Today we will

7HSIE

Learning intention: Wednesday 4 November 2020
Today we will...
- Learn what it is like to live in urban, rural and remote areas
Success Criteria:
To be successful in this lesson, I will…
- be able to identify pros and cons of living in different areas
- follow teacher instructions
- complete set work

Classroom Expectations

Watch: Social Connectedness and Isolation

Learning intention: Monday 26 October 2020
Today we will...
- Spend some time getting to know each other
- Fill out a survey
- Play 'Two Truths and One Lie'
Success Criteria:
To be successful in this lesson, I will…
- Have learned something new about our teacher and my classmates
- Have shared something about myself with the class

Learning intention: Wednesday 22 September 2020
Today we will...
- Learn about Uluru as an iconic Australian Landform
- Focus on work completion
Success Criteria:
To be successful in this lesson, I will…
- Follow teacher instructions
- Complete set work

Learning intention: Friday 18 September 2020
Today we will...
- Continue to learn about the Economic Value of Landscapes & Landforms
- Focus on work completion
Success Criteria:
To be successful in this lesson, I will…
- Follow teacher instructions
- Complete set work

Reminder about our Routines and Expectations
- Arrive to lesson on time
- Line up outside without talking
- Come prepared to engage in classwork
- One person speaks at a time
- Raising hand to ask a question or contribute

Reminder: Assessment task due Monday 21 September 2020

Watch:
Tourism
https://www.youtube.com/watch?v=KpkCS-V9-yM

King's Canyon
https://www.youtube.com/watch?v=eq9Jx6ym1BE

Kakadu
https://clickv.ie/w/Tz3o

https://clickv.ie/w/Mz3o

https://clickv.ie/w/uz3o

Learning intention: Friday 11 September 2020
Today we will...
- Establish class routines and expectations
- Outline our class rewards system
- Focus on work completion
Success Criteria:
To be successful in this lesson, I will…
- Follow teacher instructions
- Complete set work

Routines and Expectations ppt
- Arrive to lesson on time
- Line up outside
- Come prepared to engage in classwork
- One person speaks at a time
- Raising hand to ask a question or contribute

Reminder: Assessment task due Monday 21 September 2020

Revision from Last Wednesday's Lesson
1. What is The Dreaming?
2. Why do Aboriginal people have such a cultural and spiritual value of landscapes and landforms?
3. What is a sacred site?

The cultural and spiritual value of Landscapes and Landforms for Aboriginal People
- Dreaming in Aboriginal culture is the time when Aboriginal ancestors created the landscapes and landforms, plants and animals. Dreaming stories pass on important knowledge, laws and beliefs.
- Because their ancestors created the landforms, this makes the land related to Aboriginal people.
- Sacred sites are places within the landscape that have a special meaning or significance under Aboriginal tradition.

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Learning intention: Wednesday 9 September 2020
Today we will...
- Continue to learn about valuing, managing and protecting landscapes and landforms.
Success Criteria:
To be successful in this lesson, I will…
- Read the information on page 2 and answer the questions on page 3.
- Read the information on pages 4-5 and answer the questions on pages 5-6.
- Raise my hand to speak, rather than call out.

Classroom Expectations
Application - Stay focused on tasks
- Follow instructions promptly
- Be positive, involved and attempt all tasks
- Collaborate effectively in group work

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Learning intention: Monday 7 September 2020
Today we will...
- Begin to learn about valuing, managing and protecting landscapes and landforms
Success Criteria:
To be successful in this lesson, I will…
- Complete all activities to the best of my ability
- Raise my hand to ask and answer questions

Classroom Expectations
Organisation
- Be prepared and punctual
- Have correct workbook and equipment
- Keep your workbook organised and up to date

Learning intention: Friday 4 September 2020
Today we will...
- Sit a spelling test
- Continue to learn about contour maps and grid references
Success Criteria:
To be successful in this lesson, I will…
- Complete all activities to the best of my ability
- Raise my hand to contribute to class discussion

Classroom Expectations
Respect - I Care for yourself, others and the environment
- I raise my hand to ask and answer questions
- I listen and use polite language towards others
- I keep my classroom neat and tidy

Learning intention: Thursday 3 September 2020
Today we will...
- Learn how to read contour maps
- Learn how to use grid references on maps
Success Criteria:
To be successful in this lesson, I will…
- Complete the mapping tasks to the best of my ability
- Raise my hand to contribute to class discussion

Classroom Expectations
Respect - Care for yourself, others and the environment
- Hands up to ask and answer questions
- Listen and use polite language towards others
- Keep your classroom neat and tidy

Learning intention: Monday 24 August 2020
Today we will...
- Begin learning how to use different types of maps
Success Criteria:
To be successful in this lesson, I will…
- Complete the mapping tasks to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Application
-Follow instructions promptly
-Be positive, involved and attempt all tasks
-Collaborate effectively in group work

Using maps
uhttps://www.youtube.com/watch?v=FvLPNmSNums

BOLTSS.
https://www.youtube.com/watch?v=wfdBjc9HqDE

Relief & Contour maps
https://www.youtube.com/watch?v=CoVcRxza8nI

:-:Write this on PAGE 22 of your booklet:-:
Learning intention: Friday 21st August 2020
Today we will...
- Continue to examine how landscapes can be changed by natural and human forces
Success Criteria:
To be successful in this lesson, I will…
- Complete all set tasks to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Organisation
- Be prepared and punctual
- Have correct workbook and equipment
- Keep your workbook organised and up to date

Revision
Can you answer:

.1. Name a natural, or geomorphological, process that changes or transforms the landscape.

2. Name some ways that humans change the landscape.

3. Label the layers of the earth

4. What is this diagram demonstrating?

5. The Earth's outer shell is divided into several plates that glide over the mantle. What are these plates called?

6. Label the following plate movements

7. Name some of the natural elements that cause weathering

Watch:
https://www.youtube.com/watch?v=R-Iak3Wvh9c

Open your booklets to PAGE 17 and write this down
Learning intention: Friday 14th August 2020
Today we will...
- Examine how landscapes can be changed and transformed
- Learn about weathering and erosion
Success Criteria:
To be successful in this lesson, I will…
- Complete all set tasks to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Respect - Care for yourself, others and the environment
- Hands up to ask and answer questions
- Listen and use polite language towards others
- Keep your classroom neat and tidy

Learning intention: Wednesday 12 August 2020
Today we will...
- Continue to look at mountain landscapes
- Revise key terms and definitions for our topic
- Begin learning about desert landscapes
Success Criteria:
To be successful in this lesson, I will…
- Complete the worksheet to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Determination - Strive for quality
- Set goals for your learning and always do your best
- Strive to create quality work
- Develop your skills so you can communicate effectively

Learning intention: Monday 10 August 2020
Today we will...
- Issue and discuss your Geography Assessment Task
- Revise what we know about Landscapes and Landforms
- Take a closer look at mountain landscapes around the world
Success Criteria:
To be successful in this lesson, I will…
- Complete the worksheet to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Application
-Follow instructions promptly
-Be positive, involved and attempt all tasks
-Collaborate effectively in group work

Learning intention: Friday 7 August 2020
Today we will...
- Learn about plate tectonics and how mountains and volcanoes are formed
Success Criteria:
To be successful in this lesson, I will…
- Complete the worksheet to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Application:
-Follow instructions promptly
-Be positive, involved and attempt all tasks
-Collaborate effectively in group work

Watch:

Plate Tectonics Diagram

Learning intention: Thursday 6 August 2020
Today we will...
- Learn about various landscapes and landforms.
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 1-3 of my workbook to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Respect - Care for yourself, others and the environment
- Hands up to ask and answer questions
- Listen and use polite language towards others
- Keep your classroom neat and tidy

Learning intention: Wednesday 29 July 2020
Today we will...
- Further explore Human Geography
- Learn about the 'Human Elements of Human Geography
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 8-10 of my Geography workbook to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Determination - Strive for quality
- Set goals for your learning and always do your best
- Strive to create quality work
- Develop your skills so you can communicate effectively

Human Geography
Things made by people are said to be the HUMAN ELEMENTS of environments. It issometimes known as the built environment.
Agricultural - Farms, Gardens
Industrial - Factories
Settlements - Cities, Towns
Economic - Money, Shops
Political - Council, Government
Sociocultural - Theatres, Churches

Learning intention: Monday 27 July 2020
Today we will...
- Further explore Physical and Human Geography
- Learn about the 'Four Spheres' of Physical Geography
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 4-7 of my Geography workbook to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Application:
-Follow instructions promptly
-Be positive, involved and attempt all tasks
-Collaborate effectively in group work

Learning intention: Friday 24 July 2020
Today we will...
- Learn the geographical tools that are used by geographers
- Learn what geographers do
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 2-3 of my Geography workbook to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Organisation
- Be prepared and punctual
- Have correct workbook and equipment
- Keep your workbook organised and up to date

 Thursday 23 July 2020
Learning intention:
Today we will...
- Learn what is the study of Geography and why it is important
- Learn about the 7 geographical concepts
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 2-3 of my Geography workbook to the best of my ability
- Raise my hand to contribute to class discussion
Classroom Expectations
Respect - Care for yourself, others and the environment
- Hands up to ask and answer questions
- Listen and use polite language towards others
- Keep your classroom neat and tidy

 Friday 3 July 2020
Learning intention:
Today we will...
- Learn how silk was made.
- Learn about the Silk Road and its impact

Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 39-40 in my Ancient China workbook to the best of my ability.
- Raise my hand to contribute to class discussion

Can you answer?
What is silk?
Where does silk come from?

Silk Making
https://www.youtube.com/watch?v=zgWVJGRsC90

The Silk Road
The Silk Road, or roads, was a network of overland trade routes that first were used around 200 BCE. The Silk Road linked China to Eastern Europe. From the ancient Chinese capital of Chang'an, now Xi'an, the Silk Road went through China's narrow Hexi corridor, before spreading south to India, present-day Afghanistan and Pakistan, or further west to Samarkand, Bukhara, Persia and the eastern Mediterranean.

For about a thousand years, caravans of camels loaded with rubies, jade, amber, musk and of course silk made their way along it.

Wednesday 1 July 2020
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China
- Revise vocabulary for this topic
Success Criteria:
To be successful in this lesson, I will…
- Complete all classwork to the best of my ability.
- Put up my hand to contribute to class discussion

Monday 29 June 2020
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China (pages 28-30).
Success Criteria:
To be successful in this lesson, I will…
- Complete the Fighting Fit AND the Weapons & Gear worksheets to the best of my ability.
- Contribute to class discussion of answers by putting up my hand.

Chinese Military
China’s early armies were small, poorly equipped and mainly made up of peasants forced to fight on behalf of their feudal lords. The lords had the advantage of fighting from their chariots, whereas the peasants were foot soldiers. Without reliable supplies, these armies often had to retreat from any territory they had won. Military methods improved during the Warring States period with some leaders, like Qin Shi Huangdi, benefiting from ideas put forward by Sunzi centuries earlier.
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Armies mainly consisted of infantry (foot soldiers) who fought hand-to hand using spears, knives, daggers and sometimes axes. There were also small groups of cavalry (soldiers on horseback). Armies featured three-man chariots until the third century BCE. These chariots had a driver, an archer and a soldier wielding a halberd (a bronze dagger mounted on a pole) to protect the horses.

Thursday 25 June 2020
Learning intention:
Today we will...
- Continue to learn about the lives of women and girls in ancient China
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Girls Lives AND the Marriage and Divorce worksheets.

Foot binding began in around 900 AD and continued until 1911 when it was finally banned. This practice became fashionable in the emperor's court as small feel were considered to be a mark of exceptional beauty. It was initially taken up by wealthy families and it became a symbol that a family was wealthy, as girls with bound feet were barely able to walk, let alone work.

Later became common for girls without bound feet to be rejected by prospective husbands. The custom of foot binding gradually spread to all social classes as many poor people saw it as a way of improving their social status. The practice of foot binding debilitated and weakened women. This meant they were less able to flee their families thus forcing them to be obedient. The practice put great pressure on poor families who needed all members of their family to work. Some peasant families were so poor that the women continued to work in the fields with their bound feet. As they were unable to stand, they had to work on their hands and knees.

Foot binding began for most girls when they were around six or seven years of age, while the bones of the foot were still young and the arch had not yet fully developed. The process was excruciatingly painful. The toes were broken and bandages were tightly bound around the foot to pull the toes back and restrict their growth. The bandages were changed every few days and the process usually continued for another ten years until the feet had stopped growing and had become small and pointed.

Footbinding as a cultural body modification

 Wednesday 17 June 2020
Learning intention:
Today we will...
- Continue to learn about the social structure and everyday life in ancient China
- Begin learning about the lives of women and girls in ancient China

Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Women's Lives worksheet.

Social structure
The social structure in ancient China developed around the idea of people belonging to one of the ‘four occupations’:
• the Shi — a ruling group of nobles, scholars and officials
• the Nong — peasant farmers
• the Gong — artisans and craftspeople
• the Shang — merchants and traders.
Officials held different status according to their rank within the government, and it was possible (although not easy) for people to move from one grouping to another within society.

The most respected group were the scholars, followed by the farmers, whose crops were essential to life. The Chinese generally looked down on merchants and thought that living from trade was a lowly occupation. There was also a slave population of about 60 000 (out of a total population of about 60 million). Slaves worked either for government officials or in farming or household work for individual owners.

While the Shi valued the peasants as food producers and criticised the merchants for their money-making and money-lending activities, it was the peasants who remained poor and the merchants who often achieved great wealth.

Social Hierarchy of Ancient China

 Monday 15 June 2020
Learning intention:
Today we will...
- Examine the social structure and everyday life in ancient China

Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Makers and Seller and the Farmers worksheets.

Friday 12 June 2020
Learning intention:
Today we will...
- Examine foods grown in ancient China
- Revise Mapping Skills

Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Water: A Source of Life and the Mapping Skills worksheets.

Thursday 11 June 2020
Learning intention:
Today we will...
- Revise the Timeline of ancient China
- Examine foods grown in ancient China
- Revise Mapping Skills

Success Criteria:
To be successful in this lesson, I will…
- Successfully recall events from the timeline of ancient China
- Successfully complete the Water: A Source of Life and the Mapping Skills worksheets.

Friday 5 June 2020
Learning intention:
Today we will...
- Examine our upcoming assessment task
- Examine the Timeline of Ancient China
- Revise mapping skills

Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the timeline and mapping activity.

Wednesday 3 June 2020
Learning intention:
Today we will...
- Begin learning about ancient China and how the geographical landscape shaped the development of the ancient Chinese civilisation.

Success Criteria:
To be successful in this lesson, I will…
- Successfully complete a mapping activity and a comprehension worksheet in my Ancient China booklet.

Friday 29 May 2020
Learning intention:
Today we will...
- Examine ancient Egyptian hieroglyphic writing and their number system
Success Criteria:
To be successful in this lesson, I will…
- Successfully decode and write my name in hieroglyphics
- Successfully write Egyptian numbers

Thursday 28 May 2020
Learning intention:
Today we will...
- Revise our ROAD classroom expectations
- Examine ancient Egyptian hieroglyphic writing
Success Criteria:
To be successful in this lesson, I will…
- Understand and follow the 'ROAD to Success' classroom expectations
- Successfully decode and write my name in hieroglyphics