Presenting Country Research

Overview

This lesson is lesson 17 of 20 in the unit “Exploring Our Global Landscape”. Students will turn their earlier country research into a short, engaging presentation supported by map visuals, focusing on how Australia is interconnected with countries in Asia and the Pacific.

Learning intentions

Students will:

• present researched information about a selected country using clear map visuals
• explain one or more connections between Australia and countries in Asia and the Pacific (for example, trade, tourism, migration, aid, education or defence)
• describe effects of those connections on their own place and another place in Australia
• practise collecting, organising and communicating information from primary and secondary sources

Success criteria

Students can:

• locate and refer to key places on a map (including an appropriate label, legend and north point)
• clearly explain at least one connection and its effects on two places (their own place and another place in Australia)
• use evidence from sources to support key points
• present with an organised structure (title, key facts, map visuals, connection/effects, summary)

Curriculum links

• AC9HS6K05: Australia’s interconnections with other countries and how these change people and places
• AC9HS6S02: locate, collect and organise information and data from primary and secondary sources in a range of formats, including maps and data visuals
• AC9HS6K04 (supporting context): geographical diversity and location of places in the Asia region, and its location in relation to Australia
• AC9HS6K03 (context for connection stories): the motivation of people migrating to Australia and the effects on Australian society (used when migration is chosen as the connection)

Lesson structure (60 minutes)

1. 0–5 min · Warm-up check-in

• Teacher displays the success criteria and the presentation structure on the board.
• Students do a quick “thumbs” check: Do they have (1) a map visual, (2) a connection, (3) effects on two places, (4) evidence from sources?

2. 5–12 min · Mini teach: Presenting with maps

• Teacher models a 60–90 second example presentation using a simple map visual, showing how to reference a place and explain what the map shows.
• Students turn-and-talk: Identify one improvement to their own presentation (clarity of the map, wording, sequencing, or evidence).

3. 12–28 min · Build and refine (map + messaging)

• Teacher circulates, checking that maps have essential cartographic features and that claims link to evidence.
• Students in pairs (or individually) refine their slides/poster boards:
• Map section: location of the country in relation to Australia, with labels and north point; include a small legend if needed
• Connection section: one clear connection (trade/tourism/migration/aid/education/defence)
• Effects section: explain effects on their own place and another place in Australia (use at least one sourced fact)

4. 28–45 min · Rehearsal rounds

• Teacher runs two short rehearsal rounds, reminding students to speak in a steady voice and point to the map when referencing locations.
• Students rehearse their 1–2 minute presentation; listeners use a simple checklist:
• Was the map easy to follow?
• Did they name the connection?
• Did they explain effects on two places?
• Did they mention one source-based fact?

5. 45–56 min · Student presentations

• Teacher facilitates presentations, keeping time so all students share.
• Students present their research (approximately 4–5 minutes total each for 10 students is too long, so aim for short slots: 1.5–2 minutes each). After each presentation, classmates ask one question or give one “glow and grow” comment linked to the checklist.

6. 56–60 min · Exit ticket

• Teacher collects a quick exit ticket and reminds students to keep evidence and map notes for the final unit reflection.
• Students complete: “One thing I presented well was… One improvement I will make next time is…” plus “My connection link (e.g., trade/migration/aid) was… and an effect was…”

Resources

• Student research notes from previous lessons (printed or digital)
• Map templates or blank map outlines (world map and/or Asia-Pacific region map)
• Presentation tools: slides, poster paper, or shared digital document
• Markers, pens, rulers, sticky notes
• Source notes cards (primary/secondary evidence summarised in dot points)
• Timer and a small presentation checklist for listeners
• World globe or wall map for quick orientation

Assessment

• Formative: teacher observations during map refinement (cartographic conventions and clarity of location)
• Formative: rehearsal checklist responses (connection named, effects explained, evidence used)
• Summative for this lesson: quality of the completed presentation against the success criteria, including the accuracy and usefulness of the map visual
• Exit ticket: checks understanding of the connection and its effects on two places in Australia

Differentiation

• Support:
• Provide sentence starters: “This map shows…”, “One connection between Australia and… is…”, “This affects my place by…”, “It affects another place in Australia by…”
• Offer a graphic organiser with three sections: Location (map), Connection, Effects
• Allow audio recording or using fewer slides for students who need reduced reading load
• Extension:
• Students add an extra detail: name a specific group of people or an example of where the connection shows up locally (shop products, community events, education exchange, or local demographic change)
• EAL/SEN:
• Pre-teach key words students will use in explanations: connection, trade, migration, aid, tourism, education, defence, affects, evidence
• Permit rehearsals in pairs and allow visual pointing to the map instead of long explanations