GEOGRAPHY OVERVIEW YEAR THREE
UNIT TWO – 20 hrs
Unit Title:
Achievement
Standard
Australia’s Neighbours
By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities
and differences between the characteristics of these places. They identify interconnections between people and places. They
describe the location of selected countries and the distribution of features of places. Students recognise that people have different
perceptions of places and how this influences views on the protection of places.
Students pose simple geographical questions and collect information from different sources to answer these questions. They
represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the
cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid
references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They
present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical
challenge.
Geographical
Concepts
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Content Descriptions
KNOWLEDGE AND UNDERSTANDING
The location of Australia’s neighbouring countries and their
diverse characteristics (ACHGK016)
The main climate types of the world and the similarities and
differences between the climates of different places
(ACHGK017)
The similarities and differences between places in terms of their
type of settlement, demographic characteristics and the lives of
the people who live there (ACHGK019)
Assessment (A)
Climate Map and analysis – Australia
Guided Inquiry – Similarities and differences between Australia
and one of our Neighbours
(See work sample portfolio – Australian Curriculum Geography)
GEOGRAPHICAL INQUIRY AND SKILLS
Collect and record relevant geographical data and information,
for example, by observing by interviewing, conducting surveys,
measuring, or from sources such as maps, photographs,
satellite images, the media and the internet (ACHGS020)
Represent data by constructing tables and graphs (ACHGS021)
Represent the location of places and their features by
constructing large-scale maps that conform to cartographic
conventions including scale, legend, title and north point, and
describe their location using simple grid references, compass
direction and distance (ACHGS022)
Interpret geographical data to identify distributions and
patterns and draw conclusions (ACHGS023)
Present findings in a range of communication forms, for
example, written, oral, digital, graphic, tabular, and visual, and
use geographical terminology (ACHGS024)
Learning Framework
Cross Curricula
Priorities
General Capabilities
Community Contributor
Leader and Collaborator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Behaviour
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Links to other LA’s
Mathematics
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and
without the use of digital technologies (ACMSP069)
Interpret and compare data displays (ACMSP070)
Science
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
English
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge
of context, text structures and language features (ACELY1680)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print
and audio elements (ACELY1685)
Learning and Teaching Strategies
Week
1
Cross Curricular
Priorities
2
3
4
5
Catholic Ethos
Aboriginal and Torres Strait Islander Histories
and Cultures
General
Capabilities
Literacy
Critical and Creative Thinking
Engage ⇒
Explore ⇒
6
7
Social Emotional Learning
Asia and Australia’s Engagement with Asia
Numeracy
Ethical Behaviour
Explain ⇒
ENGAGE
8
9
10
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Elaborate ⇒
Evaluate
Resources
Introduce unit through the use of a passport. Discuss that we will be travelling to our neighbouring countries and learning
Do an internet search to ‘ Create a
about their people and environment. Discuss “What is a neighbour?” Discuss with students places they’ve been. Ask if they passport template’ to find an
could name any neighbouring countries. Use KWL chart to record.
activity suited to your students.
Make their passport, decorating as required, ready for future lessons
Geographical Language
Passport, travelling, journey, neighbour, neighbouring
Reflection
Assessment Opportunities
Diagnostic Assessment – were
students able to name any of
Australia’s neighbours?
Week
1
Cross Curricular
Priorities
General Capabilities
Engage ⇒
2
3
4
5
Catholic Ethos
Aboriginal and Torres Strait Islander Histories
and Cultures
6
8
Social Emotional Learning
Asia and Australia’s Engagement with Asia
Literacy
Critical and Creative Thinking
Explore ⇒
7
10
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Numeracy
Ethical Behaviour
Explain ⇒
9
Elaborate ⇒
EXPLORE
Evaluate
Resources
Australia’s Neighbours:
 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.
Geographical Language
Google Maps
Chart Paper
Pens
“Primary Society and
Environment: Book D”
RIC Publications
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.
http://www.bing.com/images/search?q=climate+zones+of+the+world&qpvt=climate+zones+of+the+world&FORM=IGRE#vie
w=detail&id=B9A42F1A0DF464E6DAA2641EF5A16D27705A42AA&selectedIndex=3
http://www.bing.com/images/search?q=climate+zones+of+the+world&qpvt=climate+zones+of+the+world&FORM=IGRE#vie
w=detail&id=5DAD5CC14E5CA52A37A61253CC6964DC4A1F4CCC&selectedIndex=6
http://www.bing.com/images/search?q=climate+zones+of+the+world&qpvt=climate+zones+of+the+world&FORM=IGRE#vie
w=detail&id=6B4DF8F87178B06A12CAC5054A7648A3BAC2C3DB&selectedIndex=26 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:
Climate Zone Countries Weather
Features
Chart Paper
Magazines
Internet
Scissors
Glue
Web links as listed
Blank map of the world
Photographs of various
climate zones
 Complete assessment task 1 (appendix)
Further Activities:
 Use the data for average temperature and average rainfall for Australia to create a graph – either using Microsoft Excel or
hand drawn. http://www.australia.climatemps.com/ . Students will need an understanding of the term average.
Geographical Language
Climate zones, hot, cold, temperate, tropics, polar, arid, dry, countries, weather, features, equator, world, continents, average
Assessment Opportunities
Complete assessment Task
1
Reflection
Week
1
Cross Curricular
Priorities
General
Capabilities
Engage ⇒
2
3
4
5
6
7
Catholic Ethos
Social Emotional Learning
Aboriginal and Torres Strait Islander Histories
Asia and Australia’s Engagement with
and Cultures
Asia
Literacy
Critical and Creative Thinking
Explore ⇒
Numeracy
Ethical Behaviour
Explain ⇒
8
9
10
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Elaborate ⇒
EXPLAIN
Evaluate
Resources
Journey to Australia’s Neighbours:
 Introduce group task to students. Explain that they need to use their passport to travel to each of Australia’s near neighbours
that have been identified. In order to complete this task, they must find important information about the country and write it
in the relevant place on the passport. They will receive the country’s stamp once the information is completed and corrected.
Students must travel to all of these countries in the next couple of weeks. Teacher will provide web links, video clips, travel
brochures, books and any other materials to assist in the gathering of this information.
Further Activities:
 “Primary Society and Environment: Book D” – Australia’s Neighbours Unit – pg 30 – 54
 Model the construction of a Venn Diagram using information gathered (will need this for assessment task)
Web links, video clips,
travel brochures, books
on the countries
identified
Geographical Language
Assessment
Opportunities
Climate zones, hot, cold, temperate, tropics, polar, arid, dry, countries, weather, features, equator, world, continents, brochure
Reflection
Week
1
Cross Curricular
Priorities
General
Capabilities
Engage ⇒
2
3
4
5
6
7
Catholic Ethos
Social Emotional Learning
Aboriginal and Torres Strait Islander Histories
Asia and Australia’s Engagement with
and Cultures
Asia
Literacy
Critical and Creative Thinking
Explore ⇒
Numeracy
Ethical Behaviour
Explain ⇒
8
9
10
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Elaborate ⇒
ELABORATE
Evaluate
Resources
Guided Inquiry
 After completion of Passports, students use their compiled information to complete assessment task.
 Go through task sheet and criteria sheet with students
Geographical Language
See Assessment Task
sheet
Assessment
Opportunities
Completion of
Assessment Task 2
Reflection
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
Assessment Task 1
Student Name:
Year Level:
3
Name of Task:
Mapping Australia and its Neighbours
Teacher:
Learning Area/s:
Geography
Assessed By:
Date Commenced:
Date Due:
Type of Task:
Oral
Written
Other
Task Conditions:
Individual
Pair
Group Work
In Class
Homework
Other
Opportunity to
Access:
Books
Notes
Library
Technology
Assessed By:
Self
Peer
Other
Teacher
Task Description
Construct a map showing the distribution of climate types in Australia and write a paragraph to
compare two climate zones.
Procedure (You will)
1. Construct a climate map of Australia (using ICT or hand drawn)
2. Identify at least one place within one climate zone and label on the map
3. Write a short paragraph on what it would be like to live in a climate that’s different to your
own
Resources
Computers, atlases
GEOGRAPHY ASSESSMENT TASK 1
CLIMATE MAPS
Achievement Standards
A
B
C
D
E
Geographical
Knowledge and
Understanding
Considered identification
and explanation of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
Identification and
explanation of:
* the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
Identification and
description of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
Partial description of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
Statements about:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
Communicating
Clear and purposeful
communication of
findings in a range of
texts that:
Effective communication
of findings in a range of
texts that:
Communication of
findings using
geographical terminology
in a range of texts that:
Narrow communication
of findings, using simple
geographical terminology
in a range of texts that:
*represent the location
of a range of places on
labeled maps that use
the cartographic
conventions of legend,
title and north point.
*represent the location
of a range of places on
labeled maps that use
the cartographic
conventions of legend,
title and north point.
Fragmented
communication of
findings using provided
geographical terminology
in a range of texts that:
*represent the location
of a range of places on
labeled maps that use
the cartographic
conventions of legend,
title and north point.
*represent the location
of a range of places on
labeled maps that use
the cartographic
conventions of legend,
title and north point.
*represent the location
of a range of places on
labeled maps that use
the cartographic
conventions of legend,
title and north point.
Geography Assessment Task 2
Student Name:
Year Level:
3
Name of Task:
Guided Inquiry – Similarities and differences
between Australia and one of its neighbours
Teacher:
Learning Area/s:
Geography
Assessed By:
Date Commenced:
Date Due:
Type of Task:
Oral
Written
Other
Task Conditions:
Individual
Pair
Group Work
In Class
Homework
Other
Opportunity to
Access:
Books
Notes
Library
Technology
Assessed By:
Self
Peer
Other
Teacher
Task Description
You are to choose 2 locations to investigate and compare their similarities and differences.
Procedure (You will)
1. Choose two places from: Jakarta
Port Moresby
Wellington
Honiara
Dili
2. Interpret the climate graph given, as well as maps of the Asia/Pacific region and the information
collected throughout the term to answer questions found on the assessment worksheet.
3. Develop at least 3 geographical questions about the countries of the places chosen.
4. Conduct research to answer these questions and record your answers in the space provided.
5. Represent your findings in a Venn diagram to show the similarities and differences between the
two places.
6. Write a paragraph explaining these similarities and differences.
Resources
Climate graphs for cities
Maps, internet, computers
Assessment worksheets
CLIMATE GRAPHS FOR LOCATIONS
Average Temperature - Port Moresby
- Papua New Guinea
28.5
28
27.5
27
temp°
26.5
26
25.5
25
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Rainfall - Port Moresby Papua New Guinea
40
35
30
25
20
cm
15
10
5
0
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Temperature - Dili - TimorLeste
28.5
28
27.5
27
temp°
26.5
26
25.5
25
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Rainfall - Dili - Timor-Leste
40
35
30
25
20
cm
15
10
5
0
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Temperature - Jakarta Indonesia
28.5
28
27.5
27
temp°
26.5
26
25.5
25
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Rainfall - Jakarta - Indonesia
40
35
30
25
20
cm
15
10
5
0
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Temperature - Wellington New Zealand
28.5
28
27.5
27
temp°
26.5
26
25.5
25
Jan Feb Mar Apr May Jun
Jul
Aug Sep Oct Nov Dec
Average Rainfall - Wellington - New
Zealand
40
35
30
25
20
cm
15
10
5
0
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Temperature - Honiara Solomon Islands
28.5
28
27.5
27
temp°
26.5
26
25.5
25
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Average Rainfall - Honiara - Solomon
Islands
40
35
30
25
20
cm
15
10
5
0
Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
ASSESSMENT WORKSHEET
Interpreting Climate Graphs
Place 1
Questions
Where is the place located in
relation to Australia?
Where is the place located in
relation to the Tropic of
Capricorn?
Where is the place located in
relation to the Equator?
What is the hottest month?
What is the average
temperature in the hottest
month?
What is the coldest month?
What is the average
temperature in the coldest
month?
What is the wettest month?
What is the driest month?
What is the average rainfall of
the wettest month?
What is the average rainfall of
the driest month?
Place 2
ASSESSMENT WORKSHEET
Country Investigation
Country 1
Your questions to investigate
Country 2
SIMILARITIES AND DIFFERENCES BETWEEN …………………………………….. AND ……………………………………..
GEOGRAPHY ASSESSMENT TASK 2
GUIDED INQUIRY – SIMILARITITIES AND DIFFERENCES BETWEEN AUSTRALIA AND ITS NEIGHBOURS
Achievement Standard
A
Geographical Knowledge Considered identification
and Understanding
and explanation of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
*the location of selected
countries and the
distribution of features
of places
Questioning and
Development of a
Researching
geographical inquiry that
includes:
*logical and interrelated
geographical questions
*a collection of
information from a range
of valid sources to
answer questions
Communicating
Clear and purposeful
communication of
findings in a range of
texts that:
*describe the location of
a range of places and
their features using
cardinal points
Overall Result
B
C
D
E
Identification and
explanation of:
* the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
*the location of selected
countries and the
distribution of features
of places
Development of a
geographical inquiry that
includes:
*logical geographical
questions
*a collection of
information from a range
of sources to answer
questions
Effective communication
of findings in a range of
texts that:
* describe the location of
a range of places and
their features using
cardinal points
Identification and
description of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
*the location of selected
countries and the
distribution of features
of places
Development of a
geographical inquiry that
includes:
*relevant geographical
questions
*a collection of
information from
different sources to
answer questions
Communication of
findings using
geographical terminology
in a range of texts that:
* describe the location of
a range of places and
their features using
cardinal points
Partial description of:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
*the location of selected
countries and the
distribution of features
of places
Statements about:
*the characteristics of
different places at the
local scale
*similarities and
differences between the
characteristics of places
*the location of selected
countries and the
distribution of features
of places
Development of a
geographical inquiry that
includes:
*simple geographical
questions
*a collection of
information from a
narrow range of sources
to answer questions
Narrow communication
of findings, using simple
geographical terminology
in a range of texts that:
* describe the location of
a range of places and
their features using
cardinal points
Development of a
geographical inquiry that
includes:
*use of provided
geographical questions
*a collection of
information from
supplied sources
Fragmented
communication of
findings using provided
geographical terminology
in a range of texts that:
* describe the location of
a range of places and
their features using
cardinal points