Term Three Unit Planner Year 7 Humanities (Geography Water in the

World & Place and Liveability)

Stage 1 Desired Results
Established Goal(s)/Content Standard(s):
Geographical Concepts and Skills
- Explain processes that influence the characteristics of places (VCGGC099)
- Identify, analyse and explain spatial distributions and patterns and identify and
explain their implications (VCGGC100)
- Identify, analyse and explain interconnections within places and between places
and identify and explain changes resulting from these interconnections
(VCGGC101)
- Collect and record relevant geographical data and information from useful primary
and secondary sources, using ethical protocols (VCGGC102)
- Select and represent data and information in different forms, including by
constructing appropriate maps at different scales that conform to cartographic
conventions, using digital and spatial technologies as appropriate (VCGGC103)
- Analyse maps and other geographical data and information using digital and
spatial technologies as appropriate, to develop identifications, descriptions,
explanations and conclusions that use geographical terminology (VCGGC104)
Water in the World
- Classification of environmental resources and the forms that water takes as a
resource (VCGGK105)
- Ways that flows of water connect places as they move through the environment
and the ways this affects places (VCGGK106)
- The quantity and variability of Australias water resources compared with those in
other continents and how water balance can be used to explain these differences
(VCGGK107)
- Nature of water scarcity and the role of humans in creating and overcoming it,
including studies drawn from Australia and West Asia and/or North Africa
(VCGGK108)
- The spiritual, economic, cultural and aesthetic value of water for people, including
Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that
influence the significance of places (VCGGK109)
- Causes of an atmospheric or hydrological hazard and its impacts on places, and
human responses to it to minimize harmful effects on places in the future
(VCGGK110)
Place and Liveability
- Factors that influence the decisions people make about where to live and their
perceptions of the liveability of places (VCGGK111)
- Influence of accessibility to services and facilities; and environmental quality, on
the liveability of places (VCGGK112)
- Environmental, economic and social measures used to evaluate places for their
liveability, comparing two different places (VCGGK113)
- Influence of social connectedness and community identity on the liveability of
places (VCGGK114)
- Strategies used to enhance the liveability of places, especially for young people,
including examples from Australia and Europe (VCGGK115)

Understanding (s)
Students will understand that:
- Their personal habits influence the
world around them
- The environment is not renewable and
therefore we need to take care of it
- Urbanisation is not always a good
thing

Essential Question(s):
How are people's perceptions of
places and environments influenced
by their reliance on them?
How do the interconnections between
places, people and environments
affect the lives of people?
How do environmental and human
processes affect the characteristics of

places and environments?

What are the consequences of
changes to places and environments
and how can these changes be
managed?
What approaches can be taken to
improve the availability of resources
and access to services?
Student objectives (outcomes):
Students will be able to:
- Create a range of presentations on content
- Understand the place water has within our environment
- Compare water availability between Australia and a range of countries
- Use this knowledge and apply it to the next study on liveability
- Understand how a place is deemed liveable
- Understand the effect urbanization has on different countries
- Use this knowledge to create a report on Melbournes liveability

Stage 2 Assessment Evidence

Performance Task(s):

Other Evidence:

There will be a test for the water

component and a report for the place an
liveability section. These were decided
upon as they expose students to different
ways learning is assessed. The method of
presentation for the report was decided to
be an essay, however group work and
presenting a group display of sorts
containing the same knowledge was also
decided to be an alternative method of
assessment

Students will often be working in groups

to go through content and create minipresentations/posters etc. to show their
learning. They will have to investigate
quite a lot and will have revision questions
to answer for further learning

Stage 3 Learning Plan

Ter
mWee
k
Ter
m2
Wee
k 10
13/6

Content

Assessm
ent

Start geography definitions, will focus on 2 units: unit 1

environmental resources-water and unit 2 why people live where
they do.
- Introduction to geography (definitions and brainstorming)
and introduction to units (overview) (1 hour)
- Introduction to maps and mapping task (1 hour)

Formativ
e task:
mapping
activity

Continue with geography

Geographical concepts from textbook
- SPICESS posters (1 hour)
- SPICESS presentations with note taking sheet (45 minutes)
- KAHOOT! For revision purposes (15 minutes)

Formativ
e
assessm
ent:
SPICESS
posters
and
Kahoot
results

Que
ens
Bda
y
13.6
Ter
m2
Wee
k 11
20/6

TERM 2 SCHOOL HOLIDAYS

Ter
m3
Wee
k1
11/7
Stud
ent
free
day
11/7

Ter
m3
Wee
k2
18/7

2 hours (usually 3 hours - lose 1 hour because of PD)

Give dates for assessments out (providing timetable has
not changed)
- Geography skills/water test Thurs 18/8
- BOLTSS task Thurs 1/9
- Urbanisation report Thurs 15/9
Introduction to water
Introductory tasks (1 hour)
- students work out their water usage (Google: Water
household calculator)
- Brainstorm what is water for us
- Water changes everything clip (2:10)
http://www.charitywater.org/whywater/?
gclid=CL2DtfOdqLYCFQhcpQodAl4Ang
- Think/pair/share activity students individually think of
ways to save water; they share their ideas in pairs. As a
class discuss them by referring to
http://www.youtube.com/watch?v=kp_nyVPK4XQ (from
30sec to end 2:11)
Power-point on water (students may take notes) (1 hour)
o Students use these ideas as well as ones from (link
below) to create a poster about water saving ideas.
This poster needs to include why water is important /
facts on water and key ways on saving water. [can
make poster using computer or create presentation
such as PowerPoint, Prezi or PowToon and send it
through]
http://wateruseitwisely.com/100-ways-to-conserve/
2 hours
Water as a resource
- Create PowerPoint for relevant chapter work (mentioned
below) get students to take notes and then (if time) put in
groups of 4 (one for each section) and get them to
summarise the section (create task indicators for this to
make sure they dont go overboard on it), will then be
required to discuss their section with their group
(1hr30mins)
o Geography Alive 7: Chapter 1: Water as a resource,
1.1 (what is a resource), 1.2 (What are Australias
natural resources?), 1.3 (How do we use nonrenewable energy?) and 1.4 (Should Australia focus
on using renewable energy?)
- Glossary activity on water (30 mins)
o introduce it and give them time at the end of each
class to add to it (finding definitions for the words on
the list that we have seen and definitions for words
not on the list that they had trouble with)

Formativ
e
assessm
ent:
water
saving
techniqu
es task
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn

Formativ
e
assessm
ent:
understa
nding of
sections
through
required
activity
work
and, if
time
permits,
the group
summary
task
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin

Ter
m3
Wee
k3
25/7
(GC
not
here)

Ter
m3
Wee
k4
1/8
(GC
not
here)
Thurs
4/8
McAu
ley
feast
day

3 hours
Water and the earth over time
Chapter and activity work (2 hours)
Using the Water for Life reference and the GA chapter create
PowerPoint to tie everything in together
- go through WFL chapter and GA chapter and work through
questions with students
- Water for life investigating water as a global issue
http://www.globaleducation.edu.au/publications/water-for-life.html
o WFL Chapter 1: how is water distributed across the
world read text highlight key words write down
key notes, complete student activities question 1-6
o WFL Chapter 2: how has water availability changed
over time? highlight key words write down key notes,
complete student activities question 1-9
- Geography Alive 7: Chapter 2: Our Blue Planet 2.1, 2.2
Water across the world compare and contrast activity (1 hour)
- Students will be split into pairs and will be given Australia
and one other country to look at. Their task will be to
compare and contrast water availability, type, rainfall and
effect of climate change etc. (actual task sheet to be
developed)
- Once they have done this there will be a class discussion
and students will need to try and work out which
areas/countries of the world are better off than others
2 hours
People and water a necessary relationship (1 hour)
PowerPoint to be created to merge the two chapters together, to
work through activities with students, and if have time get students
to collate data on water usage per country and what it is used on
and interpret this data and what it means for the country
- WFL Chapter 3: how is water used by people? highlight key
words write down key notes, complete student activities
question 1-4
- WFL Chapter 4: how is water used in agriculture? highlight
key words write down key notes, complete student activities
question 1-6
Water assessment introduction (1 hour)
Introduce water test, explain what will be on it and give out
revision sheet (have revision PowerPoint for geographical skills
part, so longitude/latitude etc.)

g you
want to
learn
Formativ
e
assessm
ent: Data
interpret
ation in
compare
and
contrast
activity
Exit pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
ent: data
interpret
ation in
people
and
water
activities
Exit pass:
In light of
your test
in a few
weeks,
write
down 3
water
facts you
have
learnt
and 1
thing you
know
about
geograph
ical skills
or
concepts

Ter
m3
Wee
k5
8/8
(GC
not
here)
Mary
mede
Week
Mond
ay
8/8
Missi
on
actio
n day
Frida
y
12/8
St
Pats
Cath
edral

Ter
m3
Wee
k6
15/8

Ter
m3
Wee

2 hours (usually 3 hours - lose 1 hour because of St Pats

Cathedral)
Water and human rights
Create PowerPoint to merge these, beginning with renewable
resources, then groundwater and then bring in the case study and
human rights (2 hour)
- Geography Alive 7: Chapter 1: Water as a resource 1.5 (is
water renewable?),1.6 (How us groundwater used as a
resource)
- Geography Alive 7: Chapter 2: Our Blue Planet 2.4 (how is
water used by people?)
- WFL Chapter 6: water case study (questions 1-8)
In regards to the case study on water issues in Asia pacific: after
we have gone through the chapter, get students to use google and
the resources available to them to brainstorm ways in which we
can help those who have little to no clean water available to them

Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn

2 hours
Looking at sustainable futures (1 hour)
- WFL Chapter 8: what action can be taken to improve water
availability highlight key words write down key notes,
complete student activities question 1-4
- As a way to wrap up the water unit, as a class brainstorm
what we can do to save water and improve water
availability, this brainstorm will then be collated into a
document of how 7.5 can help save water and improve
water availability
- Leave time at the end of this class to clarify any questions
about the text
Water test
- Water test (1 hour)

Summati
ve:
Geograp
hy/Water
Test
Thurs
18/8

2 hours (usually 3 hours - lose 1 hour for assembly 26/8 p5)

Geospatial skills and mapping (1 hour)
- geospatial skills chapter from Humanities Alive Geography

Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm

k7
22/8
2223/8
Year
11
retre
at
(KV
abse
nt for
those
days)

(what is a map, using map legends, finding your way,

whats in an atlas, latitude and longitude, different kinds of
maps) [What is geography?]
- maps power point
BOLTSS assessment (1 hour)
- introduce BOLTSS assessment, go through criteria etc.
- students trace a map of Australia and use BOLTSS (border
orientation legend title scale source) you may need to
provide tracing paper

ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn

2 hours
- BOLTSS assessment drafting, clarifying any questions etc.
(1 hour)
- BOLTSS assessment to be completed by the end of this class
(1 hour)

Summati
ve:
BOLTSS
Assessm
ent
Thurs
1/9

Whol
e
scho
ol
asse
mbly
chan
ged
to
26/8
perio
d5

Ter
m3
Wee
k8
29/8

Ter
m3
Wee
k9

3 hours
Place and Liveability: Urbanisation
Assessment Overview (1 hour)
- Introduce unit (overview)

Formativ
e
assessm
ent: Exit
pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn
Formativ
e
assessm
ent: Exit

5/9

Look explicitly at assessment and go through how

they are to complete it (create document that gives
them step by step guide)
Introduction to urbanisation (1 hour)
Using this resource: Poverty and Urbanisation and geography
skills
http://www.globaleducation.edu.au/teaching-activity/poverty-andurbanisation.html
- Activity 1: Rags and riches
http://www.globaleducation.edu.au/teachingactivity/poverty-and-urbanisation.html
- Activity 2: Urbanisation living the dream?
http://www.globaleducation.edu.au/teachingactivity/poverty-and-urbanisation.html
Time to work on assessment (1 hour)
- Work on urbanisation assessment

pass:
write
down
somethin
g you
know,
somethin
g you still
need
help with
and
somethin
g you
want to
learn

Ter
m3
Wee
k 10
12/9

2 hours
Continuation of resource activities (2 hours)

Summati
ve:
Urbanisat
ion
Report
Thurs
15/9

Activity 3: Urban footprints

http://www.globaleducation.edu.au/teachingactivity/poverty-and-urbanisation.html
Activity 4: Living within your means
http://www.globaleducation.edu.au/teachingactivity/poverty-and-urbanisation.html
Activity 5: The state of children in urban areas
http://www.globaleducation.edu.au/teachingactivity/poverty-and-urbanisation.html
Urbanisation in China: Happiness Is Seen Everywhere(Video
2011) [watch if have time as it goes for 1 hour]
https://www.youtube.com/watch?
annotation_id=annotation_190778&feature=iv&src_vid=pU
RE0XxwRec&v=B0Dgu5_bvvk

Formativ
e
assessm
ent: Exit
pass: tell
me the
most
interestin
g thing
you
learned
in this
unit