Grade<\/b>: 4-6 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Duration<\/b>: 8\u00a0Weeks<\/h4>\nOutcomes\u00a0<\/span><\/b><\/h4>\nThe student:<\/p>\n
\n- uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies (EN3-3A )<\/li>\n
- recognises, reflects on and assesses their strengths as a learner, in particular their teamwork\/collaboration skills (EN3-9E)<\/li>\n
- describes and explains different experiences of people living in Australia over time, in particular early Australian explorers (HT3-2)<\/li>\n<\/ul>\n
Skills Focus<\/em><\/h4>\n21CLD: \u00a0 Main focus areas – Collaboration, Knowledge Construction, ICT for Learning<\/p>\n
21CLD Rubric for lesson:21CLD_Capabilities_combined_rubric<\/a><\/p>\n<\/h4>\nSpecific Learning \u00a0Intentions and Assessment Opportunities<\/b><\/span><\/h4>\nLearning Intention 1<\/b>:<\/em><\/span><\/h4>\nStudents will be able to select, navigate and read texts, applying appropriate text processing strategies and interpreting structural features (table of contents, glossary, chapters, headings and subheadings), \u00a0in order to determine the essential\u00a0elements for a successful expedition in Australia in the 1800s.<\/p>\n
Performance Task: <\/b><\/em><\/span><\/h4>\nStudents construct a guide for an explorer that will enable them to be more informed about an expedition, and will increase their chance of success.<\/p>\n
Success Criteria: <\/b><\/span><\/em><\/h4>\nThe guide lists behaviours\/resources\/skills that are relevant and appropriate for an explorer in Australia in the 1800s..<\/p>\n
Learning Intention 2:<\/b><\/em><\/span><\/h4>\nDiscuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal.<\/p>\n
Performance Task: <\/b><\/em><\/span><\/h4>\nAs a class. students propose and agree on a class list of ‘norms’<\/p>\n
Success Criteria:<\/b><\/em><\/span><\/h4>\nThe 4 behaviours students record individually are appropriate and relevant. Anecdotal notes on student participation in discussions will be recorded.<\/p>\n
<\/h4>\n![\"camel\"](\"https:\/\/mrsbarkerstearoom.com\/wp-content\/uploads\/2014\/09\/camel-300x300.png\")
<\/a><\/h2>\n<\/h2>\nSuggested Learning Sequence<\/span><\/strong><\/h2>\nConnect and Wonder (2 Lessons)<\/span><\/h3>\nDiscuss what life was like in the 1800’s in Australia.\u00a0Retell the story of British Colonisation and the settlement of Sydney Cove. Discuss the importance of explorers in the growth of\u00a0a country.<\/p>\n
Lead students through a ‘Pondering<\/strong>‘ task\u00a0to\u00a0encourage careful observation and thoughtful interpretations.<\/p>\n\n- As a whole class students observe the image of Burke and Wills (below) and pose\u00a0‘questions’ about what they see. Teacher records questions on a collaborative OneNote page. No-one answers the questions, students are simply given time to just ‘ponder’. Allow time for thinking and deeper questioning. (Read more about ‘Pondering and Wondering’ at\u00a0http:\/\/fno.org\/oct05\/images.html)<\/em><\/li>\n<\/ul>\n
![\"Burke_and_wills_painting_by_longstaff-2\"](\"https:\/\/mrsbarkerstearoom.com\/wp-content\/uploads\/2016\/02\/Burke_and_wills_painting_by_longstaff-2-300x229.jpg\")
<\/a><\/p>\nPondering Image and Examples<\/a><\/p>\nWhen students have finished pondering discuss questions raised on the collaborative page. Give a brief overview of the Burke and Wills story (LINK<\/a>\u00a0to NSW State Library Information) and have students speculate about the reasons why the expedition failed:<\/p>\n\n- lack of resources?<\/li>\n
- limited skills and poor decision making?<\/li>\n
- behaviour and attitude of party members?<\/li>\n
- hardship faced due to environmental?<\/li>\n<\/ul>\n
Explain to the class that\u00a0their task is\u00a0to produce\u00a0a guide\u00a0for would-be explorers of the early 1800s,\u00a0like Burke and Wills. What would you say if you could travel back\u00a0in time to speak to them? What advice\u00a0could you give that would increase their chance of a\u00a0more successful expedition? What have you learned from the successes and failure of other explorers?<\/p>\n
<\/h3>\nDiscover and Learn (4 Lessons) – Build your knowledge!<\/em><\/span><\/h3>\nDivide students into mixed ability groups of 4 (known as\u00a0their party<\/em>).<\/p>\nEach member of\u00a0a party<\/em>\u00a0will be responsible for researching expeditions that occurred in a given area of Australia during the 1800s.<\/p>\nExpedition areas\u00a0include:<\/p>\n
\n- Crossing the mountains<\/li>\n
- South to north<\/li>\n
- East to west<\/li>\n
- The river system<\/li>\n<\/ul>\n
As they research and read, each student\u00a0should carefully consider an explorer’s\u00a0successes and failures and make inferences on why an explorer succeeded or failed. In particular, can they link the success or failure to\u00a0a specific issue?:<\/p>\n
\n- skills of the explorers?<\/li>\n
- resources (food, tools, clothing, equipment etc)?<\/li>\n
- party member’s behaviour?<\/li>\n
- impact of environment on expedition?<\/li>\n<\/ul>\n
Students may interact with members from other parties\u00a0that are researching the same content. This will encourage a sharing of resources and knowledge as well as an opportunity to cross-reference facts and verbalise ideas.\u00a0* Remind students that they must be an active participant in this shared research format, as they are responsible for reporting back to their group, and they should reference their facts to provide evidence if required.<\/p>\n
Before moving on to this research <\/span><\/strong>component of the\u00a0task<\/strong>:<\/span><\/p>\n\n- each party<\/em>\u00a0must take time to meet and agree\u00a0on\u00a0the information they expect each\u00a0member to collect, set\u00a0a timeline, and decide\u00a0on how information will be recorded. A collaborative OneNote is suggested, however other methods such as shared Word documents may be preferred. The teacher will review plans, offer advice as needed.<\/li>\n
- revise with the class, skills for\u00a0selecting, navigating and reading texts, applying appropriate text processing strategies and interpreting structural features (table of contents, glossary, chapters, headings and subheadings). Revise how to identify \u2018key words\u2019 for researching a topic, the use of OPAC catalogue, and the value of primary and secondary sources. Share ideas on how to record notes and jot down ideas. Remind students of the importance of referencing.<\/li>\n<\/ul>\n
To support self regulation, each party<\/em>\u00a0should meet at the beginning of each lesson to review progress and check that all members are progressing with the task. If necessary, students can\u00a0revise plans and targets. Party <\/em>members should take turns at leading the group discussion and recording changes to their planning.<\/p>\nSupport\u00a0differentiation\u00a0by providing information of expeditions as podcasts and videos, as well as text, to support students with literacy needs.<\/em><\/span><\/p>\nStudents return to their party<\/em> to share their findings and identify skills\/equipment\/behaviours that were common for successful explorers they researched. Students may also present facts about explorers that failed, with suggestions on why they think the explorer failed and how it could have been avoided.<\/p>\nStudents reflect upon\u00a0\u00a0the information from all members and identify\u00a0common findings. The party must agree upon and create a list of what they believe are the five most valuable pieces of information they could give an explorer before setting of\u00a0on an expedition in 1800s in Australia.<\/p>\n
To compliment the list, students will\u00a0consider images and graphs that could be included to improve chances of a successful expedition. Imagine if Burke and Wills had a satellite image of Australia, or a graph showing rainfall and temperatures across the year. What difference might that have made to their expedition and planning? Each party is allowed to add 2 graphic resources.<\/p>\n
<\/h3>\nCreate and Share(2 Lessons)<\/span><\/h3>\nStudents present their information in a format of their choice. Students may consider using<\/p>\n
\n- Sway<\/li>\n
- PowerPoint<\/li>\n
- Office Mix<\/li>\n
- Video Recording<\/li>\n
- Audio Recoding<\/li>\n
- MS Word<\/li>\n<\/ul>\n
<\/p>\n
Reflect and Rethink<\/span> <\/span><\/h3>\nContent:<\/em> <\/span>Final lists will be shared with a local Scout Leader or orienteering team to assess the value of their information. Feedback may be used to make changes if desired.<\/p>\nCollaboration:<\/span><\/em>\u00a0Following the completion of the task, students will individually list the 4 most important behaviours they believe students should demonstrated when working as a part\u00a0of a group. Students then pair with another person (assigned by teacher) to share their list. The pair must then agree on the 4 behaviours they feel are most valuable. Students form groups of 6, share and agree on 4 behaviours. Finally, groups come together with their list and\u00a0share the\u00a04 behaviours they believe are the most important for working as a team. As a whole class, agree on the 4 behaviours. Rewrite these as ‘responsibilities’ a person has to a group. Set these as class norms for\u00a0future tasks.<\/p>\n<\/h4>\nLINKS<\/strong><\/span><\/h3>\n
The student:<\/p>\n
- \n
- uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies (EN3-3A )<\/li>\n
- recognises, reflects on and assesses their strengths as a learner, in particular their teamwork\/collaboration skills (EN3-9E)<\/li>\n
- describes and explains different experiences of people living in Australia over time, in particular early Australian explorers (HT3-2)<\/li>\n<\/ul>\n
Skills Focus<\/em><\/h4>\n
21CLD: \u00a0 Main focus areas – Collaboration, Knowledge Construction, ICT for Learning<\/p>\n
21CLD Rubric for lesson:21CLD_Capabilities_combined_rubric<\/a><\/p>\n
<\/h4>\n
Specific Learning \u00a0Intentions and Assessment Opportunities<\/b><\/span><\/h4>\n
Learning Intention 1<\/b>:<\/em><\/span><\/h4>\n
Students will be able to select, navigate and read texts, applying appropriate text processing strategies and interpreting structural features (table of contents, glossary, chapters, headings and subheadings), \u00a0in order to determine the essential\u00a0elements for a successful expedition in Australia in the 1800s.<\/p>\n
Performance Task: <\/b><\/em><\/span><\/h4>\n
Students construct a guide for an explorer that will enable them to be more informed about an expedition, and will increase their chance of success.<\/p>\n
Success Criteria: <\/b><\/span><\/em><\/h4>\n
The guide lists behaviours\/resources\/skills that are relevant and appropriate for an explorer in Australia in the 1800s..<\/p>\n
Learning Intention 2:<\/b><\/em><\/span><\/h4>\n
Discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal.<\/p>\n
Performance Task: <\/b><\/em><\/span><\/h4>\n
As a class. students propose and agree on a class list of ‘norms’<\/p>\n
Success Criteria:<\/b><\/em><\/span><\/h4>\n
The 4 behaviours students record individually are appropriate and relevant. Anecdotal notes on student participation in discussions will be recorded.<\/p>\n
<\/h4>\n
<\/a><\/h2>\n<\/h2>\n
Suggested Learning Sequence<\/span><\/strong><\/h2>\n
Connect and Wonder (2 Lessons)<\/span><\/h3>\n
Discuss what life was like in the 1800’s in Australia.\u00a0Retell the story of British Colonisation and the settlement of Sydney Cove. Discuss the importance of explorers in the growth of\u00a0a country.<\/p>\n
Lead students through a ‘Pondering<\/strong>‘ task\u00a0to\u00a0encourage careful observation and thoughtful interpretations.<\/p>\n
- \n
- As a whole class students observe the image of Burke and Wills (below) and pose\u00a0‘questions’ about what they see. Teacher records questions on a collaborative OneNote page. No-one answers the questions, students are simply given time to just ‘ponder’. Allow time for thinking and deeper questioning. (Read more about ‘Pondering and Wondering’ at\u00a0http:\/\/fno.org\/oct05\/images.html)<\/em><\/li>\n<\/ul>\n<\/a><\/p>\n
Pondering Image and Examples<\/a><\/p>\n
When students have finished pondering discuss questions raised on the collaborative page. Give a brief overview of the Burke and Wills story (LINK<\/a>\u00a0to NSW State Library Information) and have students speculate about the reasons why the expedition failed:<\/p>\n
- \n
- lack of resources?<\/li>\n
- limited skills and poor decision making?<\/li>\n
- behaviour and attitude of party members?<\/li>\n
- hardship faced due to environmental?<\/li>\n<\/ul>\n
Explain to the class that\u00a0their task is\u00a0to produce\u00a0a guide\u00a0for would-be explorers of the early 1800s,\u00a0like Burke and Wills. What would you say if you could travel back\u00a0in time to speak to them? What advice\u00a0could you give that would increase their chance of a\u00a0more successful expedition? What have you learned from the successes and failure of other explorers?<\/p>\n
<\/h3>\n
Discover and Learn (4 Lessons) – Build your knowledge!<\/em><\/span><\/h3>\n
Divide students into mixed ability groups of 4 (known as\u00a0their party<\/em>).<\/p>\n
Each member of\u00a0a party<\/em>\u00a0will be responsible for researching expeditions that occurred in a given area of Australia during the 1800s.<\/p>\n
Expedition areas\u00a0include:<\/p>\n
- \n
- Crossing the mountains<\/li>\n
- South to north<\/li>\n
- East to west<\/li>\n
- The river system<\/li>\n<\/ul>\n
As they research and read, each student\u00a0should carefully consider an explorer’s\u00a0successes and failures and make inferences on why an explorer succeeded or failed. In particular, can they link the success or failure to\u00a0a specific issue?:<\/p>\n
- \n
- skills of the explorers?<\/li>\n
- resources (food, tools, clothing, equipment etc)?<\/li>\n
- party member’s behaviour?<\/li>\n
- impact of environment on expedition?<\/li>\n<\/ul>\n
Students may interact with members from other parties\u00a0that are researching the same content. This will encourage a sharing of resources and knowledge as well as an opportunity to cross-reference facts and verbalise ideas.\u00a0* Remind students that they must be an active participant in this shared research format, as they are responsible for reporting back to their group, and they should reference their facts to provide evidence if required.<\/p>\n
Before moving on to this research <\/span><\/strong>component of the\u00a0task<\/strong>:<\/span><\/p>\n
- \n
- each party<\/em>\u00a0must take time to meet and agree\u00a0on\u00a0the information they expect each\u00a0member to collect, set\u00a0a timeline, and decide\u00a0on how information will be recorded. A collaborative OneNote is suggested, however other methods such as shared Word documents may be preferred. The teacher will review plans, offer advice as needed.<\/li>\n
- revise with the class, skills for\u00a0selecting, navigating and reading texts, applying appropriate text processing strategies and interpreting structural features (table of contents, glossary, chapters, headings and subheadings). Revise how to identify \u2018key words\u2019 for researching a topic, the use of OPAC catalogue, and the value of primary and secondary sources. Share ideas on how to record notes and jot down ideas. Remind students of the importance of referencing.<\/li>\n<\/ul>\n
To support self regulation, each party<\/em>\u00a0should meet at the beginning of each lesson to review progress and check that all members are progressing with the task. If necessary, students can\u00a0revise plans and targets. Party <\/em>members should take turns at leading the group discussion and recording changes to their planning.<\/p>\n
Support\u00a0differentiation\u00a0by providing information of expeditions as podcasts and videos, as well as text, to support students with literacy needs.<\/em><\/span><\/p>\n
Students return to their party<\/em> to share their findings and identify skills\/equipment\/behaviours that were common for successful explorers they researched. Students may also present facts about explorers that failed, with suggestions on why they think the explorer failed and how it could have been avoided.<\/p>\n
Students reflect upon\u00a0\u00a0the information from all members and identify\u00a0common findings. The party must agree upon and create a list of what they believe are the five most valuable pieces of information they could give an explorer before setting of\u00a0on an expedition in 1800s in Australia.<\/p>\n
To compliment the list, students will\u00a0consider images and graphs that could be included to improve chances of a successful expedition. Imagine if Burke and Wills had a satellite image of Australia, or a graph showing rainfall and temperatures across the year. What difference might that have made to their expedition and planning? Each party is allowed to add 2 graphic resources.<\/p>\n
<\/h3>\n
Create and Share(2 Lessons)<\/span><\/h3>\n
Students present their information in a format of their choice. Students may consider using<\/p>\n
- \n
- Sway<\/li>\n
- PowerPoint<\/li>\n
- Office Mix<\/li>\n
- Video Recording<\/li>\n
- Audio Recoding<\/li>\n
- MS Word<\/li>\n<\/ul>\n
<\/p>\n
Reflect and Rethink<\/span> <\/span><\/h3>\n
Content:<\/em> <\/span>Final lists will be shared with a local Scout Leader or orienteering team to assess the value of their information. Feedback may be used to make changes if desired.<\/p>\n
Collaboration:<\/span><\/em>\u00a0Following the completion of the task, students will individually list the 4 most important behaviours they believe students should demonstrated when working as a part\u00a0of a group. Students then pair with another person (assigned by teacher) to share their list. The pair must then agree on the 4 behaviours they feel are most valuable. Students form groups of 6, share and agree on 4 behaviours. Finally, groups come together with their list and\u00a0share the\u00a04 behaviours they believe are the most important for working as a team. As a whole class, agree on the 4 behaviours. Rewrite these as ‘responsibilities’ a person has to a group. Set these as class norms for\u00a0future tasks.<\/p>\n
<\/h4>\n
LINKS<\/strong><\/span><\/h3>\n
- revise with the class, skills for\u00a0selecting, navigating and reading texts, applying appropriate text processing strategies and interpreting structural features (table of contents, glossary, chapters, headings and subheadings). Revise how to identify \u2018key words\u2019 for researching a topic, the use of OPAC catalogue, and the value of primary and secondary sources. Share ideas on how to record notes and jot down ideas. Remind students of the importance of referencing.<\/li>\n<\/ul>\n
- each party<\/em>\u00a0must take time to meet and agree\u00a0on\u00a0the information they expect each\u00a0member to collect, set\u00a0a timeline, and decide\u00a0on how information will be recorded. A collaborative OneNote is suggested, however other methods such as shared Word documents may be preferred. The teacher will review plans, offer advice as needed.<\/li>\n
- As a whole class students observe the image of Burke and Wills (below) and pose\u00a0‘questions’ about what they see. Teacher records questions on a collaborative OneNote page. No-one answers the questions, students are simply given time to just ‘ponder’. Allow time for thinking and deeper questioning. (Read more about ‘Pondering and Wondering’ at\u00a0http:\/\/fno.org\/oct05\/images.html)<\/em><\/li>\n<\/ul>\n