Unit 2: Tourism: Connecting People and Places

Content focus:

Students explore places across a range of scales within Australia and Australia’s location in the world. They describe connections people, including Aboriginal and Torres Strait Islander Peoples, have with places, both locally and globally. Students identify factors affecting people’s accessibility to places.

Syllabus content area:
Australia’s location

Students investigate Australia’s location in the world relative to other countries

People’s connection with places

Students investigate connections and access to places

Local and global connections

Students investigate connections that people have global place

Key inquiry questions:

• How are people connected to places?
• What factors affect peoples connection with places?
• How does tourism connect people with places?
• What is special about China and South Africa that makes them so popular with tourists?

Geographical concepts:

• Place: the significance of places and what they are like. For example: places students live in and belong to and why they are important.
• Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in. For example: location of a place in relation to other familiar places.
• Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment. For example, how and why places should be looked after.
• Interconnection: no object of geographical study can be viewed in isolation. For example: local and global links people have with places and the special connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place.

Outcomes:
A student:

• describes features of places and the connections people have with places
• communicates geographical information and uses geographical tools for inquiry

nquiry skills:
Acquiring geographical information

• pose geographical questions
• collect and record geographical data and information, for example, by observing or using visual representations

Processing geographical information

• represent data by constructing maps
• draw conclusions based on interpretation of geographical information sorted into categories

Communicating geographically

• present findings in a range of communication forms
• reflect on their learning and suggest responses to their findings

Geographical tools:
Maps

• pictorial maps, large-scale maps, world maps, globe

Graphs and statistics

• proportional graphs and weather data

Visual representations

• photographs, illustrations, story books, multimedia, web tools

Lessons and worksheets included in the download file:

Lesson 1: Connections with other places :: Resource Sheet 1 :: Resource (ppt)
Lesson 2: Tourism: Connecting people and places :: Resource Sheet 1 :: Resource Sheet 2
Lesson 3: China: An introduction :: Resource (ppt)
Lesson 4: South Africa: An introduction :: Resource (ppt)
Lesson 5: Communicating geographical information in a travel brochure :: Resource (ppt)
Lesson 6: Developing a travel brochure :: Resource Sheet 1
Lesson 7: Travel brochure presentation