Unit+from+Alfredton

Staff members involved in developing this unit of work are: Trish, Jean and Sally

Our unit is focused on Natural World St Thomas More, Alfredton |||||||||||||| // What do we hope students will understand **about their world** by the end of the unit? // // What is **important** and **relevant** for these students? // // Do these understandings assist students to develop the “Big Ideas” in our throughlines? // |||||||||||||| // PURPOSE: To explore how and why use science to investigate the natural world. // § The work of scientists affects the way that we live. § Experiments are conducted and recorded in a certain way. § There are systems, cycles and principles that help us explain the way that the physical and natural environment works. || ** Strand ** |||| ** Domains ** |||||||||| ** Dimensions ** || Personal Learning Civics and Citizenship |||||||||| Building social relationships Working in teams The individual learner Managing personal learning Community engagement || The Arts Humanities |||||||||| Creating and making Exploring and responding Historical knowledge and understanding Historical reasoning and interpretation || Communication Information and Communication Technology Thinking Processes |||||||||| Listening, viewing and responding Presenting ICT for visual thinking ICT for creating ICT for communicating Reasoning, processing and inquiry Reflection, evaluation and Metacognition || ** Assessment for, of and as learning ** || ** Learning about… ** (content) |||||| ** Learning to and learning by…… ** (skills) |||||| ** Learning through…. **  (expression)  || ** Science ** |||||| ** Design. Creativity and Technology ** |||||| ** English ** ** (Writing, Reading, Speaking & Listening) ** || |||||| Design |||||| Students will //summarise// and //note-take// from a range of non-fiction sources related to environmental science projects. They //read// to form understandings of the procedure structure and //identify// and //interpret// relevant information for inclusion in their own procedure report. Student will write a procedural report which provides a procedure for designing and carrying out experiments. They demonstrate correct structure of a procedure. Students formulate a rubric as a class for self and peer assessment. Students present the experiment to peers during an oral presentation using appropriate technology. || ** Links to VELS standards ** || 4. Explain change in terms of cause and effect. Identify the characteristics of physical and chemical changes. 4.They identify and compare the properties of the new or changed material/s with those of the original material/s. 4.They qualitatively describe changes in motion in terms of the forces present. Students apply the terms //relationships//, //models// and //systems// appropriately as ways of representing complex structures. 4.They identify and explain the relationships that exist within and between food chains in the environment. 4.Students use everyday examples to illustrate the transforming and transferring of energy. 4.They explain how the Earth and the Moon operate as a simple system within the larger solar system. 4.They describe the composition of layers within the Earth. 4.They explain the function of the layers of the Earth’s atmosphere. 4.Students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. 4.They describe the contributions Australian scientists have made to improve and/or change science knowledge. 4.Students design their own simple experiments to collect data and draw conclusions. 4.They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. 4.They design and build simple models and write an account of the science that is central to explanation of the model. 4.They use diagrams and symbols to explain procedures used when reporting on their investigations. 4.They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. 4.They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. |||||| 4. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of environmental and social constraints. 4. They identify evaluation criteria from design briefs and use them to justify design choices. 4. Select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems 4. Considered evaluation of feedback from peers and teachers, and their own reflection || **__ Writing __** 4. Can produce a variety of texts for different purposes. 4.Can employ strategies such as note-taking. || **__ Reading __** 4 Can read, interpret and respond to a range of texts. 4. Can analyse texts with supporting evidence. Can identify how values and attitudes are presented in texts. || **__ Speaking & Listening __** 4. Can identify the main idea and supporting details. 4.Can plan, rehearse and make presentations for different purposes. 4. Can adjust speaking to take account of context, purpose and audience. ||  // What can we do to spark interest/enthusiasm/curiosity/motivation? // // Should we set the scene by introducing an authentic issue or problem? // // How can we assess student’s prior knowledge, values and experience in relation to the topic? // // How can we involve them in negotiating the direction of the unit and setting goals? // || Using images related to multicultural Australia students will work in small groups to complete a jigsaw in silence. The images will relate to the unit understandings. Students record what they already know about the inquiry question. They will be explicitly taught this process using the Notebook Mind Map file on the **//SMART Board//**. In 6 groups of 5, for 5 minutes, the children write responses on butcher’s paper. Children will brainstorm what they know about the key understandings: § Key events in Australia’s historical development have contributed to our national identity § The religious traditions, customs and governance of cultural groups have influenced the way Australia has developed as a nation. § Australia has historically being a destination for people moving from different countries and cultures. § The history of the cultural groups within Australia has contributed to its identity. § Migration to Australia is complex, multifaceted and evolving. The key understandings are to be displayed in the classroom. Students make a list of reasons they think people move to Australia from other countries. Once lists have been made, students number the reasons in order from what they believe to be the most important to the least common or important. The lists are shared and modified throughout the unit according to different perspectives (Perspective Specs?). How might someone caught up in a civil war organise this list? How might the federal minister for immigration and ethnic affairs organise this list from most to least important? In order to become active learners, children will reflect on their learning by using the TIC TAC TOE strategy from Take a Moment. This will begin a more reflective process where students are able to use a variety of higher order thinking strategies to manage their own learning. As an on-going activity throughout the unit, students will record what they are discovering and what they are still wondering about. Individually students will use the Question Matrix to develop a question for their **individual inquiry**. This question will direct their “learning” and //__investigation__// into their understanding of how a particular cultural group has impacted on Australia’s identity. || ** SHARED INQUIRY ** || ** Finding out: ** // What experiences/resources/activities could be used to assist students to **gather information** in relation to our planned understandings? // || ** Sorting out: ** // How can we help students to make sense of the data they have gathered? How can they sort out and organise their ideas? (Arts, Maths, English, Technology //**// ) //** || Picture Book - Bryce Courtney ‘//Australian History’// Australian Identity Jackie French //‘Convict Boy’// Students will //summarise// and //note-take// from a range of non-fiction sources related to how and why people migrate to Australia. They //read// to form understandings of the report structure and to //identify// and //interpret// relevant information for inclusion in their own reports. Excursion to Ararat: Gum San Excursion to Immigration Museum, Chinatown and Art Gallery Melbourne (Australian Impressionist Paintings). || // (Focus on Inquiry – J. Wilson and L. Wing Jan) // Complete the jigsaw after excursion by finishing each of the sentence starters with information gained from the visit: // I feel // // I will // // I think // // I learnt // // I know // // I can // This will be modelled using a notebook file on the SMART Board. In small groups students will be given a specific image from a chapter in Bryce Courtney’s text to analyse and discuss how these key events have contributed to our national identity. The following questions will be used: // What is happening in this picture? How do you know? // // If you could ask the person or people it this image some questions what would you ask? // // How does this image make you feel? Why? // // What might lie beyond the frame? // Individually students use a Graphic organiser to record their understandings and learnings from the Video As a class we constructed a timeline of important events in Australia’s history and as it was constructed we discussed how these events impacted on Australia’s identity. Student will //write// a report which //informs// their peers of reasonings why people settle in Australia. They //demonstrate// correct structure of a report. Students //formulate// a rubric as a class for self and peer assessment. Students //summarise// the main idea and relevant ideas of their report for a 1 minute presentation. Student will use finding and compare and contrast to strategy to investigate how Asian cultures are similar and different to other cultures. ||
 * School: **
 * School: **
 * Inquiry Question: ** **// How can we understand the natural world and the way it works? //** ||
 * Teacher/s: ** Tom. Michelle, Sally, Ben, Claire, Jean ||||||
 * Term: ** 3  ||||||||
 * Grade/s **  5/6  ||
 * Understandings: **
 * Understandings: **
 * Understandings: **
 * Physical, Personal & Social Learning ** ||||
 * __ Interpersonal Development __**
 * __ Interpersonal Development __**
 * __ Civics knowledge and understanding __**
 * Discipline Based Learning ** ||||
 * Discipline Based Learning ** ||||
 * __ English __**
 * __ Reading __****__, writing and speaking and listening __**
 * Interdisciplinary Learning ** ||||
 * Interdisciplinary Learning ** ||||
 * __ Design, Creativity and Technology __**
 * __ Investigating, Designing, Producing __**
 * __ Evaluating & analysing __**
 * Concepts: **** FORCES/MOTIONS CAUSE/EFFECT CHEMICAL SCIENCE COMPARING PROPERTIES TRANSFERRING ENERGY ** ||
 * Concepts: **** FORCES/MOTIONS CAUSE/EFFECT CHEMICAL SCIENCE COMPARING PROPERTIES TRANSFERRING ENERGY ** ||
 * __ Science __**
 * __ Level 4: Knowledge and Understanding __**
 * __ Level 4: Knowledge and Understanding __**
 * __ Level 4: Science at Work __**
 * __ Design, Creativity and Technology __**
 * //__ (Investigating, Designing, Producing) __//**
 * “Launch” **
 * “Launch” **
 * Tuning In (‘baseline data”) **
 * __ Silent Jigsaw __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Silent Jigsaw.doc|open photo]]): __
 * __ Mind Map __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Mind Mapping.doc|open photo]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\CreatingaMindMapNew.notebook|open SMART Board file]]): __
 * __ Hot Potato __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Hot Potato.doc|open photo]]): __
 * __ 1-3-6 Strategy __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\136.doc|open photo]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\136 reasons.doc|open reasons]]): __
 * __ How do we reflect on our learning? __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Tic Tac Toe.doc|Open photo]], open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\TIC TAC TOE SMARTBOARD.notebook|SMART Board file]]) __
 * __ Discoveries and Wondering Wall with Photos __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Question Matrix.doc|open photo]]):  __
 * __ Question Matrix __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Question Matrix.doc|open photo]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Questions for History unit.doc|open questions]]): __
 * __ Picture Book __**__ (open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Literature.doc|photo]]) __
 * __ VIDEO __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\VIDEO.doc|open photo]]) __
 * __ Serial Reading __**
 * __ ASSESSMENT TASK __**
 * __ EXCURSION: //GUM SAN// __**
 * __ Excursion __**__ ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Excursion.doc|open photo]]) __
 * __ Jigsaw Reflection __** ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\JigsawLeesa.notebook|open SMART Board file]], open photo).
 * __ Get the Picture __**__ (open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Get the Picture.doc|photo]]**)** __
 * __ Graphic Organiser __**__ (open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\THINKBOXES.notebook|SMART Board file]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\THINKBOXES.doc|open photo]]) __
 * __ Timeline __** (open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Timeline photo.doc|photo]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Timeline.doc|file]])
 * __ ASSESSMENT TASK __**
 * __ COMPARE AND CONTRAST __**

// How can we cater for individual and small group pathways as they emerge during the unit? // // How can we facilitate students personal inquiries related to this topic? // || =__ Assessment Task ( __ Open, ) __ : __= Individually students will //__communicate__// what they have learnt through their individual inquiry by creating, presenting and evaluating a **multi-media presentation. **These will be shared with and evaluated by their peers. Individually students will use the Question Matrix to develop a question for their **individual inquiry**. This question will direct their “learning” and //__investigation__// into their understanding of how a particular cultural group has impacted on Australia’s identity. This inquiry will include students working through selected “must do” questions. || // How can we assist students to put it all together and reflect on their learning? // || At the end of the unit, in groups the students will //__process__// what they understand about the unit by answering the following questions using **Post Box**: 1. Describe significant events in Australia’s history? 2. Sequence these events. 3. Who are some of the significant people that have had an impact on their country? 4. What does Federation mean in the context of Australian history? 5.What significant events have caused mass migration to Australia? 6. How do the values and beliefs of indigenous people of Australia differ from those of other cultures? Students will then bundle the questions and sort and record the collective responses. In silence students will then use two post-it notes to give feedback to other groups responses. Individually students reflected on new learnings at the end of each week as an ongoing task throughout the unit. These reflections were taken from ‘Take a Moment’, e.g. Think boxes, Two Stars and a Wish and Tic Tac Toe || // How can we empower students to act on what they have learnt? // || ||
 * Going Further/Pathways and possibilities **
 * (Independent inquiry) **
 * (Independent inquiry) **
 * __ Assessment Task __** ([[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\INQUIRY QUESTIONS.doc|Open Word Document]], photo) **__ : __**
 * Reflecting – Making Conclusions **
 * Reflecting – Making Conclusions **
 * __ Assessment Task –Post box __**** ( ** [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\POSTBOX ACTIVITY.doc|Open Word document]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\POSTBOX.doc|photo]]) **__ : __**
 * __ Weekly Metacognitive Reflection __**__ (open [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\Tic Tac Toe.doc|photo]], [[file:///E:\Inquiry Literacy - Movie\What and who have shaped Australia's identity (Terang)\HYPERLINKED FILES\TIC TAC TOE SMARTBOARD.notebook|SMARTBoard file]]): __
 * Taking Action ** :



Record of Standards achieved
|| **  Humanities  ** ** (History) **  || ** Humanities  ** ** (History) **  || ** Communication  ** ** (Listening, Viewing, Responding, Presenting) **  |||||| ** English  ** ** (Reading, Writing, Speaking & Listening)  ** || ||  4. Demonstrate understanding of cultural histories. 4.Makes links and appropriate comparisons between learned concepts. 4. Describe aspects of different cultures. 4. Use a range of primary & secondary sources. 4. Frame research question & plan inquiry. 4. Forms opinions and makes judgements. 4. Presents own understanding in a range of forms ||  4.Makes links and appropriate comparisons between learned concepts. 4.Explains significant events, people & history. 4.Compares and contrasts values & beliefs 4.Sequence events 4. Presents own understanding in a range of forms  || 4.Can describe the purpose of a range of communication strategies. 4.Asks clarifying questions. 4. Develops interpretations of content and provides reasons. 4.Recognises that their peer’s interpretation may be different from their own. 4. Summarises & organises ideas and information. 4.Identifies and uses the features of a good presentation  || Writing 4. Can produce a variety of texts for different purposes. 4.Can employ strategies such as note-taking. ||   Reading 4 Can read, interpret and respond to a range of texts. 4. Can analyse texts with supporting evidence. Can identify how values and attitudes are presented in texts. ||   Speaking & Listening 4. Can identify the main idea and supporting details. 4.Can plan, rehearse and make presentations for different purposes. 4. Can adjust speaking to take account of context, purpose and audience. || A  || B || C || D || E || F || G || H || I || J || K || L || M || N || O || P || Q || R || S || T || U || V || W ||
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**//__ What and who have shaped Australia’s identity? __//**  **Criteria** || ** Not working ** || ** Could improve ** || ** Working Well ** || ** Great ** || **Comments and** ** Recommendations** || The topic was ‘**generative’** it linked with big, transferable ideas. ||   ||    ||    ||   √  ||  || The students formulated **questions** and we assisted them in working with those questions ||   ||    ||   √  ||    ||  Year 5’s will continue to need support to develop good questions and learn the skills to research it. || The students saw the topic as **relevant**. It linked with their daily lives in some way at a local and global level. ||   ||    ||    ||   √     ||  || The unit was **challenging** – the students were required to think at high levels and go beyond ‘fact finding.’ || ||   ||    ||   √  ||  || The unit introduced some and revised other **generic learning skills and strategies**. ||   ||    ||    ||   √  ||  Many of the inquiry strategies used were new to the class. || There was some **authentic** inquiry – we linked with real people, real places, real problems, real events, and real info. sources || ||   ||   √  ||    ||  Due to the question the students had difficulty accessing ‘real people’. || We made good connections with **feelings/emotions/values** –this was not just about information. Students explored real issues || ||   ||    ||   √     ||  The text ‘Convict Boy’ by Jackie French struck a chord with the students. || The students has some **choice**: both about what they would learn and about how they would learn and communicate skills || ||   ||    ||   √  ||  || We **integrated** several learning areas into the inquiry in an inquiry in purposeful ways ||   ||    ||    ||   √  ||  || The student’s learned/revised some strong learning **strategies** – strategies they will use again. They are conscious of these (they can name recognise them) || ||   ||    ||   √  ||  Having the Inquiry Posters visible and revisiting them helped the students understand the inquiry process. || The students **acted** on their learning in some way. They ‘made a difference’ to their lives or the lives of others. ||   ||    ||   √   ||    ||  || The unit catered well for **different learning styles and abilities** ||   ||    ||    ||   √     ||  || The students were able to **demonstrate** the understandings to us through a range of tasks . ||   ||    ||    ||   √  ||  || Students were involved in **self-assessment** during the unit || ||   ||    ||   √  ||  || We gathered **feedback** about the unit from students and used this to **modify** our plans along the way || ||   ||   √  ||    ||  Mid way through the unit we re-evaluated our understandings and therefore modified some aspects of the unit. || Kath Murdoch 2004