YEARS 7-10
GEOGRAPHY
4G1
INVESTIGATING THE
WORLD
HSIE STAGE 4
Curriculum K–12
November 2007
Page 1 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
Topic/focus area
4G1 Investigating the World
Time:
Focus
The major focus of this unit is to introduce the discipline of Geography
and the nature of geographical inquiry.
Outcomes
A student:
4.1 identifies and gathers geographical information
4.2 organises and interprets geographical information
4.3 uses a range of written, oral and graphic forms to communicate geographical information
4.4 uses a range of geographical tools
4.5 demonstrates a sense of place about global environments
4.6 describes the geographical processes that form and transform environments
4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics
to contribute to informed citizenship.
Suggested ICT
Create a desktop-published document for a specific audience
Develop and refine search techniques using the internet
Collect and interpret electronic information.
Resources (Include resources available within your school and community.)
There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide
background for students and that have skills based activities incorporating mandatory tools.
The use of the Internet is assumed as a source of information.
The Curriculum K-12 Directorate website – www.curriculumsupport.education.nsw.gov.au and the
Teaching and Learning Exchange (TaLE), will increasingly have other support added to assist teachers.
Video
Getting things done: Saving the Franklin. Secondary Discovering Democracy Kit. (A green plastic box
issued to all secondary schools. Look in school library and History teachers staffroom.)
Teacher note
This program assumes students have completed the requirements of Stage 3 HSIE K-6 Syllabus and to
avoid the teaching of geography skills in isolation, the world heritage content of this topic has been used
as the context to teach the geographic tools. To meet some of the fieldwork requirements reference has
been made to the students’ local area and the following learn to and learn about statements have been
included in 4G2 to develop a more cohesive and relevant approach to 4G1
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global representation using maps
recognise continents using different map projections
the importance and use of latitude
use latitude to describe the global pattern of climate, including the spatial and seasonal change
in insolation
the importance and use of longitude
use longitude to explain world time zones
global patterns of physical and human features
describe global patterns of physical and human features
HSIE STAGE 4
Curriculum K–12
November 2007
Page 2 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
Learn abouts
Learn tos
Teaching and learning activities
Assessment: The activities require students to demonstrate
their learning and are all assessment for learning activities.
Some activities might be selected and included in a school
assessment schedule for assessment of learning.
The nature of Geography
 the physical elements of
environments:
 air
 flora and fauna
 soil
 solar energy (heat and light)
 water
The “care for the environment party”, a political party
supporting the environment, has been very vocal about the
importance of World Heritage sites and demanding the
government do more internationally to create and protect
these sites.
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The editors of your school have decided to create an article
for the school magazine about World Heritage sites and
want to involve Year 7 students (Task 5).
the human elements of
environments:
agricultural
industrial
settlements
economic
political
sociocultural
Task 1 Locating World Heritage sites
Teacher note
Before this task you will need to check that students
know the difference between the physical and human
environments and the alternative words of natural and
cultural.
the interaction of the physical and
human elements
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classify features of the
environment as physical or
human elements
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record patterns of physical and
human elements of environments
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identify patterns resulting from the
interaction of the physical and
human environments
Our world
 global representation using maps
 the importance and use of latitude
 the importance and use of
longitude
World Heritage Sites
 natural (physical) and cultural
(human) sites
 the criteria and process for World
Heritage listing
 international treaties and
agreements related to World
Heritage sites
 organisations responsible for
World Heritage sites
HSIE STAGE 4
Curriculum K–12
Your task will be to prepare the article but first you need to
research the topic by:
1. using the Internet, texts, atlases and other
reference materials to identify two World Heritage
sites, one cultural and one natural, from each
continent and to name and locate them on a blank
map of the world and label each with its latitude and
longitude.
The map should include: legend,
northpoint, title, scale and border
2. collecting several pictures of one cultural and one
natural World Heritage site and for each site,
constructing a table and listing the physical and
human features that can be observed in the
pictures
3. selecting one picture and constructing a line
drawing and labelling physical and human features
on the drawing.
Task 2 What is a World Heritage site?
One of the key features of your article will be to explain
World Heritage sites using an example.
Using the Internet, texts and library resources:
 write a definition of a World Heritage site
 briefly list the criteria needed for a site to be
declared ‘World Heritage’
 write several sentences to explain:
 how a site becomes a World Heritage site
 who is responsible for looking after these
sites
November 2007
Page 3 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
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identify and locate natural and
cultural World Heritage sites
use geographical questions to
investigate a World Heritage site
explain the importance of World
Heritage listing
legal obligations of governments
to the preservation of World
Heritage sites
outline the role of individuals,
groups and governments in
identifying and protecting World
Heritage sites
Geographical research
key geographical questions
Fieldwork: the use of
geographical tools in investigating
the physical and human
environment
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apply key geographical questions
to a local environment
use geographical tools to
measure and record elements of
the local environment
present geographical information
about the local environment using
a range of written, oral and
graphic forms
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Task 3
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select one cultural World Heritage site (outside
Australia), name it and describe it
write several sentences to:
 explain how it meets the criteria
 identify who is responsible for its protection
and maintenance
 explain the importance of World Heritage
listing for this site
 identify the legal obligations of governments
for this World Heritage site.
Is my local area a World Heritage site?
Some students in your school have heard about your article
and want to promote your local area as a World Heritage
site. Your teacher has requested that you might consider
whether it can meet the criteria of either a natural or cultural
World Heritage site.
To answer this question you are to undertake the following
activities:
1. draw a sketch map of your local area showing the
main physical and human features, direction, a
scale and a key. Look at a topographic map of your
local area and identify, using grid and area
references, the major features
2. prepare climatic information about your local area in
the form a climatic graph and a description of the
weather for the last week from an analysis of
synoptic charts
3. prepare five questions to ask ten people in your
family, friends and neighbours about the most
important features of your local area. The final
question will be, Do you think our local area should
be listed as a World Heritage site and give reasons
for your answer?
4. conduct the survey and collate the answers into a
half-page summary of what people have said
5. Compare your answers with the criteria and write
about one page on why you think your local area
should or should not be considered for listing as a
World Heritage site.
In your answer incorporate compass points to refer to
direction and location of points of interest.
HSIE STAGE 4
Curriculum K–12
November 2007
Page 4 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
World Heritage Sites
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Task 4
the criteria and process for World
Heritage listing
international treaties and
agreements related to World
Heritage sites
organisations responsible for
World Heritage sites
use geographical questions to
investigate a World Heritage site
explain the importance of World
Heritage listing
legal obligations of governments
to the preservation of World
Heritage sites
outline the role of individuals,
groups and governments in
identifying and protecting World
Heritage sites
Getting a site listed: The Franklin River
Teacher note
While any case study can be used, the most relevant
for Australia remains the Franklin River because the
study best demonstrates the civics aspects of the
course with the interaction of individuals, organisations
and governments with political, legal and media
dimensions. All schools have the video, “Getting things
done”, which features this case study, in their
Discovering Democracy kit. It is an excellent
production.
Read the following questions and while viewing the video
on the Franklin River record the important points for the
answers.
1. Who were the main individuals, organisations and
governments involved?
2. What was the position of each of these players?
3. Why wasn’t the dam built?
Task 5
School magazine article
Using the information you have collected in this study
prepare a desktop-published article (no more than two
pages) that would be engaging for your fellow students in
the school magazine. Use the following headings.
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HSIE STAGE 4
Curriculum K–12
What are World Heritage sites?
Examples of World Heritage sites
How can a site be listed?
Is our local area a possible World Heritage site?
The Franklin River as an example of the need to
protect World Heritage sites.
November 2007
Page 5 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/