Factors that shape the human and environmental characteristics of places
The location of Major countries of Europe and North America in relation to Australia and the influence of people of 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 place and the management of spaces within them (ACHGK029)
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)
The major countries of North America, focusing on the United states of America, its 50 states and one significant man-made construction in New York, it’s largest city.
Investigating Canada’s location, features and how human intervention has change the environmental characteristics of one city there and one in Australia to manage oil and gas or water resources.
Europe, its location and relation to Australia and North America, and its countries.
Understand and use mapping conventions to identify specific information on political and physical maps of Europe. Read and compare a table with German and French economic statistics and consider the impact of tourism on the environmental characteristics of France.
Identifying ways indigenous Australians changed the environment by the methods they used to catch and collect food for their continued survival.
Exploring ways Indigenous Australians, such as those in the Murray River area, changed the environment to meet their needs for continued survival.
Investigating how farming, plantation forests, mining and urban development change the environment.
Examining how farming due to the need for intensive irrigation and water use changed local environment around the Murray-Darling Basin dramatically. Investigating how the local environment has changed over time.
Investigating the challenges presented by the environmental factors of climate, location and terrain, natural vegetation and native fauna and the technologies developed in places to address them.
Investigating ways in which environment influences buildings with a particular focus on students’ homes; how its unique environment affected the human characteristics of the city of Venice, Italy.
Their environment influences investigating how the way people live, including the clothing they wear, the food they eat and their economic and leisure activities.
Investigating the effect environment, including its pests, have on mining and farming workplaces.
Investigating how the use of places and spaces is organized through different zoning categories.
Exploring issues to be considered when redevelopment projects are being proposed and understanding some of the processes that councils must follow. Identifying redevelopment decision and issues in own locality.
Investigating peoples’ influence on the human characteristics of a place and how the way they manage spaces through local planning and zoning can cause economic, social and environmental issues.
Investigating how each local area is influenced in its own distinct way by a change in human characteristics as a result of the way spaces in places are managed.
Understanding how bushfires are common occurrences in Australia during summer months, varying in frequency, severity and location and that they impact on the environment, people and communities.
Understanding that floods are common occurrences in Australia; which vary is frequency, severity and location and impact on the environment, people and communities.
Understanding that many serve bushfires and floods have occurred in Australia causing significant damage to environments, people and communities.
Investigating what Australians can do to minimize the harmful effects of bushfires and floods.
Key inquiry questions
How do people influence the human characteristics of places and the management of places within them?
How do people and environments influence one another?
How do people influence the human characteristics of places and the management of spaces within them?
How can the impact of bushfires or floods on people and placed be reduced?
Geographical Inquiry and skills
Develop geographical questions to investigate and plan an inquiry (ACHGS033)
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 of 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, sources, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)
Interpret geographic date other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)
Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)
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)
Which countries have over 100 million inhabitants? What is the most widely spoken language in the world? Discover the answers to these and many more questions in Australian Curriculum Geography, a seven-book series which will see students navigating through continents, wading through oceans, and discovering cultures, creatures and creations from around the world.
4-page units each with a supporting Teachers page and three student activity pages
organised into sections according to the content descriptions in the Geographical knowledge and understanding strand for each year
a general note on the importance of geographical skills and an overview and explanation of the skills specific to the year level
a geographical skills class record for teachers to record each student’s progress
a list of additional R.I.C. resources that support the teaching of geography at each year level
where appropriate, links between the content of each unit and the general capabilities and cross-curriculum priorities have been recognised
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