Launch and Plan

Overview

Students are introduced to the six-lesson “Mapping a Country Study” inquiry. They examine the country choices, assessment rubric and presentation expectations, then select a country and begin organising a clear, engaging study in their books.

Learning intentions

• WALT understand the purpose and requirements of a country study.
• WALT select a country and explain why it is a suitable choice.
• WALT organise geographical information clearly in a study book.
• WALT locate New Zealand and our chosen country on a world map.

Success criteria

• I can explain what my country study must include.
• I can identify my chosen country and give a reason for selecting it.
• I can create a clear, colourful title page and begin six accurate facts.
• I can show the direction and connection between New Zealand and my country on a world map.

Curriculum links

• Geography — case study of a local place: explaining how factors affect a sense of place.
• Geography — geographical challenges and opportunities: evaluating the likely success of an initiative.
• Geography — geographical challenges and opportunities: collecting, analysing, recording and interpreting primary data relating to a local initiative designed to prepare for the future.
• Geography — future planning: planning for environmental, economic and social changes.

The lesson also develops the key competencies of managing self, thinking, using language, symbols and texts, and participating and contributing.

Lesson structure (55 minutes)

1. 0–5 min · Hook and purpose. Teacher displays a striking image of a familiar place and an unfamiliar country using the hook and unit introduction slides, asking, “What could we learn about a country from its maps, people, places and future plans?” Students make a quick list of what they already know about country studies and share one idea with a partner.

2. 5–15 min · Brief and expectations. Teacher uses the country-study brief and presentation expectations slides to explain that this is lesson 1 of 6, outline the final presentation, and clarify the main sections students will develop over the unit. Distribute the country-study planning sheet and guide students to record the unit question, required components, presentation format and three questions they may want to investigate.

3. 15–23 min · Rubric unpacking. Teacher displays the assessment rubric slides and reads each criterion aloud, modelling the difference between a basic response and one that is accurate, well organised, geographically informed and presented for an audience. Students highlight or annotate the matching rubric points on their worksheet, then explain to a partner what “success” will look like.

4. 23–30 min · Choose and justify. Teacher presents the available country choices on the country-choice slides, checks that choices are manageable and helps students avoid duplication if necessary. Students select one country, write it on their worksheet and complete the sentence: “I chose this country because…”, including a geographical, cultural or personal reason.

5. 30–48 min · Set up and begin. Teacher models the required book layout using the book setup and title-page instruction slides: write the unit and country name, use a colourful half-page title, leave space for later sections, and begin six interesting, accurate facts. Students set up their books, create the title and start their six facts, using prior knowledge or classroom-approved reference material; facts may be completed during the next lesson if needed.

6. 48–55 min · Map connection and exit check. Teacher distributes the supplied world map and uses the mapping instruction and plenary slides to model locating New Zealand and the chosen country, then drawing and labelling an arrow between them. Students glue in the map, add the arrow, and complete the worksheet exit check: “My country is…”, “One thing I need to find out is…”, and “One rubric expectation I will remember is…”. Invite two or three students to share.

Resources

• the complete Launch and Plan slide deck
• the country-study planning sheet
• Supplied world maps, one per student
• Student exercise books
• Coloured pencils or felt-tip pens
• Glue sticks and scissors
• Displayed country-study brief
• Assessment rubric
• Teacher-approved atlases, books or digital reference sources

Assessment

• Listen to partner explanations and check whether students can describe the study purpose and presentation expectations.
• Circulate during country selection and book setup, checking that each student has a suitable country, a reason for choosing it and an organised starting layout.
• Collect or quickly scan the worksheet exit checks to identify misconceptions and students who need support with country selection or research planning.

Differentiation

• Provide a reduced country-choice list, a pre-printed book-layout model and sentence starters such as “I chose this country because…” and “I want to find out…”.
• Allow students to dictate ideas, use speech-to-text or work with a supportive peer; provide enlarged instructions and check understanding one step at a time for students with additional learning needs.
• Support English language learners with images, an atlas, a bilingual dictionary where available, and a small bank of words such as country, location, people, environment, culture and future.
• Challenge confident students to justify their choice against the rubric and frame a geographical inquiry question that connects people, place and environmental, economic or social change.