Inquiry statement: The geography of a location is influenced by its characteristics

and their interconnections What makes our community:

Inquiry focus questions:
How do environments differ on a global scale? Geographical Location
How does Australia compare to different places around the world?
How do people influence the environment they live in?
How do natural disasters occur and how do they impact society? Learning Intentions:
At the end of this unit students will understand:
How do places, people and culture differ across the world?
1. places around the world differ to each other
2. fieldwork is important for collecting, interpreting and analysing data
Teaching Proposal 3.
4.
places around the world can be distinguished by their environmental characteristics
comparisons can be made between Australia and other countries by a range of factors
5. where a country is situated in the world can influence natural disasters and how effectively a society recovers
The Humanities within the Victorian Curriculum is divided into four separate learning areas including civics and citizenship, economics and business, history and
6. the natural resources of an area are impacted and influenced by a variety of factors
geography. It provides a framework to assist in the development of skills that coincide with the Melbourne Declaration on Educational Goals for Young Australians,
emphasising the importance of social cohesion, global integration and promoting equity and excellence (MCEETYA 2008). The humanities encourage critical 7. a country's demographics is influenced by population size/density and the groups within a population
thinking as students question and explore the world they live in and the interconnections between humans and their environment (VCAA 2017). This holistic 8. different people from around the world will have different perspectives of the world they live in
approach towards the humanities also encourages students to become active and informed citizens, engaging them in purposeful and meaningful content that will 9. correct and diverse data representation can inform individuals of a range of factors that distinguish places
result in becoming critically literate individuals (MCEETYA 2008). around the world.
10. knowledge and skills that are learned in regards to one context can be applied to new contexts
Throughout this unit, geographical knowledge and understanding is interrelated and integrated with geographical inquiry and skills. Costello (2013) contends in
contemporary education, geography goes beyond reading maps and learning about capital cities; it is the emersion of globalisation, the digital revolution, mass
migration and the prospects of climate instability. In year 6, students explore geography on a global scale, focusing on the environmental, cultural and
demographic diversity, inequality and connections between countries (Matthews & Cranby 2014a, p.228). The inquiry focus statement for this unit the geography Skills Developed:
of a location is influenced by its characteristics and their interconnections encapsulates the learning intentions, opening possibilities to expand the inquiry and
develop geospatial skills.
Ability to pose relevant questions to drive inquiry learning
Collect and record data from different sources (primary and secondary)
At the beginning of this unit, students will have the opportunity to pose questions about what they would like to know about the geography topic, applying their
prior knowledge to a new context to deepen their understanding. This makes up the initial stage of the inquiry process where geographical thinking skills will begin Communicate findings in a variety of forms including digital based
to develop. Following the posing questions stage, geographical data is collected, organized and analysed. In the final stage, the questions posed from the initial
stage of the inquiry process are answered (Matthews & Cranby 2014b). These stages underpin the geographical inquiry and skills strand within the Australian Demonstrate effective research skills using a range of digital/non digital forms
Curriculum and assist students in developing and applying geographical thinking skills. This also highlights the importance of connecting the learning intentions to
students lives and making it relevant, so they can directly link what they have learned to real life situations. Ability to navigate their way around a map and identify different places and landmarks
Matthews and Cranby (2014a) state that although fieldwork is not mandatory, it is a vital component in the application of geographical knowledge in real life
contexts. In the planned unit of work, students will get the opportunity to explore a local area and collect and collate data to analyse and interpret when back in
the classroom setting. Not only does it give students the opportunity to develop their data collecting skills, it also further develops their observational, analytical,
personal and interpersonal skills. Furthermore, Matthews and Cranby (2014a) state that it directly influences students appreciation for the environment linking Assessment:
to the cross-curriculum priority sustainability. Exploring a local site in relation to their inquiry is beneficial as Matthews and Cranby (2014a) highlight the value of Assessment FOR learning:
strategically choosing sites at a local level where students can apply learnings from a local scale to make generalisations on a global scale.
- discussions, questioning, KWL chart, prior knowledge check, journal entries
Formal and informal assessment will be used throughout the unit to check for understanding and inform future teaching. The Department of Education and Assessment AS learning:
Training (2016) state for assessment to be effective, it must directly relate to the learning outcomes for the unit of work. The final assessment task of this - learning goals, peer assessment, self assessment, conferencing
geography unit correlates with the learning outcomes and aims to assess students understanding, skills and ability to successfully carry out the steps of inquiry to
complete their final portfolio and exhibit. In addition to this, peers will celebrate pieces of work and will have opportunities to peer and self-assess their own work Assessment OF learning:
as reflection is an essential part of the learning process (Black 1998; Marzano 2007). Whole class discussions and conferencing will also be part of the informal - compilation of journal entries, perspective writing, KWL chart, presentation/exhibit
assessment so that students can continue to build their understanding and reflect on their own learning.

In conclusion, this unit of work takes a holistic approach towards the geography discipline. Students gain knowledge and skills that can be applied to different
contexts and assist them in understanding the world they live in from local to global perspectives. The unit incorporates multiple forms of assessment for
educators to accurately form opinions on student learning and to inform future pedagogical practice. Through student-led inquiry, students immerse themselves in Victorian Curriculum:
the content and engage further with the skills and knowledge that this unit promotes. Finally, through recognition of accomplishments and celebrating student
work, students will have the opportunity to reflect on their learning, therefore using their metacognition to solidify the learning process. VCGGC085, VCGGC086, VCGGC087, VCGGC088, VCGGC090, VCGGK091, VCGGK092, VCGGK096

Jana Hanafie & Meghan Garth

Week 1 - Lesson 1 & 2:
Week 1 understanding: places around the
world differ to each other.
Lesson 1 activity: Students pose questions
in response to artefacts and photos around
the room and share with peers what they
would like to know.
Assessment: Formative assessment -
check for prior knowledge through students
writing everything they know about the
inquiry focus statement.
Resources: Artefacts/images from all
around the world
Lesson 2 Activity: Students discuss what
makes a reliable source. Students look
through books to find out facts about
different countries of the world.
Resources: Books/ATLAS
Curriculum links:
(VCGGC085) (VCGGC088) (VCGGK096)
Week 6- Lesson 11 & 12:
Week 6 understanding: the natural
resources of an area are impacted and
influenced by a variety of factors.
Lesson 11 Activity: Using local produce to
understand the role of our environment to
produce our natural resources.
Resources: local food produce.
Lesson 12 Activity: Researching the natural
resources from their chosen country and
the role of the environment in their
production.
Resources: International food produce
Curriculum links:
(VCGGK096) (VCGGC085)
Week 2 - Lesson 3 & 4:
Week 2 understanding: fieldwork is
important for collecting, interpreting and
analysing data.
Lesson 3 activity: Students go on an
excursion to a local area. They ask
questions and collect data.
Assessment: KWL chart to be completed
for prior knowledge check
Resources: KWL charts
Lesson 4 activity: Students use collected
data from previous lesson and present
data. Students then analyse and interpret
their peers data representation.
Assessment: Students peer assess each
other's data representations
Resources: Collected data, KWL charts
Curriculum links:
(VCGGC088) (VCGGC090)(VCGGK096)
(VCGGC087)
Week 7 Lesson- 13 & 14:
Week 7 understanding: a country's
demographics is influenced by population
size/density and the groups within a
population.
Lesson 13 Activity: Exploring why most
Australians live near the coast and the
cultures that make up the population
through guided research.
Resources: Australian Bureau of Statistics,
Im Australian Too by Mem Fox.
Lesson 14 Activity: KWL of chosen
countries population. Research of chosen
countrys population and culture.
Resources: KWL chart, International
Population Reference
Curriculum links: (VCGGC086)
Week 3 - Lesson 5 & 6:
Week 3 understanding: places around the
world can be distinguished by their
environmental characteristics.
Lesson 5 activity: Students play a game to
highlight misconceptions about places
around the world. Students then estimate
the furthest they have travelled from home
and create a movement map.
Resources: Maps and pins
Lesson 6 activity: Students use maps
collected from fieldwork to compare. Then
students use google maps and qr codes to
describe characteristics of different areas of
the world.
Resources: Maps from fieldwork,
googlemaps.com
Curriculum links:
(VCGGK096)(VCGGK091)
(VCGGC090)(VCGGC085)(VCGGC086)
Week 8 Lesson- 15 & 16:
Week 8 understanding: different people
from around the world will have different
perspectives of the world they live in.
Lesson 15 Activity: Understanding Australia
from the perspective of a letter written by
an Australian. Create a plan for their own
letter.
Assessment: Peer assessment of plan
Resources: Letter from Australia
Lesson 18 Activity: Students collate their
Lesson 16 Activity: Creating a letter from
the perspective of a person living in their
chosen country.
Resources: Letter from Australia
Curriculum links:
(VCGGK096) (VCGGC087)
Week 4 - Lesson 7 & 8:
Week 4 understanding: comparisons can
be made between Australia and other
countries by a range of factors.
Lesson 7 activity: Students read Mirror
and discuss the differences between the
two perspectives. Students then create a
timeline of the day from someone living in
Melbourne and one from another country.
Resources: Mirror by Jeannie Baker
Lesson 8 activity: Students use the
resources to collect world weather data.
Students are then split into groups of
climate zones. Students share their
knowledge by swapping between groups.
Assessment: Students write down their
wonderings
Resources: iPads, reports, newspapers
Curriculum links: (VCGGK096)
(VCGGC086) (VCGGC085)(VCGGC087)
Week 9-Lesson 17 & 18:
Week 9 Understanding: Using skills and
knowledge acquired from this unit to
explore geography on a global scale.
Lesson 17 Activity: Students collate their
information and knowledge from the unit to
create an exhibit.
Resources: Exemplars from past students
exhibits
exhibit (PowerPoint, poster etc.)
information and knowledge from the unit to
continue making an exhibit.
Resources: Computer
Assessment: Peer assessment of exhibit
Curriculum links: (VCGGC085)
(VCGGC086) (VCGGC087) (VCGGK091)
(VCGGK092) (VCGGK096)
Week 5 - Lesson 9 & 10
Week 5 understanding: where a country is
situated in the world can influence natural
disasters and how effectively a society
recovers
Lesson 9 activity: Students explore the
effects on the social, emotional and
environmental impacts of the natural
disaster.
Resources: Reports on natural disasters
Lesson 10 activity: Students research
natural disaster occurrences around the
world and why they happen in those areas.
Assessment: Recorded data to be
presented in journals.
Resources: Extreme earth display,
International database website
Curriculum links: (VCGGC087)
(VCGGK091) (VCGGK096) (VCGGC087)
Week 10-Lesson 19 & 20:
Week 10 understanding: knowledge and
skills that are learned in regard to one
context can be applied to new contexts.
Lesson 19 Activity: Students present their
exhibit using the knowledge and
information they have learnt from this unit.
Assessment: self-assessment of exhibit
(rubric), summative assessment of exhibit.
Resources: Items used to create their
Lesson 20 Activity: Reflection on the unit,
what theyve learnt and answering their
initial questions.
Curriculum links: (VCGGC085)
(VCGGC086) (VCGGC087) (VCGGK091)
(VCGGK092) (VCGGK096)