.S power point ‘Physical, Political and Thematic maps’- Atlas activity Using line Scale to measure distance activity Oxford Big Ideas text Geography ‘Make your own map’ ‘Contour lines’ activity ‘Contour map activity’ Interactive activities

Differing scale

Using scale

Using direction

Latitude and longitude

Different types of maps

Twelve maps that changed the world An article from the Atlantic with

Direction dragon activity Make your own map home learning activity due week 3

Compass bearing

Scale Scale on maps

Written scale

Line scale

Ratio scale

images and explanations of some of the world’s most important maps http://www.theatlantic.com/international/archive/2013/12/12-maps-that-changed-the-world/282666/ Worldmapper A weblink to hundreds of cartograms. Each map includes a pdf poster which can be downloaded and printed. http://www.worldmapper.org/

3 Geographical inquiry and skills

Locating places on maps Grid and Area referencing Alphanumeric grid referencing

Latitude and Longitude

o Northern and Southern Hemispheres

o Equator

o Prime Meridian

o Tropic of Capricorn

o Tropic of Cancer

Making a map from Grid references Franklin Islands activity Latitude and Longitude activity

4 The classification of environmental resources (renewable and non-renewable) (ACHGK037)

Defining and classifying environmental resources Renewable

Non-renewable

Continuous

Why is water important? Transport

Agriculture

Recreation

Spiritual wellbeing

Lesson 1 Card sort activity

Introduction to Water ppt

Africa Water Atlas pdf

Access to fresh water activity

Water cycle blank diagram

Water cycle cut and paste labels

Water use ppt

Water connects places ppt

The Swan River Connecting

people and places ppt

Mapping test Types of water homework activity After mapping test hand out Assignment and 1st scaffolding section to assignment

Aesthetics

Health

Types of water Grey Water

Green Water

Blue water

o Where water is used

o Per capita water use

o Water use in Australia

Where water comes from The water cycle

o Evaporation, Transpiration, Condensation,

Precipitation, Infiltration, Ground water, Run

off

o Human interaction with the water cycle

Types of rainfall Orographic rainfall

Frontal rainfall

Convectional rainfall

o Hail

o Snow

o Dew

Rainfall distribution in Australia

Climate graphs

Accessing water resources Location of fresh water

Map major water bodies- Oceans (Atlantic, Pacific,

Southern, Indian), Seas and Rivers (Congo 'Zaire', Nile,

Connecting places diagram

What are natural resources? http://study.com/academy/lesson/what-are-natural-resources-definition-lesson-quiz.html Geoscience Australia http://www.ga.gov.au/ Scootlehttp://www.scootle.edu.au/ec/search?accContentId http://bogglesworldesl.com/watercycle_worksheets.htm Interactive maps

Australia: Rainfall

Australia: January temperatures

Australia: July temperatures

World: Annual rainfall Video

The hydrologic cycle Worksheets Video worksheet: The hydrologic cycle Discover Water http://www.discoverwater.org/blue-traveler/ Scootle http://www.scootle.edu.au/ec/search

Niger, Mekong, Ganges, Darling, Murray, Yangtze, Rhine,

Seine, Missouri, Mississippi, Amazon, Senegal, Danube,

Thames) on Global map

Water loss

Water catchments

Importance of catchments

Storage of water

Ground water

Water connects place Historical and environmental

Economical- Agriculture and Trade/Transport

?accContentId=ACHGK038

5 Water scarcity and what causes it, why it is a problem and ways of overcoming water scarcity (e.g. recycling, storm water harvesting and reuse, desalination, inter-regional transfer of water, reducing water consumption) including studies drawn from Australia, and one from West Asia or North Africa (ACHGK040) The quantity and variability of Australia's

Water availability Water availability in Australia

o Rainfall variability

o Evaporation rates

o Relative humidity

o Water runoff

Water Availability in Africa

o Rainfall variability

o Evaporation rates

o Relative humidity

o Water runoff

Water scarcity Economic and Physical Scarcity

Causes of water scarcity

o Human and Natural factors- increased

populations, inefficient farming techniques,

droughts, climate change, overuse of water for

Video Fresh water resources Interactive activities Distribution patterns Worksheets Video worksheet: Fresh water resources Water Down Under – The Great Artesian Basin Story http://www.environment.gov.au/water/publications/video-water-down-under-great-artesian-basin-story Video Population and water

Assignment

water resources compared with those in other continents (ACHGK039) The quantity and variability of Australia's water resources compared with those in other continents (ACHGK039)

industrial and domestic use, poverty, lack of

infrastructure

The effects of water scarcity- health, employment and

lifestyle

Water management Catchment management

Increasing water storage capacity

Use of underground water reserves

Construction of desalination plants

Construction of water pipelines

Capture and store storm water

Recycle and treat waste water and sewage

Virtual water

Water foot print

Water resources in Africa Issues and challenges

Delivering safe drinking water

Health

The effects of water scarcity in Africa- health,

employment and lifestyle

WaterAid www.wateraid.org/Australia The Water Project www.thewaterproject.org Interactive map World: Access to safe drinking water Interactive activity Managing and valuing water Worksheets Video worksheet: Population and water Facts about water and sanitation http://water.org/water-crisis/water-sanitation-facts/ Assess how heavy your footprint is on Earth http://www.earthday.org/take-action/footprint-calculator/?gclid=CPmQ1M6Wp84CFQ9wvAoduNMBtw

6 The causes, impacts and responses to an atmospheric or hydrological hazard (ACHGK042)

Why rivers flood Natural factors- soil type, amount and type of vegetation,

recent weather, topography

Human factors- urbanization and human modifications to

the landscape

Classification of floods

More than a River https://www.youtube.com/watch?v=18MM0MbIkkA A brief history of water use in the Murray–Darling Basin (MDBA)

Assignment

Cloudbursts

Natural river floods

Coastal floods

Flash floods

Urban floods

Floods in Australia Queensland floods

Inland rivers and Coastal river

How floods affect people Managing floods

https://www.youtube.com/watch?v=Jbi3e4Ogx1c Murray–Darling Basin Authority http://www.mdba.gov.au/ About the Murray River This website has useful information on locks, weirs, dams and barrages along the Murray River. http://www.murrayriver.com.au/about-the-murray/locks-weirs-dams-barrages#harnessing UNESCO – Canal du Midi A good summary of the Canal du Midi from the UNESCO list http://whc.unesco.org/en/list/770 Top 10 wettest places on Earth http://www.dailytelegraph.com.au/travel/news-story/993eaffca1d3d5fabc0c9d73bef06b96

7 The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)

Why we live where we do What is liveability?

Perceptions of liveability Quality of life

People's place of settlement A sense of place

o Natural and Human features

Video: Why people live places Oxford big ideas Year 7 Geography, Cambridge The Economist: The world’s most liveable cities http://www.economist.com/blogs/graphicdetail/2016/08/daily-chart-14

Assignment Investigating Place and Liveability HW1

Where modern Australians live

o Housing

o Access to services

o Employment

o Climate and environment

o Entertainment

o Cultural

Push factors

o Environmental constraints- pollution,

congestion, climatic extremes

o Water shortages

o Vulnerability to natural disasters

Pull factors

o Lifestyle

o Heritage

o Land availability

o Affordability

o Proximity to relatives

o Job location

o Environmental quality

o Connection to a place

Where early Indigenous Australians lived

o Coastal settlement patterns

o Use of natural resources

o Spiritual connection to the land

Environments conducive to settlement

Temperature

Wind

Rainfall

Geology

OECD Better Life Index A student-friendly tool that compares liveability in nations around the world (based on a range of indicators such as housing, income, jobs and education) www.oecdbetterlifeindex.org Liveability criteria: http://www.domain.com.au/news/what-makes-a-suburb-liveable-the-16-factors-that-make-or-break-a-neighbourhood-20160730-gqhdkw/ Bureau of Meteorology (BOM) – Map of key climate groups This section of the BOM website provides a map of the major climate zones in Australia. http://www.bom.gov.au/iwk/climate_zones/map_1.shtml Bureau of Meteorology (BOM) – Map of subdivisions within the key climate groups http://www.bom.gov.au/iwk/climate_zones/map_2.shtml Bureau of Meteorology (BOM) – Climate and past weather http://www.bom.gov.au/climate/ Bureau of Meteorology (BOM) – Climate Data Online

Gradient

Remoteness

What settlements need? Infrastructure

Clean fresh water

Sanitation

Health

Housing

Food

http://www.bom.gov.au/climate/data/ Bureau of Meteorology (BOM) – Indigenous weather knowledge http://www.bom.gov.au/iwk/index.shtml Bureau of Meteorology (BOM) – Indigenous seasons http://www.bom.gov.au/iwk/climate_culture/Indig_seasons.shtml

8 The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

Historical context of Australia's settlement patterns along the coastline

Transport networks and settlement patterns

Land use- intensive and extensive land use

Climate

Employment

services

Why are some places more livable than others? Living in large Australian cities

Living in Rural Australian areas

Living in Remote Australian areas

Living in Coastal Australian areas

This is a link to the SBS website about the reality television series Go Back to Where You Came From. http://www.sbs.com.au/programs/go-back-to-where-you-came-from This is a Vox short documentary about Favelas in Rio https://www.youtube.com/watch?v=c3BRTlHFpBU

Assignment Due Investigating Place and Liveability HW2&3

9 The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

How to measure liveability Objective Factors

o Climate- compare climate graphs from other

cities in Australia, Europe, Asia

Discuss climate zones

o Environmental quality- air pollution (case study

This is a link to the SBS website about the reality television series Go Back to Where You Came From. http://www.sbs.com.au/programs/go-back-to-where-you-came-from

Investigating Place and Liveability HW4&5

The influence of environmental quality on the liveability of places (ACHGK045)

of Hong Kong)

o Infrastructure- roads, public transport,

emergency services, access to clean water,

housing, electricity, communication)

Compare Singapore v Dhaka

o Safety and stability

o Access to health care and education

Subjective factors

o Personal likes

o Feelings of connection to friends and family

o Traditions and spiritual connections

The world's most livable and least liveable cities The EIU Liveability survey

The EIU liveability report ranking "the most liveable city

in the world"

Compare Vancouver and Vienna to Port Moresby and

Harare

Melbourne, ranked "the most liveable city" in the world How and why?

How do the residents view their city?

This is a Vox short documentary about Favelas in Rio https://www.youtube.com/watch?v=c3BRTlHFpBU This is the United Nations Development Programme (UNDP) website containing Human Development Index data. http://hdr.undp.org/en/content/human-development-index-hdi BBC Rwanda country profile. http://www.bbc.com/news/world-africa-14093238 Video ‘The Girl Effect’ showing the links between educating girls and access to health care. https://www.youtube.com/watch?v=1e8xgF0JtVgOther teacher resources

10 Strategies to enhance liveability Balance social, economic, and environmental needs

Identify environmental actions-direct effects-long term

effects

Case study: What are the governments of Bangkok,

Bourgas and Cape Town doing to enhance liveability in

their cities

Improving hygiene in a Zimbabwean prisons A Red Cross video showing how ICRC workers use simple methods to improve hygiene in a Zimbabwean prison.

Investigating Place and Liveability HW7

Liveability of places for young people Catering for diverse needs of groups

https://www.youtube.com/watch?v=aVPCcbYL7t0 Poverty among children in Zimbabwe A UNICEF article about poverty in Zimbabwe https://www.unicef.org/zimbabwe/media_15156.htmlOther teacher resources