dividing the strand into further sub-strands that are to be covered from Level 7-10 (Victorian

Transcription

1 Assessment 2: Planning for effective learning lesson sequence Rationale The Victorian Curriculum outlines the Geographical Knowledge strand of Geography, before dividing the strand into further sub-strands that are to be covered from Level 7-10 (Victorian Curriculum Assessment Authority, [VCAA], 2015). This document outlines a four lesson sequence focusing on the Changing nations sub-strand studied at Level 8. Specifically, this lesson sequence focuses on content descriptor VCGGK125, as well as part of VCGGK125, covering the following content: reasons and effects of international migration to Australia, types of migrants, urban settlement of migrants, reasons for internal migration in Australia, and internal migration to urban areas (VCAA, 2015). Key geographical skills are also embedded within the lesson content including analysing and interpreting maps, graphs and tables (VCAA, 2015, VCGGC104). This process is completed using ICT, allowing students to interact with virtual maps allowing greater insight that would not be possible without ICT integration. Applying BOLTS to a map by hand is also included (VCAA, 2015, VCGGC102). A focus of the lesson sequence has been to include inquiry. This has been achieved through the use of directed investigation for each lesson topic, followed by a class discussion of student findings. In this way, inquiry begins at the analysis stage and then provides students a chance to communicate and reflect on their findings (Matthews & Cranby, 2014). As Hoepper (2014) suggests exploring each of the lesson topics through inquiry allows students to gain conceptual insight and understanding. 1

2 The concepts of place, space, interconnection, and change have been integrated into the sequence, mainly through the inquiry process and questioning (VCAA, 2015). Since students have completed a unit on Place and Liveability at Level 7 (VCAA, 2015) they will be able to draw upon an existing knowledge when thinking about concepts within this sequence. A combination of direct instruction, individual, partner and group work, as well as class discussion is also included to maximise student engagement and cater for individual learning preferences and styles. As Graham and Cologon (2016) state all children can learn when teachers use a variety of methods and when students have choice in how they demonstrate learning (para. 16). Formative assessment is the main form of assessment within the sequence. Bennetts (2005) suggests that by placing a greater emphasis on formative assessment student learning can be improved, through the ability to quickly change the curriculum and provide timely feedback. Feedback and scaffolding is provided in class during individual, partner or group work, and also when class discussions occur. This allows students to refine their understanding and views and the teacher to gage student/class understanding and adjust instruction if necessary. Written feedback is provided for the Victorian Migration Stories worksheet completed in lesson 1, for the exit pass and homework sheet completed at the end of lesson three, and the Australia s population change worksheet completed in lesson 4. The homework sheet given in lesson three gives students a chance to demonstrate their understanding of what has been covered within the first three lessons. This gives the teacher a time to review if necessary in a later lesson. 2

3 In geography education there is importance in fieldwork which allows students to experience geography first hand (Munday, 2008). The Victorian Curriculum Geography Rational also states that students conduct fieldwork (VCAA, 2015, para. 6). For this reason, a suggestion for fieldwork has been placed at the beginning of lesson four, which could be used in place of that lesson. Likewise, cross Humanities links to Civics and Citizenship, and Economics and Business are included in the sequence, specifically linked to content descriptor codes in lessons one, two and four. In terms of the broader topic unit this lesson sequence would best be completed prior to exploring urbanisation from a more global perspective. Following this sequence, internal migration in China should be considered, before studying urbanisation in Indonesia (VCAA, 2015, VCGGK122 & VCGGK125). Similarities between the United States of America and Australia concerning urbanisation should then be investigated (VCAA, 2015, VCGGK123), before completing the unit by considering the challenges of managing and planning for Australia s urban future (VCAA, 2015, VCGGK126). 3

4 References Bennetts, T. (2005). The Links Between Understanding, Progression and Assessment in the Secondary Geography Curriculum. Geography, 90(2), Cologon, K., & Graham, L. (2016, March 9). Explainer: what is differentiation and why it is poorly understood?. The Conversation. Retrieved from Hoepper, B. (2014). Critical Inquiry in the Australian Curriculum. In Gilbert, R & Hoepper, B (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economic and Citizenship in the Australian Curriculum (5th ed.) (pp ). South Melbourne, Vic: Cengage. Matthews, S. & Cranby, S. (2014). Geography and the Australian Curriculum. In Gilbert, R & Hoepper, B (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economic and Citizenship in the Australian Curriculum (5th ed.) (pp ). South Melbourne, Vic: Cengage. Matthews, S. & Cranby, S. (2014). Teaching Geographical Thinking. In Gilbert, R & Hoepper, B (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economic and Citizenship in the Australian Curriculum (5th ed.) (pp ) South Melbourne, Vic: Cengage. Munday, P. (2008). Teacher Perceptions of the Role and Value of Excursions in Years 7-10 Geography Education in Victoria, Australia, International Research in Geographical and Environment Education, 17(2),

5 Victorian Curriculum and Assessment Authority. (2015). Humanities - Geography, Rationale and Aims. Retrieved from Victorian Curriculum and Assessment Authority. (2015). Level 8 Curriculum: Geography. Retrieved from: 5

6 Four Lesson Sequence LESSON ONE Teacher name Year Level 8 Learning Area Humanities Subject Geography Unit Changing Nations Lesson topic/focus Reasons for migration to Australia Lesson date May 9 th 2016 Lesson duration (minutes) 50 Lesson intentions/outcomes (concepts, skills, inquiry and knowledge) Identify and understand reasons why international migrants come to Australia. Identify push and pull factors of migration. Identify the different types of migrants student, forced, family reunion, temporary, permanent. Discuss how migration involves change and can alter an individual s perception of place. Curriculum links (Content Descriptions & codes Geographical Knowledge, Concepts & Skills) The reasons for and effects of international migration to Australia (VCGGK124) Concepts: change, place (VCGGC099). Assessment (task/type/description) Kahoot! Quiz Formative assessment. Students are to answer six multiple choice/true or false questions relating to the lessons content. Worksheet and partner/class discussion Informal, formative assessment, on students evaluating their chosen migrant. Teacher focus (as a PST what are you seeking to develop during this lesson?) Neat and clear board work. Background to learning Teacher (required preparation to teach this lesson) Making sure you have the required materials, appendices, and that links are working. Background to learning Students (pre-requisite knowledge/skills; lesson s place in sequence) Place and Liveability unit completion understanding of urban, rural and remote settlements. Lesson resources/materials Students (it is expected that students will each bring pens, pencils and a workbook to all classes) 24 x computers with internet access (1 for each student) 28 x worksheets. (1 for each student + four spares) Appendix 1.1. Teacher 1 x whiteboard Check 6

7 Whiteboard markers (5 various colours for board work) 1 x hat 1 x sheet with 25 x migrant story links. Appendix 1.2. ( 1 x computer with internet access 1 x projector screen Kahoot! Quiz and associated game pin (882178) Appendix 1.3. LESSON CONTENT Introduction activities/tasks Opening question: - Raise your hand if you know someone who has migrated to Australia? - Make sure students understand what migration is. The movement of people from one country to another - Briefly open up for a discussion -Explain that over the next few lessons that we are going to be looking at migration to Australia. Body activities/tasks (development, consolidation, practice) Mind map: -Teacher is to write reasons for international migration on the board. -Students are to layout a new page in their workbook in a similar format to the board work and copy down as ideas are suggested. Appendix What are some reasons why people leave their home? (Push Factors) -What are some of the reasons why people come to Australia? (Pull factors) -Explanation of push/pull factors. Which of our columns (leaving or coming) relates to push factors? To pull factors? -Can you identify different types of migration? Explanation of the different types of migration as/if necessary -Is Australia an obvious choice for migration? Link to Economics and Business (VEEBW016, VCEBR022). Link to Civics and Citizenship (VCCCCG019, VCCCC024, VCCCC025, VCCCC026). Time 3 10 Case Studies (ICT) -Teacher is to explain that students will be now investigating a migrant and identifying push/pull factors and the type of migrant. -Students are to come to the front of the room and collect a worksheet and draw a name from the hat. -Students are to read/watch about their chosen migrant story using their computers. -Students are to complete the worksheet. 20 7

8 -Does everybody understand what they need to do? Case Study partner-share -Students are to talk to the person next to them about their migrant story and what they found interesting/intriguing. -How is your migrant story different from your partners? How is it similar? -Students are then encouraged to share their investigated migrant story with the class. -Teacher is to focus on question five of the worksheet during the class discussion: Do you think your migrants experience of coming to Australia changed their perception of place? -Teacher is to collect worksheets at the end of class to correct and provide feedback. Closure Kahoot! Quiz (ICT) -Teacher is to write the Kahoot! game pin on the board: Students are to log into Kahoot! -Teacher is to facilitate the quiz. -Feedback is to be given at the end to the class. -Teacher can also download the results and look at individual student responses to adapt future lessons, and scaffold as needed. Exit Statement -Go over any quiz question that students had trouble with and clarify. Next lesson we will be looking at the effects of migration to Australia

9 Teacher name LESSON 2 Year Level 8 Learning Area Humanities Subject Geography Unit Changing Nations Lesson topic/focus Effects of international migration in Australia Lesson date May 12 th Lesson duration (minutes) 50 Lesson intentions/outcomes (concepts, skills, inquiry and knowledge) Identify the effects of international migration to Australia. Discuss how one of these effects impacts Australia. Discuss effects as positive/negative or both. Investigate the relationship between effects of migration and interconnection, change and place. Analyse and interpret graphs relating to the effects of migration. Curriculum links (Content Descriptions & codes Geographical Knowledge, Concepts & Skills) The reasons for and effects of international migration to Australia (VCGGK124) Concepts: change, place, interconnection (VCGGC099) (VCGGC101) Skills: analysing and interpreting graphs (VCGGC104) Assessment (task/type/description) Around the circle informal, formative assessment. Students are to think of an effect of migration and classify it as positive or negative. Teacher focus (as a PST what are you seeking to develop during this lesson?) Classroom management Background to learning Teacher (required preparation to teach this lesson) Making sure you have the required materials, appendices, and that links are working. Background to learning Students (pre-requisite knowledge/skills; lesson s place in sequence) Place and Liveability unit completion understanding of urban, rural and remote settlements. Lesson resources/materials Students (it is expected that students will each bring pens, pencils and a workbook to all classes) 25 x computers (1 for each student) 4 x group task sheets (1 for each group) Appendix x A3 sheets of paper (1 for each group) 28 homework reading sheets (1 for each student + 4 spares) Appendix 2.2. Teacher Check 9

10 1 x whiteboard Whiteboard markers (5 various colours for board work) 1 x computer with internet access 1 x projector screen Padlet open with URL displayed LESSON CONTENT Introduction activities/tasks Opening statement: Last lesson we look at reasons for migration to Australia. Today we are going to be looking at the effects. (Students are to collect Victorian Migrant Stories worksheet) Body activities/tasks (development, consolidation, practice) Padlet Effects of migration discussion (ICT) -Teacher is to have Padlet open with the URL showing. -Students are to enter the Padlet and write down what they think are the effects of migration. -As results come in, the teacher is to facilitate a discussion. -Are these effects negative or positive? To what extent are these effects dependent on a large number of migrants coming to Australia? What could Australia do to assist immigrants? Link to Civics and Citizenship (VCCCC038). Jigsaw activity on effects (ICT) -Split the class into groups of 6 (4 groups in total) and explain that this relates to their base group. (Groups are to be based on student s current ability 2 groups will be focusing on developing geographic skills, and the other two developing concepts). -Each base group moves to an area of the classroom with their assigned group task sheet (each sheet displays a different effect of migration) and works together to complete on an A3 piece of paper. -Each student is to use their computer for this task. -Teacher is to walk around the room and assist groups as necessary. Link to Economics and Business (VCEBW025, VCEBC023) Jigsaw presenting -Class is to sit in a circle, with each base group sitting together. -Each base group is to present their findings to the class. -What did your group find most interesting? What would your group like to know more about? Closure Around the circle -After hearing each group present student are to think of an effect of migration and state if they think it is positive, negative or both. Time 1 min

11 -Teacher is to facilitate going around the circle and ensuring that each student has a chance to contribute. Homework -Students are to read the handout discussing where migrants live and answer the question. -Students are to be told that this needs to be completed by next lesson. -Students are to collect their homework sheet off the teacher in order to leave class. 2 11

12 Teacher name LESSON 3 Year Level 8 Learning Area Humanities Subject Geography Unit Changing Nations Lesson topic/focus International migration within Australia Urbanisation Lesson date May 16 th Lesson duration (minutes) 50 Lesson intentions/outcomes (concepts, skills, inquiry and knowledge) Recognise that urbanisation is an effect of international migration. Successfully apply BOLTS to a blank map. Discover and discuss how the concept of interconnection can help migrants cope with change and develop a sense of place. Analyse and interpret tables and graphs to find a pattern in the diversity and birthplace of people in Victorian suburbs. Curriculum links (Content Descriptions & codes Geographical Knowledge, Concepts & Skills) The reasons for and effects of international migration to Australia (VCGGK124) Skills: BOLTS, analysing and interpreting tables/graphs of (VCGGC102) data (VCGGC104) Concepts: change, place, space, interconnection (VCGGC099) (VCGGC100) (VCGGC101) Assessment (task/type/description) Exit pass Formative assessment on what has been covered in the lessons so far. Participation in class discussion informal, formative assessment on student s interpretation and analysation of the worksheet task. Homework sheet summative assessment on the lessons so far. Making sure students understand what has been covered so far. Teacher focus (as a PST what are you seeking to develop during this lesson?) Facilitating a class discussion Background to learning Teacher (required preparation to teach this lesson) Making sure you have the required materials, appendices, and that links are working. Background to learning Students (pre-requisite knowledge/skills; lesson s place in sequence) Place and Liveability unit completion understanding of urban, rural and remote settlements. A brief understanding of the reasons and effects of International migration (Lessons 1 and 2) A familiarity with Google Maps, and reading tables of data. Lesson resources/materials Students 28 x worksheets (1 for each student + 4 spares) Appendix 3.1. Check 12

13 25 x computers (1 for each student) 28 x exit passes (1 for each student + 4 spares) Appendix x homework sheets (1 for each student + 4 spares) Appendix 3.3. Teacher 1 x whiteboard Whiteboard markers (5 various colours for board work) 1 x computer with internet access 1 x projector screen Access to the video New Australian immigration patterns (2:10-3:40) LESSON CONTENT Introduction activities/tasks De-brief of homework -What was the effect of migration outlined in your homework? Did you find what you read interesting? Did it shock you? Why do you think the majority of migrants choose to settle in urban areas? -Today we will be focusing on the effect of urbanisation and thinking about how this relates to place and liveability. -Explanation of urbanisation if necessary. Body activities/tasks (development, consolidation, practice) Worksheet diversity in Australian towns (ICT) -We are going to now be investigating the diversity and birthplaces in Victorian towns to support what we have already read and heard about migrants and urbanisation. -Hand out worksheet to students. -Students are to follow the directions on the worksheet, using a computer to complete. -Teacher is to walk around the room and assist students as necessary Time 5 25 Video New Australian immigration patterns -Play video 2 Class discussion on worksheet findings -What do you notice about the data in towns less than one hour from the CBD? -What do you notice about the data in towns more than one hour from the CBD? -What does this suggest about where migrants to Australia tend to settle? Why do you think this is? -What does this suggest about the diversity of towns closer to the city compared with those further away? -Did any of the top countries for immigration listed surprise you? Why? Why do you 10 13

14 think migrants of the same nationality tend to settle in the same areas? Homework -Teacher is to hand out homework sheet and exit pass. -Teacher is to instruct students to read through and answer the questions before the beginning of next class. 3 Closure Exit pass -Students are to complete the exit pass. 5 14

15 Teacher name LESSON 4 Year Level 8 Learning Area Humanities Subject Geography Unit Changing Nations Lesson topic/focus Urbanisation International and internal migration Lesson date May 19 th Lesson duration (minutes) 50 Lesson intentions/outcomes (concepts, skills, inquiry and knowledge) Analyse and interpret a thematic map and table. Recognise that urbanisation is a result of both international and internal migration. Inquire into reasons why people internally migrate. Curriculum links (Content Descriptions & codes Geographical Knowledge, Concepts & Skills) The reasons for and effects of internal migration in Australia and China (VCGGK125) Concepts: change, place, scale (VCGGC099) Skills: analyse and interpret thematic maps and tables (VCGGC104) Assessment (task/type/description) Worksheet Informal, formative assessment, on students analysing and interpreting a thematic map. Kahoot! Quiz Formative assessment. Students are to answer six multiple choice/true false questions relating to the lesson content. This will help the teacher understand what students took in from the lesson. Teacher focus (as a PST what are you seeking to develop during this lesson?) Reading and explaining to the class. Background to learning Teacher (required preparation to teach this lesson) Making sure you have the required materials, appendices, and that links are working. Background to learning Students (pre-requisite knowledge/skills; lesson s place in sequence) Place and Liveability unit completion understanding of urban, rural and remote settlements, and what makes places liveable. Understanding of the reasons of international migration (lesson one). Brief understanding of urbanisation (previous lessons in this sequence). Lesson resources/materials Students 28 x worksheets (1 for each student + 4 spares) Appendix x computers (1 for each student) Teacher Chec k 15

16 1 x whiteboard Whiteboard markers (5 various colours for board work) 1 x computer with internet access 1 x projector screen Access to URL: ment&navpos=450 Kahoot! Quiz and associated game pin (500534) Appendix 4.2. LESSON CONTENT Introduction activities/tasks Opening brief and question. -Students are to hand homework to teacher as they walk into the room. -So far we have looked at the reasons and effects of International migration to Australia, and last lesson we focused on the effect of urbanisation. -Do you think that it is just international migrants that are contributing to urbanisation? Why? Why not? -We will be investigating this question during today s class. Body activities/tasks (development, consolidation, practice) Potential fieldwork in place of lesson: going into an urban area and looking at the variety and amount of people around and then comparing that to a country town. Could link to the inquiry process. Introduction to internal migration -Bring up the following link on the projector screen: ument&navpos=450 -Teacher is to read out the definition of internal migration. Does everyone understand what is meant by internal migration, and the difference between international and internal? -The teacher is then to scroll down to the table displaying internal migrations over the one-year period. Explanation on how to read the table is likely to be necessary. -A class discussion based around the following questions is to take place: Which cell in the table (not including the total row or columns) contains the highest number? What is this representing? What do you notice about the cells with high number is them? What does this suggest about internal migration within Australia? Which state/territory had the highest number of people migrating to it? Which state/territory had the highest number of people moving away from it? Time 5 10 Map quest (ICT) -Students are to be paired and will each be given a worksheet. -Students can either share a computer or use their own, depending on preference

17 -Students will follow the link to the choropleth map and are given questions to guide interpretation of the map. -The table displaying internal migrations of the one-year period from the previous task in this lesson is to remain on the projector screen. Discussion -In general what was it that people found? Discussion of the questions on the worksheet. -What are some of the reasons people might migrate to urban areas? Link to Economics and Business (VCEBR021, VCEBW025). -Are these reasons the same for both internal and international migrants? - Do you think that it is just international migrants that are contributing to urbanisation? Why? Why not? -Teacher is to collect worksheets to correct and provide feedback. Closure Kahoot! Quiz -Teacher is to write the Kahoot! game pin on the board: Students are to log into Kahoot! -Teacher is to facilitate the quiz -Once quiz is complete/as each question is complete discuss each answer before concluding the lesson dd 17

18 Appendices Appendix 1.1. Name: Victorian Migration Stories Worksheet After choosing a number from the hat, click on or go to the corresponding link to learn more about the migrant you have been given to investigate. As you learn about your migrant try to identify the following: push/pull factors, the type of migrant. Once you have finished learning more about them, complete the following questions. 1. What is your migrants name? 2. In the table below write in the push/pull factors you identified from your migration story (at least two for each). Push Factors Pull Factors 3. What type of migrant could the migrant you investigated by classified as? Has this changed since they have been in Australia? 4. Where did your migrant settle? Was it a city or rural area? Why do you think this might be? 5. Do you think your migrant s experience of coming to Australia changed their perception of place? IF YOU GET TIME 6. Can you identify some positive and/or negative effects of your migrant coming to Victoria? 18

19 Appendix 1.2. Links to Skilled Migration Program Migration Stories

20 Appendix

21 Appendix

22 Appendix 2.1. Group 1: How has migration changed over time? (Effect increased population) Go to the following link: NOTE: You can highlight multiple countries at the same time. Discuss and answer the following questions as a group on your A3 piece of paper. Which country has, and always has had the highest number of migrants to Australia? In about what year did migration to Australia from Asian countries rapidly increase? What difference do you notice in the graphs displaying Asian countries to those displaying European? Do you think immigration numbers to Australia have increased or decrease overall over time? Do you think migration contributes to Australia s growing population? Group 2: Country of birth (Effect cultural diversity) Go to the following link: With the interactive map set to Australia and all genders, click on each of the years and then explore the map. If you click on the map it will zoom in to show specific countries. Discuss and answer the following questions as a group on your A3 piece of paper. Using the data from 1947, 1981 and then 2006, rank the continents from most Australian born to least born in each year. What do you notice over time? In 1901 in what continent were the majority of Australians born? Was this still the same in 2006? Set the map to 1901 and zoom in on various regions, then do the same for Is there more or less variety in countries that people are born in over time? From the data on this map, would you say that Australia has become more culturally diverse over time? Why? Group 3: Language Barriers article (Effect Language Problems) Go to the following link: Read the article and answer the following questions as a group on your A3 piece of paper. What percentage and how many recent immigrants to Australia have come from countries who do not speak English as their first language? What are the challenges outlined in the article for migrants who do not speak English? What is highlighted in the article as something that migrants do when they come to Australia to increase their chance of finding work? Can you think of any other challenges that having limited English might pose for a new migrant to Australia? How might a language barrier effect a person s sense of place? Group 4: Australian cuisine culture (Effect diversity of food) Go to the following link: Read the sub-heading Australian food today, The diversity of Australian cuisine and Changing culinary landscapes in Australian Food and answer the following question on you re A3 piece of paper. What is the main reason for the wide variety of food choice and restaurants within Australia today? From the paragraphs you read, what countries were highlighted for their cuisine? Why do you think that restaurants with different cuisines have been established within Australia? Many migrants start their own restaurants, what are the potential risks and rewards of doing this? How does having your traditional cuisine in Australia help to deal with the changes associated with migration? 22

23 Appendix 2.2. Where do Migrants Live? Taken from: Most Live in Urban Areas In comparison to people born in Australia, migrants show a tendency to settle in major urban areas of Australia. While 64% of Australian-born people lived in a major urban area of Australia in 2011, 85% of those born overseas lived in a major urban area. The extent to which migrants settled in urban areas differs by their country of birth. In 2011, some of the most urbanised population groups in Australia were migrants born in Somalia (98%), Lebanon (97%), Macau (97%), and the Former Yugoslav Republic of Macedonia (97%). Migrants born in nations like China (97%), Vietnam (97%), Greece (95%) and India (93%) were also highly urbanised. By contrast, migrants from New Zealand (78%), the United Kingdom (74%), Germany (72%) and the Netherlands (64%) tended to be less concentrated in major urban areas. They were still more likely, however, to live in a major urban area than people born in Australia. In the inner city and near universities Across the Australian capitals, some common trends in settlement are evident. Suburbs located in or near city centres are strongly favoured by migrants. With the exception of Hobart and Darwin, the central business districts (CBDs) of every capital city in Australia had more than half its residents born overseas in Suburbs incorporating or situated near universities also featured high proportions of migrants. These include suburbs like Clayton (70%) in Melbourne, Robertson (62%) in Brisbane, Bentley and Crawley (both 62%) in Perth, Bedford Park (49%) in Adelaide, and Acton (57%) in Canberra. In some cities, new or redeveloped suburbs have attracted large numbers of migrants, such as Wolli Creek (68%) in Sydney, Jindalee (62%) in Perth and Franklin (44%) in Canberra. Other suburbs are significant areas of migrant settlement due to historical associations, such as Cabramatta (68%) in Sydney and St Albans (62%) in Melbourne which have relatively large populations of second generation migrants in addition to new arrivals. In a small number of cases, suburbs with large overseas-born populations do not necessarily reflect the settlement preferences of migrants. This is notable in the Darwin suburbs of Coonawarra (50%) and Eaton (44%) where large overseas-born populations reflect the fact that these suburbs contained immigration detention facilities. QUESTION: Why do you think the majority of migrants choose settle in Urban areas? (Think back to year 7 when you looked at place and livability) Above: Suburbs with the highest percentage of residents who were born overseas. Excludes suburbs with less than 100 usual residents. Source: ABS 2011 Census of Population and Housing 23

24 Appendix 3.1. Diversity of ancestry and birthplace in Victorian Suburbs This task requires you to investigate the diversity and birthplaces of people in Victorian suburbs. This will help you understand where the majority of migrants choose to settle when they come to Australia. As you complete the following task, think about the reasons why some suburbs are more diverse than others in terms of their geographical location. Go to the following URL: Click on the search icon next to the words How diverse is and search for the suburb you wish to find out information on. You will need to toggle between the diversity of ancestry and birthplace buttons. A graph and table will be shown underneath with the information you require to fill out the table below. You may need to use google maps to fill out the last column and to place the location of each town on the map of Victoria. Ensure your completed map contains BOLTS. Suburb Top three ancestries Top three birthplaces Within an hour of the city? (YES or NO) Clayton Morwell Hawthorn Wonthaggi Box Hill Yarrawonga St Albans Glen Waverly Sorrento Your home suburb 24

25 Appendix 3.1. cont. 25

26 Appendix 3.2. Exit Pass Name: 1. Write down three effects of migration discussion last lesson + the new effect we learnt about today? 2. Can you identify some pull factors that draw migrants towards settling in urban areas? 3. Identify a type of migrant and write a sentence on how they would benefit from living in an urbanised area. 26

27 Appendix 3.3. International migration to Australia Name: Why do you think the majority of migrants to Australia settle in urban areas? What effect of migration does this contribute to? Read the following migration story and complete the questions: In 1977 Tan Lu and his family arrived in Darwin on a fishing boat that Tan had built specifically to escape Communist Vietnam. The Lu family travelled 6,000 kilometres from Vietnam to Australia guided only by a simple compass and a map torn from the lid of a school desk. (Taken from What type of migrants were Tan Lu and his family? Write down three push factors related to this story? Write down three pull factors related to this story? What are two effects that are relevant to this migration story? (Think about what the family could have contributed to Australia, and what their migration means for Australia)

28 Appendix 4.1 Australia s population change Name: Go to the following link: You will see a choropleth map which displays the population growth or decay of towns for Have a play around with the map to familiarise yourself with it before answering the questions below. 1. Obtain a global view of the map. What do you notice about the location of the red and maroon coloured areas? Would you class the location of the majority of these areas as urban, rural or remote? 2. Looking at the key on the map what does red and maroon colouring represent? 3. Obtain a global view of the map. What do you notice about where patches of blue (especially darker blue) are located? Would you class the areas identified in question one as urban, rural or remote? 4. Looking at the key on the map what does blue colouring represent? 5. Which type of area (urban, rural or remote) shows the most population growth from this map? 6. Do you think internal migration is contributing to urbanisation? Why? (look at the table on the projector screen that we talked about to assist you in answering this question) 28

29 Appendix