Activity 4.1: our place

Introduction

In this activity students have the opportunity to apply information, skills and vocabulary previously developed by researching their own specific environment. The class discusses what other types of data are needed to provide comprehensive information about their place. These include location, weather patterns, climate, special environmental and human features.

Duration

120 minutes

Resources

• Locally sourced information
• Websites:
  • www.abs.gov.au
  • whc.unesco.org/en/stateparties/au
  • www.environment.gov.au/heritage/places/index.html
  • www.ourlanguages.net.au
  • www.abc.net.au/indigenous/map
  • www.bom.gov.au
  • maps.googles.com.au
  • www.google.com/earth

• Activity stepsShow details
  1. Organise students into four groups to research a specific set of data that will contribute to a comprehensive information bank about the place where they live.
  2. Assign each group one of the following categories: Place; Space; Environmental aspects; or Aboriginal or Torres Strait Islander connections.
  3. Within each group a smaller group should focus their research on a specific topic within each category, for example: Place – environmental and human characteristics; or Place – perceptions of people.
  4. Instruct students to record information under subheadings within each category. Provide access to specific sets of data for students to use when researching, for example, maps, photographs, graphs, written text.
  5. When researching their topic, students should focus on the following aspects.
  6. Place
     • Environmental and human characteristics: eg buildings, landforms, streets, places of interest, tourist destinations
     • Perceptions of people living in the place: eg interview other students, teachers, parents
  7. Space
     • State or territory, region, major city, local town and area
     • Longitude and latitude: display on a map
  8. Environmental
     • Landforms, rivers, mountains, deserts
     • Climate and weather: climate graphs and maps
     • Human and natural impact on local area, eg industry, floods
  9. Aboriginal or Torres Strait Islander connections
     • Significant sites: research local sites of significance, locate on map
     • Languages: research local language groups, locate on the languages map
     • Seasons: research Aboriginal or Torres Strait Islander seasons for the local area
  2. Instruct smaller groups to share their information with their whole group. Ask each group to decide:
     • what information they will record
     • how they will organise the information
     • how best to present it.
  3. Information could be recorded as: maps, graphs, illustrations, photographic images, written text, interviews, or a combination of these.
  4. Students could present their information to the class as a: poster, brochure, oral presentation, moving image, slideshow, website or podcast.
  3. Organise a mini expo where students present findings, and facilitate a discussion around each presentation. Encourage students to ask questions about content, accuracy of information provided, sources, vocabulary and presentation style.