Year One Geography “Changing Seasons, Changing Spaces” Criteria Sheet
Task
ASSESSMENT TASK 1:
Very High
Sound
Developing
Support Required
Logical and detailed
application of
knowledge to describe
the seasonal weather
features.
Satisfactory and
relevant application of
knowledge to describe
the seasonal weather
features.
Narrow application of
knowledge to describe
the seasonal weather
features.
Student may require
direction to describe the
seasonal weather
features.
Elaborate and
meticulous
Students create their own
representation of
pictorial map for a familiar
different places and their
route around the school and features using a pictorial
label.
map and proficient use of
everyday language to
describe direction and
location.
Detailed representation
of different places and
their features using a
pictorial map and
competent use of
everyday language to
describe direction and
location.
Sound representation
of different places and
their features using a
pictorial map with
appropriate use of
everyday language to
describe direction and
location.
Simple representation
of different places and
their features using a
pictorial map with
narrow use of everyday
language to describe
direction and location.
Basic representation of
different places and
their features using a
pictorial map with
minimal use of everyday
language to describe
direction and location.
ASSESSMENT TASK 3:
Effective interpretation
of where features of
places are located and
how spaces can be
arranged for different
purposes.
Satisfactory
interpretation of where
features of places are
located and how spaces
can be arranged for
different purposes.
Simple interpretation
of where features of
places are located and
how spaces can be
arranged for different
purposes.
Basic interpretation of
where features of
places are located and
how spaces can be
arranged for different
purposes.
Describing Seasons
Students draw and write
about something they would
do during the seasons in
their local area. Encourage
students to describe the
weather features.
Comprehensive and
insightful application of
knowledge to describe the
seasonal weather
features.
High
Name: __________
ASSESSMENT TASK 2:
Pictorial Map
Arranging Spaces
Students draw and label to
describe how they would
rearrange the classroom
space for a
performance/event.
Discerning
interpretation of where
features of places are
located and how spaces
can be arranged for
different purposes.
Weather and
the Seasons
An information book
Written by ___
The weather is
The weather
can be
Some days are
Sometimes, it
can
The weather
changes
In Spring,
In Summer,
In Autumn,
In Winter,
What is the
weather like
today?
Weather Key:
Sunny
Cloudy
Windy
Rainy
Stormy
Snowy
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
1.
In this illustration, the weather is
Look at the illustrations from the text.
2. Draw or write what the weather would be like.
3. Place a
on the activities you could do where you live.
4. Place a
on the activities you could not do where you live.
Monsoon Season
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
1.
In this illustration, the weather is
Look at the illustrations from the text.
2. Draw or write what the weather would be like.
3. Place a
on the activities you could do where you live.
4. Place a
on the activities you could not do where you live.
Harvest Time
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
In this illustration, the weather is
5. Look at the illustrations from the text.
6. Draw or write what the weather would be like.
7. Place a
on the activities you could do where you live.
8. Place a
on the activities you could not do where you live.
Cool Weather Time
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
1.
In this illustration, the weather is
Look at the illustrations from the text.
2. Draw or write what the weather would be like.
3. Place a
on the activities you could do where you live.
4. Place a
on the activities you could not do where you live.
Early Dry Season
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
1.
In this illustration, the weather is
Look at the illustrations from the text.
2. Draw or write what the weather would be like.
3. Place a
on the activities you could do where you live.
4. Place a
on the activities you could not do where you live.
Hot, Dry Season
Compare and Contrast
“Ernie Dances to the Didgeridoo” by Alison Lester
1.
In this illustration, the weather is
Look at the illustrations from the text.
2. Draw or write what the weather would be like.
3. Place a
on the activities you could do where you live.
4. Place a
on the activities you could not do where you live.
Pre-Monsoon Season
Assessment Task 1 - Describing Seasons
Name: ______________ Date: ______
Draw what you would do in each season, then write about it.
Hot Weather Season
Wet Weather Season
In the hot weather season,
In the wet weather season,
Dry Weather Season
In dry weather season,
Cool Weather Season
In cool weather season,
Field Study Table
Natural features
Constructed features
Assessment Task 2 – Pictorial Map
Name: ____________ Date: ________
Draw a pictorial map for a path around the school and label.
Classroom Plan
Draw what your classroom plan looks like. Label it.
Name: ____________ Date: ________
Classroom Plan - Reflect and Respond
Name: ____________ Date: ________
Think about how your classroom space is arranged.
Write what you like about it and suggest any changes you would make.
I Like...
I Would Change...
Assessment Task 3 – Rearranging Spaces
Name: ____________ Date: ________
Think about how you would rearrange the classroom space for an event. Draw how it could look. Label your plan.
My event is: _________________________
Name: ____________ Date: ________
Reflection Sheet
Think about how you rearranged the classroom space. Write what you like about your design and suggest any
changes you would make.
I Like...
I Would Change...