Learning Area: History and Geography

 Year Group: Year 2 Term: 3 https://www.google.com/maps/@9.1873122,89.7060072,18311212m/data=!3m1!1e3

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 1 WALT: Recognise Settle students onto the mat. Students move back to their seats. Hand out  A pedestal globe and Informal/formative
the location of the Discuss how the Earth is a planet and display (Maps and globes – 2) a world map are
The Globe major geographical spinning in space around the sun and Checklist
Explain how a world map enables us to see the necessary for this
2 x 45 min divisions of the the sun 'rises' in the east and 'sets' whole of the Earth at once without having to unit WILF: You can
lessons one world (e.g. in the west. spin a globe around. identify, locate and
day per continents, oceans) Ask how can you tell which areas are  http://thekidshouldseethis.com/post/globe-
 Show students a
label continents in
week in relation to land and which are oceans on a globe variety of maps from
making-1955-british-pathe relation to Australia
Australia and map. a bird's-eye point of
Point out how the land has been stretched to including any
(ACHASSK047) view
As a whole class, Identify the places
WALT: Understand make a flat map by showing a world map and additional
marked on the globe on page 3 (Maps
that places and local comparing it with the template. Ask students  Maps and globes – 1 information
and globes – 1) and find them on an
features can be what effect that has on the map. (The land is and 3 accurately
actual globe and map.
defined on a variety stretched disproportionately especially (ACHASSK047)
Students write full sentence  http://thekidshoulds
of scales, including towards the poles. Antarctica, for example,
answers in their work books and eethis.com/post/glob WILF: Similarities of
personal (e.g. looks as if it is a long rectangular area of land local features and
home), local (e.g. draw diagrams to represent key on a flat map.) e-making-1955-
places and symbols
street, suburb or items. british-pathe
Use the name cards to ask students to on a map.
town), regional (e.g. answer the questions display on the board Adaptions:
state) and national (Maps and globes – 1-3). Geographical
(e.g. country)
3. Lesson conclusion:
vocabulary students
(ACHASSK048)
use the dictionary
A flat map of the world is made by dividing to find the
the surface of the spherical Earth into meanings.
segments. However, between each piece are
gaps. Map makers stretch out the pieces of Earth, globe, map,
land, so they touch. No matter how they do axis, features,
this, it still changes the shape and size of the location, land, ocean,
land and distorts it, especially around the place, space, clouds,
poles. flat, sphere, diagram,
atlas, suburb, town,
street, building
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 2 WALT: Locate the Settle students onto the mat. Students move back to their seats. Show  A pedestal globe Informal/formative
major geographical Discuss how the Earth is a planet https://www.youtube.com/watch?v=X6BE4VcY and a world map
Continents divisions of the spinning in space around the sun and ngQ 5 Oceans song 2:17mins are necessary for Print checklist:
and Oceans world (e.g. the sun 'rises' in the east and 'sets' Display the worksheet Continents and oceans this unit Mark as I walk
continents, oceans) in the west. – 1 discuss as a class. Get students to work in  Google Earth map around.
2 x 45 min
in relation to pairs to give you the answers then write  Continents and
lessons one Ask how do we tell which areas are WILF: You can locate
day per Australia answers on the board. oceans map x22
land and which are oceans on a globe  https://www.youtube.com and label continents
week (ACHASSK047) Continents and oceans – 2
and map. /watch?v=K6DSMZ8b3LE 7
Continents song 2:02mins and oceans in
WALT: Sort and What is a continent? Ask someone to Show  https://www.youtube.com relation to Australia.
record selected look it up in the dictionary https://www.youtube.com/watch?v=X6BE4V
/watch?v=X6BE4VcYngQ 5
WILF: In order of
Oceans song 2:17mins
information and/or A continent is one of several very cYngQ 5 Oceans song 2:17mins https://www.youtube.com/watc size list the oceans
data (e.g. use large landmasses of the world. h?v=uGcDed4xVD4 how the
Using the same world map can you complete continents began 3:18 and continents.
graphic organisers, Show the following questions.
take keywords) https://www.youtube.com/watch?v=u
(WAHASS16) Oceans from largest to smallest: Pacific, Adaptation:
GcDed4xVD4 how the continents Geographical
Atlantic, Indian, Artic, southern ocean.
began 3:18. vocabulary extension
WALT: To develop a List the continents in size order from the
students use the
mental map of the largest (l st) to the smallest (7th). Asia,
dictionary to find the
world and where Africa, Nth America, South America,
meanings. Earth,
they are located in Antarctica, Europe and Australia.
globe, map, features,
relation to other Write a question you would like to find out location, landmass,
places.
about each continent. Write the answer next continent, ocean,
to each continent. island, place, space,
3. Lesson conclusion: diagram, atlas,
coastline, isthmus,
In the beginning it was believed that the bight, gulf, peninsula,
Earth was one big land mass, then over names of continents
millions of year the tectonic plates started to and oceans
move because of the malt and larva beneath
the Earths surface. The land began to pull
apart creating 7 large land masses and 5
oceans. The land keeps moving but very slowly
so in another million years Earths surface will
look very different from now.
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 3 WALT: Locate the Revision Students go back to their desk with world map  A pedestal globe Informal/formative
major geographical What is a continent? Ask someone to and label the equator on the map. and a world map
The Equator divisions of the look it up in the dictionary Once you have done that hands on heads. are necessary for Print checklist:
and the world (e.g. A continent is one of several very The Tropic of Cancer this unit Mark as I walk
Tropics continents, oceans) large landmasses of the world. The imaginary line across the world map that is  Globes and torch around.
in relation to  Show above or north of the equator is called the x12 (paired work)
2 x 45 min WILF: WILF: You can
Australia https://www.youtube.com/watch Tropic of Cancer. Like the equator, it is an  Annex A
lessons one
(ACHASSK047) ?v=K6DSMZ8b3LE Continents imaginary line circling Earth. Continents and locate and label the
day per
week song 2:02mins Label the Tropic of Cancer on the world map. oceans map x22 imaginary lines of
WALT: Locate and People have been navigating the Once you have done that hands on heads.  Continents and the equator.
name the Equator, world for many centuries, they didn’t The Tropic of Capricorn oceans map loaded
North Pole and have the internet or GPS to help. They The line across the world map on page 12 that to the smartboard WILF: You can
South Pole, used land marks, stars, wind, sun, and is below or south of the equator is called the  https://www.youtu locate and label the
Northern and the ocean’s horizon to navigate during Tropic of Capricorn. Like the equator, it is an be.com/watch?v=c imaginary lines of
Southern the day and night. imaginary line circling Earth. qKZYAmcReQ 1:50 the Tropic of
Hemisphere, the 1. Introduction: Label the Tropic of Capricorn on the world Equator and Earth Capricorn.
Tropic of Cancer Play map. rotation and sun
and the Tropic of  https://www.youtube.com/watch Once you have done that hands on heads.  https://www.youtu WILF: You can locate

Capricorn.
?v=cqKZYAmcReQ 1:50 Equator Show be.com/watch?v= and label the
and Earth rotation and sun  Continents and oceans map loaded to the WgHmqv_-UbQ imaginary lines of
 https://www.youtube.com/watch smartboard Seasons stop at 2 the Tropic of Cancer.
?v=WgHmqv_-UbQ Seasons stop Demonstrate with a torch on the globe how the min 5.
at 2 min 5. suns rays become less intense. WILF: Locates and
The line imaginary line around the Allow the students to use torches in pairs. Adaptations: labels the North and
middle of a globe or across the middle Show the students the edges of the rays this is South Pole.
of a world map is called the equator. It what is known as the tropic of Cancer and Geographical
is an imaginary line circling Earth. The Capricorn. And the bands go latitudinally/ WILF: Identify where
vocabulary
equator divides Earth into two parts. horizontally around the earth. One of the you live on a world
The Northern Hemisphere is above or imaginary lines, the tropic of Capricorn runs extension students
map, naming the
north of the equator and the Southern cross Australia. Above the line the weather is use the dictionary
Hemisphere,
Hemisphere is below or south of the warm and moist near the ocean and hot and dry to find the
continent and
equator. The equator is the longest inland. They only have two season, wet or dry. meanings. climate.
line of latitude as Earth is widest along Below the imaginary line of the tropic of Place, space and
this line. It is located at 0 O latitude. Capricorn the weather is very seasonal meaning interconnection.
Earth spins (rotates) around an the climate changes generally 4 times a year
imaginary line running through it. This summer autumn, winter and spring.
line is called its axis. As you can see on
 a globe, the axis isn't straight up and 1. Students label the North Pole and the
down; is tilted. At the northern end of South Pole on the world map.
its axis is the North Pole. At the 2. Colour the tropics yellow on the world
southern end of its axis is the South map.
Pole.
3. Lesson conclusion:
Draw a red dot on the map where you live.
Write the following questions in your book
and write your answer.
(a) Do you live in the tropics?
(b) In which hemisphere do you live?
(c) In which continent do you live?
True or false?
(a) The Tropic of Cancer passes through
Europe. false
(b) The Tropic of Capricorn passes through
South America. true
(c) No part of the Arctic Ocean or Southern
Ocean is in the tropics.
True

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 4 WALT: Understand •There are four main directions: A compass rose is a symbol on a map that shows  A pedestal globe Informal/formative
the directions of north, south, east and west. North is directions. Using the classroom as an example we and a world map
Directions North South East and the direction towards the North Pole are necessary for Print checklist:
play a short game of corners. Students choose a
2 x 45 min West in relation to from anywhere on Earth. The opposite this unit Mark as I walk
corner (NESW) and a chosen student closes their
lessons one Australia applies to south. East is the direction  https://www.youtu around.
eyes tags a corner e.g. North. The students in the
day per (ACHASSK047) to the right when facing north and be.com/watch?v=f
week west is the opposite to this. North are out. 2I81_BFb-s WILF: You can locate
WALT: More •There are four more directions that 2:10mins NESW North, South East
After the game –
directions that are are halfway between the four main song and West using a
halfway between the directions: northwest, northeast,  Compasses x22  Compasses x22 compass.
four main directions: southwest and southeast. We move outside to see the sun. If we are outside  Which direction
northwest,  Play the sunrise and sunset determine our direction of worksheet
northeast, https://www.youtube.com/watch NSEW. The sun rises in the east and sets in the west. displayed IWB.
 southwest and ?v=f2I81_BFb-s 2:10mins NESW Because we are in Western Australia we always see  Australia on a map- WILF: You can
southeast. song sunsets over the ocean. Eastern Australia see 1 locate NSEW on a
sunrises over the ocean. Students use the compasses
 Australia on a map- Map.
•Note that when using a globe to 2 x 22
to show NESW.
identify the location of continents in WILF: You know
relation to Australia, Africa can be Students move back to their seats and complete in North indicates
located by moving west, which is Adaptations:
their books. direction to the
closer, or east. Geographical
vocabulary north pole.
The quickest/ slowest way to 'fly'  Which direction worksheet displayed IWB.
there from Australia can be discussed. Earth, globe, map, WILF: You can name
Display symbol, oceans and
the direction of
 Australia on a map-1 on the IWB so the continents of the
world, compass rose, object around you.
students can answer the questions on
 Australia on a map-2 x22 direction, north, south,
east, west, near, far,
3. Lesson conclusion:
There are four main directions: north, south, closer, further,
east and west. North is the direction towards opposite, distance.
the North Pole from anywhere on Earth. The
opposite applies to south. East is the direction
to the right when facing north and west is the
opposite to this.
•There are four more directions that are
halfway between the four main directions:
northwest, northeast, southwest and southeast.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 5 WALT: Identify the Geography categorises environments Display  https://schools.smcp Informal/formative
influence of purpose (the term used to describe our s.org/gkes/images/N
Natural, (e.g. shopping,  Natural, managed or constructed? -1 Print checklist:
surroundings) into natural, managed and atural_or_Man-
Managed or recreation), distance Mark as I walk
constructed. Discussed as a class and keep displayed Made-.pdf
Construction (e.g. location) and around.
 Natural, managed or constructed? – 2 x22  Natural, managed
accessibility (e.g. •Source a variety of images of natural,
2 x 45 min or constructed? -1 WILF: You recognise
technology, managed and constructed As a class or independently complete worksheet
lessons one
transport) on the environments for students to identify Students may have varied answers for Question  Natural, managed or natural
day per
week frequency with the different features. First show 2 and will need to explain their reasoning. constructed? – 2 x22 environments.
those with features belonging to only  Natural, managed or constructed? -3
 which people visit one environment; e.g. natural (coral provides students with the opportunity to  Natural, managed WILF: You can
places (ACHASSK051) reef), managed (botanical garden), investigate a place of their choice and identify or constructed? -3 recognise managed
WALT: constructed (urban area). the natural, managed and constructed features. environments and
Draw conclusions Then show images with mixed A digital photograph could be taken and
their purpose.
based on features for students to identify. Use scanned and placed on a page or whiteboard.
Adaptations:
information and/or Google Earth TM to view panoramic Alternatively, students can attach a photograph WILF: You recognise
Geographical
data displayed in street views of specific places to or draw a picture showing the features of their constructed
vocabulary
pictures, texts and identify natural, managed and chosen place.
natural, managed, environments and
maps (e.g. form constructed features. Display 3. Lesson conclusion: constructed, their purpose.
categories, make  https://schools.smcps.org/gkes/imag Natural features in the environment are those environment,
generalisations es/Natural_or_Man-Made-.pdf not made by humans. Examples are rivers, WILF: You draw
geographical features
based on patterns) oceans, native plants, cliffs and sand dunes. conclusions about
(WAHASS21) sustainability for the
Managed features are those that are natural
environment.
but are managed by humans. Examples are
forests that have been planted by humans
(plantations); lawns in gardens and parks; and
crops on farms.
Constructed features have been built by
humans. Examples are houses and other
buildings, roads and bridges.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 6 Local features and A map is a simplified drawing of a place  My Treasure map 1 x22.  Treasure Island Informal/formative
places are given seen from directly above. Many maps use Students have the opportunity to plan and develop map 1 display IWB
Map names, and these their own treasure map.  My Treasure map 1 Print checklist:
symbols instead of words or a In their scrap books students draw
Reading places can be x22. Mark as I walk
combination of both. The symbols relate  Treasure Island map 2 or the shape of their
2 x 45 min
defined on a variety  Treasure Island around.
in some way to the specific feature; e.g. choice display IWB.
lessons one of scales, including map 2 display IWB.
personal (e.g. tall triangles with snow lines on to Other suggestions could include a bridge, creek or  Atlases x22 WILF: You
day per river, road or track, cemetery, valley, boulders or
week home), local (e.g. represent very high mountains, squiggly  Road maps x22 understand what
beach.
street, suburb or vertical lines to represent a waterfall. Adaptations the symbols mean
Note: Ten spaces have been provided for the
town), regional (e.g. Geographical on a map.
Symbols on a map are often placed in a key, but students do not need to use that many
state) and national vocabulary map,
'key' or 'legend' that explains their (some students may need more!) WILF: You know
(e.g. country) symbol, features, key,
(ACHASSK048) meaning, especially when the symbols are island, directions, where to look for
Represent collected not obvious. The symbols are coloured 3. Lesson conclusion: north, south, east, how to read the
information and/or west, compass rose, map.
 data in to different appropriately matching the features A map is a simplified drawing of a place seen from next to, past, under, WILF: You know
formats (e.g. tables, represented; e.g. water is coloured blue. directly above. Many maps use symbols instead of travel which way is north,
maps, plans) words or a combination of both. The symbols relate south, east and
(WAHASS20).  Treasure Island map 1 - display
in some way to the specific feature; e.g. tall triangles west.
WALT: Read a map IWB.
with snow lines on to represent very high
and use its
Reading the directions in Question 2 mountains, squiggly vertical lines to represent a
key/legend to
navigate our way. will give clues to the features the waterfall.
symbols represent.
Symbols on a map is like reading a Symbols on a map are often placed in a 'key' or
book. 'legend' that explains their meaning, especially when
the symbols are not obvious. The symbols are
coloured appropriately matching the features
represented; e.g. water is coloured blue.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 7 Local features and •Revise/Introduce the concept of Display  Beachlands Informal/formative
places can be using symbols on a map to represent Primary School
Features on defined on a variety features. Note that on the map on  My school map map Print checklist:
a map of scales, including page 27, the purpose of the place is a Plan a map of your school grounds.  Features of a Mark as I walk
personal (e.g. clue for identifying some of the Students use the table to make notes about the school – 2 around.
2 x 45 min places in their school under each heading.
lessons one School), (ACHASSK0 symbols; labels are also used.  My school map x22
48).  Beachlands Primary School map They sketch a symbol for the features of their  Singleton Map WILF: A detailed
day per
WALT: Identify school.  Scrapbook x22 map of the school.
week
features and places •Discuss the symbols and labels on  Singleton Map
WILF: Symbols that
on a map of the the map and the suggestions given by Adaptations
school through students as to what each place is in Students draft a pencil sketch map of their Students can sketch represent the
symbols and labels the school. school on paper, then they draw a good copy places within their features and places
noting their purpose.  Features of a school – 2 and make a key for any feature. school grounds. of the school.
WALT: Plan, draft Students can complete page 28 as a
and publish a map of class, in pairs or individually. 3. Lesson conclusion: Vocabulary
the features and Symbols on a map represent features. The map, symbol, key,
places of the school. Ask. 'How many classrooms are purpose of the place is a clue for identifying features, compass rose,
there?', 'What's a symbol that could some of the symbols; labels are also used e.g. north, south, east,
be used for the medical room?', Why toilets, parking, trolleys. west, direction, sketch
are the courts next to the oval?'
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 8 The ways in which •The names of many cities, towns, •Although Perth will be unfamiliar to many students,  Google Earth™ zoom Informal/formative
Aboriginal and Torres suburbs, streets, buildings and in on Kings Park and
Names of  Names of places – 1 it provides an insight into Print checklist:
Strait Islander Peoples geographical features in Australia are view the layout and
Places some of the reasons placenames are chosen. Mark as I walk
maintain connections often connected with a significant person features. This could
around.
2 x 45 min to or event in the community or wider The conversation between Sophie and her also be done with
lessons one their Country/Place (A community. The significant people are grandmother also provides an example of how older places within the WILF: You recognise
day per CHASSK049) often connected with British royalty and relatives can be a useful source to gain information. students' local placenames
week history as Australia was first colonised by community. but Aboriginal and
WALT: Understand the  Names of places – 2 x22
Britain (first Europeans). Many  Names of places – 1 European settlers.
reasons why names of  Placenames near me x22 (Homework)
placenames also have an Indigenous  Names of places – 2
places in Australia are WILF: You recognise
connection. Provides a table for students to complete their own x22
chosen. placenames from
inquiry into local placenames, why they were chosen  Placenames near me
•Perth was founded in August 1829 by geographical
WALT: Understand and their meaning. x22 (Homework)
Lieutenant Governor James Stirling. He features. E.g. wave
that places in Australia
had explored the Swan River and Students will need access to a variety of sources to rock, Hamlin Bay,
can have a traditional
surrounding area in 1827, looking for a find the origins of placenames such as the internet, Adaptations: Ningaloo reef.
Aboriginal or TSI name
suitable settlement site. Perth was not a local or school library, visits to sites to read plaques Write a simple report
and a name given since
penal colony; the settlers were civilian or information, interviews with relatives or older about a significant person
European settlement.
settlers from Britain and a detachment of people and so on. a local place was named
troops. after.
3. Lesson conclusion:
 Google Earth™ Kings Park Placenames are chosen for a variety of reasons and
many of them also have a traditional Australian
•With an area of 400 hectares, Kings Park
Aboriginal (or Torres Strait Islander) name; e.g.
is one of the world's largest inner city
Mount Eliza/Mooro Katia (refer to page 31) or an
parks (larger than New York's Central
Indigenous connection; e.g. Murrumbidgee River in
Park). Features include grassed parklands,
NSW and ACT ('murrumbidgee' means 'big water' in
natural bushland, botanical gardens, walk
the local Wiradjuri Aboriginal language).
trails, children's discovery play areas and
playgrounds, the War Memorial plus Placenames can also be named after geographical
panoramic views of the city and Swan features; e.g. the suburb of Double Bay in Sydney lies
River. In September each year, the park around a bay which is separated by a miniature
hosts Australia's largest wildflower show point, forming two 'bays'.
and exhibition.
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 9 The ways in which There are many places of importance to Ensure students know where Torres Strait Islander  https://www.youtub Informal/formative
Aboriginal and Torres ATSI people for social, spiritual, historical people live, even though this region will not be local e.com/watch?v=k_-
Features Print checklist:
Strait Islander Peoples and commemorative reasons. Many of to the vast majority of students. OxErv7kI 1:30 mins
and places Mark as I walk
maintain connections these are connected with natural placenames.
of Aboriginal To complete page 35, around.
to geographical features, while others are  https://www.creativ
and TSI’s.
their Country/Place (A constructed by them using natural  Important places for Aboriginal and Torres Strait espirits.info/aborigin WILF: You identify
2 x 45 min CHASSK049) materials. Places include: Islanders x22 alculture/land/guide some of the
lessons one -to-aboriginal-sites- significant or
WALT: Find out about rock shelters, scarred trees, natural sacred students will generally be able to work out which
day per and-places important places of
some of the places that sites - burial sites and cemeteries. Open feature matches which illustration by reading the
week ATSI people.
are significant to camp sites and fish traps. Midden, bora description. Coloured images could be viewed on the
 Important places for
Aboriginal and TSI ground. internet. WILF: Aboriginal
Aboriginal and Torres
people. People named
ATSI people's culture is bound to the land To complete page 36, Strait Islanders x22
places from it’s
WALT: Investigate the ocean, sky and waterways through  Aboriginal and Torres
 Aboriginal and Torres Strait Islander placenames features not from
meaning of Aboriginal Creation stories. Land is considered the Strait Islander
x22 personal names.
placenames. source of a person's being and identity placenames x22
and thus the reason why specific places the internet can also be used as a whole class  Local Aboriginal or
are significant to them. exercise. Torres Strait Islander
places and
 https://www.creativespirits.info/abor Consultation with a visiting ATS! person or
placenames Table
iginalculture/land/guide-to- contacting a local ATSI centre would assist students
students rule up in
aboriginal-sites-and-places in completing the investigation on page 37.
scrapbooks.
3. Lesson conclusion:
Adaptations
There are many places of importance to ATSI people
 https://www.youtube.com/watch?v
for social, spiritual, historical and commemorative Geographical vocabulary
=k_-OxErv7kI 1:30 mins placenames.
reasons. Many of these are connected with natural capital city. placenames,
geographical features, while others are constructed site, local, community,
by them using natural materials. ATSI people's rock shelter, overhang.
culture is bound to the land ocean, sky and midden, bora ground,
waterways through Creation stories. Land is mound of earth. pathway,
considered the source of a person's being and scarred tree, campsite,
 identity and thus the reason why specific places are coast. waterway,
significant to them. mountain range, cliff,
south-east, south-west,
estuary, breeding ground.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 10 The connections of The concept of scale begins at a personal  Types of settlements – 1  google Earth and Informal/formative
people in Australia to level; e.g. students' homes, then spreads zoom in and out.
Types of Read what each child says about their settlement Print checklist:
other places in out to the local, regional, national and  Types of settlements
settlements and discuss the features and other information with Mark as I walk
Australia, in the global. Different types of settlements can –1
the students. around.
2 x 45 min Asia region, and across be organised by scale; isolated dwelling,  Types of settlements
lessons one the world (e.g. family small rural town, regional centre, suburb,  Types of settlements – 2 x22 – 2 x22 WILF: You recognise
day per connections, trade, city, state, country, continent, world.  Types of settlements different features of
Students can use the discussion points to complete
week travel, special events, – 3 use scrapbooks settings such as
 google Earth and zoom in and out. page 40.
natural disasters) and draw up a table. rural, urban and city.
(ACHASSK050) Ask students which of the three would be the largest
WILF: You can order
in size and the smallest. Explain their reasoning.
WALT: Identify in size the hierarchy
Adaptations
different features in a Ask students how the people are connected to of places.
variety of settings e.g. others in each settlement; e.g. the rural area by road Geographical vocabulary
rural, urban, city. to travel to the nearest town for school or supplies.
rural area, features,
WALT: describe the  Types of settlements – 3 use scrapbooks and distance, town, city,
hierarchy of places draw up a table. suburb, state, territory,
from a personal level country, settlement,
Students complete the table about their settlement
like home to a national community,
by filling out their complete 'address' from street
level of the country. neighbourhood, roads,
name and number to country, will help them
streets, connections.
understand how places can be defined at a variety of
scales.

3. Lesson conclusion:
Different types of settlements can be organised by
scale; isolated dwelling, small rural town, regional
centre, suburb, city, state, country, continent, world.
Timing Objectives Intro
Lesson 11 The connections of •There are various ways people are
people in Australia to connected to places within Australia.
Connections
other places in These include place of birth; where
to places in
Australia, in the relatives live; places visited while on
Australia.
Asia region, and across holiday; where friends have moved to;
2 x 45 min the world (e.g. family places visited for sporting, educational or
lessons one connections, trade, recreational means; family transferring to
day per travel, special events, another place through work, and so on.
week natural disasters)
•You may not have actually visited some
(ACHASSK050).
places in Australia they feel connected to
WALT: Identify the but may have seen events on television
connections we have involving places in Australia they feel
to places in Australia connected to; e.g. MCG, Ayers Rock or
and the reasons why. Uluru, Great barrier reef.
 Ayla's connections to places in
Australia.
A fictional child, Ayla Bridges has
identified and labelled places she has
connections with in Australia. A symbol
for each place has been made and a key
provided. Arrows connect the explanation
about the place to its position on the map.
•. Ask questions such as:
- Why is Ayla connected to Bendigo?
- Which places has she flown to in an
aeroplane?
- Which places has she driven to?
- Where has she been on holidays?
- Which place is furthest from her home?
- Why does her family go to Tasmania?
- Which places do her relatives live in?
Sequence of Learning Experiences Resources Assessments
 My connections to places in Australia x22  Ayla's connections to Informal/formative
places in Australia.
Students to add annotations about places they are Print checklist:
 My connections to
connected to. Symbols can be added to the KEY, Mark as I walk
places in Australia
similar to page 55. Students need to ask parents or around.
x22
relatives questions before completing this activity.
 Where are we WILF: You
 Where are we connected? X22 connected? X22 understand we are
all connected
Page 57 includes a table for students to complete Adaptations
through places in
relating to connections in Australia. This could be Think of the place they
Australia.
done as a whole class or in groups. They need to find most like to visit on
out four places people connected with from page 56 holiday. Describe how
(preferably popular ones like the place in which they they get there and what
the place is like and what
live), tally the number of people who have
they do there.
connections (tally marks will need introducing or
revising) and then make notes about reasons for
these connections.
3. Lesson conclusion:
There are various ways people are connected to
places within Australia. These include place of birth;
where relatives live; places visited while on holiday;
where friends have moved to; places visited for
sporting, educational or recreational means; family
transferring to another place through work, and so
on.
Our connections make us a nation.
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 12 The connections of There are various ways people are  My connection to other places in the world x22  Matthew's Informal/formative
people in Australia to connected to places other than connections to other
Connections Australia. These include place of birth, Page 60 includes a map of the world for students to Print checklist:
other places in places in the world.
to places in where parents were born, where add annotations about places they are connected to. Mark as I walk
Australia, in the  My connection to
Australia. relatives live and places visited around.
Asia region, and across Symbols can be added to the KEY, similar to page 59. other places in the
while on holiday.
2 x 45 min the world (e.g. family You may not have actually visited Students may need to ask parents or relatives world x22 WILF: You recognise
lessons one connections, trade, some places in the world they feel questions before completing this activity. Note:  My favourite place – how people are
day per travel, special events, connected to but, as in Some students may not have any family connections draw table in their connected to other
week natural disasters)  Matthew's connections to other outside Australia or have not holidayed overseas. scrapbooks. places and why.
(ACHASSK050). places in the world.
If that is the case ask them about a fantasy holiday Adaptations.
WALT: Identify They have a connection through and they can map out a place.
relatives living there with whom they Write an acrostic poem
connections you have
keep in touch.  My favourite place – draw table in their about the place chosen
to other places than
Matthew Liu. scrapbooks. on page 61 (My favourite
Australia and the
He has identified and labelled places place) and share with
reasons why. Students to complete relating to the favourite place
he has connections with other than others.
Australia. they are connected to, either in Australia or another
Ask questions such as: part of the world. Answering the questions in the
- Why is Matthew connected to table about this place will help students to further
Sydney? reflect on the main reasons people are connected to
- In which country was Matthew's places; i.e. place of birth, places where family and
father born? friends live, and holiday destinations.
- Where is his mother from?
- What is his connection to London? 3. Lesson conclusion:
- Why did Matthew visit Fiji? How do There are various ways people are connected to
you think he got there? places other than Australia. These include place
- Was Matthew's mum born in the of birth, where parents were born, where
relatives live and places visited
South or North Island of New Zealand?
while on holiday.