Activity Introduction

Quick summary: In this lesson, students will synthesise their learnings from The Bays unit, to plan, create and deliver a presentation that explains the understandings they have developed through this unit. Students will respond to the inquiry question ‘How can redeveloping a site at our school improve the whole school?’ by reflecting on their experiences in each of The Bays lessons. Students will be guided to choose a presentation style, and to plan and create a presentation in response to the inquiry question. Students will deliver their presentation to an audience of other students, teachers, parents and people from their community.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intention:

  • Students will understand how their work and learnings throughout The Bays unit have contributed to their understanding of how urban renewal projects can benefit a community.
  • Students will conceptualise, plan, produce and deliver a presentation that details their personal response to the question: ‘How can redeveloping a site at our school improve the whole school?’

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 5 Geography

  • The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6 Geography

  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Syllabus outcomes: Stage 3 – Geography

Students will:

  • explain interactions and connections between people, places and environments (GE3-2)
  • compare and contrast influences on the management of places and environments (GE3-3)
  • acquire, process and communicate geographical information using geographical tools for inquiry (GE3-4)

General capabilities: Critical and creative thinking, Literacy, Personal and Social Capability.

Cross-curriculum priority: Sustainability OI.5.

Relevant parts of Year 5 Geography achievement standards: Students identify and describe the interconnections between people and the human and environmental characteristics of places. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions. 

Relevant parts of Year 6 Geography achievement standards: Students reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Topics: Sustainability, Social Issues

Unit of work: The Bays – Year 5 to 6

Time required: 160+ minutes, plus time for presentations.

Level of teacher scaffolding: Medium – facilitate student conceptualisation, planning and delivery of formal presentation.

Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class and AV presentation to an audience, projector and speakers. One device per student capable of creating a digital presentation. Welcome to Country and Acknowledgement of Country: A Guide for Victorian Schools. Enough chairs for those attending the presentations, a space/room appropriate for hosting the presentations. Teacher copy/access to Teacher Roles. A class set of the Understanding Urban Development Worksheet.

Keywords: The Bays, school, urban renewal, presentation, assessment.

All photo images in this lesson are licensed to UrbanGrowthNSW.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students will understand how their work and learnings throughout The Bays unit have contributed to their understanding of how urban renewal projects can benefit a community.
  • Students will understand how to conceptualise, plan, produce and deliver a presentation that details their personal response to the question: "How can redeveloping a site at our school improve the whole school?"

Success criteria: Students can…

  • ... synthesise ideas and personal learnings from a unit of work.
  • ... work collaboratively.
  • ... assess the benefits of urban renewal projects.
  • ... plan, create and deliver a presentation.

Teacher content information: Sitting just two kilometres west of the Sydney CBD, The Bays comprises 5.5 kilometres of harbour front, 95 hectares of largely government-owned land and 94 hectares of waterways in Sydney Harbour. Over the next 20 to 30 years The Bays will be renewed into a bustling hub of enterprise, activity and

...
 
- or - to view worksheets

Student Worksheet

Thought starter: What other ideas for urban development do you have?

Looking Back at The Bays Unit

In your groups, spend five to ten minutes revising the idea you developed to improve a site at their school, by discussing the following questions:

  • Where the site is located
  • How they proposed to change the site
  • Why they proposed this change
  • How this change could help to improve the school
  • Who would benefit from the change
  • The risks that might be involved with this change

Presentation Planning and Creation

Working in your group, choose a presentation style that you believe will best suit the idea you are presenting. Work together as a group and assess the presentation style you have chosen by answering the following questions:

  • Note the presentation style you have chosen
  • What are the main features of this style of presentation?
  • What things should we avoid in this style of presentation?
  • Can you think of an example when you saw this style of presentation done wel
...
 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.