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Here, There and Everywhere

Local, Australian and global places

Learning Module

Abstract

In this learning module, year 1 and 2 students have opportunities to build on their prior knowledge of local, territory, national and global places. They develop inquiry and questioning skills to explore the different features of different places.This includes natural, managed and constructed features of places. They also analyse why it is important to care for places, including local and Aboriginal places of significance.

Keywords

Natural, Managed, Constructed, Place, Inquiry, Local, Australian, Global, Aboriginal.

Australian Curriculum

AUSTRALIAN CURRICULUM

Geography

INQUIRY QUESTIONS

What is a place?

How are people connected to their place and other places?

What are the different features of places?

How have the features of places changed?

How can we care for places?

Geography: Year 1 Achievement Standard

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Students identify changes in features and describe how to care for places.

Students respond to questions about familiar and unfamiliar places by locating and interpreting information from sources provided. They represent the location of different places and their features on labelled maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

Geography: Year 2 Achievement Standard 

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning.

Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

KNOWLEDGE and UNDERSTANDING

Year 1

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Activities in the local place and reasons for their location (ACHASSK033)

Year 2

The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)

Mathematics

Location and transformation

Year 1: Give and follow directions to familiar locations (ACMMG023)

Year 2: Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)

Data representation and interpretation

Year 1: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Year 2: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

INQUIRY and SKILLS

Questioning

  • Pose questions about past and present objects, people, places and events (ACHASSI034)

Researching

  • Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
  • Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
  • Sequence familiar objects and events (ACHASSI037)

Analysing

  • Explore a point of view (ACHASSI038)
  • Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
  • Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)

Evaluating and reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
  • Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

1. What do We Know about the Topic?

For the Student

In this unit our main inquiry questions are:

  • What is a place?
  • How are people connected to their place and other places?
  • What are the different features of places?
  • How have the features of places changed?
  • How can we care for places?

Learning Intention: To share what we know about places and how we are connected to them.

Success Criteria:

  • I can talk about a place I know and what I like to do there.
  •  I can ask a question.

1. We are going to do a class brainstorm. The topic is 'Places we know'.

Think-Pair-Share about what places you know, or have been to and why you go there (see questions below). Be ready to share with the class to contribute to the brainstorm.

Questions:

  • What places do you go to on the weekend? 
  • What places do you go to in Gordon? 
  • What places do you visit in Canberra? 
  • In the holidays, where do you go? 
  • Who do you visit? Where do they live?
  • What are some favourite things you like to do and where do you go to do them?

Let's make a class poster of all of our special places and see where they are on Google Earth.

2. Circle Time/Reflection

Think about your favourite place. What makes it special for you? Close your eyes and see a picture of it in your head. Think about what you see. Who is there? What will you do there? Did it take a long time or a short time to get there? What makes it special for you?

Think-Pair-Share: Talk to your partner about your special place and what makes it special.

Let's make a poster of all your ideas about What makes a place special?

3. Talk to your partner again about what you want to find out more about your special place. We will write down some of our questions on post-it notes and put them up on the wall. As we learn more, we might be able to answer the questions we come up with.

4. Now look at these photos of places. Think about what a place is.

Fig. 1a: Who knows where this place is? Who's been there? What makes it special?
Fig. 1b: Who knows where this place is? Who's been there? What makes it special?

For the Teacher

Purpose: Connecting to the topic

The purpose of this update is for students to engage with the topic by sharing the places they know as well as how they are connected to them. These connections will bring up more places that they can think of as well as thinking of connections through people, addressing the Australian Curriculum outcome in year 2 Geography of:

  • The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

Teaching Tips:

NB: Ask students to bring in a copy of a picture of a place that they have been to before the next lesson, "Snap-chat". Make sure students bring in a COPY of the photo as they will be used to create posters for the classroom. Find some other images of local surroundings such as Lanyon Market place, Adventure Playground, School, Pond, Hyperdome that students would definitely have been to (to cater for students who do not bring in a picture).

1. Make a simple poster of all the place names that students suggest and include your special place too. Introduce Google Earth here to locate the places. Use Google Earth throughout the unit to model for students and gradually release the responsibility to them to locate places.

2. The Circle Time reflection may be included in the first lesson or used at the beginning of the next lesson. Make a second poster of what makes a place special. To ensure accountability, use a random selection tool when getting to students to share ideas from the Think-Pair Share.​ Teacher scribes student contributions to the poster. Display.

 3. Coming up with questions will be challenging for some students. Record questions on post-its, reframing questions where necessary.

Some of the questions about places that are displayed could also be assigned to students to investigate at various times, particularly when they have finished a task early. Answers could be recorded on sticky notes and displayed near the questions and/or shared in Circle Time. It can be used as a type of reward as students who complete work can then work on the questions. And of course, more questions should be generated continually!

4. Reflection: Use the two photos to emphasise the concept of place and what makes a place special. These could also be used at the beginning of the next lesson.

Vocabulary and Word Wall

Start a word wall in the classroom to build students word knowledge/vocabulary. Focus on building vocabulary throughout every activity in the element. Go from what students know about vocabulary and concepts and build on that. Build a vocabulary list for the topic. Pre teach key or difficult vocabulary. Use picture cards or photo images to support understanding. Display important vocabulary on the wall.

2. Snap-chat!

For the Student

Learning Intention: To connect to special places.

Success Criteria:

  • I can think and talk about my special place.
  • I can describe my special place in a Y chart.
  • I can identify whether my special place is local, state, national or global.

Bring in a picture of a place that you have been to, make sure it is a copy. Look and talk about the different images.

1. Using an Inside Outside Circle structure, visualise your image, think, then share:

  • What is the name of your place?
  • Why did you choose that place? (Connect)
  • What does your place look like?
  • What does your place sound like?
  • What does your place feel like?

Following the discussion, complete a Y chart describing what your picture looks like, sounds like and feels like. Share it in a small group.

2. Using the same image as above, as well as additional images provided by the teacher: Think-Pair-Share:

  • Is it close? (Local)
  • Is it far? (State, national or Global) 
  • Is it in the ACT? (State)
  • Is it in a different state? (National)
  • Is it in a different country? (Global)

As a whole class, place your images on posters for Local, State, National and/or Global. 

Fig. 2: Where is this place? What is it? What is it used for? Is it local,territory, national or global?

 

For the Teacher

Purpose:

This update focuses on valuing students' connections to special places through the photographs they bring. It also introduces them to terminology to describe the location of places such as local, state, national and global to describe a place. This is developed further in Update 3.

Teaching Tips:

Use the pictures that students bring in of a place they have been.

Prepare Y charts for student activity. 

Y Chart

Record students' natural language to describe places they have been to. Use this to inform future teaching of vocabulary.

Sharing images

Ask students to bring in a picture of a place they have been. As well as these photos, provide students with a range of different images from a variety of locations that are from the initial brainstorm.These will be used for the next two activities. 

Facilitate a class discussion about the images. Ask prompting questions during an Inside-Outside Circle.

Explain and model how to do a Y chart on a place.

Students then record their discussions using a Y chart. 

Teaching Tips

Begin to build student vocabulary for geographical categories.

e.g. local: close by, around us, here

state: division of a country, parts of a country

national: Australia, a country

global: international, worldwide, countries, continents

Sharing images

Using an Inner-Outer Circle, facilitate discussions using the prompting questions to develop language of local, state, national and global locations. 

As a class classify images into groups based on their locations (local, state, national, global) and make posters for each category to create a visual aid for students throughout the unit.

This is a great opportunity to assess students for the Year 2 outcome:

  • The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)

3. Me on the Map

For the Student

Learning Intention: To understand how to locate places on Google Earth.

Success Criteria:

  • I can draw pictures of places in my world.
  • I can locate places on Google Earth.

 Look at the IWB and google maps as your teacher zooms out.

Draw pictures of the planet, our country, our state/territory, our city, our town, our school, my home.

Find as many places as you can using Google Earth. When you found one, get your partner to check.

For the Teacher

Purpose: This update focuses on developing students' skills in using Google Earth/Maps.

Teaching Tips:

Connecting to places and mapping

Teacher models using Google Earth again - zoom in on Gordon, zoom out to Tuggeranong, zoom out to Canberra, zoom out to Australia zoom out to the whole world.

Model how to open Google Earth and search for a place or address. Use the tools at the bottom right hand corner of the maps to explore even further.

Once students have had time to explore Google Earth, students then complete a Me on the Map circles activities. Here is were they search and draw pictures of the planet, our country, our state/territory, our city, our town, our school, my home. They also tick if they searched it themselves and partner checked.

Me on the Map Circles

Differentiation: Provide students with the Find Someone Who: Can name all of the states of Australia.

Australia: Find Someone Who

Students can then look at the different states and places in Australia and plot points on the map that they can connect with eg. friends, family that live there, have been there, know something about the state/something that is there, someone they know has been there.

4. Who, What Made This?

For the Student

Learning Intention: To understand what natural, managed and constructed features are.

Success Criteria:

  • I can identify natural, managed and constructed locations and features of places.

Show students this video explaining what natural, managed and constructed means.

Media embedded July 30, 2018

Look closely at the images from previous lessons and reflect on prompting questions from teacher:

  • Do you think this place has been made by someone? What tells you this?
  • Does this look like a place that is looked after someone? What tells you this?
  • Do you think this place has always been here? What tells you this?

Participate in a whole class sorting activity. Underneath each of your pictures on the chart, record whether it is constructed, natural or managed place.

 Write a definition and draw a picture of each type of place: natural (mountains), managed (farm), constructed (Sydney Harbour Bridge).

What geographical questions do you have about any of these places? Write them on a post-it note and add them to our question board.

For the Teacher

Purpose: The focus is on developing students' understanding of the features of natural, managed and constructed locations using the images from previous lessons. 

Teaching Tips:

Use the posters constructed from previous lesson. 

Prompting Questions.

Have definitions of natural, managed and constructed places prepared.

For example:

Natural Locations are places that have not been constructed by human beings.

Managed Locations are Natural places where humans have 'intervened' to take care/sustain the area for future generations e.g Uluru.

Constructed Locations are places that have been built by human beings.

Natural, managed and constructed places

Divide students into groups for each category; Local, State, National and Global. Ask students to explore the places on their poster more closely and share what they see. Use prompting questions. 

Connect students observations with the language of Natural, Managed and Constructed places to build understanding of the features of each type of place. 

Students discuss the posters, identifying their places as natural, managed or constructed- providing reasons why they have identified them in that category. Ensure students are using specific language. Record definitions on a poster for students to reference throughout the unit.

As a class, students sort out pictures, attached, into natural, managed or constructed environments. This can also be done as an indiviudal activity, to show understanding of the different environments.

Natural, Managed, Constructed Picture Sort

 

5. I See You Saw!

For the Student

Learning Intention: To observe and identify different landscapes and the features of those places.

Success Criteria:

  • I can identify natural, managed and constructed features of places.
  • I can explain what a natural, managed and constructed feature is.

Walk with the teacher to Gordon Park. Help the teacher spot natural, managed and constructed features to take photos of.

Get into pairs and think about and share what you saw at the park in a 'Sea Saw'. Take turns of sharing one idea at a time.

You will do a 'Sea Saw' for each type of feature:

  • Natural features
  • Managed features
  • Constructed features

Next lesson:

Look at the photos our class took on our walk to Gordon Park. Which photos show natural, managed or constructed features? Why do you think that?

Get into groups of 2-3. Sort your collection of photos under 'Natural', 'Managed' or 'Constructed' on your poster.

Share your poster and explain why you put each photo under each heading.

 

For the Teacher

Features of Gordon Park

Purpose: The focus is on consolidating students' understanding of natural, manageable and constructed features. This lesson will be split over two days.

Resources

  • Cameras or ipads 

Teaching Tips:

  • Organise permission notes for students to attend Gordon Park.
  • Before the second lesson, print off the students' photos to be used for a sorting activity.

Take the class on a walk to Gordon Park. Take photos of surroundings including a natural feature, managed feature and a constructed feature.

When students come back to class they participate in a 'sea saw' activity on each type of landscape. (In pairs students share one thing they saw at a time while alternating between sitting and standing.)

Eg. of sea-saw sharing 'natural' features:

birds, trees, land, clouds, mountains

 

The following lesson:

Have the students sit in a circle with all of the photos they took laid out in the middle. Discuss how the photos show natural, managed and constructed features.

Students then break into groups to sort a collection of the photos by using posters titled 'Natural', 'Managed' and 'Constructed'. 

When the students have completed the activity, come back together as a class. Students then share there poster and explain why they put each photo under each heading.

6. Big Splash Waterpark

For the Student

Learning Intention: To show what I know about places

Success Criteria:

  • I can say whether a place is local, state, national or global.
  • I can say whether a place is natural, managed or constructed.

Look at the photo of the Big Splash Waterpark. In Think-Pair-Shares, discuss:

  • What can you see?
  • Who has been there before?
  • When?
  • Why did you go?
Fig. 6: Big Splash Waterpark

Let's go over what we have learned in our unit.

  • What can you see that is natural? Is it natural or managed?
  • What can you see that is constructed?

Use Google Earth or look at a map of the location of Big Splash Waterpark.

  • Is Big Splash local or non-local? 
  • How do you know?
  • Is it local, state or global?
  • How do you know?
  • Which direction is it? 
 

For the Teacher

Purpose: This is an optional activity to reinforce key concepts in the unit and offer extension activities using Google maps.

Teaching Tips:

Extension: Some students can explore the route of Gordon Primary School to Big Splash on Google Maps. They could consider: 

  • Which way is the quickest?
  • Which way is the longest?
  • Why do people take different routes? 
  • If we went a different way, what could we see?

Use the tools at the bottom right hand corner of the maps to deepen understanding:

  • Drag and drop the yellow figurine to any blue highlighted spot in Canberra to see the street view of the landscape.
  • Click on the blue, yellow and green rectangles to see landmarks on your way to Big Splash and around Canberra.
  • Leave the cursor on an image and see where it is in relation to Gordon. 
  • Zoom in and out by 'pinching' or by clicking the + or -.to see Tuggeranong, Canberra and the ACT in relation to the rest of Australia.

As further extension, students can add directions (north, south). 

Fig.11: Tools to explore Canberra

7. Look Closely!

For the Student

Learning Intention: To understand how we recognise natural, managed and constructed places.

Success Criteria:

  • I can talk about what makes a natural, constructed and managed place.
  • I can complete a table about the features of places.
  • I can draw pictures of a natural, constructed and a managed place.

Look at the 3 photos. Think-Pair-Share: How are they the same? How are they different?

Fig. 7a: Natural Place: Birrigai Aboriginal Rock Shelter
Fig. 7b: Constructed Place: Gordon Primary School
Fig. 7c: Managed Place: Gordon Pond

Let's analyse the 3 photos by completing the table as a class.  

Image Features Colours What is it used for
Natural      
Constructed      
Managed      

Now look at the photos on the worksheet provided by the teacher. Identify whether each photo on the worksheet is natural, managed or constructed. Then give at least one reason to explain why.

Draw a picture of a natural, constructed or a managed place. Think about the features that will show what sort of place it is. What colours will you choose?

Look at other students' drawings. Can you guess whether it is natural, constructed or managed?

For the Teacher

Purpose: In this update, students deepen their understanding of the features of places by analysing photos. They also apply their learning through a worksheet and drawing.

Teaching Tips: 

Following trip to Gordon Park, print out photographs taken.

As a class complete the table - possible responses

Photo Features Colours
Natural Trees, plants, water, native animals (e.g. birds) Green, Blue, Yellow, Brown
Constructed Wood, bricks, concrete, plastic Brown, Red, Grey
Managed Trees, plants, water, wild animals (e.g. birds) and Wood, bricks, concrete, plastic Green, Blue, Yellow, Brown, Red, Grey, Bright colours

 

Gives students a worksheet with an image from each type of landscape -  natural, managed and constructed. Organise photos from the park into a worksheet for students. There must be one photo of each landscape and lines beside it for students to write on. This is possibly a portfolio and assessment piece.

Students must identify one thing in each image that tells you why it is natural, managed or constructed. For example, in the natural image, birds are natural because they are native to the area and not made by humans.

Students create an illustration of a natural, constructed  or managed environment, demonstrating their understanding of its features and appropriate use of colours.

Differentiation/Extension: students illustrate 2 or 3 of the environments.

8. Caring for Places

For the Student

Learning Intention: To understand why it is important to care for places.

Success Criteria:

  • I can talk about the differences between polluted and clean places.
  • I can talk about why it is important to care for places.
  • I can describe different uses of a place by many different people.
  • I can suggest ways of caring for places.
  • I can suggest ways of caring for special places for Aboriginal and Torres Strait Islander people.

Look at the images of two managed environments where people like to have picnics and go for walks.

 
Fig. 8a: Polluted pond
Fig. 8b: Clean pond
 

 Think-Pair-Share:

  • How are they the same?
  • How are they different? 
  • Why is it important to look after natural and managed places?
  • Is is also important to look after constructed places? Why/why not?

Now let's look at a photo of a park - a managed place.

FIg. 8c: Point Hut Crossing and Playground

Complete the table.

Person What would they use this environment for 
Child  
Person who likes to exercise  
Old person  
Tourist  
Fisher  
Kayaker  
Swimmer  
Family  
School children  
Person with a dog  
   
   

Think-Pair-Share: Why is it important to care for this environment? What are some ways we could look after it?

Let's make a class list of all the ways we can care for a special place.

Now let's look at another special place - Uluru in the centre of Australia. This place is a special place for Aboriginal people.

Fig. 8d: Uluru in the centre of Australia
Fig. 8e. Aboriginal art - the circles represent creeks

Think-Pair-Share:

  • Why do you think these places are important for Aboriginal people?
  • Why do Aboriginal people feel connected to special places like this and others such as the ones at Tidbinbilla and Birrigai? 
  • Why is it important to look after them?

 Now share your ideas with the whole class. Let's make a list of the ways we can look after Aboriginal places that are special.

Circle Time: Let's reflect on why it is important to care for places.

For the Teacher

 Purpose: In this update, students explore how places can be managed and natural in order to focus on the importance of caring for places. This is one of the inquiry questions and is also addressed in the year 1 geography understanding:

  • The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

This update also looks at the link to the year 2 Geography outcome:

  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

Teaching Tips:

Add more perspectives to complete the chart. Exploring different perspectives deepens understanding of the importance of a place.

For background information on significant Aboriginal places in the ACT, go to Aboriginal Connections to Tidbinbilla and the Aboriginal Cultural Heritage of the ACT brochure.

This focus can also be emphasised through the Acknowledgement of Country at assemblies which is focused on place.

After completing the tables as a whole class, display them and refer to them when relevant.

Add new words to the word wall.

9. My Dream Playground

For the Student

Learning Intention: To show what I have learnt about place by designing my dream playground for Gordon Primary School.

Success Criteria:​

  • I can draw a labelled map of my dream playground.
  • I can list the natural, managed and constructed features of my dream playground.
  • I can describe how my dream playground could be used.
  • I can describe how my dream playground could be cared for.

Look at the satellite map of Gordon Primary School. What features do you see in our playground? Are there natural, managed or constructed features? Who cares for our playground? How?

Let's brainstorm ideas for new features that could be added to our playground that would provide spaces for different purposes.

Decide which features you would like to change or add to our playground. You are going to draw a map of a section of our playground and make it your Dream Playground. Don't forget to include:

  • pictures or symbols
  • labels

Next, you will need to make a list of the features in you dream playground under the headings 'natural, managed and constructed'.

Then you will need to write a brief description of how your dream playground can be used. Thnik about how it might be able to be used in different weather and seasons.

For example:

The tree houses can be used for playing board games.

In the winter time, the grassed area is sunny and can be used for playing games.

Finally, you will need to write a care program for your dream playground. Think about the features you have included and how they will need to be looked after. Who will look after it and how?

For example:

The vegetable garden can be cared for by making sure there is a roster for students to help water and weed the garden.

For the Teacher

Purpose: Students brainstorm features for a new playground design that provides spaces for different purposes. This is their 'dream playground'. They will then write a care program for their dream playground.

Teaching Tips: This will need to be spread across a few lessons. The writing portions can be integrated into literacy block.

Differentiation: Students can plan a bigger or smaller portion of the school playground based on their ability.

Using Google Maps satellite image, look at Gordon Primary School. Discuss the different features in the school playground:

  • What features can you see?
  • Are there natural, managed or constructed features?
  • Who cares for our playground? How?

As a class, brainstorm ideas for new features that could be added to the playground that would provide spaces for different purposes.

Students draw a map of their dream playground, using pictures, symbols and labels. You might like to print the template below onto A3 for higher students so they can include more detail:

My_20Dream_20Playground_20Map.docx

Students then create a list of the features in their dream playground with the headings 'natural, managed and constructed'. The worksheet is below:

The features of my dream playground

Students then write a brief description (2-3 sentences) of how the playground can be used (e.g. The tree houses can be used for playing board games.) and in different weather or seasons (e.g. In the winter time, the grassed area is sunny and can be used for playing games.).

Students will then write a care program for their dream playground (e.g. The vegetable garden can be cared for by making sure there is a roster for students to help water and weed the garden.)

My_20Dream_20Playground_20_20-_20Use_20and_20Care_20Program.docx

 

10. Maths: Graphs

For the Student

Learning Intention: To understand information on a picture graph.

Success Criteria:

  • I can draw a picture of a place and add it to a graph.
  • I can talk about what the graph shows.

Let's do a shared activity to create a class picture graph about favourite places.

Draw a small picture of what your favourite place is Decide on whether it is natural, managed or constructed.

Place it in the correct column on the picture graph.

Fig. 10: Our Favourite Places Picture Graph

As a class, we are going to collect some data from what we can see when we look at the graph.

  • What type of place was the most popular - natural, managed or constructed?
  • What type of place was least popular?
  • How many more people liked ............ more than ...........?
  • How many more people liked ............ more than ...........?

For the Teacher

Purpose: Picture Graphs

This is an optional activity to include in a numeracy sesssion.

In this update students learn how to display and interpret data in a picture graph, addressing data representation in the maths curriculum as well as the geography skill of researching:

  • Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
  • Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)

Teaching Tips:

Introduce students to picture graphs. On the IWB, draw a map for the students' favourite places or use the attached word file. Explain and label the different features including title, horizontal axis = the topic/categories, the vertical axis = the value/numbers, pictures.

Horizontal axis = natural, managed, constructed

Vertical axis = number of students

Title = Our Favourite Places

Resources

Prepare small squares or pictures for students to draw or colour in their favourite type of place (natural, managed, constructed). These should be the correct size for the boxes on the picture graph.

Picture Graph Template

Add new words to the word wall.

11. Maths: Picture Graphing

For the Student

Learning Intention: To show your understanding of how to create and interpret a picture graph.

Success Criteria:

  • I can collect data.
  • I can create a picture graph.
  • I can label the axis.
  • I can add a title.
  • I can talk about what the graph shows.

You are going to create your very own picture graph.

What do you need to do before creating a picture graph? 

Ask other students in the class:

'Did you spend your last school holidays in Canberra, in another state in Australia, or in another country?'

Record other students' answers on the survey sheet provided. Use tallies to collect your data.

Fig. 11a: Tallies 1-5

Use the data you have collected and the small pictures provided by the teacher to create a picture graph. Label the axis and write a title.

Look at the information and answer the questions.

Questions:

  • Where was the most popular place to spend school holidays?
  • What was the least common place to spend holidays?
 
Fig. 11b: State
  
Fig. 11c: National
Fig. 11d: Global

For the Teacher

Purpose: Picture Graphs

This is an optional activity to include in a numeracy sesssion. The purpose of this update is for students to collect and represent data in a picture graph.

Teaching Tips:

Students create a picture graph individually. Firstly, they collect data by surveying the class on the location of their last holiday.

Students use the data collected to display information in a picture graph. This is a possible assessment and portfolio piece. 

Resources:

Prepare survey sheet for students to collect data. This could just be on recycled paper and students could write the titles and write tallies in the top row as they survey students. Model how to tally for students.

     
ACT (local) Australia The world

Prepare small pictures to represent local/Canberra (Parliament House), Australia (map), global (world globe) - see attachment "images for Picture Graph". Photocopy and students cut these up to use on the picture graph. 

Blank Picture Graph Template
Images for Picture Graph

Use a Circle Time to reflect on what students learned.

12. Introduction to the history of Gordon

For the Student

Learning Intention: To connect what we know about place to Gordon Primary School's history.

Success Criteria:

  • I can talk about changes that have happened in Gordon over time.

Look at the pictures of Gordon before houses were built. In Think-Pair-Shares, discuss:

  • What can you see?

Look at pictures of Gordon today.

  • How are the pictures the same? How are the pictures different?

Now look at two pictures of family life?

  • How are the pictures the same? How are the pictures different?
  • How has family life and the place where we live in changed over time?

For the Teacher

Purpose: As Gordon Primary School is celebrating its 25th birthday, this activity is focusing on the change that has occurred since the school was opened. It also serves to introduce the next integrated unit on History.

Teaching Tips:

Promote student input through Think-Pair-Shares. Record key ideas on a chart.

The students' responses are just initial ideas and responses. Deepening their understanding of change over time will be the focus of the history unit.

13. Acknowledgements

Title: (Source); Fig. 1a: Black Mountain Tower (Source); Fig. 1b: Sydney Harbour Bridge (Source); Fig. 2: Parliament House (Source); Fig. 6: Big Splash Waterpark (Source); Fig. 7a: (Source); Fig. 7b & 7c: Photos by Tayla Zanotto; Fig. 8a: Polluted pond (Source); Fig. 8b: Gordon Pond - photo by Sue Gorman; Fig. 8c: Gordon Pond (Source); Fig. 8d: Uluru photo by walesjacqueline (Source); Fig. 8e: Aboriginal Art Work photo by Richard Riley (Source); Fig. 9: Playground Design (Source); Fig. 10: Picture Graph by Tayla Zanotto;  Fig. 11a: Tallies (Source); Fig. 11b: Parliament House (Source); Fig. 11c: Australia map (Source); Fig. 11d: globe (Source).