HASS UNIT PLAN TEMPLATE

Refer to version 8.1 at http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1#page=2

(delete non bold writing when completing your unit plan)
Sub strand: Geography Length: 6 weeks
Year level: 8 Concept focus (what concept development will be able to
Year level theme be assessed)
The unit explores the process of urbanization and
draws on a study of a country of the Asia region to Changing nations – urbanisation and migration
show how urbanization changes the economies and
societies of low- and middle-income countries.

Knowledge and Understanding Content Inquiry and Skills Content Descriptions covered
Descriptions covered (at least one) (at least two)

Causes and consequences of urbanisation, drawing Evaluate sources for their reliability and usefulness
on a study from Indonesia, or another country of the and select, collect and record relevant
Asia region (ACHGK054) geographical data and information, using ethical
protocols, from appropriate primary and secondary
Differences in urban concentration and urban sources (ACHGS056)
settlement patterns between Australia and the
United States of America, and their causes and
consequences (ACHGK055)
Reflect on their learning to propose individual and
collective action in response to a contemporary
geographical challenge, taking account of
Reasons for, and effects of, internal migration in environmental, economic and social considerations,
both Australia and China (ACHGK056) and predict the expected outcomes of their
proposal (ACHGS062)
Reasons for, and effects of, international migration
in Australia (ACHGK058)

Management and planning of Australia’s urban

future (ACHGK059)

Knowledge and Understanding Achievement Inquiry and Skills Achievement Standards

Standards aspects assessed aspects assessed

The student explains geographical processes that Students present findings, arguments and ideas using
influence the characteristics of places and explain how relevant geographical terminology and digital
places are perceived and valued differently technologies in a range of appropriate communication
forms. They propose action in response to a
geographical challenge, taking account of
The student explains interconnections within environmental, economic and social factors, and
environments and between people and places and predict the outcomes of their proposal.
explain how they change places and environments

Brief description of the units purpose (refer to Key Inquiry questions to guide unit thinking (do
Year level description) not have to be limited to those in the curriculum document)

‘Changing nations’ investigates the changing human How do interconnections between people places and
geography of countries, as revealed by shifts in environments affect people’s lives?
population distribution. The spatial distribution of
population is a sensitive indicator of economic and What are the consequences of changes to places and
social change, and has significant environmental, environments and how can these changes be managed?
economic and social effects, both negative and
positive.
Opportunities to incorporate Cross Curriculum Opportunities to incorporate General
priorities (describe where and how the identified CCP can Capabilities (describe where and how the identified GP can
be incorporated into the learning program) be incorporated into the learning program)

Asia and Australia’s engagement with Asia – Literacy

summative inquiry on china and Australia
ICT
Sustainability – how where people live changes
how education and support to promote Intercultural understanding
sustainability
Ethical understanding

Learning activities/experiences (think Assessment tasks

creatively)
Formative (at least 2)
Where I live poster pre assessment
Urbanisation game – re create to make simpler for
yr 8 Concepts – homework task
Week two lesson 2; use Gov statistics site create
suburb profile Summative (only one)
Urbanisation inquiry china and Australia

Linked with issues based migration and trade

case study

ICT resources available (no more than three) Learning resources available (no more than four)

https://www.shell.com/energy-and-innovation/the-energy-future/future-
cities/compare-cities. Week 6 last double.

Lesson outline for the 6 week unit Based on 3 lesson of 50/100 minute duration
per week

Week 1 Week 2

Lesson 1: Single where do I live introductory Lesson: Single

task: What is urbanisation?
Poster pre-assessment – due Friday end of Uneven urbanisation
lesson. Coastal urbanisation
Optional time for students to work on mini field Mention China
study Why do people move to urban areas? 7.2
Thematic maps – homework concept
6 week outline – ideas which are going to be
explored during the unit. Lesson: double
Is Australia an urbanised country?
Population numbers
Lesson 2: Double Share some ideas about https://www.youtube.com/watch?v=vjTvk99pouI -
where we live and why, boarder context into entire video goes for 30 mins
Australia- population maps Metropolitan suburb task – seven examples
Before European settlement – Aboriginal and Work in threes create what this urban area would
indigenous populations look like – share with class - unsure
Comparison task, including diagrams, statistics, Homework Reflection questions – wealth, poverty,
images unemployment, shelter, sanitation, water supply,
Textbook - reading roads and transport.
Worldmapper download
Lesson: single
 Hand out assignment pairs case study SAT 1
Lesson 3: Single Pair students/ flesh out any issues
Time to spend on formative (field study) LEE- lesson for inquiry
Due end of lesson JACK – inquiry due
LEE – Lesson for inquiry

Week 3 Week 4

Lesson: single Lesson: single Urban task due

Lesson to work on pairs assignment – recap any International migration and effects on Australia
issues which may have raised from the prior Why would people consider Australia a destination
lesson for migration?

Lesson: double
Australia and the USA – half lesson Lesson: double –
Themes: population/ pollution/ health care – Asia and Australia relationships
pictograph 6.9, 6.7
Characteristics of cities in the USA 7.6
Other half – work on assignment Lesson: single – return assignments
Intro assignment
Lesson: single Lesson for inquiry - LEE
Lesson to work on assignment.
LEE – Lesson to work on inquiry

Week 5 Week 6

Lesson: work on assignment Lesson: single

Assignment due
Inquiry
Lesson: double lesson
Work on assignment Lesson: Double
Sustainable cities – how do we build them. Chapt
8.5
Lesson: single lesson Comparison of megacities task – using shell.com
Work on assignment energy comparison task.
Lee- time for inquiry Optional time for inquiry

Lesson: single
Return assignments
Inquiry due – Lee
Potential HASS sub strand connections Potential other learning area connections

History English
Civics and citizenship Science

Topic background resources (for teacher use Pedagogical resources to support the teaching
only) to support teaching learning for the unit of the unit (at least 3 articles, book chapters, videos
(at least 3 resources - articles, book chapters, videos etc)
etc)
Jacaranda year 8 text book – chapters 6, 7 & 8

YouTube

Teachers Pay Teachers resource

** Assessment task and rubric for the unit (attach the
summative assessment task sheet and rubric aligned to
the assessed Achievement Standards identified above).

**Where possible make connections to Asian countries where possible**

for example, in context to class discussion so that students have some background
info at beginning of the second assignment.