*New Geography Syllabus (2024)* – Stage 1
People are connected to places and groups
People care for Bournda’s water environments
Program Overview
The students investigate the natural and human features of lakes, beaches and oceans in Bournda National Park by collecting and representing data and using geographical information. They will learn about the different ways people use water environments at Bournda and how we can care for these special places.
Learning Intention and Success Criteria
Learning Intention
Students are learning that people connect to, and care for, water environments at Bournda National Park.
Students are using geographical information to help us learn about the features of these places.
Success Criteria
I can describe the natural and human features of lakes, beaches and oceans.
I can use maps to locate freshwater and saltwater bodies in Bournda National Park.
I can use Tier 2 and Tier 3 vocabulary to describe the unique features of the waterbodies in Bournda National Park.
I can explain ways that we can care for our water environments and discuss the different ways people use the water environments at Bournda.
Learning Experiences
Exploring Bournda’s oceans and beaches
Students go on a bushwalk to explore the ocean and beach environments. Students collect data using iPads to photograph examples of natural and human features of the area. Students discuss the many ways people use the beach and the ocean and learn about the ways people can care for these special places. On their return, students will share the different photos they have taken and use this data to create a table to represent their findings.
Exploring and caring for Wallagoot Lake
Students explore a 1:25,000 map of Bournda National Park and locate the freshwater and saltwater bodies in and around the National Park. Students then use a simple map to locate and walk to Wallagoot lake. Once there, the students will role play the different users of the lake environment (such as fishers, bird watchers, swimmers, campers), discussing the ways they might use the lake environment and what features have been provided for them. Students will get an opportunity to discover some of the living creatures of the lake environment and discuss ways that we can all work together to help care for the lake and the animals and plants that live there.
Sea Country
Using the text ‘Sea Country’ by Aunty Patsy Cameron and Lisa Kennedy, students identify ways that Aboriginal Peoples connect to Country, with a specific focus on the ocean. Students are encouraged to think about and share water places that are special to themselves or their family. Students use water colours to illustrate one of these places or they can focus on one of the Bournda environments that they have seen on the day. Students use Tier 2 and 3 vocabulary words to label their illustrations.
Syllabus Outcomes
HS1-GEO-01
describes ways people connect to and care for places, water environments and each other, using geographical information
Syllabus Content
- Observe and describe natural and human features of Bournda’s lakes, beaches and oceans by collecting and representing data
- Locate and describe freshwater and saltwater bodies in Bournda National Park
- Describe features of Bournda’s waterbodies using Tier 2 and Tier 3 vocabulary
- Compare the ways people use water environments in Australia by posing questions to collect data
- Explain how people can use and care for water responsibly
- Identify ways that Aboriginal and Torres Strait Islander Peoples value water Country and Place
Differentiation adjustments for high potential and gifted students:
Challenge – What are ways we can make sure our waterways stay clean and healthy? What can we do in our own homes and schools to help look after our environment?
Authenticity – Students can take photos of living things they find to add to iNaturalist, and become part of a citizen science movement that assists scientists worldwide.