[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167450-en":3,"doc-seo-167450-105":30,"detail-sidebar-cat-1-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},167450,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",1,11,"Presentations","Geography 7-10 - climate graphs - Overview","Teaching support resource for Geography 7–10 on thinking and working geographically through data and graphs, focused on climate graphs. Explains how students can use climate tables to read average monthly temperature and precipitation across a year, and describes the purpose and key features of climate graphs. Provides outcomes, learning intentions and success criteria, plus a learning sequence for interpreting and constructing climate graphs, including guidance for integrating data and graphs across stages. Includes an approximate 3-hour duration and references for further support.","Geography 7–10 – climate graphs\n\u000f\nContents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc184214123\" \u0014Overview\t\u0013 PAGEREF _Toc184214123 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214124\" \u0014Outcomes\t\u0013 PAGEREF _Toc184214124 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214125\" \u0014Learning sequence 1 – guide to teaching climate graphs\t\u0013 PAGEREF _Toc184214125 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214126\" \u0014Syllabus content\t\u0013 PAGEREF _Toc184214126 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214127\" \u0014Learning intentions and success criteria\t\u0013 PAGEREF _Toc184214127 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214128\" \u0014Learning intention\t\u0013 PAGEREF _Toc184214128 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214129\" \u0014Success criteria\t\u0013 PAGEREF _Toc184214129 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214130\" \u0014What is a climate graph?\t\u0013 PAGEREF _Toc184214130 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214131\" \u0014Features of a climate graph\t\u0013 PAGEREF _Toc184214131 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214132\" \u0014Interpreting climate graphs\t\u0013 PAGEREF _Toc184214132 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214133\" \u0014Teaching seasons through climate graphs\t\u0013 PAGEREF _Toc184214133 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214134\" \u0014Drawing a climate graph\t\u0013 PAGEREF _Toc184214134 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214135\" \u0014Constructing a climate graph in Excel\t\u0013 PAGEREF _Toc184214135 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214136\" \u0014Create the data table\t\u0013 PAGEREF _Toc184214136 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214137\" \u0014Create the combination chart\t\u0013 PAGEREF _Toc184214137 \\h \u001420\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214138\" \u0014Format the chart\t\u0013 PAGEREF _Toc184214138 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214139\" \u0014Include additional information\t\u0013 PAGEREF _Toc184214139 \\h \u001429\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214140\" \u0014Appendix 1 – climate graph template\t\u0013 PAGEREF _Toc184214140 \\h \u001432\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184214141\" \u0014References\t\u0013 PAGEREF _Toc184214141 \\h \u001433\u0015\u0015\n\u0015\nThis resource has been developed to assist teachers in NSW Department of Education schools to create learning that is contextualised to their classroom. It can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or be used as an example of how the new curriculum could be implemented. The resource has suggested timeframes that may need to be adjusted by the teacher to meet the needs of their students.\n\u000f\nOverview\nDescription: this teaching support resource addresses Thinking and working geographically, providing examples of how students can engage with the the geographical tool of data and graphs. The lessons in this resource are designed to allow students to build understanding of this geographical tool through a range learning activities and can be applied where appropriate across Geography 7–10.\nDuration: this learning sequence is designed to be completed in approximately 3 hours.\nOutcomes\nA student:\nGE4-TAP-01 selects and uses geographical tools to acquire and process geographical information\nGE5-TAP-01 applies and evaluates a range of geographical tools to acquire and process geographical information\n\u0013HYPERLINK \"https://curriculum.nsw.edu.au/learning-areas/hsie/geography-7-10-2024/overview\"\u0014Geography 7–10 Syllabus\u0015 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.\n\u000f\nLearning sequence 1 – guide to teaching climate graphs\nNote: the guide to teaching climate graphs is designed to be used as a support resource for teachers addressing Thinking and working geographically. This resource is not guiding teaching and learning of a specific topic content in the \u0013 HYPERLINK \"https://curriculum.nsw.edu.au/learning-areas/hsie/geography-7-10-2024/overview\" \u0014Geography 7–10 Syllabus\u0015; rather, it provides resources and strategies that can be applied contextually at any point across the stages.\nSyllabus content\nData and graphs are to be integrated into Stage 4 and Stage 5 as appropriate: sector graphs, climate graphs, population profiles, scatter plots, bubble charts, line, column and bar graphs.\nQuantitative data can be recorded and represented using tally marks and charts, datasets","cbCaiqcEc4LNxq2H","https://ap.wps.com/l/cbCaiqcEc4LNxq2H","docx",1582409,36,"English","en",105,"# Overview\n# Outcomes\n# Learning sequence 1 - guide to teaching climate graphs\n## Syllabus content\n## Learning intentions and success criteria\n## What is a climate graph?\n## Features of a climate graph\n## Interpreting climate graphs\n## Teaching seasons through climate graphs\n## Drawing a climate graph\n## Constructing a climate graph in Excel\n## Appendix 1 - climate graph template\n# References","[{\"question\":\"What does a climate graph show and how is it created?\",\"answer\":\"A climate graph shows average monthly temperatures and precipitation for a place over a year. It is drawn from the data in a climate table.\"},{\"question\":\"What are the key features of a climate graph?\",\"answer\":\"A climate graph consists of two parts: a line graph for temperature (°C) and a column graph for precipitation (mm) for each month.\"},{\"question\":\"How do students interpret and compare climate patterns?\",\"answer\":\"Students interpret a climate graph to compare rainfall and temperature patterns, using the plotted temperature and precipitation trends across months.\"}]","Geography 7-10 - climate graphs - Overview | DOCX",1788214290,13,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":28},"geography-7-10-climate-graphs-overview","",{"@graph":36,"@context":87},[37,54,70],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/geography-7-10-climate-graphs-overview/167450/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-08-31",true,{"@type":66,"interactionType":67,"userInteractionCount":69},"InteractionCounter",{"@type":68},"ViewAction",5,{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"What does a climate graph show and how is it created?","Question",{"text":77,"@type":78},"A climate graph shows average monthly temperatures and precipitation for a place over a year. It is drawn from the data in a climate table.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"What are the key features of a climate graph?",{"text":82,"@type":78},"A climate graph consists of two parts: a line graph for temperature (°C) and a column graph for precipitation (mm) for each month.",{"name":84,"@type":75,"acceptedAnswer":85},"How do students interpret and compare climate patterns?",{"text":86,"@type":78},"Students interpret a climate graph to compare rainfall and temperature patterns, using the plotted temperature and precipitation trends across months.","https://schema.org",{"og:url":52,"og:type":89,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":91,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":94},[95,98,103,108,113,118,123,128,132],{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":96,"slug":97},90,"presentations",{"id":99,"doc_module":11,"doc_module_name":46,"category_name":100,"show_sort_weight":101,"slug":102},12,"Resumes",80,"resumes",{"id":104,"doc_module":11,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},14,"Invoices",70,"invoices",{"id":109,"doc_module":11,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},15,"Posters",60,"posters",{"id":114,"doc_module":11,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},16,"Social Media",50,"social-media",{"id":119,"doc_module":11,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},17,"Forms",40,"forms",{"id":124,"doc_module":11,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},18,"Letters",30,"letters",{"id":129,"doc_module":11,"doc_module_name":46,"category_name":130,"show_sort_weight":69,"slug":131},21,"Paper Templates","papers-templates",{"id":133,"doc_module":11,"doc_module_name":46,"category_name":134,"show_sort_weight":4,"slug":135},158,"General","general-158"]