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. They will respond to the inquiry question “How can we improve liveability for young people?” 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 other people from their community.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intention:

  • Students will understand how their experiences during The Bays unit have contributed to their understanding of how the liveability of young people can be improved.
  • Students will understand how to conceptualise, plan, produce and deliver a presentation that details their personal response to the unit inquiry question: “How can we improve liveability for young people?”

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 7 Geography

  • Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Year 8 Geography

  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)

Syllabus outcomes: Stage 4 Geography

Students will

  • locate and describe the diverse features and characteristics of a range of places and environments (GE4-1)
  • describe processes and influences that form and transform places and environments (GE4-2)
  • explain how interactions and connections between people, places and environments result in change (GE4-3)
  • examine perspectives of people and organisations on a range of geographical issues (GE4-4)
  • discuss management of places and environments for their sustainability (GE4-5)
  • explain differences in human wellbeing (GE4-6)
  • communicate geographical information using a variety of strategies (GE4-8)

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

Cross-curriculum priority: Sustainability OI.5.

Relevant parts of Year 7 Geography achievement standards: Students describe geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.

Relevant parts of Year 8 Geography achievement standards: Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.

Topics: Sustainability, Social issues.

Unit of work: The Bays – Year 7 to 8.

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. My Liveability Journey printed out for each student and plain paper for groups. 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. A teacher copy or access to Teacher Roles.

Keywords: The Bays, liveability, young people, presentation, assessment.

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 experiences during the Bays unit have contributed to their understanding of how the liveability of young people can be improved.
  • .... understand how to conceptualise, plan, produce and deliver a presentation that details their personal response to the unit inquiry question: "How can we improve liveability for young people?"

Success criteria: Students can…

  • ... plan, create and deliver a presentation.
  • ... synthesise ideas and personal learnings from a unit of work.
  • ... work collaboratively.
  • ... know how to improve liveability of young people.

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 beautiful spaces.

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Student Worksheet

Thought Starter: How do you contribute to the liveability of your area?

Planning And Creating Your Presentation

1. Note the presentation style you have chosen:

2. What are the ‘dos’ for this style of presentation?

3. What are the ‘don’ts’ for this style of presentation?

4. What examples can you think of when you saw this style of presentation done well?

5. What tools will you need? And where can you get them?

6. How long is this going to take you? Will you have long enough to finish your presentation? How can you make sure you finish your presentation?

Reflection

Think about the process you went through to plan, create and present your ideas around how to improve liveability for young people:

1. How did you feel challenged?

2. How did you overcome the challenges you faced?

 

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