GeographyAlive:EarlyStage1Geography(Unit3)
©GeographyTeachersAssociationNSW
Lesson3:WhatistheimportanceoftheQStationlocation?
Contentfocus:InthislessonstudentsfocusoninvestigatingtheimportanceofQStations’location.ThislessonconcludeswithstudentsdevelopingtheirownrepresentationaboutthelocationoftheQStation.
Resources:• ResourceSheet1:QStationmap• ResourceSheet2:QStationphotographs• YouTubeclip:QStationSydneyHarbourNationalPark–Manly(musicandmovingimages,nodialogue,2min29sec)–
https://www.youtube.com/watch?v=WRb4Pfzuc9U
• Afacilitytocaptureandstorestudentresponsesduringthelessonsotheycanbeaddedtoandreferredbacktothroughouttheunit.Thiscouldbeachievedthroughdigitaland/ornon-digitalmeans.
Keyinquiryquestions:• Whatisimportantabout
thelocationofSydney’sQStation?
• HowcanIrepresentthelocationoftheQStation?
Outcomes:Astudent:• identifiesarangeof
featuresthatareimportantaboutthelocationoftheQStation
• demonstratesanunderstandingaboutthelocationoftheQStationthrough
Lessonsequence:
• Step1:ReviewthemapsoftheSydneyBasinandNSWcompletedinLesson2torefreshunderstandingaboutthelocationofSydney’sQStationanditsdirectionfromotherplacesincludingtheschool.
• Step2:WhatisimportantaboutSydney’sQStation?Dividestudentsintogroupsof2–4studentsandgiveeachgroupaccesstoResource
Sheet1featuringthreephotographs.Usingthephotographs,eachgroupofstudentsisaskedtorespondtothequestionWhatdoInoticeaboutthelocationoftheQStation?StudentsarealsoinvitedtoposequestionstheyhaveaboutthelocationoftheQStationinresponsetoseeingthephotograph.
• Step3:Oncethephotographinterpretationactivityiscompleted,studentswillre-watchtheshortvideoclipfromLesson1:QStationSydney
HarbourNationalPark–Manly.EncouragestudentstoaddfurtherresponsesorquestionsaboutthelocationofQStation.
• Step4:Studentsareencouragedtosharetheresponsesandquestionsfromtheirgroupssothatsimilaritiesanddifferencesinideascanbediscussed.Teachersareencouragedtocaptureandstoresuchresponsestothattheycanbeaddedandreferredtothroughouttheunit.Forexample,theresponsescouldcontributetoonecollaborativetable(digitalorpaper)toaddtothebrainstorm(orequivalent)fromLesson1.ItwouldalsobegoodatthispointintimetoreviewthebrainstormfromLesson1toseeifanyquestionsposedbythestudentshavebeenansweredduringLessons2and3.
• Step5:ReferstudentstotheQStationmap(ResourceSheet2).Usethemapinconjunctionwiththefollowingtwowebsites[https://www.qstation.com.au/q-station.htmlandhttps://www.qstation.com.au/our-story.html]topromptfurtherdiscussionaboutthelocationoftheQStation.Additionalresponsesorquestionsfromthestudentsshouldbeaddedtothecapturedresponsesfromthepreviousactivity.
• Step6:UsingGoogleEarthandGoogleMapsconductafinal,virtualexplorationaboutthelocationofSydney’sNorthHeadandtheQStation.
Note:ItemsthatareimportantaboutthelocationoftheQStationincludefeaturessuchasvegetation,accessibilityviawater(oceanandharbour),astream(drinkingwater),abeach,shelteredareas,sandstonerocksandcaves,sizeofthearea,isolation.
• Step7:RepresentthelocationoftheQStation.Studentsspendthebalanceofthelessontodecidehowtheyaregoingtorepresentthe
locationoftheQStation(forexample,itcouldbeamodel,adrawing,amaporcollageindigitalornondigitalform)andmakeastarton
GeographyAlive:EarlyStage1Geography(Unit3)
©GeographyTeachersAssociationNSW
developingthisrepresentation,readyforpresentationinLesson8.TimewillbeavailableinLesson7toworkonthisactivity.Thiscanbeanindividualorsmallgroup-basedtask.
• Step8:Bywayofconclusionstudentsareaskedtocompletethefollowingsentenceinaverbalorwritten(digitalorpaper)form–thiscouldbeaddedtotheirfinalactivityofLesson2:ThereareseveralfeaturesthatareimportantaboutthelocationoftheQStationincluding…