ASSESSMENT 2:

GEOGRPAHY

UNIVERSITY OF WESTERN SYDNEY

17666448
 Table of Contents

Lesson Plan #1 page 3

Lesson Plan #2 page 13

Lesson Plan #3 page 21

Justification page 29

Appendix A: Scope and Sequence page 33

Appendix B: Concept Map page 35

Appendix C: Assessment Schedule page 36

Appendix D: Assessment Task page 38

Appendix E: Unit outline page 42

 Lesson Plan #1

Topic area: Sustainable Stage of Learner: 5 Syllabus Pages: 72-73, 94-95

Biomes
Date: Term 1, Week 1, Day 1 Location Booked: Classroom Lesson Number: 1 / 25
Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  investigate the  examination of
GE5-1  Pre-testing activity-
GE5-7 background knowledge of unit
distribution the spatial
GE5-8 threshold concepts and physical distribution of
 Individual activity- reading characteristics biome
Life Skills outcomes and writing on sustainable
biomes
of biome
GELS-1
GELS-2  Class discussion activity- on
GELS-7 sustainable biomes and
GELS-8 concepts associated
Cross-curriculum Subject specific concepts
priorities - Place
- Sustainability - Space
- Environment
General capabilities - Sustainability
- Critical and creative
thinking
- Change
- Information and Discipline specific skills
communication - Maps
technology capability - Fieldwork
- Literacy - Spatial technologies
- Numeracy - Visual representations
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Substantive As part of this lesson, there are multiple interactions between students and the teacher.
communication Communication will take place around the threshold concepts of the unit and relating
 concepts to biomes. This is achieved through the classroom discussions and individual
discussions which take place throughout the class. A benefits of substantive communication
is that students get to become familiar with the geographical language which is used within
the unit whist also allowing students to take part in their own learning.
Explicit As part of this first lesson of the year and the term, students will be provided with the rules
Quality they are required to follow. Students will learn these from the forefront of the unit so that
Criteria students know where they stand and where the teachers stand. Students will also be able to
see the rules in all lessons so they are reminded of the requirements.
Inclusivity All students in the class will be given the chance to complete the tasks. All students will have
the chance to use ICT but if there is none available they will be given resources so they will
be able to participate.
Time Teaching and learning actions Organisation Centred
T/S
5 Greet the students Teacher: The teacher will greet all the students and T
Student sit in seating plan welcome them to their new geography class. The teacher
Mark the roll will ask students to get their books and pens out. Mark the
roll.

Student: Students will sit down at a desk they are

assigned too and get out their books and pens. They will
also answer when their name is called.

Resources: Student attendant sheet, books and pens

10 Outline of rules of class Teacher: The teacher will give each student a sheet with T
the rules of the class on them which they are to withheld
throughout the year. The teacher will go through the rules
with the students. Teacher will place rules on the wall so
that all students are able to see them at all times
throughout the year.

Student: Students will read and listen to the rules they

have to abide by throughout the year.

Resources: 26 Rule sheets

15 This activity of watching a video of Teacher: The teacher will show the following video to T/S
biomes enables students to learn about students for them to start to think of world biomes. This
world biomes in order to learn to video will explain the large variety of biomes that are
distinguish different types of biomes to located around the world today. Teacher will hand out a
show their ability to discuss the effects of worksheet which they will allow them to take notes
20 these alterations of biomes to the throughout the video about the biomes that are discussed.
environment and is evidence for Graduate Give students time to finish work sheet after the video
Standards: finishes. Teacher may need to play video twice so students
2.1.1 Demonstrate knowledge and can get all the information. Teacher will lead a class
understanding of the concepts, substance discussion about the answers to the worksheet. Give time
and structure of the content and teaching for students to ask questions at the end about things they
25 strategies of the teaching area. did not understand or want to know more about.
2.2.1 Organise content into an effective
learning and teaching sequence. Student: Students will listen to the video, complete
worksheet and ask questions at the end if they want to
know more about something or don’t completely
understand.
30
Resources: Projector, whiteboard, worksheet pen

https://www.youtube.com/watch?v=dTaWsFct32
g&feature=youtube_gdata_player
35 This activity is an online site study which Teacher: Teacher will explain to students what is to be T/S
enables students to learn about world done, when it is to be done, where it can be accessed and
biomes in order to learn to distinguish the purpose of the online site study. Teacher will
different types of biomes to show their demonstrate how the website can be accessed. They will
ability to discuss the effects of these tell students that the purpose is for students to increase
40 alterations of biomes to the environment their knowledge about the topic and to increase
and is evidence for Graduate Standards: independent work and thus critical thinking.
2.2.1 Organise content into an effective
learning and teaching sequence. Student: Students will listen to teacher instructions.
2.6.1 Implement teaching strategies for Students will use their laptops to access the weebly.
45 using ICT to expand curriculum learning Students will also have the opportunity to ask questions
opportunities for students. about the weebly if needed.
 Differentiation:
 If student’s do not have access to ICT they can
be give a hard copy of the online website
activities.

Resources: laptops, hard copy of online website

50 This activity is a recap of the lesson Teacher: The teacher will discuss the main ideas of the T/S
enables students to learn about world lesson with the students to see if they remember the
biomes in order to learn to distinguish content of the lesson. The teacher will then inform the
different types of biomes to show their students of how they went in the class.
ability to discuss the effects of these
60 alterations of biomes to the environment Student: Students will listen to the recap of the lesson and
and is evidence for Graduate Standards: ask any questions if they do not understand. Students will
2.1.1 Demonstrate knowledge and then pack up resources used
understanding of the concepts, substance
and structure of the content and teaching Resources: Whiteboard, marker
strategies of the teaching area.
2.2.1 Organise content into an effective
learning and teaching sequence.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

As part of this lesson preparation, I have come to realise that giving students
straightforward and not to complex activities is important for the first lesson. Students
need to be able to grasp central concepts and ideas within a unit of work before
moving to more complex activities (Kidwell, Fisher, Braun & Swanson, 2013).
Research has shown that when students do not understand these threshold concepts
first, they have greater difficulties moving forward in their learning (Kidwell et al.,
2013). Therefore, within this lesson, the inclusion of central concepts is endeavoured
to increase students understanding a lessons progress.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE5-1 Explains the diverse features and Measurement: Note taking, Worksheet activity,
characteristics of a range of places and Questions
environments
Recording: Worksheet activity, Participation in class
GE5-7 Acquires and processes geographical Measurement: Note taking, Worksheet activity,
information by selecting and using appropriate Questions
and relevant geographical tools for inquiry
Recording: Participation in class
GE5-8 communicates geographical Measurement: Note taking, Drawings, Orientation Game
information to a range of audiences using a
variety of strategies Recording: Participation in class

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Graduate Standards Evidence within this lesson

2.1.1 Demonstrate knowledge The lesson clearly shows that there is an understanding of
and understanding of the the concepts in the content. There is clear consideration in
concepts, substance and structure the resources found as they link to the content that the
of the content and teaching
strategies of the teaching area.
student must learn. There are also effective teaching
strategies being used including videos and worksheets.
2.2.1 Organise content into an The content has been specifically divided up so that learning
effective learning and teaching can occur in an effective sequence. The lesson begin with
sequence. more basic information before moving to more complex
content.
2.6.1 Implement teaching The lesson incorporates the use of ICT throughout and
strategies for using ICT to expand allows all students to have access to this. The students will
 curriculum learning opportunities watch videos and use computers to research information
for students. allowing for a greater understanding of content.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?

Make sure that all desk and chairs are up to standard

Make sure that all power points in the classroom are safe and cannot cause harm to
any person

Make sure that the room is kept at the optimal temperature

Make sure room is kept clean

Make sure students know the processes they are to take in the case of an emergency

Make sure the equipment used within the lesson is up to date and safe to use

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Kidwell, L.A., Fisher, D.G., Braun, R.L., & Swanson, D.L (2013). Developing
learning objectives for accounting ethics using Bloom’s taxonomy. Accounting
Education, 22(1). doi: 10.1080/09639284.2012.698478

Resources Attached:
You must list all the resources that you have created or found in this space.

Online lesson link:

http://fishergeograhysitestudylesson.weebly.com/
Type of Biome Where is it located Temperature range Rainfall Animals located within Plants located within
(cm)
 Answers

Type of Biome Where is it located Temperature range Rainfall Animals located Plants located within
(cm) within

Artic tundra Northern parts of the -51 degrees Celsius 30-50cm Polar bears Small shrugs
world 10 degrees Celsius Wolves Likens
Europe
North America
Asia

Coniferous forest Alaska -55 degrees Celsius 30-85cm Moose Spruce trees
Top of North America 20 degrees Celsius Rabbit Hemlock trees
Eurasia Owl Fer trees
Coniferous trees

Deciduous Forest Eastern North America Average of 10 degrees Celsius 75-150cm Deer Deciduous trees
Europe Squirrels
Eastern Asia Chipmunks
Rabbits
People
Desert 1/5 of land on earth 35 degrees Celsius Less than Snakes Cactus
10 degrees Celsius 25cm Camels Some plants

Grasslands Every continent 20 degrees Celsius 25-75cm Giraffes Crops

¼ of land on earth 38 degrees Celsius Zebras All types of plants
0 degrees Celsius Buffalo
Prairie dogs

Aquatic Biome 3/4 of earth surface More humid but cooler Sharks Seaweed
temperatures Fish Different types of
Vary widely depending on Seahorses plants
location Beavers
Ducks

Rainforest Asia 20 degrees Celsius 400cm ½ of worlds animal ½ of worlds plant

Africa 30 degrees Celsius 250cm and plant species species
South America Snakes
Central America Lizards
Near equator Frogs
Chimpanzees
 Lesson Plan #2

Topic area: Sustainable Stage of Learner: 5 Syllabus Pages: 72-73, 94-95

Biomes
Date: Term 1, Week 3, Day 1 Location Booked: Classroom Lesson Number: 6 / 25
Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • investigate the human  examination of the
GE5-1 Informal testing alteration of biomes to spatial distribution
GE5-7 including written produce food, of biome
GE5-8
responses during each industrial materials and  identification of
activity and the fibres and the biomes used to
Life Skills outcomes
GELS-1 responses given environmental effects produce food,
GELS-2 of these alterations industrial materials
GELS-7
 investigate the human and fibre
GELS-8
alteration of biomes to  examination of
produce food, human alterations to
industrial materials and the physical
fibres and the characteristics of
environmental effects biomes eg
of these alterations vegetation removal,
agriculture, land
terracing, irrigation,
mining
Cross-curriculum Subject specific concepts
priorities - Place
- Sustainability - Space
- Environment
General - Sustainability
capabilities - Change
- Critical and creative
thinking Discipline specific skills
- Information and - Maps
communication - Fieldwork
technology capability - Spatial technologies
- Literacy - Visual representations
- Numeracy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Deep Students will be researching information throughout the lesson which will enable them to
understanding have access to large amounts of information that will provide them with a deep
understanding of the content
Explicit Students are given goals throughout the lesson for them to achieve. These goals are
quality criteria challenging but also achievable to ensure students stay motivated.

Knowledge This lesson builds upon the knowledge gained from the previous online lesson. This lesson
integration will continue to develop their knowledge
Time Teaching and learning actions Organisation Centred
T/S
5 Greet the students Teacher: The teacher will greet all the students and T
Mark the roll welcome them to their new geography class. The teacher
will ask students to get their books and pens out. Mark
the roll.

Student: Students will sit down at a desk they are

assigned too and get out their books and pens. They will
also answer when their name is called.

Resources: Student attendant sheet, books and pens

10 This activity of recapping past lesson and Teacher: The teacher will ask the class questions about T
online site study enables students to learn the online site study to test their knowledge. Answers
about biomes in order to learn to investigate may be written on the board. The questions the teacher
the distribution and physical characteristics can ask include:
of biomes to show their ability to  What is a wetland?
examination of the spatial distribution of  What could you see in the Sydney Olympic
biome and is evidence for Graduate park wetland?
Standards:  What were you surprised about?
2.2.1 Organise content into an effective Some answers include:
learning and teaching sequence.  Area where water overs soils and consisted of
flora and fauna
 Range of flora and fauna, water, park,
footpath, bench, signs

Student: Students listen and will attempt to answer the

questions asked by the teacher

Resources: Whiteboard, marker

15 This activity of researching biomes to Teacher: The teacher will inform students about the S
enables students to learn about sustainable activity that is to take place. In pairs students will
biomes in order to learn to investigate the research using laptops a wetland (or woodland if they
distribution and physical characteristics of cannot find enough information) in Australia. The
biomes and investigate the human alteration teacher will assist students throughout the activity and
of biomes to produce food, industrial give students individual feedback. Teacher will ask pairs
20 materials and fibres and the environmental to share their ideas with the rest of the class.
effects of these alterations to show their
ability to examination of the spatial Student: In pairs, students will conduct this activity.
distribution of biome and examination of One partner will research using laptops the wetland (or
human alterations to the physical woodland if they cannot find enough information) in
characteristics of biomes e.g. vegetation Australia in the 1950’s, whilst the other partner will
25 removal, agriculture, land terracing, research what it is like now in 2016. In pairs students
irrigation, mining and is evidence for will compare the differences and will make a comparison
Graduate Standards: list.
2.2.1 Organise content into an effective
learning and teaching sequence. Differentiation:
2.6.1 Implement teaching strategies for  Students may work individually if they cannot
using ICT to expand curriculum learning work in groups
opportunities for students.  Students may work as a group of 4

Resources: laptop, exercise book, pen

30 This activity of researching biomes to Teacher: The teacher will inform students about the T/S
enables students to learn about sustainable activity that is to take place. Teacher will inform
biomes in order to learn to investigate the students that they need to watch the video and answer
distribution and physical characteristics of the worksheet questions about the video. Teacher will
biomes and investigate the human alteration then lead a discussion about the answers to the questions
35 of biomes to produce food, industrial
 materials and fibres and the environmental Student: Students in this activity will watch the video.
effects of these alterations to show their They will then have the opportunity to answer the
ability to examination of the spatial questions about the video on the worksheet. Student will
distribution of biome and examination of share their ideas after then have had some time to answer
human alterations to the physical the questions.
characteristics of biomes and identification
of biomes used to produce food, industrial Differentiation:
materials and fibre and is evidence for  Students may work in a buddy system for those
Graduate Standards: who make have learning difficulties
2.6.1 Implement teaching strategies for  Student may use ICT to complete their work
using ICT to expand curriculum learning
opportunities for students. Resources: worksheet, pen, PowerPoint, YouTube link

https://www.youtube.com/watch?v=wBdwGxo0_kA
40 This activity of researching biomes to Teacher: The teacher will inform students about the S
enables students to learn about sustainable activity that is to take place. Teacher will inform
biomes in order to learn to investigate the students that they need to watch the video and take notes
distribution and physical characteristics of about the wetland and the effects of humans. Teacher
biomes and investigate the human alteration will tell students that when they have been told they may
45 of biomes to produce food, industrial come to the board and write their ideas on it. Teacher
materials and fibres and the environmental will then lead a discussion about the answers given.
effects of these alterations to show their
ability to examination of the spatial Student: Students in this activity will watch the video
distribution of biome and examination of and take notes throughout. They will then have the
human alterations to the physical opportunity to write their notes on the board to share
characteristics of biomes and identification with the class.
of biomes used to produce food, industrial
materials and fibre and is evidence for Differentiation:
Graduate Standards:  Students may work in a buddy system for those
2.6.1 Implement teaching strategies for who make have learning difficulties
using ICT to expand curriculum learning  Student may use ICT to complete their work
opportunities for students.
3.3.1. Include a range of teaching strategies Resources: worksheet, pen, PowerPoint, YouTube link

https://www.youtube.com/watch?v=WAN7RBWUnbw
50 This activity is a recap of the lesson enables Teacher: The teacher will discuss the main ideas of the T/S
students to learn about world biomes in lesson with the students to see if they remember the
order to learn to distinguish different types content of the lesson. The teacher will then inform the
of biomes to show their ability to discuss the students of how they went in the class. Questions could
effects of these alterations of biomes to the include:
60 environment and is evidence for Graduate  What changes have humans had on wetlands?
Standards: 
2.1.1 Demonstrate knowledge and
understanding of the concepts, substance Student: Students will listen to the recap of the lesson
and structure of the content and teaching and ask any questions if they do not understand. Students
strategies of the teaching area. will then pack up resources used
2.2.1 Organise content into an effective
learning and teaching sequence. Resources: Whiteboard, marker
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The preparation of this lesson taught me the importance of being readily prepared for the
lesson. It is essential to have access to different resources to help improve the learning of
students. Incorporating videos is an interactive way to engage learners and to ensure they
stay focused throughout the lesson. This lesson also showed the importance of sequencing
lessons. It is essential for student learning to be able to build upon previous knowledge to
ensure the information becomes cemented in the students’ minds.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE5.1 Explains the diverse Measurement: Research activity, video activities
features and characteristics of
a range of places and Recording: verbal and written responses
environments
GE5.7 acquires and processes Measurement: Research activity, video activities
geographical information by
selecting and using Recording: verbal and written responses
appropriate and relevant
geographical tools for inquiry
GE5.8 Communicates Measurement: Research activity, video activities
geographical information to a
range of audiences using a Recording: verbal and written responses
variety of strategies

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

2.1.1. Demonstrate knowledge The lesson clearly shows an understanding of the content
and understanding of the through the selection and creating of resources. The videos
concepts, substance and structure used are beneficial to learning and the other resources are
of the content and teaching helpful tools to enable the students to understand the content
strategies of the teaching area.

2.2.1 Organise content into an The activities used throughout the lesson are placed in a
effective learning and teaching specific order to ensure they are in an effective sequence.
sequence.
Each activity is completed in a certain time to be able to
build on previous activities
 2.6.1 Implement teaching This lesson uses forms of ICT throughout the lesson. The
strategies for using ICT to expand students use computers and the internet to access
curriculum learning opportunities information, and they also watch videos to help increase the
for students understanding of the content

3.3.1. Include a range of teaching This lesson incorporates several different teaching strategies
strategies in order to enhance student learning. Using different
strategies will keep students engaged and it shows a high
level of planning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Make sure that all desk and chairs are up to standard

Make sure that all power points in the classroom are safe and cannot cause harm to
any person

Make sure that the room is kept at the optimal temperature

Make sure room is kept clean

Make sure students know the processes they are to take in the case of an emergency

Make sure the equipment used within the lesson is up to date and safe to use

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
 Video worksheet

What cycle is essential to all life on earth?

Through what routes does water go back into the atmosphere?

What keeps all these processes turning?

Name 3 types of inland wetlands.





What is one type of human made wetland?

Name 3 types of natural resources that come from wetlands.





How many people are dependent on ground water for drinking?

What do wetlands store to aid climate change?

How much of the world’s wetlands have been destroyed?

What are 3 of the consequences of the destruction of wetlands?





What convention is aiming to manage wetlands?

What was one goal of this convention?

 Video worksheet - Answers

What cycle is essential to all life on earth?

The water cycle

Through what routes does water go back into the atmosphere?

Rivers, leaves and the human body

What keeps all these processes turning?

Wetlands

Name 3 types of inland wetlands.

 swamps
 lakes
 river

What is one type of human made wetland?

Rice paddy

Name 3 types of natural resources that come from wetlands.

 food
 timber
 medicine

How many people are dependent on ground water for drinking?

3 billion

What do wetlands store to aid climate change?

Carbon

How much of the world’s wetlands have been destroyed?

Half of the world’s wetlands

What are 3 of the consequences of the destruction of wetlands?

 flooding
 pollution
 drought

What convention is aiming to manage wetlands?

Ramsar

What was one goal of this convention?

Wise use of water
 Lesson Plan #3

Topic area: Sustainable Stage of Learner: 5 Syllabus Pages: 72-73, 94-95

Biomes
Date: Term 1, Week 3, Day 2 Location Booked: Classroom Lesson Number: 7 / 25
Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • investigate the human • incorporate the use of
GE5-1 Informal responses
GE5-7
alteration of biomes research and
GE5-8
including written to produce food, information
and verbal industrial materials • consider the impacts of
Life Skills outcomes responses during and fibres and the humans to biomes and
GELS-1 class activities
GELS-2 environmental effects how this affects food
GELS-7 of these alterations and health
GELS-8
• the importance of
these resources to
Aboriginal and Torres
Strait Islander people
Cross-curriculum Subject specific concepts
priorities - Place
- Sustainability - Space
- Environment
General - Sustainability
capabilities - Change
- Critical and creative
thinking Discipline specific skills
- Information and - Maps
communication - Fieldwork
technology capability - Spatial technologies
- Literacy Visual representations
- Numeracy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
 Teaching Indicators of presence in the lesson
element
Substantive This lesson will require students to discuss the topic in question with each other in the class.
Communication They must draw upon their knowledge to present their ideas.
Student This lesson will allow for student direction. The students will participate in a debate and
Direction share any information they think is important and relevant to the topic. This will allow
students to lead the discussion and take control of their learning.
Cultural This lesson will involve students learning about some of the history of Aboriginal and
Knowledge Torres Strait Islander people and how certain areas impacted their livelihood. This will
allow students to learn more about Indigenous people and their beliefs.
Time Teaching and learning actions Organisation Centred
T/S
5 Greet the students Teacher: The teacher will greet all the students and T
Mark the roll welcome them to their new geography class. The
teacher will ask students to get their books and pens
out. Mark the roll.

Student: Students will sit down at a desk they are

assigned too and get out their books and pens. They
will also answer when their name is called.

Resources: Student attendant sheet, books and pens

10 This activity of recapping past lesson enables Teacher: The teacher will ask the class questions T
students to learn about biomes in order to about the online site study to test their knowledge.
learn to investigate the distribution and Answers may be written on the board. The questions
physical characteristics of biomes to show the teacher can ask include:
their ability to examination of the spatial  What changes have taken place towards
distribution of biome and examination of wetlands over the last 50 years?
human alterations to the physical  What are 3 types of natural resources that
characteristics of biomes and is evidence for come from wetlands?
Graduate Standards:  What were you surprised about?
2.2.1 Organise content into an effective
learning and teaching sequence.
Student: Students listen and will attempt to answer the
questions asked by the teacher

Resources: Whiteboard, marker

15 This activity of history of wetland use enables Teacher: The teacher will then inform students about S
students to learn about biomes in order to the activity that is to take place. Teacher will tell
learn to investigate the human alteration of students that they can work in pairs to complete the
biomes to produce food, industrial materials activity. Teacher will also hand out the fact sheet
and fibres and the environmental effects of which they can use to inform eh choice they want to
these alterations and the importance of these make. Teacher should walk around the room and give
20 resources to Aboriginal and Torres Strait students feedback about the ideas they have.
Islander people to show their ability to
consider the impacts of humans to biomes and Student: In pairs students will read the fact sheet they
how this affects food and health and is have been given. They will discuss the worksheet and
evidence for Graduate Standards: the problems that are happening around wetlands.
1.4.1 Demonstrate broad knowledge and Students should come up with ideas about what can be
25 understanding of the impact of culture, done not to keep the wetlands that are still there alive.
cultural identity and linguistic background on They may use computers if they are struggling for
the education of students from Aboriginal and ideas. Students are encouraged to think inventive
Torres Strait Islander backgrounds
2.6.1 Implement teaching strategies for using Differentiation:
ICT to expand curriculum learning  Student may use laptops to find information if
opportunities for students. they are unable to work out ideas
 Students may come up with ideas individually

Resources: worksheet, pens, computer

30 This activity of debate on biomes use enables Teacher: The teacher will then inform students about S
students to learn about biomes in order to the activity that is to take place. Teacher will divide
learn to investigate the human alteration of the class into two groups. In these groups the teacher
biomes to produce food, industrial materials will inform the students that they will need to do.
and fibres and the environmental effects of Teacher will tell them that they are going to conduct a
35 these alterations and the importance of these debate about human impacts on biomes with particular
resources too Aboriginal and Torres Strait focus on wetlands. Teacher should give each group
Islander people to show their ability to feedback in their preparation and should give
 consider the impacts of humans to biomes and assistance in the debate to maintain structure and
how this affects food and health and is cooperation.
40 evidence for Graduate Standards
2.2.1 Organise content into an effective Student: In teams, students will come up with
learning and teaching sequence. multiple reasons either being affirmative or negative
2.5.1. Know and understand literacy and toward the topic of, Biomes should be protected by all
numeracy teaching strategies and their human impacts and should be enforced by the
45 application in teaching areas government (focus on wetlands and/or food security).
Student should draw on what have learnt about the
wetlands in Australia. Students should write their ideas
in their exercise books Students will need to follow the
structure of a debate and have 3 speakers and a time
keeper.

Differentiation:
 Student may use laptops to find information if
they are unable to work out ideas
 Students may come up with ideas individually
then share all ideas with their team

Resources: exercise books, pen, laptops

50 This activity is a recap of the lesson enables Teacher: The teacher will discuss the main ideas of T
students to learn about world biomes in order the lesson with the students to see if they remember the
to learn to distinguish different types of content of the lesson. The teacher will then inform the
biomes to show their ability to discuss the students of how they went in the class. Questions could
effects of these alterations of biomes to the include:
60 environment and is evidence for Graduate  What changes have humans had on
Standards: wetlands?
2.1.1 Demonstrate knowledge and  What should be done to sustain the
understanding of the concepts, substance and environment?
structure of the content and teaching strategies
of the teaching area. Student: Students will listen to the recap of the lesson
2.2.1 Organise content into an effective and ask any questions if they do not understand.
learning and teaching sequence. Students will then pack up resources used

Resources: Whiteboard, marker

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

This lesson taught me how being creative with activities can make a lesson work better.
Including a debate will teach the students some different skills while also enhancing their
knowledge on the topic in question. A debate is also a great way to test how well a student is
understanding the information being taught. Including a research task before the debate will
also provide them with some ideas to incorporate. Overall, this lesson will be great in
improving the learning of all students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE5.1 Explains the diverse features Measurement: Research activity, Debate activity
and characteristics of a range of
places and environments Recording: verbal and written responses
GE5.7 acquires and processes Measurement: Research activity, Debate activity
geographical information by
selecting and using appropriate and Recording: verbal and written responses
relevant geographical tools for
inquiry
GE5.8 Communicates geographical Measurement: Research activity, Debate activities
information to a range of audiences
using a variety of strategies Recording: verbal and written responses

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

1.4.1 Demonstrate broad knowledge One of the activities included in the lesson invlives the
and understanding of the impact of students researching information about wetlands and how
culture, cultural identity and linguistic they connect to Indigenous Australians. This will help
background on the education of Indigenous students to feel included and connected, and it
students from Aboriginal and Torres will also help other students understand more about
Strait Islander backgrounds Indigenous culture.

2.1.1 Demonstrate knowledge and This lesson shows that the teacher understands
understanding of the concepts, information about the topic and includes several strategies
substance and structure of the content to teach these to students, such as recaps. This will enable
and teaching strategies of the teaching the students to better understand the content themselves.
area.
 2.2.1 Organise content into an effective The activities chosen in the lesson are done so in a
learning and teaching sequence. specific order so the students can maximise their learning.
Each activity follows on from a previous one, building
upon knowledge. It then finishes with a recap to help the
students if they do not understand and to make
information concrete.
2.5.1. Know and understand literacy This lesson includes writing activities as well as a class
and numeracy teaching strategies and debate. This will help improve student’s literacy skills in
their application in teaching areas a way that also improves their knowledge on the topic of
biomes.
2.6.1 Implement teaching strategies for This lesson incorporates the use of ICT. This allows
using ICT to expand curriculum students to look at information in depth and also allows
learning opportunities for students. students to be more engaged. It is also a great way to be
inclusive of all learners.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

Make sure that all desk and chairs are up to standard

Make sure that all power points in the classroom are safe and cannot cause harm to
any person

Make sure that the room is kept at the optimal temperature

Make sure room is kept clean

Make sure students know the processes they are to take in the case of an emergency

Make sure the equipment used within the lesson is up to date and safe to use

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Blacktown City Council. (2013). History of wetlands and waterways. Retrieved from
http://www.blacktown.nsw.gov.au/Environment/Water_Catchments/Waterways/Hi
story_of_Wetlands_and_Waterways

Wright, M.C., Bergom, I., & Brooks, M. (2011). The role of teaching assistants in
student-centred learning: Benefits, costs, and negotiations. Innovative Higher
Education, 36(5), 331-342. doi: 10.1007/s10755-011-9197-5
Resources Attached:
You must list all the resources that you have created or found in this space.
 HISTORY OF WETLANDS
FACT SHEET

In Western Sydney the original owners of the land were the Darug people. These people lived
on the land for 30 000 years or even longer. Evidence of Aboriginal people have been found
within Western Sydney and tradition they followed. The Darag people gather food around the
areas in order to keep the survival of the community.

The Darag people traditionally had a diet which was found and collected within and around
wetlands due to many of their communities being located within 100 metres from a wetland.
These foods included the following:

 Meat: Bandicoots, Moorhens, Tortoise, Ducks, Kangaroo Rats,

Platypus, Possums, Yabbies, Water Rats, Black Snakes, fish (eg
Mullet), Freshwater Mussels, Coots, Lizards, Emus and Quail
 Eggs: The large and small ants plus their eggs (crushed together).
Duck and Swam eggs were also part of the Darug Diet
 Fruit: Berries, Native Grapes, Red Burrawang fruits (fruits were
poisonous so the Aborigines soaked and pounded the fruits to
remove the poisons), Burrawang fruit (the seeds from the fruits of
this plant were made into flour for flat cakes)
 Sweet Drink: Banksia flowers (the Aboriginal people would drink
the nectar of this flower)
 Edible Root: Sedges & Bull Rushes (from within creek), Fern roots
and Yams and Lilies (from along the creek's edge

(Blacktown City Council, 2013, p.1).

The sites where these wetlands and food supplies were found for Darag people has changed
over many years and is unlucky to have the same Aboriginal significance anymore. Many of
these wetlands were used by early Europeans setters as a dumping ground for factory waste
and more recently for housing, leisure and residential use.

However, several artefacts have been found in these areas such as scarred trees, imported
stones and hammerstones have been found within or around wetland which were used by the
Darag people.

Something needs to be done to protect these areas. Now it’s up to you!

 Justification

When developing a unit of work within a program, it is requirement to justify all the
decisions made in the program to ensure it is a reliable approach to enhancing student
learning. In this geography unit there were many aspects, including the unit outline, lesson
plans, online site study, concept map, assessment schedule and assessment task. The choices
were made with the consideration of the New South Wales (NSW) syllabus and the Board of
Studies, teaching and Educational Standards (BOSTES). It also considered all student’s
safety and best interests. The following paragraphs will discuss the reasons behind several
choices and their reliability and validity to student learning.

When developing a unit of work, the sequence of activities is a vital factor. Sequencing
lessons in an effective way is beneficial in enhancing student learning and retention of
information (Kidwell, Fisher, Braun & Swanson, 2013). Sequencing lessons should be
designed with Bloom’s taxonomy in mind. Bloom’s taxonomy is concerned with
foundational skills being taught in order to be transferable to more advanced skills (Kidwell
et al., 2013). Achieving this is therefore essential in all lessons. Therefore, the lessons and
online study were developed with effective sequence in mind, for example, moving from
identifying aspects within the videos in the online study towards identifying ways of improve.

Understanding by design (UbD) is an aspect teachers must aim to include when designing a
unit of work. UbD is an education planning approach which focus is to teach to achieve
understanding (Florian & Zimmerman, 2015). It involved creating lesson plans that begin
with long-term goals, followed by short-term goals. In practice this means that a UbD
approach involves first looking at the outcomes of the unit to then create the curriculum,
assessments and lastly the instructions given in lessons (Florian & Zimmerman, 2015). This
results with activities designed with all the learning outcomes in mind so students receive
high quality teaching. In this program, the scope and sequence were created first, followed by
the assessment schedule, unit outline, and concept map. After all this, the lesson plans and
online lessons were then created. This allows all activities to be planned knowing what is
expected at the conclusion of the unit, allowing for effective teaching strategies and therefore
enhanced learning.

The topic of sustainable biomes and their importance was chosen as it is an increasing
important aspect in the world today. In order to provide a future environment which provides
the food, industrial materials and fibres, it is essential for students to investigate how humans
have and may alter biomes to be more sustainable (du Plessis, Chen & Toh, 2012). In order
for individuals to be more sustainable in the future both in Australia and the world, they must
be taught from a young age to develop productive habits to continue in the future (Du Plessis
et al., 2012). Therefore, this topic was chosen so the students can become educated on
sustainable biome and the affects they can have on the population today and in the future.

The use of information and communication technology (ICT) is dramatically increasing due
to the benefits that have been obtained through these resources. ICT is an effective way to be
inclusive of all students, as it enables them to have access to large amounts of information on
numerous concepts (Uluyol & Sahin, 2014). Incorporating ICT into lessons can enhances
students’ positive attitudes towards learning, stimulating learners that may find particular task
too difficult or are unengaged in learning (Uluyol & Sahin, 2014). ICT also provides new
stimuli for students, as the incorporating of new ideas improves the value of learning of
students (Uluyol & Sahin, 2014). This program incorporated the use of an online lesson.
Using online lessons enhances a student’s multimodal, informative and interactive learning
(Thibaut, 2015). Using a blended learning activity such as these has been seen in research to
improve academic results and hence is a suitable strategy to include into a program (Kazu &
Demirkol, 2014).

Another area in a program that is important is the assessment schedule and the assessment
tasks. Assessments tasks are used to test the development and understanding of students
towards a particular unit of work (Lizzio & Wilson, 2011). It is also an opportunity to provide
feedback to students (Lizzio & Wilson, 2011). In order for assessment tasks to be effective,
they must require students to draw on the concepts they learnt throughout the program
(Lizzio & Wilson, 2011). The formal assessment task in this specific program aimed to test
the knowledge they have studied throughout the unit on biomes. The informal assessment
task allowed the teacher to gather information about where student’s knowledge is at the
current moment. Using these strategies allows teachers to make judgements about where
assistance is needed.

This program incorporates the use of student-centred learning. Student-centred learning

involves students taking control of their learning and the activity. Student-centred pedagogies
are a great way to empower students and to give them control and responsibility of their
learning. Using this approach has been seen to have huge benefits in enhancing the learning
of students (Wright, Bergom & Brooks, 2011). It provides students with autonomy, ensuring
that they have a say in their own learning, thus making them take ownership and motivating
them to achieve (Wright et al., 2013).

Within the unit, students have the opportunity to practice geographical tools such as mapping
and visual representations. These tools were incorporated into the inquest assist in acquiring,
processing, interpreting and communication of geographical information (BOSTES, 2012).
For example, in the online lesson students will be expected to complete several different
mapping activities. These activities gradually get more difficult to ensure that students can
continually build their skills. These skills are also beneficial to gain as they can be draw and
built upon later in life.

Another important strategy the program included was recaps. Recaps involving recalling and
repeating key information to ensure students completely understand what was taught and so
aid in the retention of information (Kutnick, Blatchford, Clark, Macintyre & Baines, 2005).
The lesson plans included a recap at the beginning and end of each lesson. The recaps at the
beginning of a lesson aim to test the students’ knowledge and memory of previous lesson
content. A recap at the end of a lesson is designed to test students understanding the concepts
taught in that lesson, allowing the teacher to know if they should spend more time learning
certain areas and allowing student to ask additional questions they may have. Consequently,
providing a recap at the beginning and end of a lesson will help enhance student learning and
retention.
 References

Board of Studies, Teaching and Educational Standards NSW. (2012). Geography K-10.
Retrieved from https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

Du Plessis, J., Chen, J., & Toh, W. (2012). International students in New Zealand: Empirical
evidence of their influence on future environmental sustainability. Journal of
Community Positive Practices, 12(3), 361-379. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1346615078?accountid=36155
&rfr_id=info%3Axri%2Fsid%3Aprimo

Florian, T.P., & Zimmerman, J.P. (2015). Understanding by design, moodle, and blended
learning: A secondary school case study. Journal of Online Teaching and Learning,
11(1), 120-128. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1700641572?accountid=36155
&rfr_id=info%3Axri%2Fsid%3Aprimo

Kidwell, L.A., Fisher, D.G., Braun, R.L., & Swanson, D.L (2013). Developing learning
objectives for accounting ethics using Bloom’s taxonomy. Accounting Education,
22(1). doi: 10.1080/09639284.2012.698478

Kutnick, P., Blatchford, P., Clark, H., Macintyre, H., & Baines, E. (2005). Teacher’s
understanding of the relationship between within-class (pupil) grouping and learning in
secondary schools. Educational Research, 47(1), 1-24.
doi:10.1080/0013188042000337532

Lizzio, A., & Wilson, K. (2011). First year students’ appraisal of assessment tasks:
Implications for efficacy, engagement and performance. Assessment and Evaluation in
Higher Education, 38(4), 389-406. doi:10.1080/02602938.2011.637156

Uluyol, C., & Sahin, S. (2014). Elementary school teachers’ ICT use in the classroom and
their motivators for ICT. British Journal of Educational Technology, 47(1), 65-75. doi:
10.1111/bjet.12220
 APPENDIX A: SCOPE AND SEQUENCE

TERM 1- YEAR 9 (25hrs)

SUSTAINABLE BIOMES CASE STUDY-
 Students examine the physical characteristics and productivity of biomes. Students examine the correlation between the world’s climatic zones and spatial distributions of biomes and
their capacity to support food and non-food agricultural production. Students analyse the impact humans have on biomes in an effort to produce food and increase agricultural yields.
They examine population trends and projections from Australia and across the world and forecast future food supply-and-demand issues. Challenges to food production are explored
and management strategies investigated.

Objective: GE5.1, GE5.2, GE5.3, GE5.5, GE5.7, GE5.8

 Related Life Skills outcomes: GELS-1, GELS-2, GELS-3, GELS-5, GELS-7, GELS-8

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

What are the main characteristics that 
How do people use and alter biomes for Can the world’s biomes sustainably feed  What strategies can be used to increase global food
differentiate the world’s biomes? food production? the world’s population? security?

Assessments: Fieldtrip and Presentation

TERM 2- YEAR 9 (25hrs)

HUMAN WELLBEING CASE STUDY-
 Students examine the nature of, and differences in, human wellbeing and development that exist within and between countries. They describe ways of measuring human wellbeing and
development to reveal spatial variations and develop explanations for differences. Students investigate examples from Australia and across the world of issues affecting development,
the impact on human wellbeing and the consequences of spatial variations across scales. Local, national and global initiatives to improve human wellbeing are also examined.

Objective: GE5.1, GE5.2, GE5.6, GE5.7, GE5.8

 Related Life Skills outcomes: GELS-1, GELS-2, GELS-6, GELS-7, GELS-8

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

What makes human wellbeing How can the spatial variations in human  What are the economic, social and  How do governments, groups and individuals
a geographical issue? wellbeing and development be measured and environmental impacts of variations in respond to inequalities in development and
explained? development and human wellbeing? human wellbeing for a sustainable future?
Assessments: Essay
 TERM 3- YEAR 10 (25hrs)
CHANGING PLACES CASE STUDY-
 Students examine the patterns and trends in population movements and the increasing urbanisation of countries. They discuss the reasons for internal and international migration
patterns and the consequences of population movements, including the increased concentration of populations within countries. Students examine strategies to create liveable and
sustainable urban places, propose solutions and suggest opportunities for active citizenship.

Objective: GE5.2, GE5.3, GE5.5, GE5.7, GE5.8

 Related Life Skills outcomes: GELS-2, GELS-3, GELS-5, GELS-7, GELS-8

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
Why has the world become more How does migration impact on the  How does migration impact on the  What strategies are used to manage
urbanised? concentration of people into urban places? concentration of people into urban places? environmental change in urban places to
enhance sustainability?
Assessments: Fieldtrip

TERM 4- YEAR 10 (25hrs)

ENVIRONMENTAL CHANGE AND MANGEMENT CASE STUDY-
 Students develop an understanding of the functioning of environments and the scale of human induced environmental change challenging sustainability. They explore worldviews
influencing approaches to environmental use and management. Students undertake an investigative study of the causes and consequences of environmental change in an
environment in Australia and another country. They compare and evaluate the management responses in both countries and propose ways individuals can contribute to
environmental sustainability.

Objective: GE5.2, GE5.3, GE5.4, GE5.5, GE5.7, GE5.8

 Related Life Skills outcomes: GELS-2, GELS-3, GELS-4, GELS-5, GELS-7, GELS-8

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
How do environments  How do people’s worldviews affect their  What are the causes and consequences of change Why is an understanding of environmental
function? attitudes to and use of environments? in environments and how can this change be processes and interconnections essential for
managed? sustainable management of environments?
Assessments: Exam
APPENDIX B: CONCEPT MAP
 APPENDIX C: ASSESSMENT SCHEDULE

ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

1 2 3 4
GEOGRAPHY:
(TERM 1: (TERM 2: (TERM 3: (TERM 4:
YEAR 9) YEAR 9) YEAR 10) YEAR 10)
Topic Sustainable Human Changing Places Environmental
Biomes Wellbeing Change and
Management
Assessment Presentation Essay Fieldtrip Exam
Weighting 25% 25% 25% 25%
Due Date Week 6 Week 7 Week 8 Week 8
Syllabus GE5-1 - GE5-1 - GE5-2 - GE5-2 -
outcome explains the explains the explains explains
diverse features diverse features processes and processes and
and and influences that influences that
characteristics characteristics form and form and
of a range of of a range of transform transform
places and places and places and places and
environments environments environments environments

GE5-2 - GE5-2 - GE5-3 - GE5-3 -

explains explains analyses the analyses the
processes and processes and effect of effect of
influences that influences that interactions and interactions and
form and form and connections connections
transform transform between people, between people,
places and places and places and places and
environments environments environments environments

GE5-3 - GE5-6 - GE5-5 - GE5-4 -

analyses the analyses assesses accounts for
effect of differences in management perspectives of
interactions and human strategies for people and
connections wellbeing and places and organisations on
between people, ways to environments a range of
places and improve human for their geographical
environments wellbeing sustainability issues

GE5-5 - GE5-7 - GE5-7 - GE5-5 -

assesses acquires and acquires and assesses
management processes processes management
strategies for geographical geographical strategies for
places and information by information by places and
environments selecting and selecting and environments
for their using using for their
sustainability appropriate and appropriate and sustainability
relevant relevant
GE5-7 - geographical geographical GE5-7 -
acquires and tools for inquiry tools for inquiry acquires and
processes processes
geographical GE5- 8 - GE5- 8 - geographical
information by communicates communicates information by
selecting and geographical geographical selecting and
using information to a information to a using
appropriate and range of range of appropriate and
relevant audiences using audiences using relevant
geographical a variety of a variety of geographical
tools for inquiry strategies strategies tools for inquiry

GE5- 8 - GE5- 8 -
communicates communicates
geographical geographical
information to a information to a
range of range of
audiences using audiences using
a variety of a variety of
strategies strategies
 APPENDIX D: ASSESSMENT TASK

Assessment 1 Stage 5- Year 9

Subject: Geography Topic: Sustainable Biomes

Due Date: Term 1, Week 6, Thursday Weighting: 25%

Students are required to submit their assignment before the school day. For students who
submit this assessment late, they will receive a -10% penalty of the total mark for the
assessment. For every additional day which students do not submit their assessment, students
will continue to receive an additional -10% penalty until the assessment in handed in.

Syllabus outcomes:
 GE5-1 - explains the diverse features and characteristics of a range of places and
environments
 GE5-2 - explains processes and influences that form and transform places and
environments
 GE5-3 - analyses the effect of interactions and connections between people, places
and environments
 GE5-5 - assesses management strategies for places and environments for their
sustainability
 GE5-7 - acquires and processes geographical information by selecting and using
appropriate and relevant geographical tools for inquiry
 GE5- 8 - communicates geographical information to a range of audiences using a
variety of strategies

Task description:
Within the biome, food security play an important role for animals, plants and human. As part
of this assessment you are required to research the food security of a biome outside of
Australia. You will be required to present this information in a PowerPoint presentation and
present it to your classmates. Your PowerPoint presentation should discuss the following:
- What biome has been selected?
- What flora and fauna can be found in the biome?
- Has food security affects the biome in any form? If so how?
- What can be done to decrease and/or improve food security in the biome?

Your PowerPoint presentation must include the following:

- 5 PowerPoint slides
- Use a map and a graph
- Between 3-5minutes in length
- Must be engaging
- Following the marking criteria and elements of the assessment
Within the assessment task students need to use a variety of resource in the collection of their
research. This enables students to gain a greater understanding on the topic. Students are
required to use at least 4 resources such as books or internet pages. These resources must be
provided in the bibliography. Students are not allowed to copy and paste any content from
any resource, as this is considered plagiarism and will therefore be given a penalty of a zero
mark.
 E D C B A
Marks 1 2 3 4 5 6 7 8 9 10
Answers all the Fails to answer Provides limited Provides sound Provides detailed Provides an outstanding
questions the questions information on the information on the information on all the amount of information on
included in the included in the questions included in questions included in questions included in the questions included in
task task the task the task the task the task. Responses are
insightful and are
effective

Includes the use Fails to provide Provides on one map or Provides at least one Provides at least one Provides at least 3 maps
of helpful maps any maps or graph and contains map or graph that has map and graph in the or graphs and uses both at
and graphs graphs unhelpful information helpful information presentation. The least once. Maps and
information is helpful in graphs provided are
increasing insightful and help to
understanding on the engage the listener.
topic

Provides an Fails to provide a Provides a poor Provides a sound Provides a solid and Provides an outstanding
effective PowerPoint PowerPoint PowerPoint detailed PowerPoint PowerPoint presentation
PowerPoint presentation presentation that presentation that presentation that including detailed slides
presentation that includes minimal includes some includes helpful with relevant and helpful
is engaging and information information that is information relevant to information
interesting helpful the topic
Uses eye Fails to use any Uses a minimal amount Uses some eye contact Uses a high amount of Uses eye contact
contact eye contact of eye contact throughout the eye contact throughout completely through the
throughout the presentation the presentation. Does presentation. Engages
presentation not read constantly off throughout and does not
the slides read information of the
slides

Projects voice Fails to project Talks too quietly and is Projects voice for some Projects voice Projects voice throughout
and is easy to voice and it is hard to understand at of the presentation but throughout the the entire presentation and
understand hard to times is hard to understand presentation and is is easily understandable.
understand sometimes mostly easy to Keeps listeners engaged
understand throughout
 APPENDIX E: UNIT OUTLINE

UNIT OUTLINE
Subject: Geography Stage: 5 (Year 9) Number of Weeks: 37

Unit title: Sustainable Biomes

Key Concepts/ Big Ideas The importance of this learning

 Place Students examine the physical characteristics and

 Space productivity of biomes. Students examine the correlation
 Interconnections between the world’s climatic zones and spatial distributions
 Scale of biomes and their capacity to support food and non-food
 Environment agricultural production. Students analyse the impact humans
 Change have on biomes in an effort to produce food and increase
agricultural yields. They examine population trends and
projections from Australia and across the world and forecast
future food supply-and-demand issues. Challenges to food
production are explored and management strategies
investigated.

Unit context within Scope and Targeted Syllabus Outcomes (including life skills outcomes)
Sequence

Stage 5 GE5-1, GE5-2, GE5-3, GE5-5, GE5-7, GE5- 8

Year 9
GELS-1, GELS-2, GELS-7, GELS-8
Term 1

Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment

 Listening  Using  Investigating Case study

 Reading decimals, with ICT Weighting: 25%
 Speaking fractions,  Online site Due week 6
 Writing percentages, study lesson
 Visual ratios and
knowledge rates
 Using spatial
reasoning
 Interpreting
statistical
information
 Using
measurement
Week 1 Period 1 Period 2 Period 3

Key Outcome(s) investigate the distribution and explains the diverse features and characteristics of a range of places
physical characteristics of biome and environments

acquires and processes

analyses the effect of interactions and connections between people,
geographical information by
places and environments
selecting and using appropriate
and relevant geographical tools
acquires and processes geographical information by selecting and using
for inquiry
appropriate and relevant geographical tools for inquiry

communicates geographical
communicates geographical information to a range of audiences using
information to a range of
a variety of strategies
audiences using a variety of
strategies
Key Concept(s) Place, Space, Environment, Sustainability and Place, Space, Environment, Sustainability and
Change Change

Learning Experiences Students will learn about biomes Online site study lesson
and more specifically wetlands.

Evidence of Learning Written response, oral response Written response and ICT response
and ICT response
Resources Attendance sheet, whiteboard, Exercise books, worksheet, computers
pens, exercise books, worksheet,
computers
Week 2 Period 1 Period 2

Key Outcomes explains the diverse features and characteristics of a range of places
and environments

analyses the effect of interactions and connections between people,

places and environments

acquires and processes geographical information by selecting and

using appropriate and relevant geographical tools for inquiry

communicates geographical information to a range of audiences using

a variety of strategies
Key Concepts Place, Space, Environment, Sustainability and Change

Learning Experiences Online site study lesson

Evidence of Learning Written response and ICT response

Resources Exercise books, worksheet, computers
Week 3 Period 1 Period 2 Period 3

Key Outcomes explains the diverse features and explains the diverse features and explains the diverse features and
characteristics of a range of characteristics of a range of characteristics of a range of
places and environments places and environments places and environments

explains processes and influences explains processes and influences explains processes and influences
that form and transform places that form and transform places that form and transform places
and environments and environments and environments

analyses the effect of interactions analyses the effect of interactions analyses the effect of interactions
and connections between people, and connections between people, and connections between people,
places and environments places and environments places and environments

acquires and processes assesses management strategies assesses management strategies

geographical information by for places and environments for for places and environments for
selecting and using appropriate their sustainability their sustainability
and relevant geographical tools
for inquiry acquires and processes acquires and processes
geographical information by geographical information by
communicates geographical selecting and using appropriate selecting and using appropriate
information to a range of and relevant geographical tools and relevant geographical tools
for inquiry for inquiry
 audiences using a variety of
strategies communicates geographical communicates geographical
information to a range of information to a range of
audiences using a variety of audiences using a variety of
strategies
Key Concepts Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change And change and change

Learning Experiences Students will learn about the Students will learn about the Students will learn why it is
influences that have affected influences that have affected important to use these strategies to
wetlands over the last 50 years wetlands and will identify strategies provide a sustainable future
to minimise the effects.

Evidence of Learning Written response, oral response Written response, oral response Written response, oral response
and ICT response and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard, Attendance sheet, whiteboard,
pens, exercise books, worksheet, pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers computers
Week 4 Period 1 Period 2

Key Outcomes explains the diverse features and explains the diverse features and
characteristics of a range of characteristics of a range of
places and environments places and environments

explains processes and influences explains processes and influences

that form and transform places that form and transform places
and environments and environments

analyses the effect of interactions analyses the effect of interactions

and connections between people, and connections between people,
places and environments places and environments

acquires and processes acquires and processes

geographical information by geographical information by
selecting and using appropriate selecting and using appropriate
and relevant geographical tools and relevant geographical tools
for inquiry for inquiry

communicates geographical communicates geographical

information to a range of information to a range of
 audiences using a variety of audiences using a variety of
strategies strategies

Key Concepts Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
And change And change

Learning Experiences Students will learn what types of Students will learn about how
food come from wetlands and how wetlands have changed since
Indigenous people used these areas Indigenous people occupied the
for food land

Evidence of Learning Written response, oral response Written response, oral response
and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard,

pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers
Week 5 Period 1 Period 2 Period 3

Key Outcomes explains the diverse features and explains the diverse features and explains the diverse features and
characteristics of a range of places characteristics of a range of places characteristics of a range of places
and environments and environments and environments

explains processes and influences explains processes and influences explains processes and influences
that form and transform places that form and transform places that form and transform places
and environments and environments and environments

analyses the effect of interactions analyses the effect of interactions analyses the effect of interactions
and connections between people, and connections between people, and connections between people,
places and environments places and environments places and environments

acquires and processes acquires and processes assesses management strategies

geographical information by geographical information by for places and environments for
selecting and using appropriate selecting and using appropriate their sustainability
and relevant geographical tools for and relevant geographical tools for
inquiry inquiry acquires and processes
geographical information by
selecting and using appropriate
 communicates geographical communicates geographical and relevant geographical tools for
information to a range of information to a range of inquiry
audiences using a variety of audiences using a variety of
strategies strategies communicates geographical
information to a range of
audiences using a variety of
strategies

Key Concepts Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change and change and change

Learning Experiences Students will learn about how the Students will learn about some of Students will learn about the
rapid population growth is affecting the negative factors that can come positive impacts they can have to
wetlands from the destruction of biomes help improve the sustainability of
biomes

Evidence of Learning Written response, oral response Written response, oral response Written response, oral response
and ICT response and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard, Attendance sheet, whiteboard,
pens, exercise books, worksheet, pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers computers
Week 6 Period 1 Period 2

Key Outcomes explains the diverse features and explains the diverse features and
characteristics of a range of characteristics of a range of
places and environments places and environments

analyses the effect of interactions analyses the effect of interactions

and connections between people, and connections between people,
places and environments places and environments

acquires and processes acquires and processes

geographical information by geographical information by
selecting and using appropriate selecting and using appropriate
and relevant geographical tools and relevant geographical tools
for inquiry for inquiry

communicates geographical communicates geographical

information to a range of information to a range of
audiences using a variety of audiences using a variety of
strategies strategies
Key Concepts Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change and change

Learning Experiences Students will learn what types of Students will learn about how much
food can be found in wetlands that food is gathered from different
humans eat wetlands every year

Evidence of Learning Written response, oral response Written response, oral response
and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard,

pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers
Week 7 Period 1 Period 2 Period 3

Key Outcome(s) explains the diverse features and explains the diverse features and explains the diverse features and
characteristics of a range of places characteristics of a range of places characteristics of a range of places
and environments and environments and environments

analyses the effect of interactions analyses the effect of interactions analyses the effect of interactions
and connections between people, and connections between people, and connections between people,
places and environments places and environments places and environments

acquires and processes acquires and processes assesses management strategies

geographical information by geographical information by for places and environments for
selecting and using appropriate selecting and using appropriate their sustainability
and relevant geographical tools and relevant geographical tools
for inquiry for inquiry acquires and processes
geographical information by
communicates geographical communicates geographical selecting and using appropriate
information to a range of information to a range of and relevant geographical tools
audiences using a variety of audiences using a variety of for inquiry
strategies strategies
communicates geographical
information to a range of
 audiences using a variety of
strategies

Key Concept(s) Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change and change and change

Learning Experiences Students will learn if the food found Students will learn about what will Students will learn about how they
in wetlands can feed an entire happen to food supplies if wetlands can positively impact on making
population are completely destroyed sustainable wetlands to provide
food to the population

Evidence of Learning Written response, oral response Written response, oral response Written response, oral response
and ICT response and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard, Attendance sheet, whiteboard,
pens, exercise books, worksheet, pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers computers
Week 8 Period 1 Period 2

Key Outcome(s) explains the diverse features and explains the diverse features and
characteristics of a range of places characteristics of a range of places
and environments and environments

assesses management strategies analyses the effect of interactions

for places and environments for and connections between people,
their sustainability places and environments

Key Concept(s) Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change and change

Learning Experiences Students will learn about the Students will learn which countries
importance of food security get the most food from wetlands

Evidence of Learning Written response, oral response Written response, oral response
and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard,

pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers
Week 9 Period 1 Period 2 Period 3

Key Outcome(s) explains the diverse features and assesses management strategies assesses management strategies
characteristics of a range of places for places and environments for for places and environments for
and environments their sustainability their sustainability

assesses management strategies acquires and processes acquires and processes

for places and environments for geographical information by geographical information by
their sustainability selecting and using appropriate selecting and using appropriate
and relevant geographical tools and relevant geographical tools
acquires and processes for inquiry for inquiry
geographical information by
selecting and using appropriate communicates geographical communicates geographical
and relevant geographical tools information to a range of information to a range of
for inquiry audiences using a variety of audiences using a variety of
strategies strategies
communicates geographical
information to a range of
audiences using a variety of
strategies
Key Concept(s) Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
and change and change and change

Learning Experiences Students will learn about different Students will learn about the success Students will discuss some changes
strategies already in place to aid and fails of different strategies over that could be made to strategies to
food security time help them work better

Evidence of Learning Written response, oral response Written response, oral response Written response, oral response
and ICT response and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard, Attendance sheet, whiteboard,
pens, exercise books, worksheet, pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers computers
Week 10 Period 1 Period 2

Key Outcome(s) explains the diverse features and explains the diverse features and
characteristics of a range of places characteristics of a range of places
and environments and environments

assesses management strategies assesses management strategies

for places and environments for for places and environments for
their sustainability their sustainability

acquires and processes acquires and processes

geographical information by geographical information by
selecting and using appropriate selecting and using appropriate
and relevant geographical tools and relevant geographical tools
for inquiry for inquiry

communicates geographical communicates geographical

information to a range of information to a range of
audiences using a variety of audiences using a variety of
strategies strategies

Key Concept(s) Place, Space, Environment, Sustainability Place, Space, Environment, Sustainability
 and change and change

Learning Experiences Students will design their own Students will compare their
strategy they believe will help make strategies with other students and
wetlands more sustainable other ones already in place to test
their reliability

Evidence of Learning Written response, oral response Written response, oral response
and ICT response and ICT response

Resources Attendance sheet, whiteboard, Attendance sheet, whiteboard,

pens, exercise books, worksheet, pens, exercise books, worksheet,
computers computers