Innovative Programming Deb Owens and Alex Pentz Year 7 - Weird and - - PowerPoint PPT Presentation

Innovative Programming

Deb Owens and Alex Pentz

Year 7 - Weird and Wonderful Landscapes and Landforms

Content Integrated Topics Key Learning Activities Tools/Skills

• Variety of

Landscapes and Landforms

• Restless Earth -

geomorphic process

• Valuing landscapes/

landforms

• Landscapes and

landforms

• Map of the world

with main continents and oceans, and location of some of these landscapes.

• Use playdough to

construct formation

• f Uluru
• Identify the main

types of photographs (ground, oblique, aerial and satellite)

Year 7 - Weird and Wonderful Landscapes and Landforms

GIS/tech Visible Thinking Fieldwork Assessment/s

• Google Cardboard/

360 deg airpano/Expedition s app to explore different landscapes/ landforms

• See, Think,

Wonder routine- landforms activity

• Headlines routine -

summarising the main ideas of valuing landscapes

• Virtual fieldwork

using GIS

• AT1
• a map of the world

with major continents, oceans, lines of lat/long and location of ONE landscape/landform (BOLTSS)

• an annotated photo
• a simple flow chart
• utlining the

formation of the landform

Year 7 - Coral Reefs and Mountains

Content Integrated Topics Key Learning Activities Tools/Skills

• Coral reefs -

geomorphic processes and valuing, management strategies)

• Mountains - summit to

sea (geomorphic processes, land degradation, water scarcity, water management

• Landscapes and

landforms

• Water in the

world/Natural hazards

• atmospheric/

tropical cyclone GBR

• Interconnections
• Personal

connections/ tourism in coral reefs

• Water in the

world/natural hazards in Nepal/Ganges - floods and earthquakes

• Literacy/writing task
• n strategies to

achieve sustainability in coral reefs

• Develop an annotated

visual display map of the Ganges River that identifies and describes the uses and value of the river.

• Pre-test on the water

cycle

• Reading climate

graphs and identifying features

• n synoptic charts
• Topographic map

skills

Year 7 - Coral Reefs and Mountains

GIS/tech Visible Thinking Fieldwork Assessment/s

• Google maps

underwater streetview

• Create and record a

1-minute weather report for Cairns

• Create an

infographic on the characteristics of the Ganges

• Run the River app -

MDA

• Sentence,phrase,

word routine, examining the impacts of tourism

• n coral reefs
• I used to think, now

I think routine about how water is used along the Ganges

• Virtual fieldwork

using GIS

• Blue Mountains

National Park

• AT2
• Research task on a

cyclone/hurricane affecting a coral reef with synoptic chart and map (scales) of location

• AT3
• Fieldwork report on

the Blue Mountains

Source: http://www.worldbank.org/en/news/infographic/2015/12/30/mighty-ganga-basin

Year 7 - The Lorax

Content Integrated Topics Key Learning Activities Tools/Skills

• Valuing landscapes and

landforms

• Changing landscapes
• Landscape management

and protection

• Landscapes and

landforms

• Interconnections -

tourism

• Water in the World

Landscapes might include: Kakadu National Park, Sahara, Sdes Nothe Beahes, Benaue Rice Terraces, The Pilbara, Grand Canyon, Venice, Machu Picchu, Blue Lake (Mount Gaie), Duais oasts, Ciue Terre, The Dead Sea Use iBook author to create a similar tale about your chosen landscape and share with Yr3-4 Watch the Lorax original video 25 minutes Identify how the Once- les valuing of the landscape is diffeet fo the Loas valuing of the landscape. Consider the spectrum of management from exploitation through utility, conservation to preservation. Identify where the Lorax would sit and where the Once-ler would sit on this spectrum. In groups, select a landscape to determine what it will look like in 50 years? Consider pos and eg ifluees. Choose ou

• adetue - UNLESS
• Draw a map that shows

the different places mentioned in the story. Use the directions that the Once-ler gives to his family as a guide

• Identify the landscape

and landforms - annotation of images

Year 8 - Place and Liveability

Content Integrated Topics Key Learning Activities Tools/Skills

• Sydney
• International

Rankings and investigation

• Climate and

liveability

• Improving

liveability

• Dangerous and

extreme places to live

• Liveable for

who?

• Water in the

world - climate and liveability.

• Integrating

tools/skills

• Investigating

Domain’s liveability map & writing task

• Video - report

investigating key liveability factors with synoptic chart.

• Re-design

Roseville to be more suitable for teenagers.

• Poster -

dangers/extreme places to live

• Synoptic charts

& weather maps

• climate and

liveability.

• Using

‘Snap2Map’ on excursion to note liveability factors.

• Interpreting

choropleth maps and graphs.

• Topographic

maps - influence

• f topography on

liveability.

Year 8 - Place and Liveability

GIS/Tech Visible Thinking Assessment Fieldwork

• Domain’s

liveability map

• Movie making

software - iMovie

• SketchUp -
• nline modeling

software

• See, Think,

Wonder

• Headlines
• Circle of

Viewpoints

• True for Whom?
• Fieldwork report
• Oran Park.
• Snap2Map

(ArcGIS software app) images and key liveability factors.

Domain’s Liveability Calculator

Writing Task - Evaluating Liveability Rankings

Liveability around the world

Extreme places to live

Extreme Places to Live

Extreme Places to Live

Year 8 - Interconnections

Content Integrated Topics Key Learning Activities Skills/Tools

• Personal

Interconnections

• Fashion
• Mini-electives

(electronics, ivory trade, China’s New Silk Road, tourism, mining)

• Water in the

World- Examining impact of fashion industry on water sources - River Blue & Murray Darling Plan

• Class map of

interconnections

• Google TourBuilder -

lifecycle of a piece of clothing

• Simulations & games
• Interactive display
• Fashion timeline
• Infographic on one

issue explored in The True Cost

• Australian textiles in

the global economy & Murray Darling

• Graphical

interpretation

• Collecting and

Interpreting data

• class survey

and results analysis on fashion trends and waste.

• Google

TourBuilder - lifecycle of a garment

Year 8 - Interconnections

GIS/Tech Visible Thinking Routines Assessment Fieldwork

• GIS activity -

connectography.

• Creating

choropleth maps

• Ship Map -

interactive map

• f world trade.
• Podcast -

Wardrobe Crisis

• Circle of Viewpoints
• key stakeholders

and producers in global fashion supply chain

• Compass points -

plenary

• Jigsaw - solutions to

issues in the fashion industry.

• Headlines -

summarising River Blue

• Connect, Extend,

Challenge - Murray Darling Basin & Cotton Farming

• Group Task

investigating supply chain on fashion company. Google Tour Builder to present this.

• In-class test
• Incursion - guest

speaker from Baptist World Aid. Annual Fashion Report.

Baptist World Aid Simulation Game

Clothes Swap

Year 9 - Changing Places

Content Integration Key Learning Activities Tools/Skills

• Urban settlement

patterns

• The urban explosion
• Urbanisation in

China/push-pull factors/impacts (Left Behind Generation)

• Austalias ua

future - Barangaroo and sustainability

• People on the move
• International

migration to Australia

• sources of

migration, changing patterns

• Internal migration
• Changing places
• Focus on integrating

tech/online tools

• Use fact file to

compare Sydney with ONE of: London, Mumbai, New York, Rio de Janeiro or Johannesburg

• Complete VENN

diagram comparing Australia and USA settlement patterns

• Advertisement to

attract people to rural/regional town

• Map reading
• Graph interpretation
• f population data of

internal migration

• International

migration data interpretation

• Reading and

interpreting population pyramids

• Construct a flowline

map for internal migration NSW

Year 9 - Changing Places

GIS/tech Visible Thinking Fieldwork Assessment/s

• Use Google maps to

locate the Sydney metro area - create a fact file for Sydney which outlines the size

• f the city, the size of

the population and any

• ther defining

characteristics.

• Use world popn

interactive to interpret characteristics of settlement patterns

• Create Weebly on

impacts of urbanisation in ONE city

• Compass Points

(NESW- need to know, exciting, worrisome, strategies for future) routine examining the future of urbanisation in China

• Circle of Viewpoints

routine considering the views of present and future residents/workforce, government, developers in Barangaroo

• Barangaroo - examining

social, environmental and economic sustainability

• AT1
• In class response

using fieldwork data

http://buenosairesfm.weebly.com/

Biomes and Food Security

Content Integration Key Learning Activities Tools/Skills

• Biomes and food
• Biomes produce food
• Challenges to food

production

• Changing biomes -

impacts of food/fibre production, clearing of forests for palm oil in Indonesia, meat production in Australia

• Food security- spatial

patterns, South Sudan famine, the future of food (vertical farms, bug production, seed banks, shipping containers etc)

• Sustainable Biomes
• Integration of

tech/online tools

• Students keep a food

diary for 2 days

• Develop a ranking of the

challenges to food production

• Clothes swap - change

your mind and your clothes

• Use Global Hunger Index

to determine spatial patterns

• Oral presentation

challenge between classes on ideas for the future of food security - then presented to Principal

• Interpret maps on

OXFAM site to determine link between food production and biomes

• Graphs, tables and data

interpretation related to food production, waste and food security

Biomes and Food Security

GIS/tech GIS/tech cont Fieldwork Assessment/s

• Create a PADLET of

biomes with main climatic and vegetation characteristics

• Investigate ONE

challenge and develop an infographic with maps/graphs and information about this challenge in a specific location eg deforestation in Indonesia, salinity in Australia, maintaining biodiversity, climate change

• Use Google MyMap to

create provide a map of Indonesia and an

• utline of palm oil

production

• Use tour builder to

summarise the location and causes of famine in the Horn of Africa

• School research and

investigation of waste and impacts of waste in terms of changing biomes

• Watch War on Waste -

investigate waste in the school, interview canteen manager, research destination of shools aste management, school water audit

• AT2
• In -class test on content

and reading/interpreting tool/skills

https://tourbuilder.withgoogle.com/builder#play/ahJzfmd3ZWItdG91cmJ1aWxkZXJyEQsSBFRvdXIYgICg-K7_vAkM

Year 10 - Environmental Change and Management

Content Key Learning Activities Key Learning Activities (cont.) Tools/Skills

• What is the

environment?

• Human impacts on

the environment

• Environmental

worldviews

• Coastal change

and management

• Case study:

Terrigal, Australia

• Sea level rise
• International case

studies: U.S (Miami, New York, Massachusetts) & Bangladesh

• Infographic - one

issue to do with environmental change

• Environmental

worldviews quiz & celebrity quotes.

• Class debate on

worldviews

• Kinetic sand to

create coastal landforms and simulate processes

• Physical

representations of key processes (LSD, waves)

• Coastal

management role play

• SLR scenarios &

planning

• Bangladesh and

Miami investigations - flowcharts, writing tasks, tables of comparison

• Transect & cross

section

• Creating

infographics - Canva & Piktochart

• Collecting and

interpreting data from fieldwork

Year 10 - Environmental Change and Management

GIS/Tech Visible Thinking Routines Assessment Fieldwork

• Before the flood
• SLR simulation

tool

• Coastal Risk

Australia - SLR simulation tool

• Google MyMaps

& Google Forms

• presenting

fieldwork data

• Glad, Mad, Sad
• Headlines
• Circle of

viewpoints

• Tug for Truth
• Fieldwork report

presented via Adobe Spark - incorporated Google MyMaps

• Terrigal
• Beachfront
• Lagoon
• Sand dunes
• Skillion

Infographic - Human Impacts on the Environment

Kinetic sand

Long shore drift dance

https://www.beforetheflood.com/explore/the-crisis/sea-level-rise/

Adobe Spark

https://spark.adobe.com/page/DHooqyCa2NrZo/

Year 10 - Human Wellbeing

Content Integrated Topics Key Learning Areas Skills/tool

• Determining what

human wellbeing is - quotes/stimulus from Ross Gittens and Madonna

• Measuring/indicators-

cutting the cake

• Consequences of

variations in wellbeing

• Consider a range of

issues/consequences of spatial variation in wellbeing

• Compare Australia with

ONE country in terms of causes/consequence and initiatives eg India

• Australian Aid
• Integrate

elements of the syllabus into case study approach eg

• Spatial variations

in human wellbeing/human wellbeing in Australia and India/government responses

• Students provided

with scenarios/indicators

• f countries with

varying levels of wellbeing.

• Group research on

ONE country (of 5) to provide a visual representation of indicators of wellbeing eg lollies in jar, books for literacy, and then to determine causes of the level of wellbeing for that country

• Evaluation of SGDs
• Graphs, tables and

data reading and interpretation

• Photo/ cartoon

interpretation

• Pictochart

Year 10 - Human Wellbeing

GIS/tech Visible Thinking Fieldwork Assessment/s

• Gapminder -

Hans Rosling

• Dollar Street
• World Bank

interactive maps

• Tug of War - we have

to live with less, so that

• thers can live with

more

• Step inside - thinking

from other perspectives

• Give one, get one -

reasoning using evidence

• Beginning/middle/end-

using visual stimulus to expand ideas & understandings

• Guest speakers
• Eg. Days for

Girls

• AT2
• Written task

comparing the varying levels of wellbeing

Dollar Street

Days for Girls