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Foundation Statements
Students make comparisons between natural, heritage and built features of the local area and examine the human interaction with these features. They investigate the relationship between people and environments including the relationship between Aboriginal peoples and the land. Students use the language of location in relative terms and construct and use pictorial maps and models of familiar areas.
Rationale
This unit provides opportunities for students to explore life in a wet or dry environment. It allows students to focus on peoples interactions with, and responsibilities towards, these environments. It aims to help the students develop a sense of responsibility towards their own environments. This program aims to provide the students with interesting, relevant learning experiences focusing on various environments found in Australia, the animals that live in these environments and the effects of humans.
Outcomes
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features. ENS1.6 Demonstrates an understanding of the relationship between environments and people.
Indicators
Examines the differences between natural and built features and places and wet and dry environments. Uses a range of geographical terms to describe location and features (eg east, west, mountain, valley, hill, city) and terms for geographical tools (eg maps, globes, atlas). Uses geographical tools to locate and investigate places, eg maps, globes, atlases Associates geographical terms for places and features with visual images. Recognises the globe as a representation of Earth, differentiating between land and water Constructs pictorial maps and uses these maps to locate real features. Expresses feelings for particular environments and why they have these feelings. Recognises Aboriginal peoples special relationship with the land. Identifies and labels how the elements of an environment rely on each other. Identifies ways in which people depend on the environment. Identifies ways in which peoples interactions with the environment can change that environment, eg the result of blocking up a river or chopping down trees Evaluates results of human change on environments relevant to them Shows an interest in environmental issues at local, national and global levels Suggests ways of caring for sites, features, places and environments to which they can contribute.
Differentiation
This program has been designed to meet the different learning styles of the students. Similarly, the activities have been differentiated to extend or support students based on their individual needs and abilities. Activities vary from individual tasks to whole class activities, written work to hands on activities, and from closed to open ended tasks. Students will have ample opportunities to participate in class and group discussion pertaining to particular concepts where they will be able to share their ideas, listen to the ideas of others and question material presented.
Resources
Lesson activities Map of Australia Internet various videos, images, information about environments, plants and animals. iPads
Program Assessment
Week
Week 2
Date
The Sea Animals in the sea and why people use the sea.
Week 4 Animals: Create a mind map of the animals that are found in and near the sea. People: Discuss how and why people use the sea. For example, workers fisherman, prawn farmers. Leisure activities - swimming, surfing, sailing. Discuss why the type of environment, wet, has an impact on what happens there. Activity: Jointly construct a diagram showing how people depend on water for work and leisure. Students copy the diagram into their workbooks and write about something they would like to see/do at the sea. Differentiation: More capable students can add more detail to the diagram whilst less capable students will receive support based on their needs.