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Unit Plan
Name: Unit 1 - Geography Year 3 (V4.0) Duration: 20 Weeks

Year Level/s: 3 Type: Master

Class:

Applicable Geography Teachers: Corporate

Learning Areas:

Unit Outline
Exploring similarities and differences in places near and far
In this unit students will investigate the inquiry question identified from the Australian Curriculum: Geography
• How and why are places similar and different?
• What would it be like to live in a neighbouring country?
The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, interconnection and scale.

In this unit, students will draw on studies at the local scale, including representations of Australia and the location of Australia’s neighbouring countries, understand the
different climate types and their influence on the characteristics of places, and review unit inquiry questions. They will recognise that a ‘place’ is a form of bounded space with
each place having a location on the surface of the Earth and that places are important to Aboriginal peoples and Torres Strait peoples, and how they are represented.
Students will also record data and information to identify similarities and differences between the climates of different places.

Further to this, students will identify the natural and human characteristics of places in Australia and Australia’s neighbouring countries using sources such as photographs
maps and the internet; interpret representations of places, for example, through a globe, wall or atlas map, or digital application; and recognise their purpose. They will use the
information provided to represent the location of places and their characteristics using labelled maps conforming to cartographic conventions, including legend, title and north
point. They will identify and describe similarities and differences in characteristics of places within Australia, and between Australia and its neighbouring countries.

For further information, view the unpacking video.

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Document Table of Contents ** Section not selected for printing

Curriculum Priorities Teaching Sequence Resources Assessment

• Australian Curriculum Teaching Sequence Summary • Attachments Assessment Summary
• Dimensions of teaching and learning • Geographic concepts • Plan Resource Bank • Portfolio - Collection of Work (Yr 03)
Curriculum Summary ** • Representing places

Class Groups ** • Representing and interpreting

climate data
• Interpreting data to identify
similarities and differences
• Reflecting on the characteristics of
place

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
• The content descriptions are solely for a particular year and subject;
• All the content descriptions for that year and subject have been used; and
• The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in
the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used
without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational
institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for
non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person
authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies Branch
Department of Education and Training
PO Box 15033, City East, Q 4002

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Australian Curriculum
Geography- Year 3
Year 3 Level Description

Places are both similar and different continues to develop students’ understanding of place by examining the similarities and differences between places within and outside
Australia. The concept of place is developed through examining the major natural and human characteristics of Australia the Countries/Places of Aboriginal and Torres Strait
Islander Peoples, and Australia's neighbouring countries. Students use the geographic concepts of environment and space to examine the similarities and differences between
places in terms of the climate and the types of settlements. Students should be given the opportunity to imagine what it would be like to live in a different place to their own,
and then think about their own and others’ feelings about places and the extent to which these are similar or different. They explore how feelings about places are the basis of
actions to protect places and environments that are of special significance to them or other people. Students’ mental maps of the world and their understanding of place are
further developed through learning about the representation of Australia and the location of Australia’s neighbouring countries, and comparing places both within and outside
Australia. These comparisons should continue to be made at the scale of the local place.

The content of this year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. These strands are interrelated
and should be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.

Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills,
including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 3 are articulated below.

• How and why are places similar and different?

• What would it be like to live in a neighbouring country?
• How do people’s feelings about places influence their views about the protection of places?
Content Descriptions
Geographical Inquiry and Skills Geographical Knowledge and Understanding
Collecting, recording, evaluating and representing Places are both similar and different
• Collect and record relevant geographical data and information, for example, by • The location of Australia’s neighbouring countries and their diverse characteristics
observing by interviewing, conducting surveys, measuring, or from sources such as (ACHGK016)
maps, photographs, satellite images, the media and the internet (ACHGS020) • The main climate types of the world and the similarities and differences between
• Represent data by constructing tables and graphs (ACHGS021) the climates of different places (ACHGK017)

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
• Represent the location of places and their features by constructing large-scale • The many Countries/Places of Aboriginal and Torres Strait Islander Peoples
maps that conform to cartographic conventions including scale, legend, title and throughout Australia (ACHGK015)
north point, and describe their location using simple grid references, compass • The representation of Australia as states and territories, and Australia’s major
direction and distance (ACHGS022) natural and human features (ACHGK014)
Communicating
• Present findings in a range of communication forms, for example, written, oral,
digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)
Interpreting, analysing and concluding
• Interpret geographical data to identify distributions and patterns and draw
conclusions (ACHGS023)
Observing, questioning and planning
• Develop geographical questions to investigate (ACHGS019)
Reflecting and responding
• Reflect on their learning to propose individual action in response to a contemporary
geographical challenge and identify the expected effects of the proposal
(ACHGS025)
Year 3 achievement standard

By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the
characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of
places. Students recognise that people have different perceptions of places and how this influences views on the protection of places.

Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and
the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and
their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present
findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Curriculum Priorities - Pedagogy
Dimensions of teaching and learning
Curriculum intent General capabilities
Literacy
What do my students need to learn? • Comprehending texts through listening, reading and viewing
• Composing texts through speaking, writing and creating
Curriculum is the planned learning that a school offers • Text knowledge
and enacts. • Grammar knowledge
• Word knowledge
Curriculum intent is what we want students to learn • Visual knowledge
from the mandated curriculum.
Numeracy
Teachers decide how best to plan and deliver the • Recognising and using patterns and relationships
curriculum to ensure all students have opportunities to • Using spatial reasoning
engage in meaningful learning.
• Interpreting statistical information

Information and communication technology capability

• Investigating with ICT

Critical and creative thinking

• Inquiring - identifying, exploring and organising information and ideas
• Reflecting on thinking and processes
• Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability

• Self-awareness
• Social awareness

Ethical behaviour
• Exploring values, rights and responsibilities

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Intercultural understanding
• Recognising culture and developing respect
• Interacting and empathising with others

Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples'
history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a
challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait
Islander peoples Cross Curriculum Priority support.

Relevant prior curriculum

Students require the following prior knowledge, understandings and skills from their study of how people are connected to many
places (Year 2):
• A knowledge of the local places within Australia and other places at a variety of scales
• An understanding of how people in different places are connected to each other and the factors that influence these
connections
• Skills of representing data and the location of places and their features in tables, plans and on labelled maps

Curriculum working towards

The teaching and learning in this unit works towards building the following knowledge, understandings and skills for the next unit,
Protecting places near and far.
• A knowledge of the natural and human characteristics of places at the national scale.
• An extension of the student's mental map of the world and their understanding of place.
• The skills of representing data in simple graphic forms including tables, graphs and large-scale maps and interpreting data
to identify patterns and distributions.

Feedback Supportive learning environment

Differentiation
What do your students already know and what do your students need to learn? Consider the individual needs of your students -
including EAL/D, gifted and talented, and students requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and
document how you will cater for individual learning needs.

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
What do my students already know? What do my
students need to learn? The learning experiences within this unit can be differentiated by increasing:
• the frequency of exposure for some students
How do I teach it? • the intensity of teaching by adjusting the group size
• the duration needed to complete tasks and assessment.
Feedback is information and advice provided by a
teacher, peer, parent or self about aspects of For guided and/or independent practice tasks:
someone's performance. The aim of feedback is to • student groupings will offer tasks with a range of complexities to cater for individual learning needs
improve learning and is used to plan what to teach next • rotational groupings allow for more or less scaffolding of student learning.
and how to teach it.
Feedback to students
Teachers and students use feedback to close the gap Establish active feedback partnerships between students, teachers and parents to find out:
between where students are and where they aim to be. • what each student already knows and can do
Teachers use self-feedback to guide and improve their • how each student is going
teaching practice. • where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common misconceptions. In this unit, this may include students who think that:
• 'national' only applies to their own country - explain to students that national refers to any country as a whole anywhere in
the world
• characteristics of places are only things that can be seen - explain that characteristics of places can be tangible (things
that can be seen) or intangible (things that are felt and heard)
• the terms 'small scale' and 'large scale' refer to the size of the map image - explain that it is the amount of detail on a map
that determines if maps are identified as either small- or large-scale.

Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning. Reflection may include:
• activities that worked well and why
• activities that could be improved and how
• monitoring and assessment that worked well and why
• monitoring and assessment that could be improved and how

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
• common student misconceptions that need, or needed, to be clarified
• differentiation and future student learning needs

Assessment Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning
What do my students understand and can do? How needs.
well do they know and do it?
Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
Assessment is the purposeful, systematic and ongoing
collection of information as evidence for use in making Specific monitoring opportunities in this unit may include:
judgments about student learning. Observation
Collect information about students' ability to:
Principals, teachers and students use assessment • use geographical terms and concepts
information to support improving student learning. • represent the location and features of places conforming to cartographic conventions
Feedback from evaluation of assessment data helps to • describe the relative location of places in relation to Australia
determine strengths and weaknesses in students'
• represent and interpret geographical data about characteristics of places to identify simple patterns, trends, infer
understanding.
relationships and draw conclusions
• locate relevant sources in the library or via the internet and evaluate sources for their usefulness.

Consultation
Consult with students about their ability to:
• use geographical data and terms in responses
• construct tables and graphs to represent data
• describe relative location using grid referencing and cardinal compass language
• represent and interpret geographical data about distribution of features and climate
• organise and record information from source.

Samples of student work

Check student understanding via:
• quizzes, peer reviews and observations of class discussions
• questions that elicit a range of responses from comprehension to evaluation
• collection of student work and the provision of detailed written feedback relating to structure, style, language, and
appropriate use of geographical terms and concepts.

Assessing student learning

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Assessment - Collection of work (Parts A, B and C)

This assessment provides opportunities to gather evidence of student learning in:

Geographical Knowledge and Understanding
• The representation of Australia as states and territories, and Australia's major natural and human features (ACHGK014)
• The many Countries/Places of Aboriginal peoples and Torres Strait Islander peoples throughout Australia (ACHGK015)
• The location of Australia's neighbouring countries and their diverse characteristics (ACHGK016)
• The main climate types of the world and the similarities and differences between the climates of different places
(ACHGK017)

Geographical Inquiry and Skills

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting
surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet
(ACHGS020)
• Represent data by constructing tables and graphs (ACHGS021)
• Represent the location of places and their features by constructing large-scale maps that conform to cartographic
conventions including scale, legend, title and north point, and describe their location using simple grid references,
compass direction and distance (ACHGS022)
• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)
• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use
geographical terminology (ACHGS024)

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Sequencing teaching and learning Teaching strategies and learning experiences
A suggested learning sequence is outlined below. For further information about learning focuses, refer to the lesson overview
What do my students already know and can do? What teaching sequence and lesson plans.
do my students need to learn? How do I teach it? The
relationship between what is taught and how it is taught Geographic concepts
is critical in maximising student learning. Start with • Characteristics of place
what your students already know and set goals for the
next steps for learning. Decide how to provide multiple Representing places
opportunities for all students to explore and consolidate • Australia's states and territories
ideas, skills and concepts by considering how students • Australia and its neighbours
learn best and by using a variety of teaching strategies. • Aboriginal and Torres Strait Islander Country and Place
• Grid references and the Torres Strait Islands
• Australia's major human and natural features
• Review, reinforce and extend learning
• Assessment - Collection of work: Part A

Representing and interpreting climate data

• Climate types of the world
• Climate in Australia
• Climate of Australia's neighbours
• Review, reinforce and extend learning
• Assessment - Collection of work: Part B

Interpreting data to identify similarities and differences

• Comparing school communities
• Natural features of Australia's neighbouring countries
• Communities in Australia's neighbouring countries
• Review, reinforce and extend learning
• Assessment - Collection of work: Part C

Reflecting on the characteristics of place

• Unit reflection

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Making judgments Achievement standard
In this unit, assessment of student learning aligns to the following components of the Achievement standard.
How do I know how well my students have learned?
By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe
Teachers and students use standards to judge the similarities and differences between the characteristics of these places. They identify interconnections between people and
quality of learning based on the available evidence. places. They describe the location of selected countries and the distribution of features of places. Students recognise that people
The process of judging and evaluating the quality of have different perceptions of places and how this influences views on the protection of places. Students pose simple geographical
performance and depth of learning is important to questions and collect information from different sources to answer these questions. They represent data in tables and simple
promoting learning. graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title,
and north point. They describe the location of places and their features using simple grid references and cardinal compass points.
Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple
Teachers identify the task-specific assessable
geographical terminology in a range of texts. They suggest action in response to a geographical challenge.
elements to make judgments against specified
standards on evidence.

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Curriculum Plan Topics
Duration Topic
1 Lesson (1) Geographic concepts
8 Lessons (2-9) Representing places
5 Lessons (10-14) Representing and interpreting climate data
5 Lessons (15-19) Interpreting data to identify similarities and differences
1 Lesson (20) Reflecting on the characteristics of place
20 Lessons Total Unit

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Geographic concepts Topic Duration: 1 Lesson
Overview Student may require access to ICT in this topic/focus. Students will develop an understanding of place and the human and natural characteristics of places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1 Lesson objectives Example resources
Students will: • Slideshow - What on earth is geography?
Characteristics • Understand the concept of place and recognise the human • Slideshow - Human and natural characteristics of places
of place and natural characteristics of places. • Sheet - Retrieval chart - Characteristics of places
Evidence of learning • Sheet - Methods of representing places
Can the student:
Helpful information
• Define place and explain how places can be represented?
• Supporting learning resource - Characteristics of place
• Identify and classify characteristics of places?
• Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence
• Understand geography as a subject • Supporting learning resource - Concept of place (Years 3-6)
• Identify the concept of place • Supporting learning resource - Concept of space (Years 3-6)
• Describe and classify characteristics of places as human or • Supporting learning resource - C2C: Aboriginal peoples &
natural Torres Strait Islander peoples Cross Curriculum Priority
• Examine methods of representing places and their support
characteristics
Attachments

• Learning guides
• Lesson plan

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 2 Lesson objective Example resources
Students will: • Find and prepare student access to digital maps or atlases
Australia's • Understand that maps have cartographic conventions. and materials (scissors, glue, paper) for jigsaw map activity.
states and • Understand that Australia's states are places at the regional • Slideshow - Mapping with BOLTSS
territories scale. • Sheet - Australia - jigsaw puzzle
• Understand that Aboriginal peoples and Torres Strait • Website - Indigenous language map (ABC)
Islander peoples have a different perspective on how land • Slideshow - Map legends
areas are divided within Australia. Helpful information
Evidence of learning • Supporting learning resource - Australia's states and
Can the student: territories
• Locate and label the states and territories on a map of • Supporting learning resource - Glossary Year 3 unit 1
Australia? • Supporting learning resource - Concept of scale (Years 3-6)
• Apply the cartographic conventions (BOLTSS) to maps? • Supporting learning resource - C2C: Aboriginal peoples &
• Identify natural and human features on a map using a Torres Strait Islander peoples Cross Curriculum Priority
legend? support
Example learning sequence
• Review methods of representing places and their Attachments
characteristics
• Recognise that maps have cartographic conventions • Learning guides
• Investigate place at the regional scale using maps • Lesson plan
• Identify other perspectives of place at the regional scale
• Identify how features can be represented on maps

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 3 Lesson objective Example resources
Students will: • Find and prepare - student access to an atlas, globe or
Australia and • Understand how to represent the location of Australia's digital tool
its neighbours neighbouring countries. • Sheet - Australia and its neighbours
• Understand how to use a compass to identify N, S, E and W Helpful information
and to describe the location of one place relative to another, • Supporting learning resource - Australia's states and
with compass points. territories
• Understand the relative location of Australia's neighbouring • Supporting learning resource - Glossary Year 3 Unit 1
countries.
Evidence of learning Attachments
Can the student:
• Describe relative location using a four-point compass and • Learning guides
represent Australia's neighbouring countries on a map? • Lesson plan
Example learning sequence
• Investigate place at the world regional scale using maps
• Locate Australia's neighbouring countries on a map
• Represent Australia's neighbouring countries on a map
• Use compass directions to describe location

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 4 Lesson objective Example resources
Students will: • Slideshow - Country and place
Aboriginal and • Understand that there are many Countries/Places of • Sheet - Aboriginal symbols
Torres Strait Aboriginal peoples and Torres Strait Islander peoples • Sheet - Torres Strait Islands - Location and geographical
throughout Australia. features
Islander
• Understand that symbols can be used to represent features Helpful information
Country and
of places. • Supporting learning resource - Glossary Year 3 Unit 1
Place
Evidence of learning • Supporting learning resource - C2C: Aboriginal peoples &
Can the student: Torres Strait Islander peoples Cross Curriculum Priority
• Identify that there are many Countries/Places of Aboriginal support
peoples and Torres Strait Islander peoples throughout • Website - Aboriginal art symbols (Aboriginal Dreamtime)
Australia?
• Recognise the significance of symbols in representing Attachments
places?
Example learning sequence • Learning guides
• Recognise the meaning of Country and Place for Aboriginal • Lesson plan
peoples and Torres Strait Islander peoples
• Investigate the use of traditional Aboriginal symbols to
represent places and features
• Investigate Places of Torres Strait Islander peoples
• Represent features

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 5 Lesson objective Example resources
Students will: • Slideshow - Alphanumeric grid referencing
Grid • Understand how to use simple grid references to determine • Sheet - Simple grid references
references and describe the location of places on a large-scale map. • Sheet - Exploring the Torres Strait Islands
and the Torres • Understand how to use cardinal compass points to describe Helpful information
direction and location. • Supporting learning resource - Grid references and the
Strait Islands
Evidence of learning Torres Strait Islands
Can the student: • Supporting learning resource - Glossary Year 3 Unit 1
• Use simple grid referencing and cardinal compass points to • Supporting learning resource - C2C: Aboriginal peoples &
locate places on a map and describe relative location? Torres Strait Islander peoples Cross Curriculum Priority
Example learning sequence support
• Review the importance of Country and Place to Aboriginal
peoples and Torres Strait Islander peoples Attachments
• Describe direction and distance
• Examine the simple grid reference system • Learning guides
• Determine and describe the location of places using simple • Lesson plan
grid references

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lessons 6-7 Lesson objective Example resources
Students will: • Find and prepare - Atlases/digital sources to locate places
Australia’s • Understand how to describe, locate and represent and for research task
major human Australia's major human and natural features on a map. • Slideshow - Major human features of Australia
and natural • Understand how to pose and use simple geographical • Sheet - Australia's major human and natural features
questions to guide research. • Slideshow - Major natural features of Australia
features
Evidence of learning • Sheet - Research task - Major Australian natural features
Can the student: • Sheet - Research task information
• Use geographical terms and mapping conventions Helpful information
appropriately? • Supporting learning resource - Concept of environment
• Describe and represent major human and natural features of (Years 3-6)
Australia? • Supporting learning resource - Glossary Year 3 Unit 1
• Pose and use simple geographical questions to guide • Supporting learning resource - Major human and natural
research? features of Australia
Example learning sequence
• Examine human characteristics of place Attachments
• Examine natural characteristics of place
• Describe the location of major human and natural features of • Learning guides
Australia on a map using simple grid references • Learning guides
• Research a major natural feature in Australia • Lesson plan

Lesson 8 Example learning sequence Helpful information

• Review, reinforce and extend learning to consolidate • Supporting learning resource - Glossary Year 3 Unit 1
Review, representing places
reinforce and Attachments
extend
• Learning guides
learning
• Lesson plan

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing places Topic Duration: 8 Lessons
Overview Students will develop and understanding of place and space while developing their skills in representing places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 9 Assessment purpose Example resources
• To demonstrate an understanding of the similarities and • Assessment task - Collection of Work
Collection of differences between characteristics of places at a local scale Helpful information
and to represent data. • Supporting learning resource - Assessment task - Collection
work: Part A
Example assessment sequence of work: Model response
• Introduce and review the assessment
• Review the Guide to making judgments and understanding Attachments
the standards A-E
• Conduct the assessment • Learning guides
• Lesson plan

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing and interpreting climate data Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will represent geographical data on climate in maps, tables and column graphs, and interpret this data to
identify patterns, infer relationships and draw conclusions.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 10 Lesson objective Example resources
Students will: • Sheet - Map: World climate zones (colour)
Climate types • Understand that climate is a natural characteristic of places • Sheet - World climate zones
of the world and that the world is made up of different climate zones. • Sheet - Examples of different places in the world climate
Evidence of learning zones
Can the student: Helpful information
• Recall the names and boundaries of the world climate • Supporting learning resource - Climate types of the world
zones? • Supporting learning resource - Concept of interconnection
• Identify the climate zones for different places around the (Years 3-6)
world? • Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence
• Explore climate as a natural characteristic of places Attachments
• Locate world climate zones
• Identify characteristics of world climate zones • Learning guides
• Examine different places across the world climate zones • Lesson plan

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing and interpreting climate data Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will represent geographical data on climate in maps, tables and column graphs, and interpret this data to
identify patterns, infer relationships and draw conclusions.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 11 Lesson objective Example resources
Students will: • Sheet - Representing and interpreting rainfall data
Climate in • Understand how to represent rainfall data of Australia by • Sheet - Representing and interpreting temperature data
Australia constructing column graphs. • Slideshow - Column graphs
• Understand how to interpret temperature data. Helpful information
Evidence of learning • Supporting learning resource - Climate regions in Australia
Can the student: • Supporting learning resource - Glossary Year 3 Unit 1
• Construct a column graph to represent rainfall data from a
table? Attachments
• Interpret temperature data to explain differences between
places? • Learning guides
Example learning sequence
• Lesson plan
• Review climate as a characteristic of place
• Locate and identify climate types in Australia
• Explore column graphs
• Construct a column graph to represent rainfall data
• Explain differences in places using temperature data

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing and interpreting climate data Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will represent geographical data on climate in maps, tables and column graphs, and interpret this data to
identify patterns, infer relationships and draw conclusions.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 12 Lesson objective Example resources
Students will: • Sheet - Comparing the climates of Port Moresby and
Climate of • Understand how to construct tables and graphs to represent Auckland
Australia's climate data of Australia's neighbouring countries. • Sheet - Similarities and differences between places in
neighbours • Understand how to interpret geographical data to explain different climate zones
similarities and differences between places. Helpful information
Evidence of learning • Supporting learning resource - Similarities and differences
Can the student: between places in different climate zones: Answers
• Construct a table and graph representing climate data? • Supporting learning resource - Comparing the climates of
• Interpret geographical data to explain similarities and Port Moresby and Auckland: Answers
differences? • Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence • Supporting learning resource - Climate regions in Australia
• Review climate as a characteristic of place
• Explore the climate zones of Australia's neighbouring Attachments
countries
• Represent the climate features of places by constructing • Learning guides
tables and a column graph
• Lesson plan
• Interpret climate data to explain differences between places
• Identify similarities and differences between places to draw
conclusions

Lesson 13 Example learning sequence Helpful information

• Review, reinforce and extend learning to consolidate • Supporting learning resource - Glossary Year 3 Unit 1
Review, representing and interpreting climate data
reinforce and Attachments
extend
• Learning guides
learning
• Lesson plan

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Representing and interpreting climate data Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will represent geographical data on climate in maps, tables and column graphs, and interpret this data to
identify patterns, infer relationships and draw conclusions.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 14 Assessment purpose Example resources
• To demonstrate an understanding of the similarities and • Assessment task - Collection of work
Collection of differences between characteristics of places at a local scale Helpful information
and to represent data. • Supporting learning resource - Assessment task - Collection
work: Part B
Example assessment sequence of work: Model response
• Introduce and review the assessment
• Review the Guide to making judgments and understand the Attachments
standards A-E
• Conduct the assessment • Learning guides
• Lesson plan

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Interpreting data to identify similarities and differences Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will interpret geographical data to identify distributions and patterns, infer relationships and draw
conclusions about similarities and differences between places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 15 Lesson objective Example resources
Students will: • Sheet - Comparing school communities
Comparing • Understand how to interpret geographical data to identify the • Sheet - Schools in Queensland and Papua New Guinea
school spatial distribution of human and natural features. (colour)
communities • Understand how to interpret geographical information to Helpful information
draw conclusions about the similarities and differences • Supporting learning resource - Comparing school
between places at the local scale. communities
Evidence of learning • Supporting learning resource - Comparing school
Can the student: communities: Answers
• Interpret geographical information to identify the spatial • Learning object - Going to school: Two regions of the world
distribution of features and develop appropriate conclusions (TLF L2712)
about similarities and differences? • Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence
• Review understanding of the concepts of place and space Attachments
• Identify characteristics of different school communities
• Select geographical data from sources to record in a table • Learning guides
• Interpret geographical data to identify distributions and draw • Lesson plan
conclusions

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Interpreting data to identify similarities and differences Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will interpret geographical data to identify distributions and patterns, infer relationships and draw
conclusions about similarities and differences between places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 16 Lesson objective Example resources
Students will: • Sheet - Comparing the natural features of places in
Natural • Understand how to interpret geographical data to identify Indonesia and New Zealand
features of features and draw conclusions about the similarities and • Sheet - Stimulus set: Natural features of places in Indonesia
differences between places in Australia's neighbouring and New Zealand
Australia’s
countries. Helpful information
neighbouring Evidence of learning • Supporting learning resource - Comparing the natural
countries Can the student: features of places in Indonesia and New Zealand: Answers
• Interpret information from maps and other geographical • Supporting learning resource - Comparing school
sources to develop appropriate conclusions about communities
similarities and differences? • Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence
• Explore the characteristics of places in Australia's Attachments
neighbouring countries
• Describe the location of neighbouring countries • Learning guides
• Select and record geographical information • Lesson plan
• Interpret data to draw conclusions

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Interpreting data to identify similarities and differences Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will interpret geographical data to identify distributions and patterns, infer relationships and draw
conclusions about similarities and differences between places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 17 Lesson objectives Example resources
Students will: • Sheet - Stimulus set: Communities in Fiji and Vanuatu
Communities • Understand how to interpret geographical data to draw • Sheet - Comparing communities: Fiji and Vanuatu
in Australia’s conclusions about the similarities and differences between Helpful information
places in Australia's neighbouring countries. • Supporting learning resource - Comparing school
neighbouring
Evidence of learning communities
countries
Can the student: • Supporting learning resource - Comparing communities: Fiji
• Interpret data from geographical sources to develop and Vanuatu - Answers
appropriate conclusions about similarities and differences? • Supporting learning resource - Glossary Year 3 Unit 1
Example learning sequence
• Review the use of geographical sources Attachments
• Examine the similarities and differences of communities in
different countries • Learning guides
• Select and record geographical information • Lesson plan
• Interpret data to draw conclusions

Lesson 18 Example learning sequence

• Review, reinforce and extend learning about the spatial Attachments
Review, distribution and patterns of places
• Learning guides
reinforce and
extend • Lesson plan
learning

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Interpreting data to identify similarities and differences Topic Duration: 5 Lessons
Overview Student may require access to ICT during this topic/focus. Students will interpret geographical data to identify distributions and patterns, infer relationships and draw
conclusions about similarities and differences between places.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 19 Assessment purpose Example resources
• To demonstrate an understanding of the similarities and • Assessment task - Collection of work
Collection of differences between characteristics of places at a local scale Helpful information
and to represent data. • Assessment task - Collection of work: Model response
work: Part C
Example assessment sequence
• Introduce and review the assessment Attachments
• Review the Guide to making judgments and understand the
standards A-E • Learning guides
• Conduct the assessment • Lesson plan

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Teaching Sequence
Topic Reflecting on the characteristics of place Topic Duration: 1 Lesson
Overview Students will reflect on their learning and understanding of the characteristics of place and create questions for further investigation.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 20 Lesson objective Example resources
Students will: • Supporting learning resource - Yarning circles
Unit reflection • Understand the significance of place and how the human Helpful information
and natural characteristics of places are interconnected and • Supporting learning resource - Glossary Year 3 Unit 1
have a direct influence on each other. • Supporting learning resource - C2C: Aboriginal peoples &
Evidence of learning Torres Strait Islander peoples Cross Curriculum Priority
Can the student: support
• Explain how data and information can be used to
demonstrate similarities and differences between places? Attachments
• Reflect on what they have learned in terms of how human
and natural characteristics of places are interconnected? • Learning guides
Example learning sequence • Lesson plan
• Review previous learning experiences about the
characteristics of place
• Reflect on learning using a Yarning circle to share ideas
• Create questions for further investigation into the
characteristics of place

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Resources
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Plan Details Evidence of learning checklist - Geo_Y03_U1_ILM_EOL.pdf 3 Corporate

Overview - Geo_Y03_U1_ILM_OV.pdf 3 Corporate

Sequence - Geographic Learning guides - Geo_Y03_U1_ILM_LP01.pdf Corporate

concepts 3
Lesson plan - Geo_Y03_U1_LP01.docx 3 Corporate

Sequence - Representing places Learning guides - Geo_Y03_U1_ILM_LP02.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP03.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP04.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP05.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP06.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP07.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP08.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP09.pdf 3 Corporate

Lesson plan - Geo_Y03_U1_LP02.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP03.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP04.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP05.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP06_07.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP08.docx 3 Corporate

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Lesson plan - Geo_Y03_U1_LP09.docx 3 Corporate

Sequence - Representing and Learning guides - Geo_Y03_U1_ILM_LP10.pdf Corporate

interpreting climate data 3
Learning guides - Geo_Y03_U1_ILM_LP11.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP12.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP13.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP14.pdf 3 Corporate

Lesson plan - Geo_Y03_U1_LP10.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP11.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP12.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP13.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP14.docx 3 Corporate

Sequence - Interpreting data to Learning guides - Geo_Y03_U1_ILM_LP15.pdf Corporate

identify similarities and 3
differences

Learning guides - Geo_Y03_U1_ILM_LP16_17.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP16_17.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP18.pdf 3 Corporate

Learning guides - Geo_Y03_U1_ILM_LP19.pdf 3 Corporate

Lesson plan - Geo_Y03_U1_LP15.docx 3 Corporate

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Lesson plan - Geo_Y03_U1_LP16.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP17.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP18.docx 3 Corporate

Lesson plan - Geo_Y03_U1_LP19.docx 3 Corporate

Sequence - Reflecting on the Learning guides - Geo_Y03_U1_ILM_LP20.pdf Corporate

characteristics of place 3
Lesson plan - Geo_Y03_U1_LP20.docx 3 Corporate

Sequence Geographic concepts: Example resources: Sheet - Methods of representing places 3

Geographic concepts: Example resources: Sheet - Retrieval chart - Characteristics of
places 3
Geographic concepts: Example resources: Slideshow - Human and natural
characteristics of places 3
Geographic concepts: Example resources: Slideshow - What on earth is geography? 3
Geographic concepts: Helpful information: Supporting learning resource - C2C:
Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support 3
Geographic concepts: Helpful information: Supporting learning resource -
Characteristics of place 3
Geographic concepts: Helpful information: Supporting learning resource - Concept of
place (Years 3-6) 3
Geographic concepts: Helpful information: Supporting learning resource - Concept of
space (Years 3-6) 3
Geographic concepts: Helpful information: Supporting learning resource - Glossary
Year 3 Unit 1 3

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Interpreting data to identify similarities and differences: Example resources: Sheet -
Comparing communities: Fiji and Vanuatu 3
Interpreting data to identify similarities and differences: Example resources: Sheet -
Comparing school communities 3
Interpreting data to identify similarities and differences: Example resources: Sheet -
Comparing the natural features of places in Indonesia and New Zealand 3
Interpreting data to identify similarities and differences: Example resources: Sheet -
Schools in Queensland and Papua New Guinea (colour) 3
Interpreting data to identify similarities and differences: Example resources: Sheet -
Stimulus set: Communities in Fiji and Vanuatu 3
Interpreting data to identify similarities and differences: Example resources: Sheet -
Stimulus set: Natural features of places in Indonesia and New Zealand 3
Interpreting data to identify similarities and differences: Helpful information: Learning
object - Going to school: Two regions of the world (TLF L2712) 3
Interpreting data to identify similarities and differences: Helpful information: Supporting
learning resource - Comparing communities: Fiji and Vanuatu - Answers 3
Interpreting data to identify similarities and differences: Helpful information: Supporting
learning resource - Comparing school communities 3
Interpreting data to identify similarities and differences: Helpful information: Supporting
learning resource - Comparing school communities: Answers 3
Interpreting data to identify similarities and differences: Helpful information: Supporting
learning resource - Comparing the natural features of places in Indonesia and New 3
Zealand: Answers

Interpreting data to identify similarities and differences: Helpful information: Supporting

learning resource - Glossary Year 3 Unit 1 3
Reflecting on the characteristics of place: Example resources: Supporting learning
resource - Yarning circles 3

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Reflecting on the characteristics of place: Helpful information: Supporting learning
resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum 3
Priority support

Reflecting on the characteristics of place: Helpful information: Supporting learning

resource - Glossary Year 3 Unit 1 3
Representing and interpreting climate data: Example resources: Sheet - Comparing the
climates of Port Moresby and Auckland 3
Representing and interpreting climate data: Example resources: Sheet - Examples of
different places in the world climate zones 3
Representing and interpreting climate data: Example resources: Sheet - Map: World
climate zones (colour) 3
Representing and interpreting climate data: Example resources: Sheet - Representing
and interpreting rainfall data 3
Representing and interpreting climate data: Example resources: Sheet - Representing
and interpreting temperature data 3
Representing and interpreting climate data: Example resources: Sheet - Similarities and
differences between places in different climate zones 3
Representing and interpreting climate data: Example resources: Sheet - World climate
zones 3
Representing and interpreting climate data: Example resources: Slideshow - Column
graphs 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Climate regions in Australia 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Climate types of the world 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Comparing the climates of Port Moresby and Auckland: Answers 3

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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Concept of interconnection (Years 3-6) 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Glossary Year 3 Unit 1 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Similarities and differences between places in different climate zones: 3
Answers

Representing places: Example resources: Find and prepare - Atlases/digital sources to

locate places and for research task 3
Representing places: Example resources: Find and prepare student access to digital
maps or atlases and materials (scissors, glue, paper) for jigsaw map activity. 3
Representing places: Example resources: Sheet - Aboriginal symbols 3
Representing places: Example resources: Sheet - Australia - jigsaw puzzle 3
Representing places: Example resources: Sheet - Australia and its neighbours 3
Representing places: Example resources: Sheet - Australia's major human and natural
features 3
Representing places: Example resources: Sheet - Exploring the Torres Strait Islands 3
Representing places: Example resources: Sheet - Research task - Major Australian
natural features 3
Representing places: Example resources: Sheet - Research task information 3
Representing places: Example resources: Sheet - Simple grid references 3
Representing places: Example resources: Sheet - Torres Strait Islands - Location and
geographical features 3
Representing places: Example resources: Slideshow - Alphanumeric grid referencing 3
Representing places: Example resources: Slideshow - Country and place 3
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Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Representing places: Example resources: Slideshow - Major human features of
Australia 3
Representing places: Example resources: Slideshow - Major natural features of
Australia 3
Representing places: Example resources: Slideshow - Map legends 3
Representing places: Example resources: Slideshow - Mapping with BOLTSS 3
Representing places: Example resources: Website - Indigenous language map (ABC)
http://www.abc.net.au/indigenous/map/ 3
Representing places: Helpful information: Supporting learning resource - Australia's
states and territories 3
Representing places: Helpful information: Supporting learning resource - C2C:
Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support 3
Representing places: Helpful information: Supporting learning resource - Concept of
environment (Years 3-6) 3
Representing places: Helpful information: Supporting learning resource - Concept of
scale (Years 3-6) 3
Representing places: Helpful information: Supporting learning resource - Glossary Year
3 unit 1 3
Representing places: Helpful information: Supporting learning resource - Grid
references and the Torres Strait Islands 3
Representing places: Helpful information: Supporting learning resource - Major human
and natural features of Australia 3
Representing places: Helpful information: Website - Aboriginal art symbols (Aboriginal
Dreamtime) http://www.aboriginal- 3
dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Unit Plan Section Resource Resource Attachment* Uploaded by
Bank
Assessment Planner - Collection Assessment task - Geo_Y03_U1_AT_CollectionOfWorkModRes.docx Corporate
of Work 3
Assessment task - Geo_Y03_U1_AT_CollectionOfWork.docx 3 Corporate

Assessment Interpreting data to identify similarities and differences: Example resources:

Assessment task - Collection of work 3
Interpreting data to identify similarities and differences: Helpful information:
Assessment task - Collection of work: Model response 3
Representing and interpreting climate data: Example resources: Assessment task -
Collection of work 3
Representing and interpreting climate data: Helpful information: Supporting learning
resource - Assessment task - Collection of work: Model response 3
Representing places: Example resources: Assessment task - Collection of Work 3
Representing places: Helpful information: Supporting learning resource - Assessment
task - Collection of work: Model response 3
* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Assessment
Assessment Task Summary Type Learning Areas Status Date
Collection of Work (Yr 03) Portfolio Geography Unscheduled TBA
To demonstrate an understanding of the similarities and
differences between characteristics of places at a local scale
and to represent data

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OneSchool Education Business Support
Unit Plan Plan Name: Unit 1 - Geography Year 3 (V4.0)
Year: 3 Status: Master Duration: 20 Weeks
Learning Areas: Geography
Assessment Task - Continua Sheet
Assessment Task Name: Collection of Work (Yr 03) Type: Portfolio
Date: TBA
Description: To demonstrate an understanding of the similarities and differences between characteristics of places at a local scale and to represent data
Learning Area Geography
Geographical knowledge and understanding Analysing and interpreting Communicating
Describe the characteristics of different places at the local Interpret geographical data to describe distributions and draw Represent data in tables and graphs, and location of places
scale and identify and describe similarities and differences conclusions. and their characteristics on maps that use the conventions of
between the characteristics of these places. legend, title and north point.
Describe the location of selected countries and the Describe location of places and their features using grid
distribution of features of places. references and compass points. Use simple geographical
terminology in a range of texts.

Provides precise, relevant information and data to

Explains the connections between location and the
A W characteristics and distribution of places. W Analyses data to draw reasoned conclusions. W represent and describe the characteristics, location
and features of places.

Explains the similarities and differences between the

Represents data and the location of places accurately;
characteristics of places; provides detailed
B W descriptions of the location and distribution of features W Applies data to support responses. W uses geographical terminology appropriately and
accurately to describe places.
of places.

W Describes the characteristics of different places at the W Interprets geographical data to describe distributions W Represents data in tables and graphs and locates
local scale, and identifies and describes similarities and draw conclusions. places and characteristics on maps that use the
and differences between the characteristics of these cartographic conventions of legend, title and north
C places. point.
Describes the location of selected countries and the Describes location of places and features using simple
distribution of features of places. grid references and cardinal compass points. Uses
simple geographical terminology in a range of texts.

D W Identifies differences between places. W Retrieves data. W Locates places.

E W Lists characteristics of places. W States information. W Records data.

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