syllubus+outcomes

A student: 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.6 describes the geographical processes that form and transform environments 4.8 describes the interrelationships between people and environments 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship. || Collect and interpret electronic information. Design and create a multimedia presentation. ||
 * = Topic/focus area = || = 4G2 Global Environments = || = Time: = ||
 * = Focus = |||| ** The geographical processes that form and transform global environments, and human interactions within environments. ** ||
 * ** Outcomes **
 * === Suggested ICT ===
 * Resources ** (Include resources available within your school and community.)
 * Resources ** (Include resources available within your school and community.)

There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide background for students and that have skills based activities incorporating mandatory tools.

The use of the Internet is assumed as a source of information.

The Curriculum K-12 Directorate website – [|www.curriculumsupport.education.nsw.gov.au] and the Teaching and Learning Exchange (TaLE), will increasingly have other support added to assist teachers. ||


 * At least ONE global environment selected from the list above: (eg. Rainforests) **
 * the spatial distribution of the selected global environment
 * the major geographical processes that operate within the chosen environment
 * atmospheric processes
 * biotic processes
 * geomorphic processes
 * hydrologic processes
 * the way humans, including indigenous groups, interact with the environment
 * // recognise the spatial distribution of a global environment //


 * // describe the geographical processes that shape the selected environment //


 * // draw and describe the operation of a simple ecosystem //

• Teaching and Learning Exchange **  **** Search for: ** – Fieldwork – Laptop wraps (find laptop lessons for various geography topics) • Centre for Learning Innovation • Environmental Education Centres **  ** • NPWS **  ** click on **Knowledge Centres** • **** • **** • **** for Australia’s Physical Environments and Australian Communities • **** Australian Water education toolkit – includes resources and lessons on Climate Change • **** or **  ** for bug guides • **** • **** • **** • **** • **** • **** • **** • **<www.abs.gov.au>** • **<www.teachingideas.co.uk/geography/contents.htm>** • **<environment.nationalgeographic.com.au/environment/freshwater/embedded- water/>** • **<mapzone.ordnancesurvey.co.uk/mapzone/>** (map reading made easy) • [|**www.geohive.com/**] • **<geology.com/>** • **<www.newseum.org>** • **<www.ssdec.nsw.edu.au/socialscience/geography/directive_terms.htm>** (distance ed) • **<www.tuition.com.hk/geography/>** • **<www.gatm.org.uk>** (geography at the movies) •**Free4teachers** (geography games) 36 Geography for those new to teaching the subject © 2010 NSW Department of Education and Training. • **<www.poodwaddle.com/worldclock.swf>** • **<www.bbc.co.uk/weather/multimedia/games/>** • **<www.gamedesign.jp/flash/worldmap/worldmap.html>** (teacher access only) • **<earthobservatory.nasa.gov/>** • **<www.bubbl.us/>** (brainstorm tool) • **<climate.nasa.gov/EarthDaySlideshow/index.cfm>** • **<www.australianminesatlas.gov.au/index.jsp>**.
 * // describe the interaction of humans with the environment //
 * General websites for teaching and learning activities **
 * <www.cli.nsw.edu.au/> **