Use Google Maps locate Australia. Use the zoom in and out to locate neighbours. Describe the – Australia’s location of these countries using positional language such as: north of Australia is Papua New Guinea; to the east Chart Paper of Australia is New Zealand etc . Pens Identify capital cities and major natural features of neighbouring countries including New Zealand, Papua New – and Guinea, Indonesia, Pacific Island Nations and Timor-Leste. “Primary Society Click on Traffic photos to identify features of these counties. Use the Tag on the left side to specify features to Environment: Book D” – RIC Publications look for eg. Mountains. Create a table of information about each of the countries discussed using the map. – Identify the names of the regions our neigbours are part of for example Pacific Neighbours: Fiji, Papua New – – Guinea, New Zealand, Solomon Islands, Tonga, Cook Islands, Nauru, Vanuatu, Western Samoa; Northern Neighbours: Indonesia, Papua New Guinea, Timor-Leste, Singapore, Malaysia and Brunei Further Activities: and pg 37, 38, 39 Mapping our Near-North “Primary Society Environment: Book D” RIC Publications – – Neighbours. Geographical Language Assessment Opportunities Neighbours, country names, capital city names, natural features EXPLORE Resources Climate Maps: Chart Paper Magazines Discuss the difference between weather and climate weather contributes to the climate type. Focus on tropical, – Internet temperate, dry/arid and polar/arctic and the features of each. In groups create a collage to represent the different Scissors climate zones. Glue Look at various climate maps of Australia and the world. Web links as listed Use a blank map of the world to mark in the climate zones revising the Equator and tropics (from year 2). Model – to students the use of the BOLTS process for mapping conventions (as in unit 1) as well as using a legend to Blank map of the world identify the zones. Pose questions to help the students to identify the distribution of climate zones in the world. What do you notice Photographs of various about the location of the hot zones and cold zones of the world? Provide images/photographs that show features of these zones for example in National Geographic website photography nature & weather or use Google maps climate zones – – – in satellite. Create a table to show features:
Use Google Maps – locate Australia. Use the zoom in and out to locate Australia’s neighbours. Describe the location of these countries using positional language such as: north of Australia is Papua New Guinea; to the east of Australia is New Zealand etc . Identify capital cities and major natural features of neighbouring countries – including New Zealand, Papua New Guinea, Indonesia, Pacific Island Nations and Timor-Leste. Click on Traffic – photos to identify features of these counties. Use the Tag on the left side to specify features to look for – eg. Mountains. Create a table of information about each of the countries discussed using the map. Identify the names of the regions our neigbours are part of – for example – Pacific Neighbours: Fiji, Papua New Guinea, New Zealand, Solomon Islands, Tonga, Cook Islands, Nauru, Vanuatu, Western Samoa; Northern Neighbours: Indonesia, Papua New Guinea, Timor-Leste, Singapore, Malaysia and Brunei Further Activities: “Primary Society and Environment: Book D” RIC Publications – pg 37, 38, 39 – Mapping our Near-North Neighbours. Chart Paper Pens “Primary Society and Environment: Book D” RIC Publications Geographical Language Assessment Opportunities Neighbours, country names, capital city names, natural features EXPLORE Resources Climate Maps: Discuss the difference between weather and climate – weather contributes to the climate type. Focus on tropical, temperate, dry/arid and polar/arctic and the features of each. In groups create a collage to represent the different climate zones. Look at various climate maps of Australia and the world. Use a blank map of the world to mark in the climate zones – revising the Equator and tropics (from year 2). Model to students the use of the BOLTS process for mapping conventions (as in unit 1) as well as using a legend to identify the zones. Pose questions to help the students to identify the distribution of climate zones in the world. What do you notice about the location of the hot zones and cold zones of the world? Provide images/photographs that show features of these zones – for example in National Geographic website – photography – nature & weather or use Google maps in satellite. Create a table to show features: Chart Paper Magazines Internet Scissors Glue Web links as listed Blank map of the world Photographs of various climate zones
geography-year_3_unit_2.docx