Secondary Curriculum and Pedagogy Assignment Sample

Lesson Design

Unit Topic

Stage 5: Geography

Lesson Topic

“People, Places, Environment and the Future” 

Class

 K-10

Duration

10 weeks- 30 hours

Key Outcomes

Pupils will acquire knowledge about the characteristics of the functioning of environments and the intensity scale of human-induced change in an environment that is challenging the sustainability of the environment. Students will examine the views of the world's humankind on affecting techniques to use of the environment and its management. Students will undertake a study of investigation about the reason and impact of change in ecology and environment in all countries around the world along with Australia. They will learn to analogise and assess the response of management in other countries around the world versus Australia and suggest pathways for the contribution of individuals to maintain the sustainability of the environment. 

Key outcomes: 

 (GE5-2) describes different factors influences and techniques that create and convert ecosystems, environments and places.

(GE5-3) studies the impact of exchanges and associations between place, environment and people.

(GE5-4) investigate theviewpoints of individuals and associations on a degree of geographical problems.

(GE5-5) evaluates different potential strategies of management for the environment and places to contain their sustainability.

(GE5-7) obtains and asses the information that is regarding geography, by picking and utilising suitable and appropriate geographical instruments for investigation and exploration.

(GE5-8) expresses the information regarding the geography of man, environment and places, to a spectrum of audiences and authorities employing a combination of techniques.

Key Terms &Concepts

1. How is the functioning of the environment?

2. How do the viewpoints and ideas of mankind influence their attitudes towards the environment and the process of using the environment?

3. What are the reasons and effects of the transition of environments and how this transition can be controlled?

4. Why the awareness of processes of the function of the environment and its interconnections with mankind is necessary for obtaining a sustainable management process of the environment?

Differentiation

The geographical concepts of place, space, environment, interconnections, scales, sustainability and change will be integrated throughout the whole curriculum. Different skills of geographical inquiry will be integrated into the course following the use of various geographical tools like Maps (M), Fieldwork (F), Spatial technologies (ST), Graphs and Statistics (GS) and Visual representations (VR).

Pre-Preparation

For constructing a study curriculum in “Stage 5: People, Places, Environment and the Future”, the pre-preparations needed, are constructing an outline of the learning outcomes (LOs) from the curriculum and then meeting the outcomes, and different timelines for completing each LO are established. According to that, the whole lesson design is being constructed. 

Lesson Phase

Description (Activities& Resources)

Rationale

Codes

1. Settling Routine

Sequence 1: The process of the function of the environment (satisfies the key term 1) and involves the ideas about the necessity of the environment to modify and support human lives

Sequence 2: The change in environment (satisfies the key term 2 and part of key term 3).

Sequence 3: Management of the environment (Satisfy last part of key term 3)

Sequence 4: Investigative learning and Case study (Satisfy the key term 4)

2. Orientation

Get an idea about different spheres e.g. atmosphere, hydrosphere, biosphere, lithosphere and their interconnection and association with human lives. 

Different functions of the environment, help human activity, economy and life.

Identify and explore the changes in the environment that are human-induced. 

Explore the various processes of management and different views and techniques for increasing the sustainability of the environment by using a case study of “Aboriginal and Torres Strait Islander People”. 

Explore the environment's biophysical process and its necessity and the impact it faces on change in the environment. Also, investigate the process to handle these changes and maintain sustainability considering the “Riverine Environment”. 

3. Elaboration

Assessment of the capability of the environment for influencing human life in future; Analysis of the projection of population to anticipate the demand for environmental sustainability in the future world; sustainable practice examination that can be used for achieving the security of the environment and the discussion of the possibility of the contribution of Australia for securing the global ecosystem of nature.

4. Exploration

Use of maps, and spatial technology to analyze different geographical locations and the environmental impact of human alterations, Visual representation of the potentiality of different environments and human alterations on the environment, the technology used to develop yields of agriculture, the impact of scarcity of water, and sustainable policies to achieve security on food, field work on finding the impact of environmental factors like water availibity, temperature, soil and topography and use of statistics and graphs for analyzing the impact of various environmental factors on the sustainability of the environment, different economic factors, countries capacity of food production in lieu of climate change in future and the prediction of the population in future to assume the demand of food, will be conducted during the curriculum.

5. Exchange

A class discussion can be conducted on the practical approach of worldviews in our day-to-day lives taking reference from the calculator of footprint. 

6. Evaluation

Construct different groups and each group will prepare a presentation on each human-induced change in the environment e.g. acid rain, land or soil degradation, use of insecticides, ocean acidification etc. containing the different human actions causing that change, the intensity of damage to the environment, threat index and strategy to control the damage. 

 Prepare a PMI chart to assess the positive and negative changes that have been adopted by Australia for the last ten years and compare that chart with another country that has a higher “environmental performance Index (EPI)” and another with a lower environmental performance Index (EPI). Present the observations and describes the causes for these differences. 

Construct an outline of visible thinking about the importance and hazards created by the extraction of coal seam gas by the method of “fracking” in Australia. 

Explain the concept of “belonging to Country” by Aboriginal people and delineate the differences between this with the view of human-centred. 

Compare the “Riverine environment of the Clarence River catchment in Northern NSW, Australia” and the “Ganges River in India”.

7. Homework

Prepare a table of different spheres along with their definitions and interaction with human lives.

Demonstrate the function of rain forest environment as a source, service and spiritual sink in the life of inhabitants. 

Differentiate between the human-centred and nature-centred views of the world.