COMMON ASSESSMENT TASK

Student description of task

You will investigate connections to places, how maps represent the location of

places and the features that help people to interpret the maps (such as keys and

symbols). Throughout the term you will create a portfolio of maps (Assessment

A) which represent your home, school, town, state, country and continent and your

connections to them. You will also present a postcard featuring a special place

that you have visited in Victoria (Assessment B), which must include a map,

using the features that you have learned about in the unit.

To help you achieve this you will:

Complete the K and W section of a KWL chart at the beginning of the unit to

activate your prior knowledge and highlight what you already know

Undertake a field trip of the school grounds to sketch and take notes of the

geographical features, particularly exploring features that are safe, natural,

well-cared for or give a sense of belonging. You will use symbols and a

legend/key to represent these features on a map.

use Google Maps to identify and mark on a map places that are important

to you (where you live), and connect you and others (where friends live,

where the school is)

undertake a field trip down the local street to conduct an inquiry based

around identifying geographical features of town. You will take digital

pictures, sketch notes and use these to make a town map.

Teacher description of task

Assessment description Category

Written: Portfolio
FORMATIVE ASSESSMENT TASK(s):
Oral: Presentation
Written: Portfolio
The purpose of this assessment is to assess the students Technique
ability to observe, record and represent geographical data in
the form of maps. Throughout the unit students progress from Collection of work
reading maps, to constructing them using the specific features
of a map (B.O.L.T.S). Students will create a map of their
classroom, school, town, state, country and continent and
collate these into a portfolio.
SUMMATIVE ASSESSMENT TASK:
Presentation My State. Create a postcard from Victoria
In session 7 of the learning sequence students design a
postcard of a place in Victoria that they have previously
visited. At the end of the unit of work students must give an
oral presentation of their postcard and explain why the place
is important to them, discuss geographical facts about the
place, clearly describe the map - identifying locations and
the mapping features used.
Teachers will use an Assessment Rubric to document whether
students meet the achievement standard for Level 2.

Knowledge and Skills Alignment

Victorian Curriculum Foundation - 10, Year 2

Knowledge:
Understands how people are connected to different places.
Can describe the importance of maps in everyday lives and
explain the five main features of a map.
Skills:
Can create maps which represent real places, using
appropriate mapping techniques. Can demonstrate clear
explanatory skill when presenting maps.
Geography
Curriculum descriptors:
Identify how people are connected to different places
(VCGGC059)
Represent data and the location of places and their
features by constructing tables, plans and labelled
maps (VCGGC061)
Interpret data and information to draw conclusions
and describe the direction and location of places,
using terms such as north, opposite, near, far
(VCGGC062)

Other evidence:

Formative:
KWL chart to be completed by students at the
beginning of the unit to help activate their prior
knowledge and create a word list from the Know
column. The word list will be updated at the end
of the unit, once the students have completed the
Learned column. This will be used in conjunction
with their presentations to assess if they have
achieved the learning objectives.

Table template: sourced from the Queensland Curriculum and Assessment Authority website (Queensland Curriculum and
Assessment Authority, 2014
 GEOGRAPHY LEARNING SEQUENCE

CURRICULUM TITLE: WHERE IN THE WORLD AM I?

INTRODUCE AND SUMMARISE UNIT

In this unit of work students explore their ability to think geographically about the world in which they live, by investigating how maps represent
the location of places. The students build on their prior learning about features of local places and their own personal connections between
places and begin to explore geographical divisions. This unit has been designed so that students will build their developing knowledge of the
interconnections of places within Australia and the world in a sequenced series of lessons. Their understanding will grow as they make
connections between more familiar localities and progress further afield, exploring the geographical features of their home, school, town, state,
country and continent. Students will develop the essential skill of interpreting maps as they learn about key geographical concepts, such as
cardinal directions, keys and symbols.
To make this come to life for the students - I have chosen to incorporate fieldwork which is an essential component of geographical learning, as
it provides authentic learning experiences that enable children to investigate and explore real places and the environment. The fieldwork is
aimed to scaffold student learning at the beginning of the unit where students investigate locations close to home.
The unit integrates with ICT as students use software such as google earth to investigate and research digital interactive maps.
This unit aims to provide a strong foundation for students to continue to deepen their knowledge of cartographic conventions as they progress
through the geography curriculum in upper primary school.
Humanities discipline: Geography
Level: 2
Victorian Curriculum statement: Identify how people are connected to different places (VCGGC059)

Represent data and the location of places and their features by

constructing tables, plans and labelled maps (VCGGC061)

Interpret data and information to draw conclusions and describe the direction and location of places, using terms such
as north,opposite, near, far (VCGGC062)
List of Victorian Curriculum interdisciplinary content (capabilities, priorities, other disciplines) ICT
Please note this template is an adaptation from Understanding by Design ASCD Grant Wiggins, Jay McTighe. Source UbDQuikvue1005.pdf
Stage 1 Desired Results
YOUR BIG PICTURE LEARNING
GOALS: 'Why are students learning this?'
TRANSFER After completing this unit of inquiry students will be able to independently use their learning to
Develop an understanding of how people are connected to places in Australia.
Interpret maps by using beginning map skills, such as using a map key to decipher symbols
MEANING
After completing this unit students will understand

ESSENTIAL QUESTIONS:
- that places and their features are represented using What is a map?
maps. Who uses maps?
- that maps allow people to see where places are and Can you think of reasons why people
how they are connected. use maps? Why is it important to be
- that being able to interpret maps is an essential skill able to use a map?

that people must develop to help them in their What are the four cardinal
directions?
everyday lives.
What is a legend or a key?

ACQUISITION After completing this unit students will
understand what a map is and why people use them
have a developing knowledge of the names, locations
and features of places within Australia
be able to identify and label the main features of a
map
Students will be skilled at: (Skills)
Creating and reading maps which
represent different locations and
their features
Using B.O.L.T.S to read and
understand maps and understand
that this allows people to read and
interpret maps in the same way
Problem solve using maps
Stage 2 Evidence
EVALUATIVE CRITERIA (Refer
to Stage 1 Acquisition (Knowledge
and Skills)
Knowledge:
Understands interconnections of
places within Australia and the
world. Can describe the
importance of maps in everyday
lives and explain the five main
features of a map.
Skills:
Can create maps which
represent real places, using
appropriate mapping
techniques. Can demonstrate
clear explanatory skill when
presenting maps.
ASSESSMENT EVIDENCE (Throughout this unit how will students be able to demonstrate (perform) to you how
they are progressing towards reaching the units learning goals? What will students be able to do to show they
understand and have learned?)
SUMMATIVE ASSESSMENT TASK(s):
Where in the world am I presentation
The purpose of this assessment is to assess the students ability to observe, record and represent
geographical data in the form of maps. Throughout the unit students progress from reading maps, to
constructing them using the specific features of a map (B.O.L.T.S). At the end of the unit students will
present the postcards that they created in session seven of the learning sequence. Students design a
postcard of a place in Victoria that they have previously visited. Students must explain why the place is
important to them, create a map using the geographical facts about the place and identify the mapping
features that they used.
Teachers will use an Assessment Rubric to document whether students meet the achievement standard for
Level 2.
Other evidence gathered to reflect student learning -
KWL chart to be completed by students at the beginning of the unit to help the students activate their prior
knowledge and create a word list from the Know column. The word list will be updated at the end of the
unit, once the students have completed the Learned column. This will be used in conjunction with their
presentations to assess if they have achieved the learning objectives.
Stage 3 Learning Sequence
Session Five Es Present sequence of learning events as snapshots: Brief resources and materials:
no.
phase:
1. Engage Session 1: Engage Treasure map activity
IWB for watching
Watch http://splash.abc.net.au/home#!/media/1566306/treasure-hunt splash clip
Explain to students they will now do a treasure hunt. Divide students into small groups, starting from different Template for treasure
places in the classroom. Each group has different directions, but will finish in the same location. Instructions map --
will include key positional terms, such as over, under, around and through. http://www.teachingid
Groups will find a blank treasure map at the end location. They must use this to draw a mud map of their eas.co.uk/sites/default
classroom, labelling the furniture and detailing their journey to find the map. /files/designatreasure
map.pdf (Design a
Introduce unit of work Where in the world am I. Explain that they have just created their first map in a treasure map, n.d.)
portfolio each student will create about how they and their community- fit into the wider world. Using maps to
represent familiar places such as their home, school and town and branching out into the wider world such as
their state, country and Earth.
Pre-assessment Ask students what they already know about geography and maps. Create a KWL chart a
class word list will be made from this and displayed in the classroom (updated at the end of unit).

2. Explore Session 2: Home to school sketch map

Introduce geographical vocabulary map, compass, north, south, east, west, direction
Brainstorm Inner circle/outer circle activity (Reynolds, p.89, 2014)
1. What is a map?
2. Can you think of reasons why people might need to use a map?
3. Why is it important to be able to use a map?
4. Have you ever used a map, what for?
Introduce B.O.L.T.S acronym, explain that each letter represents the five key features of creating a map
Border, Orientation, Legend, Title and Scale. This lesson will focus on orientation.
Have students point to directions, sun rises in the east etc. we live in the southern part of Australia. Show this
map on the large screen -
https://en.wikipedia.org/wiki/List_of_extreme_points_of_Australia#/media/File:Australian_Map_Extremities.svg

- Label the cardinal points on the classroom walls - North, South, East and West. Introduce mnemonic
Never, Eat, Soggy, Weetbix
- Sing the song https://www.youtube.com/watch?v=f2I81_BFb-s. Whilst singing, students point to the
cardinal point in the classroom when mentioned in the song.
Create a sketch map of their route from home to school, students must give the map a title and determine
where north is on the map (Owens, 2007). This is the second page of their portfolio.

3. Explore Session 3: My School Fieldwork

 Revisit B.O.L.T.S acronym. Focus will be on Legend or a Key as it is often referred to. Think-pair-share, what
do students think this means when talking about mapping. Have students practice locating keys on various
maps and interpreting what they mean. Complete activity in Appendix 1 to practice interpreting a legend/key.

Field trip for mapping activity

In pairs, students will take a short field trip of the school grounds to sketch and take notes of the geographical
features (will create a formal map with a legend in the next lesson)
Inquiry questions, can you find features that:
Provide safety? (gates and fences)
Are natural? (grass and trees)
Are well-cared for (rubbish bins or garden beds).
Give a sense of belonging? (favourite places)
4. Explain Session 4: My School Create map of schoolground
Students create a map of their schoolground based on sketch map from previous lesson. Features must
include previously learned mapping skills - a Legend, correct Orientation and a Title. (Third page of portfolio)
5. Explore Session 5: My town Fieldwork in the local area (for detailed lesson plan see Appendix 2)
Students will continue to develop their map reading skills. Students will walk down the local street to conduct
an inquiry based on the following questions:
What can we find out about our local town?
How do the places in the local area make us feel?
What geographical features do we see?
Students will be in small groups with an adult supervisor, each group member will have a role to collect and
record the data based on the inquiry questions. Students will be given maps of the township and are
required to navigate from the school to the main street (short distance). Additional focus - Each group will
be given an assortment of digital photos of different geographical features that the teacher has taken from
the local area. Children are asked to find the features during their journey and mark them on their maps.
6. Explain Session 6: My town Open ended mapping activity

Students will create their own maps of their local town in response to their recent fieldwork experience.
Whole class Recap previous lessons, reiterate the focus of exploring places and where they are in the world.
Use google maps to demonstrate finding locations and information about places on the computer.
Independent task - Students use i-pads to locate their town on google maps, use street view, satellite image
and find out where it is in Victoria. They have to find three places they visited on their field trip on the map.
Group Task - Divide students into groups of three. In response to an aerial map of the town, students will
create a representation of the map of their town with a range of materials - masking tape, coloured blocks and
paper. Masking tape can be stuck to the carpet to represent the roads. Students will be given photos of key
buildings in their town (school, supermarket) and place them in their correct location. Photos to be taken of
maps fourth page of booklet) Students will do a gallery walk of other groups maps, are there any differences?
Assessment Teacher to use rubric to assess cooperative & communication skills & ability to complete task.
7. Explore Session 7: My State Create a postcard from Victoria (will be used in Summative assessment)
and Students will create an A4 postcard from Victoria to a relative in a different part of Australia. Students can
Elaborate choose a place in Victoria that they have previously visited. Front of postcard - a geographical feature that
 depicts the environment of that place, e.g. beach, rainforest. The back will have a map of Victoria, students
need to mark the location on the map and write interesting facts about that place. Students must include
mapping features that they have learnt to date, based on B.O.L.T.S. (Fifth page of portfolio)
8. Explore Session 8: My State and country
and Students will investigate and learn where the states and territories are located within Australia.
Explain Students will analyse different directions using cardinal directions.
Provide each student with 2 blank maps of Australia. Students will sketch where they think state borders are
on the map and write the name of each state/territory. Once completed, have students investigate if they were
correct: using the class globe and map of Australia or their I-pads. Students to review their original thoughts,
identify any areas that need to be amended and if required redo on the second map

Tasks - Colour in the largest state red, colour in the smallest state green.
Mark and label on the map the town in which you live (6th page of portfolio)
Create a table with three columns and eight rows
State or Territory Capital City Direction from Alice Springs
Eg. South Australia Adelaide South

Write name of each state/territory within Australia, capital city and the direction it is from Alice Springs
9. Explain Session 9 Postcard presentation
and Students will present their findings about how people are connected to different places and why places are
important to them. They will demonstrate an understanding of how to represent the location of a place on a
Elaborate
labelled map using geographical features and accurately describe the location using directional and locational
terms.
Reference and Resources list:
Catling, Simon & Willy, Tessa, (author.) & Butler, John, (author.) (2013). Teaching primary geography for Australian schools : early years to year 6. Moorabin, Vic. Hawker
Brownlow Education
Design a treasure map (1st ed.). Retrieved from http://www.teachingideas.co.uk/sites/default/files/designatreasuremap.pdf
Geography - Curriculum - Victorian Curriculum. (2017). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 2 June 2017, from http://victoriancurriculum.vcaa.vic.edu.au/the-
humanities/geography/curriculum/f-10
McTighe, J., & Wiggins, G. (2012). Understanding by Design framework. Alexandria, VA: Association for Supervision and Curriculum Development.
Owens, D. (2007). Atlas and mapping skills (1st ed.). South Yarra, Vic.: Macmillan Teacher Resources.
 Marking Rubric Year 2 Geography assessment

Assessment Part B: Present a postcard Name: ..................................................

Purpose of assessment: Present findings about how people are connected to different places and why places are important to them. To demonstrate an understanding
of how to represent the location of a place on a labelled map using geographical features, accurately describe the location using directional and locational terms and
identify and explain the legend/key

Applying Making connections Working with Exploring Becoming aware

(AP) (MC) (WW) (EX) (BA)

Clearly describes and Describes and gives Describes what the Describes with Describes with
Places and our

Identify how people are gives multiple an example of how connection is to the guidance what the direction what the
connections

connected to different examples of how they they are connected to place and also connection is to the connection is to the
to them

places (VCGGC059) are connected to the the place and why it is explains why the place place and with place and with
place and why it is important to them is important to them guidance also explains direction also explains
important to them why the place is why the place is
Eg. A relatives important to them important to them
place
Represent data and the Clearly presents a Presents a detailed Presents an accurate With guidance is able With direction is able
Geographical concepts and Skills
Strand: Geographical Knowledge

location of places and detailed and accurate and accurate map of map of Victoria which to present an accurate to present an accurate
their features by map of Victoria which Victoria which accurately locates the map of Victoria which map of Victoria which
constructing tables, accurately locates the accurately locates the special place accurately locates the accurately locates the
plans and labelled special place special place special place special place
maps (VCGGC061)
Represent data and the Independently labels Independently labels Independently labels With guidance labels With direction labels
Data and Information

location of places and the map, correctly the map, correctly the map, correctly the map, correctly the map, correctly
their features by using all of the using many of the using some of the using all of the using all of the
constructing tables, geographical features geographical features geographical features geographical features geographical features
plans and labelled (BOLTS) (BOLTS) (BOLTS) (BOLTS) (BOLTS)
maps (VCGGC061)

Interpret data and Gives a detailed Gives a description of Gives a description of With guidance is able With direction is able
information to draw description of the the direction and the direction and to give a description of to give a description of
conclusions and describe direction and location location (near and far, location (near and far, the direction and the direction and
the direction and location (near and far, above above and below) of above and below) of location of the special location of the special
of places, using terms and below) of the the special place in the special place in place in relation to place in relation to
such as north, opposite, special place in relation relation to where they relation to where they where they live using where they live using
near, far (VCGGC062) to where they live and live and is able to use live and is able to use everyday language everyday language
is able to clearly use directional and beginning directional
directional and locational terms and locational terms
locational terms

Table template: Sourced from the Queensland Curriculum and Assessment Authority website (Queensland Curriculum and Assessment Authority, 2014)