FORWARD PLANNING DOCUMENT

Learning Area: Geography (S & E) YR: 8 TOPIC: World Heritage Areas FPD week 4 (4 S&E lessons per week)

Prior knowledge: This FPD sits within a larger unit of work on Landforms and Landscapes. In the first 3 weeks, students will have been intr oduced to different landscapes and their distinctive landform features (ACHGK048). Students will understand the different geomorphic processes that shape landforms (ACHGK050) and will have a general understanding of the variety of ways in which a landscape can be used and valued by different peoples (ACHGK052). Students will have been introduced to Aboriginal values (aesthetic, cultural and spiritual) connected to landscapes (ACHGK049). This 4-lesson project gives students an opportunity to carry out an inquiry project directed at a specific landform feature in Australia, enabling them to practice research and geographical presentation skills, within an ICT context. The lesson prior to this project will have introduced students to the UNESCO list of World Heritage Areas (WHA) globally; the concept of outstanding cultural and natural significance; and the 10 WHA criteria. Lesson Geographical knowledge and understanding Describe the chosen landscape and its distinctive landform features (ACHGK048) Geographical skills Key geographical concepts and specific lesson objectives 1. Become familiar with spatial distribution of WHAs in Australia. 2. Collect/research appropriate information from secondary sources. 3. Describe a particular landscape and its landform features. 4. Represent geographical information through interactive map technology. Teaching & Learning Objectives/Experiences/Content Resources
What will they use?

Assessment

1 WHA landform features and location

Collect, select and record relevant geographical data and information (ACHGS056) Represent geographical information using interactive mapping tools (ACHGS058)

Intro (15 mins) -Introduce students to task and demonstrate how to navigate weebly. -Introduce UNESCO interactive map to explore Australian WHAs brief Qs to check understanding: 1) How many WHAs does Australia have? 2) How many cultural/natural/mixed sites? 3) Who has been to WHAs? Introduce scribble maps. Designate groups of three. Body (35 mins) -Choose one WHA (Tasmanian Wilderness OR UluruKata Tjuta National Park OR Great Barrier Reef). -Map creation: using UNESCO website, create a map that includes the following info: 1) Show the location of the WHA. 2) Describe the landscape and landforms found in the WHA. Use images/video as well as text to describe significant features. 3) Explain why is it a WHA which criteria on the LIST does it meet? Imbed information on scribble map. Conclusion (5 mins): pack up and class Qs to check progress. Finish tasks for homework.

Weebly site: http://www.weebly.com /weebly/main.php UNESCO WHA interactive map: http://whc.unesco.org/ en/interactive-map/ Sribble maps: http://www.scribblema ps.com Youtube. Google images free to share or use. Website resources/links in weebly.

Informal assessment teacher to record groups and their choice of WHA. Whole class and individual/ group questioning to check understanding.

2 - Values

The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and

Collect, select and record relevant geographical data and information (ACHGS056) Present findings

1. Explore and understand multilayered meanings associated with landscapes and landforms. 2. Explore and

Intro (5-10 mins) Recap last lesson and introduce spider-scribe. Recap idea of different people having different values attached to place with example. Orientate students to task 2. Body (40 mins) -Investigate different values attributed to the WHA (UNESCO criteria): cultural, natural, aesthetic, spiritual,

Weebly site and weebly resources (website links). Spiderscribe: http://www.spiderscrib e.net/.

Informal assessments teacher to check progress of all groups and support them in project development.

Torres Strait Islander Peoples (ACHGK049)

using digital technologies (AC HGS061).

understand Aboriginal cultural, spiritual and aesthetic values attributed to place. 3. Use spiderscribe technology to present findings.

economic, etc. Investigate different values held by society towards the WHA. -Investigate Australian Aboriginal values/uses/beliefs attached to the landform. Include Indigenous artwork/dreamtime stories if possible. -Display findings on mindmap using spiderscribe. Conclusion (5 mins): Ask one group (fast finishers) to share their work with the class share an Indigenous dreamtime story/artwork. Pack up and complete task for homework. Intro (5 mins) Recap last lesson and introduce padlet. Orientate students to task 3. Body (40 mins) Students use weebly resources to investigate: 1) How the chosen WHA is used (recreation, aesthetical, tourism, spiritual, economic) 2) Potential degradation issues or threats to the WHA 3) How the WHA is managed, including Aboriginal management. Students communicate their findings on padlet. Conclusion (5 mins): Remind students that all tasks must be completed before next lesson, ready for project compilation and submission. Weebly site and weebly resources. Padlet: http://padlet.com/ Informal assessment teacher to check up on all group progress, and provide support where necessary.

3 Uses, threats, and management

The ways of protecting significant landscapes (ACHGK052)

Collect, select and record relevant geographical data and information (ACHGS056) Present findings using digital technologies (ACHGS061).

1. Understand different uses of the WHA landscape. 2. Understand different threats or issues facing the WHA. 3. Generally understand/brainsto rm management options for the WHA 4. Communicate findings on padlet.

4 Integrate and present research.

Present findings using geographical terminology and digital technologies (ACHGS061). Reflecting and responding to the inquiry process (ACHGS062).

1. Integrate all research into online poster ready for presentation. 2. Work collaboratively to devise method to present research to class.

Weebly site. Intro (5 mins) Orientate students to final task (online poster creation that synthesises all research completed). Body (40 mins) 1) Research compilation online poster creation. 2) Add interesting facts: what is the most interesting fact about your WHA that you have encountered? Would you like to visit your WHA? Why? Conclusion (10 mins) 1) Evaluation of learning experience (weebly) 2) Submission of assignment to student file server for assessment. Online poster presentations: http://www.posterprese ntations.com/html/free _poster_templates.htm l.

Inquiry project to be submitted to teacher through student file server for formal assessment.

What follows: the next lesson will be devoted to group presentations given to the class, which will be assessed.