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Unit Plan
Unit Plan
In q uiry O verview
This unit of inquiry will allow students to investigate the world explorers who established contacts with Asia,
America, Africa and the Oceania during the age of discovery. This unit will provide students with the opportunity
to consider particular movements within history outside of Australia. The students will pose questions regarding
these explores for example, where did they go, how did they get there, why did they explore that region and
how did this impact both the society and themselves? Students will present their findings in a range of
timelines, graphs and other visual components to support their hypothesis. This unit of inquiry directly links in
with the Australian Science Curriculum in the Historical Knowledge and Understanding strand and Historical
Skills strand. This unit of inquiry also links in the Numeracy Capability by interpreting statistical information and
using spatial reasoning. The ICT capability is also embedded throughout the unit by investigating, creating and
communicating which will be further discussed below.
Justification
Content knowledge The content knowledge of the teacher is evident in the designed learning tasks within
the unit and is undertaken utilising the above technologies. As the unit is based on the inquiry model, the
teacher will not withhold all of the answers and therefore the students will utilise their provided resources
(internet, books, guest speaker). The content knowledge also refers to stage 1 of this unit, the content
descriptors and reference to the Australian Curriculum.
Pedagogical Knowledge The pedagogical knowledge is evident through the application of inquiry based
teaching through-out the unit which is undertaken with the use of technology. The choice and use of technology
to assist in teaching an inquiry-based unit has been specifically designed to allow students find answers from
themselves, explore the content and ask questions.
3. Which level of the SAMR Model would you describe the use of technology in this
unit? Why? See http://bit.ly/13EZ1U6
Substitution Students will be utilising Google Docs to store and represent data instead of
a
word document. This simple substitution will assist in the engagement of students provide the opportunity to
further develop skills in the use of technology. Although the library has been listed as a resource, the internet
will be main method of information collected and therefore a substitution.
Modification The use of the interactive whiteboard and SMART Notebook technology is a prime example of
modification within this unit. The interactive whiteboard will be utilised to drive a majority of lessons during the
unit in hope to engage students and build confidence in the use of technology.
4. How does your unit of work and selection of ICT incorporate the three principles of Universal Design for
Learning? (i.e. multiple forms of Representation, Expression and Engagement).
Multiple means of representation Throughout this unit of inquiry, information and tasks will involve a
variety of different representations to support the diverse learners within the classroom. For example,
instructions will be provided both verbally and in written form on the interactive whiteboard. Audio elements,
YouTube clips, images and visual timelines using the Scootle learning pathway on the interactive whiteboard will
also be utilised.
Multiple means of expression Students are provided with a number of opportunities to demonstrate their
knowledge and understanding and express their expression utilising ICT. Students will have the opportunity to
express whilst undertaking the summative assessment using ICT, which will include producing a short film based
on their chosen explorer. Students will also have the opportunity to express through the use of Ipads and the
interactive whiteboard.
Multiple means of engagement This unit has been carefully constructed in hope to engage the students using
a range of diverse mediums. The guest speaker at the beginning of the unit has a purpose of drawing the
students in and generating curiosity in History. The unit has been designed to be hands-on and provide students
with the opportunity to find their own answers utilising the variety of ICT tools below (Ipads, Internet and IWB)
Learning Area
History
Relevant Strands and Content Descriptors
Relevant Elaborations
Skills
Learning Area:
Identify key groups or individuals who
established contacts within Africa, America
and Oceania
Use internet
information
mapping
tools
to
collect
Enduring Understandings
Students will UNDERSTAND that:
Essential Questions
Required Resources
Interactive whiteboard
SMART Notebook
Internet access (Google)
Relevant books/resources
Knowledgeable guest speaker
Scootle learning pathway URL: http://www.scootle.edu.au/ec/pin/MWHVBV?userid=353057
Google Docs
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K-W-L chart
Brainstorming
Mindmapping
Graphic organisers
Observations
Class discussions
Prompts
Questioning
Portfolios
Checklists
Summative Assessment
Peer feedback
Exit cards
Practical demonstration
Journal entries
Surveys / quiz
Work samples
Oral presentations
Anecdotal comments
Design Brief
Students will be required to construct and present a research project in the form of a short video based on the
original hypothesis constructed at the beginning of the project
The short video will be supported by a clear pictorial story which will be utilised as a draft/plan for the video
This inquiry project needs to include clear use of tables, graphs and timelines to represent the statistical
information collected
A short summary of the collected information regarding the chosen world explorer including the graphic
representations used within the video, images and key information
Assessment Rubric
Students will be assessed against an analytical assessment rubric based upon the year 4 achievement
standards within History, the numeracy capability (level 3) and the ICT capability (level 3)
Strategic Questioning
Utilise open and closed questioning at specific stages of the unit/lessons
Ask students why and how when in discussions (prompt students for further information)
Encourage students to ask and answer each others questions
Build on and utilise the wrong answers that students provide
Provide students with sufficient time when answering and asking questions
Respond positively to all students answers
Distribute the questions around the class (choose students with hand up and also students who dont to
check for understanding)
Provide students with both written and verbal feedback consistently during the unit
Include strengths/positives within the feedback where
9 applicable and praise these points
Provide students with constructive feedback when discussing the criteria that hasnt been yet met, advise
the students on how to better their achievement
Peer Feedback
Students will be provided with the opportunity to draft each others pictorial story (put students into
partners and highlight, discuss and provide constructive feedback of each others work)
Students will also be provided with a rubric that they can mark against when viewing/reading the research
projects
Student Self-assessment
Students will be instructed to undertake an exit card after each history lesson (ask questions regarding the
lessons content)
Students will also be provided with the opportunity to mark their own work before submitting their
final copy (aims to help students focus on the positives of their assignment and to also discover
areas that may need further development
Formative use of summative assessment
Firstly, the rubric will be thoroughly explored and deconstructed as a class to the ensure the students
have a clear understanding prior to starting their inquiry
Students will be provided with a step by step checklist to ensure that they were meeting the achievement
standards within the rubric
Through-out the unit, the rubric will also be revisited as a class to ensure students still withhold the
appropriate understanding of the summative assessment and also to ensure that there is enough time to
assist students in changing elements if applicable
10
Designer: Erica
Goodfellow
Tuning In (2 lessons)
Use the IWB to generate a class discussion based on defining a world navigator or explorer (pre-assessment)
Begin discussion as a class, split class into pairs and undertake further discussion/brainstorming/ask
questions, share as a whole and provide books/technology to find answers/examples of explorers
Invite a guest speaker to the class who has knowledge and understanding in the area of explorers in the 18 th
century, students can pre prepare questions to ask to generate discussion/inquiry
Assessment: discussions, brainstorming and exit card
Allow students to explore the resource on the Scootle learning pathway (utilise ipads to explore the interactive
timeline)
Students to choose one explorer from a list provided by the teacher and begin to explore, ask questions and
investigate
A thorough pictorial story will be generated based on key dates and locations to demonstrate the students
collected information (including statistical information)
Assessment: Pictorial study, peer feedback and observations
Students will be required to utilise these skills to then choose an explorer of their choice and develop a
hypothesis (one that interests them) which will be utilised for the research project
Utilise Google Docs to store and represent data
Assessment: discussions, questioning and observations
Students will begin their inquiry into their chosen explorer and their impact upon society and therefore
representing their information in a pictorial story which will be a draft for a short film that they will construct
based on the timeline of the individual
Students will use a rubric to mark each others draft which has to be completed before they begin their film and
have the opportunity to make changes if necessary
The film must include visual representations (graphs and tables) to demonstrate knowledge and understanding
of the explorer
Assessment: peer feedback (rubric), observations, discussions and questioning
When finishing their short film, students will be required to undertake a short summary, discussing
their process and key ideas within the inquiry
Students will have the opportunity to share their film with the class
Assessment: discussions, summative task and observations
Designer: Erica
Goodfellow
Students to reflect upon their own learning and achievements using a simple class activity
Make connections between the skills used in history to surrounding topics/life
Assessment: Exit card, discussions and observations
Designer: Erica
Goodfellow
Learning Intentions
Learning Area(s): History
Content Descriptors:
The journey(s) of AT LEAST ONE world navigator,
explorer or trader up to the late eighteenth century,
including their contacts with other societies and any
impacts. (ACHHK078)
Investigating
Define and plan information searches:
Use ICT to plan an information search or
generation of information, recognising some
pattern within the information
Creating
Generate ideas, plans and processes
Use ICT to generate ideas and plan solutions
Resources
-
Interactive whiteboard
SMART Notebook
An example of the pictorial story
Internet access (Google)
Library access
Scootle learning pathway URL: http://www.scootle.edu.au/ec/pin/MWHVBV?userid=353057
Assessment
Designer: Erica
Goodfellow
(What will be the assessment strategies related to your identified lesson outcomes. (How you will know which students have
achieved which outcomes and record their progress?)
This lesson will continue over the next lesson and therefore these assessment strategies will be applied to both. Purposeful
questioning/prompting will occur throughout the unit, paired with anecdotal notes to keep track of each students progress. The exit
cards undertaken will be written proof from the students, which the teacher will be able to refer to after the lesson. The written
elements of the unit will also be proof of students progress, which will be evaluated upon using the achievement standards. The
formative assessment (pictorial story) will be marked against a rubric and will be primary assessment of the lesson.
Designer: Erica
Goodfellow
Lesson Outline
Refer to
http://www.teachertechnologies.com/the_four_part_lesso
5 min
Activate
This part of the lesson should take 20 minutes.
20 min
Allow students to explore the resource on the Scootle learning pathway (utilise ipads to
explore the interactive timeline)
Show the students an example of a pictorial story to ensure they understand the correct layout
Provide students with the opportunity to explore the internet and library for information
regarding their chosen explorer (students must collect statistical information and represent this
creatively within the pictorial story)
20 min
As this lesson will carry on to the next lesson, students may be continuing on with the inquiry
process and investigating their explorers
If students are ready, the demonstrating stage will include students beginning their pictorial study
which involves the collated statistical information
Students who are working in pairs may need to split the work load into text and illustrations to
therefore undertake the task at the same time
Designer: Erica
Goodfellow
Designer: Erica
Goodfellow
Consolidate / Plenary
This part of the lesson should take 10 minutes.
10 min
How will this lesson cater for the needs of all students?
Students will be provided with a choice in regards to work independently or in a pair
Instruction will be provided verbally and in written form
Students will be provided with a number of different ways to collect information
The task includes illustrations and written elements
Students are provided with a choice of technology or hand writing to note information
Those who need to be challenged have the opportunity to do so in this subject/content
What questions will you ask to evaluate students learning, the design of the lesson and your
teaching effectiveness?