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Unit plan: Who Are We?Unit overviewUnit Plan Title: Who Are We?

Year Levels

Years 5 6?

Curriculum Framing questionsEssential Question What does Australian mean? Unit Questions What can we learn from History? Why is Australia a multicultural society? How has immigration affected Australias society and culture? What is Australias History what has made us what we are today? Who are our heroes? Content Questions Why do we have people from many different parts of the world living in Australia? Why would people leave the country in which they are born? What is a refugee and/or an asylum seeker? What was The White Australia Policy? Australia has seen many waves of immigration throughout its history. From which regions of the world have our immigrants come?

Unit SummaryAustralia has seen several waves of immigration over its history. This unit aims to investigate the effect this has had on the make up of the Australian population and its culture. We will explore the circumstances and personal qualities that would induce someone to immigrate and/or flee their country of origin, and the effect this may have upon the immigrant/refugee.

Teaching and Learning StrategiesThis unit employs a range of teaching and learning strategies aimed at encouraging independence, co-operation, and higher order thinking. A flexible timetabling organization such as a contract based/negotiated system will allow for individualization of tasks and expectations. Starting with a K-W-L session will help structure the class activities to focus on the needs of this group. Small group/ whole group/small group patterns will allow the sharing and reinforcing of research information. Asking students to finish this unit with a synthesis task requires a good knowledge of our history, an understanding of the social and global forces at play and also encourages them to hypothesis upon possible future scenarios.

Unit Plan: Who Are We?

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Professional Learning Become familiar with the Learning objects to be used and make sure they are readily available for class use and suitable for your intended purpose.. Become familiar with basic Kahootz skills. (See prerequisite skills section.) Become familiar with PowerPoint Producer and the skills involved in downloading digital video footage, and the use of Movie Maker to edit video clips. Access appropriate Professional Development either within the school or regionally available sessions, delivered through centres such as SERCT. To assist in the planning and implementation of this unit work with a team of teachers across the year levels. When students are developing their weekly timetables and negotiating the tasks they will carry out good record keeping and understandings of individual students needs/weaknesses & strengths is important. The Librarian would be a good team member to include as he/she may be able to locate a wide range of source material. It would be an advantage to read the Multicultural Education policy of the Victorian Education department located at: http://www.sofweb.vic.edu.au/lem/multi/mpol.htm#pol Browse the website http://rubistar.4teachers.org/index.php (accessible from the educational channel) which will help you design an assessment rubric that may more accurately reflect your objectives and reflect your students needs, for this and any other project. The celebration/presentation at the end of this unit provides an opportunity to show other teachers the level of students understandings and thinking developed as a result of this unit. A flexible timetabling approach within the school for part of this unit might allow learning team members to swap roles for a short period and provide opportunity to gain ideas and understandings from each other.

Victorian Essential Learning StandardsThis unit can be used to assess a range of Victorian Essential Learning Standards. The table below is an example of how this unit may be used to assess some Level 4 standards. Strand Domain Dimension Key elements of the Standards Students will: understand the concept of multiculturalism and describe the contribution of various cultural groups work cooperatively to allocate tasks and develop timelines. accept responsibility for their roles and their tasks. respect for a diverse range of people and groups. ... ask questions about their own society.

Civics and citizenship

Civic knowledge & understanding

Physical, Personal and Social Learning Working with teams Interpersonal Learning

Building Social relationships Discipline-based Learning

Humanities/History

Historical knowledge and understanding

Unit Plan: Who Are We?

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Reading English

Writing

Interdisciplinary Learning

Information Communication Technologies (ICT)

ICT for creating

sequence events and describe their significance in bringing about particular developments. interpret and respond to a wide range of literary, everyday and multimedia texts in print and in multimodal formats. produce in print and electronic forms, a variety of texts for different purposes independently use a range of skills, procedures and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. generate imaginative solutions when solving problems.

Thinking

Creativity

Procedures Class Novel. Read one of the class novels (see suggested list in materials list) to the class prior to commencing the main body of this unit. A subsequent novel should be read throughout the implementation period of the unit. Whole class session discussing the essential question and what it means. Use an appropriate method to record students ideas. Complete the first columns of a K-W-L-H chart on the topic.

K-W-L-H.doc

See KWLH template below The K-W-L-H organiser provides students with a framework to explore their prior knowledge on a topic and consider what they would like to know and learn. By breaking into small groups to list what we would like to learn (2nd column) provides a co-operative group opportunity for students to take on different roles. Complete the Digital learning Objects. Use of a data projector (& smart board if available) to allow whole group to work through L0779 The Journey of the Long Hai, together.

Unit Plan: Who Are We?

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.Figure 1digiLearn LO779 The Journey of the Hong Hai

Students interacting with the smart board allows the kinaesthetic learners to discover where all the information is found on the page. Taking notes during the session will allow the verbal linguistic learner to make use of the information while the visual spatial learners are well catered for by the inherent format of the learning object. Stories (gathering more source material) Using the Immigration Museums website (see Internet Resources), students access the Stories page, and use a worksheet to take notes on the waves of immigration into Australia. Students will individually work through one of the following learning objects: LO0684: The Journey of the Hong Hai: Design a Museum Exhibition.

Figure 2digiLearn LO684 The Journey of the Hong Hai: Design a Museum

LO0614: Fiona Chiu: Chinese family tree

Figure 3digiLearn L0614 TFiona Chui: Chinese Family Tree

L0361 Nhu Minh: Multiculturalism in Australia

Unit Plan: Who Are We?

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Figure 3digiLearn L0361 Nhu Minh: Multiculturalism in Australia.

This can be completed on classroom based computers and may be managed through the use of flexible timetabling such as contract based organisation. Students would then need to book approx 1 hour on a work station, so as to complete the learning object in one sitting. As part of the contract based timetabling students will also be undertaking a variety of individual and small group activities, chosen from a selection developed using Tony Ryans Thinkers Keys.

Thinkers keys.doc

See Thinkers Keys below If possible linking the students up with e-pals from a class in anther school that perhaps has a broader mix of different cultural & ethnic backgrounds would be a great benefit. This should not be viewed as a research task, but rather as an opportunity to make friends and later meet up for a joint outing. Co-operative group discussion (with differentiated roles as outlined in Joan Daltons Adventures in Thinking) and completion of Y chart on various aspects of the personal aspects of immigration. Y charts ask students to explore what a given situation:- feels like/ looks like /sounds like. Eg.s o Arriving in a New Country, o Leaving your homeland, o Not Speaking the Language, o Living in a situation where you are not safe/free, o Being discriminated against being unwelcome o Etc

Sample Y chart.doc

See Y chart below By asking students within each group to use a different coloured felt markers the teacher is able to differentiate the contributions made by individual team members, and at a later time use an observational checklist or anecdotal notes as part of ongoing assessment. Producer for PowerPoint 2003 Students choose an imaginary character from an historically appropriate country and time and write a diary of their journey to Australia. (Students may if they choose add their text directly into PowerPoint) Students could use PowerPoint Producer to present their diary. They can then either re-enact their story on video with their written work on slides or recount it to the camera and use pictures and maps etc as support.

Unit Plan: Who Are We?

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Prior to commencing the Kahootz project a whole group small group whole group session be used to develop an issues map or a lotus chart. Lotus charts and issues map are gr