GEOGRAPHY OVERVIEW, TERM 4 (suggested)
Unit Title:
Achievement
Standard
Geographical
Concepts
☑ Place
☑ Space
☑Environment
☑Interconnection
☑Sustainability
☐ Scale
☑ Change
How do different cultures (people) use and influence their environments?
(2 Mini Units 18-20 hrs total- Part 1 Weeks 1-5, Part 2 Weeks 5-10)
By the end of Year 5, students explain the characteristics of places in different locations at the national scale. They describe the interconnections
between people, places and environments and identify the effect of these interconnections on the characteristics of places and environments.
They describe the location of selected countries in relative terms and identify spatial distributions and simple patterns in the features of places
and environments. They identify alternative views on how to respond to a geographical challenge and propose a response.
Students develop geographical questions to investigate and collect and record information from a range of sources to answer these questions.
They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the
cartographic conventions of border, scale, legend, title, and north point. Students interpret geographical data to identify spatial distributions,
simple patterns and trends, infer relationships and draw conclusions. They present findings using geographical terminology in a range of
communication forms. They propose action in response to a geographical challenge and identify the expected effects of their proposed action.
Content Descriptions
Geographical Knowledge and Understanding
 The location of the major countries of Europe and North
America in relation to Australia and the influence of people
on the environmental characteristics of places in at least two
countries from both continents (ACHGK026)
 The influence of people, including Aboriginal and Torres
Strait Islander Peoples, on the environmental characteristics
of Australian places (ACHGK027)
 The influence of the environment on the human
characteristics of a place(ACHGK028)
 The influence people have on the human characteristics of
places and the management of spaces within
Assessment (A)
Assessment for:
Part 1.
 Silent Conversation Activity-Mind Map
Part 2.
 KWL Chart
Assessment of:
Part 1.
 Postcard from Australia
 Venn Diagram
Part 2.
 A4 template of the World identifying major geographical features
them (ACHGK029)
Geographical Inquiry and Skills
Observing, questioning and planning
1.
Develop geographical questions to investigate and plan an
inquiry (ACHGS033)
Collecting, recording, evaluating and representing
1.
2.
3.
Collect and record relevant geographical data and
information, using ethical protocols, from primary and
secondary sources, for example, people, maps, plans,
photographs, satellite images, statistical sources and reports
(ACHGS034)
Evaluate sources for their usefulness and represent data in
different forms, for example, maps, plans, graphs, tables,
sketches and diagrams (ACHGS035)
Represent the location and features of places and different
types of geographical information by constructing large-scale
and small-scale maps that conform to cartographic
conventions, including border, source, scale, legend, title and
north point, using spatial technologies as appropriate
(ACHGS036)
Interpreting, analysing and concluding
1.
Interpret geographical data and other information, using
digital and spatial technologies as appropriate, and identify
spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037)
Communicating
1.
Present findings and ideas in a range of communication
forms, for example, written, oral, graphic, tabular, visual and
maps; using geographical terminology and digital


European Map template with recorded information of 2 countries.
North American Map template with recorded information of 2
countries.
Assessment as:
Part 1.
 Letter to the Local Council Planning Department
Part 2.
 Map Tests and Multiple Choice for North America and Europe
technologies as appropriate (ACHGS038)
Reflecting and responding
1.
Learning Framework
Cross Curricula
Priorities
General Capabilities
Links to other LA’s
Reflect on their learning to propose individual and collective
action in response to a contemporary geographical challenge
and describe the expected effects of their proposal on
different groups of people (ACHGS039)
☑ Community Contributor
☑Leader and Collaborator
☑Active Investigator
☑Effective Communicator
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☑Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
English, Numeracy, ICT, History
☑Designer and Creator
☑ Quality Producer
Learning and Teaching Strategies
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
10
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☑Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
ENGAGE
PART 1.
Lesson 1. (1 hr)
A)Share a text (see suggested in Resources column); discuss themes of population and settlement and the impacts on the environment.
B)Conduct a Silent Conversations Activity;
Use questions like What’s changed?
 How have humans changed this environment?
 What’s stayed the same?
 What features of the natural environment have humans utilised? How?
 What features of the natural environment have impeded urban development? How?
C) Share findings and create a class Mind Map of responses (eg. Ipad Apps; poplet, tools4teachers, total recall etc)
Lesson 2.(1hr)
Options-
9
Evaluate
Resources
Suggested Texts ‘Window’ by Jeannie
Baker
 ‘Where the Forest
Meets the Sea’ by
Jeannie Baker
 ‘Mirror’ by Jeannie
Baker
 ‘Belonging’ by Jeannie
Baker
 ‘My Place’ by Nadia
Wheatley and Donna
Rawlins
A5 paper with Silent
A)We Do Activity; Invite a guest speaker (local ABTSI Elder) to come and talk re indigenous people’s use and management of the land
B) We Do Activity; Excursion to a local indigenous cultural centre (eg. Tjapukai, Mossman Gorge Cultural Centre, Walker Bros. Tours-Mossman,
Mamu-Innisfail/Southern Tablelands district)
Geographical Language
Geography, influence, people, environmental, places, characteristics, human, place, spaces, management, collect, climatic conditions, landforms,
settlements, food production, natural, organised, zoning, local planning, farming
Reflection
conversations questions
-IWB or Ipad for Mind
mapping Activity
http://www.mamu.org.au/
http://www.nprsr.qld.gov.
au/parks/mamu/environe
mental-education.html
-Book; ‘Yalanji’ by
Warranga Kaban
Assessment
Opportunities
ForSilent Conversation
Activity-Mind Map
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☑Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
EXPLORE
Lesson 1.(1hr)
A) I Do/We Do Activity; Teacher models using the Power Point, Where Australians Live’, explore Power Point Presentation using and discussing
pictures, maps (eg keys, colour, symbols etc) and use questioning to prompt discussion from the ‘content and information in the slides.
Lesson 2.(1hr)
A)You Do Activity; Using activity from Power Point (slide No. 22), students create a Postcard from Australia
Evaluate
Resources
http://www.slideshare.net
/celestetfrey102685/austr
alia-where-australians-live3493755
Geographical Language
Geography, Australia, influence, people, environmental, places, characteristics, human, place, spaces, management, collect, geographical, data,
information, location, maps, border, sources, legend, title, compass points, major, industries, sustainability, interpret, features, globe, climatic
conditions, landforms, settlements, food production, natural, organised, zoning, local planning, farming
Reflection
Assessment
Opportunities
OfPostcard from Australia
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☑Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
EXPLAIN
Resources
Lesson 1. (1hr)
A)We Do Activity; Pose questions for class discussion What development/redevelopment is happening in our local area?
 How does this affect us?
 How do councils organise the use of space through zoning? (Economic, Environmental, population growth etc)

B)Use local council Zoning maps to identify how we use space (or future use) in our local area.
OR
C)Visit Local Council Planning Dept. and have a representative talk to students re use of and proposed use of local area/space.
OR
D)Invite Local Council Planning Dept. Representative to be a guest speaker to talk to students re use of and proposed use of local area/space.

Lesson 2. (1hr)
A)You Do Activity; Pairs create a Venn Diagram of the Positive and Negative Effects of this local development.

IWB; to record
answers of discussion
questions
Local Council websites
for access to local
zoning maps
Venn Diagram
template or Apps (eg
Tools4Teachers)
Geographical Language
Geography, Australia, influence, people, environmental, places, characteristics, human, place, spaces, management, collect, geographical, data,
information, location, maps, border, sources, legend, title, compass points, major, industries, sustainability, interpret, features, globe, climatic
conditions, landforms, settlements, food production, natural, organised, zoning, local planning, farming
Reflection
Assessment
Opportunities
OfVenn Diagram
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☑Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
ELABORATE
Lesson 1/2 (2hrs)
A)You Do Activity; After comparing the Positive/Negative Effects of the development in your local area and developing your own ideas regarding the
issue, write a Letter back to the Local Council Planning Dept. Representative to express your point of view!
-Draft letter
-Edit
-Publish
Evaluate
Resources
Geography Journals for
drafting of Letter.
Choice for published lettercomputer
typed/handwritten.
Geographical Language
Geography, continents, North America, Europe, Australia, influence, people, environmental, places, characteristics, human, place, spaces,
management, collect, geographical, data, information, location, maps, border, sources, legend, title, compass points, major, industries,
sustainability, interpret, features, globe, climatic conditions, landforms, settlements, food production, natural, organised, zoning, local planning,
farming
Reflection
Assessment
Opportunities
AsLetter to Local Council
Planning Department
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☐Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☐Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
EVALUATE
PART 2Lesson 1 (1hr)
A)Engage the students by using one of the following suggested websites/ipad apps where the students play a game that allows them to ‘find’
certain countries, continents etc. Start with a World Map, then focus in on Australia, Europe and North America.
Discuss with the students –
What’s something new you discovered?
What surprised you?
What do you want to know?
Record on a class K/W/L chart
Lesson 2: (1hr)
A)Pose Inquiry Question What is a Continent? Devise a Class Definition for ‘Continent’; identify major continents of the world!
Students use either computers, ipads or atlases to access world maps and then identify and mark on the major geographical features (eg. Polar
Regions, Tropics, Equator and Major Continents) using either colour/shading/keys on a blank Paper template.
Resources
Apps:
Tap-quiz maps,
Geoquiz
Websites:
Ilike2learn.com


Access to either
computers, ipads or
class set of Atlases.
A4 template of the
World
Geographical Language
Geography, continents, North America, Europe, Australia, place, spaces, collect, geographical, data, information, location, maps, border, sources,
legend, title, compass points, globe,
Assessment
Opportunities
For KWL Chart
Of A4 template of the
World identifying
Major Geographical
features.
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☐Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☐Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
EVALUATE
PART 2Lesson 1 (1hr)
A)We Do Activity; Pose Question, ‘Where is Europe?’ (ie a Continent in the Northern Hemisphere, consisting of 45countries)
Teacher use Google Maps/National Geographic World Atlas to locate and zoom in on a Map of Europe; identify the names of the countries and
capital cities. Students make a list of these countries/capitals in their Geography Journals.
B)I Do Activity; Teacher to choose one country (eg. Sweden);
 Identify the position and layout of Landforms, river systems/waterways, sea/gulf access and discuss in relation to population settlement.
Ie Where is the capital? What is the total population? Where is most of the population situated? What natural features may have
influenced where people settled?
 Using websites or ipad app (see Resources), identify main topic areas (eg Landforms, Capital, Population, Climate, Farming/Food
Production, Industry, other city locations) and how to locate this information using internet search. Teacher modelled how to access,
collect and record this information onto a blank map template of Europe (use key-colours, shading, symbols etc. for each).
Resources




Computer/data
Projector/IWB/Ipad
with Google
Earth/National
Geographic World
Atlas
Geography Journals
https://www.cia.gov/li
brary/publications/the
-world-factbook
Ipad app; World
factbook.
Lesson 2: (1hr)
A)You Do Activity; Students choose another European Country and use Atlases, ipads, computers to locate, access, collect and record information as
per teacher modelling in previous lesson. They record their information onto previous map template (thereby having information for 2 European
Countries on the one map!)
Geographical Language
Geography, continents, North America, Europe, Australia, place, spaces, collect, geographical, data, information, location, maps, border, sources,
legend, title, compass points, globe,

Access to computers,
ipads, atlases
Assessment
Opportunities
Of European Map
template with
recorded information
of 2 countries
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☐Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☐Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
EVALUATE
PART 2Lesson 1 (1hr)
A)We Do Activity; Pose Question, ‘Where is North America?’ (ie a Continent in the Northern Hemisphere, consisting of 23 countries)
Teacher use Google Maps/National Geographic World Atlas to locate and zoom in on a Map of North America; identify the names of the countries
(note- this includes Central American Countries and the Caribbean!) and capital cities. Students make a list of these countries/capitals in their
Geography Journals.
B)I Do Activity; Teacher to choose one country (eg. Panama);
 Identify the position and layout of Landforms, river systems/waterways, sea/gulf access and discuss in relation to population settlement.
Ie Where is the capital? What is the total population? Where is most of the population situated? What natural features may have
influenced where people settled?
 Using websites or ipad app (see Resources), identify main topic areas (eg Landforms, Capital, Population, Climate, Farming/Food
Production, Industry, other city locations) and how to locate this information using internet search. Teacher modelled how to access,
collect and record this information onto a blank map template of Europe (use key-colours, shading, symbols etc. for each).
Resources




Computer/data
Projector/IWB/Ipad
with Google
Earth/National
Geographic World
Atlas
Geography Journals
https://www.cia.gov/li
brary/publications/the
-world-factbook
Ipad app; World
factbook.
Lesson 2: (1hr)
A)You Do Activity; Students choose another North American Country and use Atlases, ipads, computers to locate, access, collect and record
information as per teacher modelling in previous lesson. They record their information onto previous map template (thereby having information
for 2 European Countries on the one map!)
Geographical Language
Geography, continents, North America, Europe, Australia, place, spaces, collect, geographical, data, information, location, maps, border, sources,
legend, title, compass points, globe,

Access to computers,
ipads, atlases
Assessment
Opportunities
Of North American Map
template with
recorded information
of 2 countries
Week
1
Cross Curricula
Priorities
General Capabilities
Engage ⇒
2
3
4
5
6
7
8
9
10
☑Catholic Ethos
☐Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☐Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☐Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
EVALUATE
PART 2Completion of any unfinished collection and recording of information from previous 2 weeks!
Resources

Early Finishers;
Repeat Previous investigation using ‘Australia”




Computer/data
Projector/IWB/Ipad
with Google
Earth/National
Geographic World
Atlas
Geography Journals
https://www.cia.gov/li
brary/publications/the
-world-factbook
Ipad app; World
factbook.
Access to computers,
ipads, atlases
Geographical Language
Assessment
Opportunities
Geography, continents, North America, Europe, Australia, place, spaces, collect, geographical, data, information, location, maps, border, sources,
legend, title, compass points, globe,
Week
1
2
3
4
5
6
7
8
Of North American Map
template with
recorded information
of 2 countries
9
10
Cross Curricula
Priorities
General Capabilities
Engage ⇒
☑Catholic Ethos
☑Aboriginal and Torres Strait Islander
Histories and Cultures
☑Social Emotional Learning
☑Asia and Australia’s Engagement with
Asia
☑ Inclusive Education
☑Sustainability Education
☑Literacy
☑Critical and Creative Thinking
☐Numeracy
☑Ethical Behaviour
☑Information and Communication
Technology
☑Personal and Social Competence
Explore ⇒
Explain ⇒
Elaborate ⇒
EVALUATE
Resources
Lesson 1 (1hr)
A)You Do Activity; Final Assessment using Map Test and Multiple Choice
Lesson 2 (1hr)
A)You Do Activity; Final Assessment using Map Test and Multiple Choice
Geographical Language
Geography, continents, North America, Europe, Australia, influence, people, environmental, places, characteristics, human, place, spaces,
management, collect, geographical, data, information, location, maps, border, sources, legend, title, compass points, major, industries,
sustainability, interpret, features, globe, climatic conditions, landforms, settlements, food production, natural, organised, zoning, local planning,
farming
Reflection
Evaluate
 Exploring Geography
North America- RIC
Publications Ages 8-12 (p.
110)
 Exploring Geography
Europe- RIC Publications
Ages 8-12 (p. 110)
Assessment
Opportunities
OfMap Tests and Multiple
Choice
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities
General Capabilities
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
EVALUATE
Evaluate
Resources
Lesson 1: (1hr)
Lesson 2: (1hr)
Geographical Language
Geography, continents, North America, Europe, Australia, influence, people, environmental, places, characteristics, human, place, spaces,
management, collect, geographical, data, information, location, maps, border, sources, legend, title, compass points, major, industries,
sustainability, interpret, features, globe, climatic conditions, landforms, settlements, food production, natural, organised, zoning, local planning,
farming
Reflection
Assessment
Opportunities
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies