Y8 Geography
Published on Nov 19, 2015
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PRESENTATION OUTLINE
MY INQ UNIT
YEAR 8 GEOGRAPHY
Year 8 Geography unit incorporating ICT, Literacy and Numeracy components
Photo by garryknight
UNIT 1 FOR Y8
LANDSCAPES AND LANDFORMS
Landscapes and Landforms is Unit 1 for Year 8 Geography
This unit has been created to be completed in 28 lessons over 7 weeks, with an excursion included to assist the students in their understanding of content.
This unit has been created to be completed in 28 lessons over 7 weeks, with an excursion included to assist the students in their understanding of content.
Photo by smjbk
COURSE STRUCTURE
5WKS THEORY, 2 WKS PRACTICAL APP
This unit has been devised with 5 weeks of theory followed by a 2 week practical application of this theory.
Theory is the unit 1 requirements of AUSVELS and the practical application is a project in which the students will look to make a change that impacts positively on the environment.
Theory is the unit 1 requirements of AUSVELS and the practical application is a project in which the students will look to make a change that impacts positively on the environment.
Photo by Leo Hidalgo (@yompyHERE)
Untitled Slide
This represents an overview of the unit. There are three main components:
Theory - in blue - where students learn about their local environment
Sustainability Audit - in green - where students are given the chance to audit their school
Make a Change project - in red - where students can reflect on their theory and initiate ideas for positive environmental change
Theory - in blue - where students learn about their local environment
Sustainability Audit - in green - where students are given the chance to audit their school
Make a Change project - in red - where students can reflect on their theory and initiate ideas for positive environmental change
KEY ACTIVITIES
- Landscape Creation
- Aboriginal Culture Walk
- Yangtze River Infographic
- Mining with Cookies
- Sustainability Audit
Students get the chance to participate in a range of activities in this unit, of which 5 have been selected to discuss here:
Landscape creation - students artistically recreate a famous world/local landscape
Aboriginal culture walk - students go on a culture walk in the Melbourne Royal Botanical Gardens led by an aboriginal elder
Yangtze River infographic - students are to design and create an infographic on the damming of the Yangtze River
Mining with cookies - using chocolate chip cookies to demonstrate a non-renewable resource
Sustainability audit - students take time to audit the school and their home.
Landscape creation - students artistically recreate a famous world/local landscape
Aboriginal culture walk - students go on a culture walk in the Melbourne Royal Botanical Gardens led by an aboriginal elder
Yangtze River infographic - students are to design and create an infographic on the damming of the Yangtze River
Mining with cookies - using chocolate chip cookies to demonstrate a non-renewable resource
Sustainability audit - students take time to audit the school and their home.
AUSVELS
Connection to the Australian Curriculum
This section of the presentation shows the connections established to the Australian Curriculum.
More detail is provided to specific codes in the Unit Overview document.
More detail is provided to specific codes in the Unit Overview document.
Photo by Richard.Fisher
AUSVELS
- Year 8 Geography Unit 1
- Numeracy
- Literacy
- ICT
There are four main study areas, all focused at a Year 8 level:
Geography Unit 1 - landscapes and landforms
Numeracy skills mainly in the area of units of measurement and financial/statistical management
Literacy skills aimed at presentation and report writing skills
ICT is for the students to view and create with - it is both an enabler of other learning areas, and teaching involves learning ICT areas themselves.
Geography Unit 1 - landscapes and landforms
Numeracy skills mainly in the area of units of measurement and financial/statistical management
Literacy skills aimed at presentation and report writing skills
ICT is for the students to view and create with - it is both an enabler of other learning areas, and teaching involves learning ICT areas themselves.
Geography
- Unit 1 - Landscapes and Landforms
- How are landforms created
- Spiritual connection to land
- Impact of changing env. on individuals
- Preparing for env. hazards
There are four main areas listed which are covered as part of this unit.
These aim to move from more abstract and ethereal concepts to more applicable as the unit progresses.
These aim to move from more abstract and ethereal concepts to more applicable as the unit progresses.
Numeracy
- Calculations - percentages
- Units of measurement
- Data collection methods
Students get the chance to complete calculations and work out the percentage changes for a range of different data types.
Units of measurement are crucial when completing the sustainability audit and understanding the conversions between usage and the price paid
Data collection methods are analysed when looking at the sustainability audit - what value can be placed on testimonial evidence vs the bills - hard evidence
Units of measurement are crucial when completing the sustainability audit and understanding the conversions between usage and the price paid
Data collection methods are analysed when looking at the sustainability audit - what value can be placed on testimonial evidence vs the bills - hard evidence
Literacy
- Vocabulary
- Indigenous Text
- Audit Report
- Project Presentation
Students develop their literacy in four main ways:
Development of a glossary of key environmental terms, making sure that they have correct spelling and are able to pronounce words correctly
Analysis of a text written to convey the importance of the land and the usage of Aboriginal and Torres Strait Islander people
An informative report for the Sustainability Audit
A presentation of the successes and struggles of making an environmental change
Development of a glossary of key environmental terms, making sure that they have correct spelling and are able to pronounce words correctly
Analysis of a text written to convey the importance of the land and the usage of Aboriginal and Torres Strait Islander people
An informative report for the Sustainability Audit
A presentation of the successes and struggles of making an environmental change
ICT
- Spreadsheets
- Infographics
- Project Management
e5
- Embedded into each lesson
- Theory: Engage / Explore
- Audit: Explain / Elaborate
- Project Cycle Review &
- Unit Reflection - Evaluate
E5 is embedded into each lesson through use of the GANAG model.
Theory sections are for Engage and Explore activities
The Audit provokes students to move towards asking and answering questions that need explanation and further elaboration
The Project has a cycle of Review and Reflect, which provides time for ongoing evaluation of work. Students learn that evaluation is an ongoing process, not a once off when work is 'finished'
Theory sections are for Engage and Explore activities
The Audit provokes students to move towards asking and answering questions that need explanation and further elaboration
The Project has a cycle of Review and Reflect, which provides time for ongoing evaluation of work. Students learn that evaluation is an ongoing process, not a once off when work is 'finished'
DELIVERY = GANAG/E5
- Goal - E1
- Access - E1/E2
- New Knowledge - E2
- Apply - E3/E4
- Generalise - E5
Giving students a goal to aim for - Engage
Getting students to look at the information and to discover prior knowledge - Engage and Explore
Giving students new knowledge - Explore
Helping students to apply this knowledge through use of activities - Explain and Elaborate
Each lesson has a time for review, where students can reflect on the learning from the lesson - Evaluate
Getting students to look at the information and to discover prior knowledge - Engage and Explore
Giving students new knowledge - Explore
Helping students to apply this knowledge through use of activities - Explain and Elaborate
Each lesson has a time for review, where students can reflect on the learning from the lesson - Evaluate
make a change
standout activity for Year 8 Inquiry Unit
Students have a standout activity in which they get the chance to make a change in their local environment.
Students choose the area that they are passionate about, they choose the change that they want to make, and ideally link this to the theory that they have learned through the early lessons.
They have a review and refine cycle, and work out how they can create positive change in an ongoing manner in the future.
Students choose the area that they are passionate about, they choose the change that they want to make, and ideally link this to the theory that they have learned through the early lessons.
They have a review and refine cycle, and work out how they can create positive change in an ongoing manner in the future.
Photo by Daniele Zedda
Make a Change
- Student practical project
- Can be in teams/individual
- Negotiated assessment
- Landscapes or Audit
- Project plans and journal
Students have the chance to complete a project that will actually make a difference to the world around them.
Students are able to choose to complete this task in teams or individually - different tasks lend themselves to these pursuits
Students are given the chance to negotiate how they will be assessed for this section of the course. What indeed makes a successful change and a successful project? Immediate results or the thinking behind it?
Students can choose to use the theory learned in the Landscapes area or the Audit area
Students are expected to develop a simple project plan with their aims and actions - as well as journalling their experiences in either a note book or using ICT.
Students are able to choose to complete this task in teams or individually - different tasks lend themselves to these pursuits
Students are given the chance to negotiate how they will be assessed for this section of the course. What indeed makes a successful change and a successful project? Immediate results or the thinking behind it?
Students can choose to use the theory learned in the Landscapes area or the Audit area
Students are expected to develop a simple project plan with their aims and actions - as well as journalling their experiences in either a note book or using ICT.
Staged Approach
- Generate ideas
- Planning and Design
- Create Change
- Review and Refine
- Unit Reflection
Students go through the same learning model that is developed in the unit, with the Audit and embedded in each lesson.
Early part of the project is in generating ideas from their theoretical base - in an Engage/Explore manner
Planning and Design is completed as students Explain the change they seek to make
and the process they will follow
Creating the Change and documenting what goes on is a chance for students to make their theory real - and Elaborate on their progress
The Review and Refine process allows students to peer review each others work, building valuable collaboration skills as well as the ability to deliver and receive feedback - and then the application of this feedback to improve the project - this is strong higher order thinking
The unit reflection is a chance for students to review their work completed over the past 7 weeks and to Evaluate what they have learned and how they have personally changed.
Early part of the project is in generating ideas from their theoretical base - in an Engage/Explore manner
Planning and Design is completed as students Explain the change they seek to make
and the process they will follow
Creating the Change and documenting what goes on is a chance for students to make their theory real - and Elaborate on their progress
The Review and Refine process allows students to peer review each others work, building valuable collaboration skills as well as the ability to deliver and receive feedback - and then the application of this feedback to improve the project - this is strong higher order thinking
The unit reflection is a chance for students to review their work completed over the past 7 weeks and to Evaluate what they have learned and how they have personally changed.
