Part of the series Australian Curriculum Global Geography - Through an ICT and Inquiry Lens.
Take your students on an adventure around the world with Australian Curriculum - Global Geography. Through exploring the human and physical characteristics of places, students will investigate, create and communicate their understanding of the world around them.
- Scope and sequence charts for HASS curriculum links and concepts for geographical thinking
- 20 easy-to-follow lessons for each year level which include an introduction activity, main development activity and a concluding activity
- A variety of student activities to develop the Inquiry skills of questioning, researching, analysing, evaluating, and reflecting and communicating
- The use of QR codes, URL links, online graphic organisers, and digital applications such as SeeSaw, iMovie®, Chatterbox, ShowMe, Prezi and digital cameras
- A ‘Travelling further’ suggestion which can be used to extend the lesson concept, provide further activity for more capable students or be used as a homework activity
- Assessment pages at the end of each unit, themed as passport pages to compile together at the end of the year
Knowledge and Understanding - Geography (Year 5)
- The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)
- The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australia places (ACHASSK112)
- The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
Inquiry and Skills - HASS (Year 5)
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
- Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
- Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
- Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
- Examine different viewpoints on actions, events, issues and phenomena using in the past and the present (ACHASSI099)
- Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI100)
Evaluating and reflecting
- Evaluate evidence to draw conclusions (ACHASSI101)
- Work in groups to generate responses to issues and challenges (ACHASSI102)
- Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI105)
|Product Type||Teacher Resources,|
|Year Level||Year 5,|
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