Concepts And Skills Of Geography

EDU40011 Teaching the Humanities

Inquiry Stage

The number of boxes per IBL phase is a guide only!

Definition of stage of inquiry… and in terms of your topic

Focus Question(s) / Curriculum Links

including the relevant historical/geographical concepts

Key Understandings / Goals

Statements of what students will have learnt / know by the end of the session. 

Skills

Statements outlining skills that students will build upon

Learning / teaching tool and / or method

Class activities including tools / methods used and how they achieve your learning goals – eg.

? KHWL for brainstorming

? Think, Pair, Share

? De Bono’s Hats

? Ten Thinking Steps

NOT Lesson Plans but enough detail that a CRT could teach

Resources / References

List of resources used in class eg. name of the website, picture story book etc. and say why you chose it

You can use activities and ideas you find but they must be referenced

Assessment

List assessment activities used

Think about what types of assessment you have – Assessment for, as, of..

Not all stages will necessarily have assessment – think about why you assess and when!

Tuning In

Densify an describe the characteristics of places on a local scale, as well as how they evolve through time, keeping in mind that various people describe the characteristics of places differently.

 Focus question

Identify and describe the characteristics of several locations in diverse environments?

Content description

Identify and describe the characteristics of places in different locations at a range of scales. (VCGGC071)

Identify and describe locations and spatial distributions and places (VCGGC072)

Elaborations

Identifying the major natural features of Australia, such as rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef and describing them with annotations on a map.

The students will be able to undergo different activities throughout the lesson they will have an understanding of various characteristics of different locations in a variety of settings ranging from local to global scales by the end of the unit.

– Ability to identify and describe the locations of various places.

– Ability to examine geographical distributions, and the patterns of the objects in question.

– Ability to define and explain spatial relationships.

– Reflect on what they already know and what they are keen to know

Warm up activity: Asking and answering questions relating to skills and concepts in geography

Activity 1: Students to gather and record relevant geographic data and information from a variety of sources.

Activity 2:  The students collect the data and the location of places, as well as their characteristics, should be represented in this way putting together tables, floor plans, and labeled maps.

Drawings, large-scale and small-scale maps, and other visual representations that adhere to

data and information presented in a variety of formats, including diagrams and field notes.

Using the text books , maps from the internet.

Border, scale, legend, title, and north point are all examples of cartographic conventions.

Make representations of the locations of places and other forms of geographical information.

Finding Out

Maps and other geographical data and information should be interpreted.

Identifications, descriptions, explanations, and conclusions should be developed.

Focus question

What is the direction and distance measured with a compass?

Content description

Representation of Australian as states and (VCGGC071)

Elaborations

Student to Read the book “Why I Love Australia” by Bronwyn Bancroft with your students and have them identify the many natural aspects mentioned in the book. They investigate the interconnections that exist between Aboriginal and Torres Strait Islander people and their environments. Students investigate the human characteristics of various locations and put their results in a table. Students investigate the concept of a location being divided into multiple spaces, as well as the fact that the continent of Australia is divided into different areas known as states and territories. In order to produce a map of Australia, students must follow cartographic conventions and include the country’s states, territories, and capital cities.

The students should develop digital and spatial technologies as necessary to achieve this goal.

-Ability to identify characteristics, describe characteristics, explain characteristics, and draw conclusions from the geographical areas.

Warm up activity: Asking and answering questions relating to skills and concepts in geography

Activity 1; Students should make representations of the locations of places and other forms of geographical information.

 Activity 2; Students should develop simple graphs and maps of proper scale, as well as producing tables that adhere to cartographic conventions such as border, scale, legend, and so forth the title and the north pole.

https://learn.mindset.africa/sites/default/files/styles/youtube-thumbnail/public/video_embed_field_thumbnails/youtube/rd2AYk_JSX4.jpg?itok=UzVGloCc

https://www.inquisitive.com/lesson/67-natural-features?modal=join

Achievement standards (NCEA levels 1–3) and scholarship performance requirements are based on conceptual understandings, which in turn are based on conceptual understandings of concepts. Students are expected to comprehend how these principles may be applied to new situations as well as how they can be applied to the specific contexts that they have studied.

Differentiation of concepts is applicable at all levels of abstraction. It is more basic in nature than the comprehension of a topic at level 2 or 3 that a kid has when they are in the first year of school.

In the course of developing their geographical knowledge and skills, students will approach these topics in a variety of ways. By returning to ideas in multiple contexts, they will be able to refine and embed their understandings more effectively.

Sorting Out

Identifying human activity has an impact on the environmental qualities of places such as mountain and forests

Focus Question

What are some of human activities that has brought some impacts on geographical areas .

Content description

Through their habits, behaviors, and decisions, humans have an impact on the environment they live in.

Elaborations

In addition, we contaminate water with waste and toxins that injure aquatic organisms, introduce invasive species that may not have natural predators, and use harmful pesticides that can have unintended consequences farther up the food chain. We have an impact on broader ecosystems when we upset the plants and animals.

Students will be in a position of identifying some human activities that have brought a negative and positive change to the physical geography.

-identify the human activities

-State how this human activities have affected the geographical areas in positive and negative ways.

-Students to the geographical areas from the maps which are more affected by human activities.

-Students to reflect this activities in Australia.

Warm up activity: Asking and answering questions relating to skills and concepts in geography

-Activity 1; Taking the notes and asking and answering the questions on how human activities affects the physical geography.

-Activity2; Using to capture the areas in Australia which are affected by human activities and naming them down.

https://www.nationalgeographic.org/activity/protecting-earths-wildlife/

https://www.nationalgeographic.org/activity/mapping-our-human-footprint/

Students to demonstrate some grasp of the position of the equator, the poles, and the continents, and could read a simple map key Visual indications allowed them to identify a major ecosystem, and they demonstrated a basic awareness of how human actions might damage the environment, according to the results. Students also to consider the following example: they could look at an elevation profile of Australia and choose India as the country with the lowest mean elevation.

Going Further

Identifying the environmental qualities of Torres Strait Islander people .

Focus Question

What the features of people in Torres Strait Island.

Content description

There are more than 370 million Indigenous peoples living in 70 countries around the world, according to the United Nations Permanent Forum on Indigenous Issues. Each group has its own traditions and retains characteristics that distinguish them from the dominant societies in which they live, such as social, cultural, economic, and political characteristics.

Elaborations

An abundance of Indigenous peoples are the custodians of unique languages, knowledge systems, and beliefs, and they possess invaluable traditional knowledge for the sustainable management of natural resources. They also have a special relationship with and use of their traditional lands and waters, as well as their traditional territories. People’s physical and cultural survival as a result of their ancestral lands, waterways, and territories is critically dependent on these resources.

When taking into account the diversity of Indigenous peoples, it is important to note that no official definition of “indigenous” has been approved by any United Nations (UN) system or organization.

According to the United Nations, the most fruitful method is to recognize Indigenous peoples rather than define them. In accordance with a number of human rights agreements, the fundamental criterion of self-identification serves as a foundation for this claim.

Traditional Aboriginal and Torres Strait Islander peoples make up two different cultural groupings in Australia, which are known as Indigenous peoples. However, there is a tremendous deal of variability within these two generally defined groupings, as evidenced by the more than 250 separate linguistic groups distributed around the country.

Using the maps students will identify and locate the neighbours of the Torres Strait Island people.

-Students should identify the location of the Island of Torres Strait from the map.

-Students to give out the features of the Island and the surround areas.

-Kind of the people who live there and activities carried out there.

Warm up activity: Asking and answering questions relating to skills and concepts in geography

-Activity 1; Students to list down the human activities carried out Island of Torres Strait .

Activity 2; Students to locate the position of the above Island on the Australian Map.

https://aiatsis.gov.au/sites/default/files/styles/1280_wide/public/2020-09/YoungJankes.jpg?itok=WszFOXSc

https://www.un.org/esa/socdev/unpfii/documents/5session_factsheet1.pdf

What is the best way to make use of this First Nations Map of the Torres Strait Islands?

Using this First Nations Map of the Torres Strait Islands, you may teach kids about the indigenous peoples of Australia, their history, and geography.

Students can use the map to learn about the traditional countries of the Torres Strait and to reflect on how state and territory borders have impacted the lives of First Nations people in Australia.

Reflection

Showing how the

perceptions of places and the beliefs about the environment may change human and physical geography.

Focus Question

What are some of the perceptions and the beliefs that changes environment.

Content description

It is the distinct and integrative collection of viewpoints through which geographers observe the world around them that gives geography its importance to science and society. Throughout this chapter, you will get an understanding of what it means to have a geographic perspective, whether it is used in research, teaching, or practice.

Elaborations

As a result, geography and history are essential for understanding our globe and have been classified as core courses in the United States educational system. Clearly, this type of concentration has the potential to break across the boundaries of other scientific and social science disciplines, as well. As a result, geography is sometimes perceived by people who are inexperienced with the discipline as a collection of diverse expertise that lacks a unified core or sense of cohesiveness.

Students will undergo different perceptions and later they will come out with some perception and beliefs that may interfere with human and physical geography.

-Students to have the  ability to apply this perceptions in real life situations and find out how they may affect the environment.

 Warm up activity: Asking and answering questions relating to skills and concepts in geography

-Activity 1; Students to list down the perceptions and beliefs that may change the environment.

-Activity 2; Students to state the kind of physical and human geography affected by the perceptions.

https://nap.nationalacademies.org/openbook/0309051991/xhtml/images/img00007.jpg

Imagine the perceptions of people who lived 50 or 100 miles distant from a place they were familiar with before the development of the vehicle, buses, or trains.

Analyze how early nautical explorers’ accounts and maps affected the way people perceived the world and their place in it (e.g., the world was not flat, the sea did not drop off into nothingness, the world could be circumnavigated).

Describe how people’s perceptions of the environment have evolved throughout time, from one of boundless exploitation to one of long-term viability and sustainability (e.g., pollution of rivers during industrialization, pollution of air or scarring of land from mining, depletion of American bison from overhunting)

Taking Action

Involves adopting modes of thinking and behaving that allow individuals, groups, and society to satisfy their needs and goals without preventing future generations from realizing theirs. Sustainable engagement with the environment may be achieved by preventing, restricting, reducing or rectifying environmental damage to water, air and soil, as well as considering ecosystems and problems connected to trash, noise, and visual pollution.

Any change to the natural or cultural environment is considered to be anthropogenic. It is possible to change in terms of space and/or time. Nature, as well as cultural contexts, undergoes a regular cycle of change. It occurs at a variety of speeds, at various times, and in various locations. Others are unpredictable or erratic in nature, while some changes are predictable, recurring, or cyclic in their nature. Alteration has the potential to bring about additional alteration.

Students will involve parts of an environment interacting with one another and becoming interconnected. It is possible for interactions to be one-way or two-way, and they can include movement, flows, connections, ties, and interrelationships that are designed to function together. Landscapes are the visible result of human interactions with the environment. Interaction has the potential to cause environmental change.

Students may be spatial in nature: the arrangement of features on the earth’s surface; or temporal in nature: how traits change over time in distinguishable ways.

Warm up activity: Asking and answering questions relating to skills and concepts in geography

Activity 1;Students should distinct in how people see the world can be used to explain disparities in how they make judgments about, respond to, and interact with their environments In the field of philosophy, perspectives are collections of ideas, beliefs, or worldview that influence people’s values and have developed over time.

Activity 2;  They are concerned with people’s perceptions (how they see and understand their environments) and opinions (what they believe about geographic issues) concerning geographic issues. People’s perceptions and points of view are influenced by their values (deeply held beliefs about what is important or desirable).

https://seniorsecondary.tki.org.nz/Social-sciences/Geography/Skills-and-concepts

See how series of events, natural or cultural in nature, that shape and alter ecosystems, regions, and cultures. Erosion, migration, desertification, and globalization are only a few examples of geographic processes.