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Learning experience 8: Selecting My Region - Research

Time: 60 minutes
Classroom organisation: Classroom seating arranged, ICT set up, all
resources out and ready to use i.e books etc.
Curriculum links: 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 (ACHGS041)

Learning objectives: Viewing and reading VR6
Analyse how analytical images e.g. symbols, tables, flowcharts, contribute
to understanding and interpretation of texts

1) To begin this lesson, Students will be asked to go through their booklets and
have a think about which Region they would like to select to write their letter
to. While students are looing through their books the teacher will remind
students that the aim of the letter is to persuade the council why their
selected region should remain Australian heritage listed

2) The teacher will now run through a range of sources students may wish to
use to collect more information and to add into their additional information
page in their booklet. The teacher will discuss a range of good quality sources
as opposed to those that are not great.

Students are now encouraged to research information using the IPad, any further
books etc. to fill out the section of their booklet which is titled My chosen Region
additional information. Students are to write beside it, their chosen region and to fill
in:
- Satellite images of the region
- Statistical reports from the Bureau of statistics
- Collect data from the classroom asking students
Which is their favorite region
-Draw diagrams of important animals/life cycles/ plants specific to that region.
Students are encouraged to explore different text types that may benefit their letter.
For example, a range of books will be made readily available in the classroom
specific to the three regions. Students are more than welcome to
3) For the next ten minutes the teacher will go over a couple of interesting sites:
The teacher will use a student as an example to come out the front and ask
which region they have chosen.
https://maps.google.com.au/



4) The teacher will demonstrate how to use google maps and find the region for
students who are unsure of how to use google maps.

http://www.abs.gov.au/

1) The teacher will demonstrate how to collect relevant data from the ABS and
to manipulate it to the region a student is researching

6) Students are now encouraged to independently research by utilizing tools around
the classroom. Students will be given a time limit of researching and will be closely
be monitored by the teacher.


Assessment:
Formative: Observing, booklet

Adjustments:
Student with ADHD Help from a parent to ensure this
student is on track
Child with English as 2
nd
language
Five students with developmental delay
in literacy and mathematics
These students will form a group
with specific help from the teacher
using the mini whiteboard and ipad
2 indigenous students 1 with a
hearing impairment

Gifted student
Student with English as 2
nd
language -
Refugee
Specific assistance from the teacher
aid

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