Use collated photographs and information researched to construct a table to outline examples of natural environmental influences. Students collate data from their in-depth study into a table to summarise their findings. Create flowcharts to demonstrate understandings of the ways the environment influences people and places. Discuss: Does the information relate to the inquiry questions used to shape the investigation? Has sustainability been considered? Communicating geographical information Communicate: Design a home using influences of the features of the natural environment of their allocated area as a focus. Students’ designs should convey their understandings of the inquiry questions and put forward arguments and opinions about why they have chosen the material, shape and place where they will build. The design should include a clear explanation and justification of a specific point of view of how the environment has influences their house design. Respond: Describe and justify a specific point of view when answering peer questions related to the design. Geographical concepts Geographical inquiry skills Geographical tools Place: the significance of places Acquiring geographical Maps – information and what they are like e.g. large-scale maps, characteristics of places. develop geographical maps, topographic questions to investigate and maps, flowline maps Space: the significance of plan an location and spatial distribution, maps to identify location, inquiry (ACHGS033, latitude, direction, distance, and ways people organise and ACHGS040) map references, spatial manage spaces that we live in collect and record relevant distributions and patterns e.g.; how people organise and geographical data and
Use collated photographs and information researched to construct a table to outline examples of natural environmental influences. Students collate data from their in-depth study into a table to summarise their findings. Create flowcharts to demonstrate understandings of the ways the environment influences people and places. Discuss: Does the information relate to the inquiry questions used to shape the investigation? Has sustainability been considered? Communicating geographical information Communicate: Design a home using influences of the features of the natural environment of their allocated area as a focus. Students’ designs should convey their understandings of the inquiry questions and put forward arguments and opinions about why they have chosen the material, shape and place where they will build. The design should include a clear explanation and justification of a specific point of view of how the environment has influences their house design. Respond: Describe and justify a specific point of view when answering peer questions related to the design. Geographical concepts Geographical inquiry skills Geographical tools Place: the significance of places and what they are like e.g. characteristics of places. Space: the significance of location and spatial distribution, and ways people organise and manage spaces that we live in e.g.; how people organise and Acquiring geographical information develop geographical questions to investigate and plan an inquiry (ACHGS033, ACHGS040) collect and record relevant geographical data and Maps – large-scale maps, maps, topographic maps, flowline maps maps to identify location, latitude, direction, distance, map references, spatial distributions and patterns
st3whylivewhere.docx