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…