_Geography Unit Plan (based on the Australian Curriculum)
(Proforma utilising the 'Backward Design' model by Wiggins and McTighe 1998, 2005*) School and Class Description Clarendon Primary School is a small school located in the Adelaide Hills. My class is the grade 3 class which has a total of 26 students with a diverse range of learning skills.
Please note I do not have access to a SmartBoard. Year Level 3 Unit Length 6 weeks: 3-4 lessons per week at 45-60 minutes per lesson
Unit title Climate Around the World
Integrated with other Learning Areas Science, history, mathematics, and English (take time in these other lessons to do work related to this unit)
Strands o Geographical Knowledge and Understanding o Geographical Inquiry and Skills
The Geographical Inquiry Process - skills o Observing, Questioning and Planning o Collecting, recording, evaluating and representing o Interpreting, analysing and concluding o Communicating o Reflecting and responding
Geography Concepts
o Place o Space o Environment o Interconnection o Sustainability o Change o Scale
Highlight which skills, concept/s, capabilities and cross curriculum priorities you will be focussing on General Capabilities
Literacy Numeracy ICT competence Critical and creative thinking Ethical understandings Personal and social capability Intercultural understanding
Cross Curriculum Priorities
o Aboriginal and Torres Strait Islander histories and cultures o Asia and Australias engagement with Asia o Sustainability
*Wiggins, G & McTighe, J (2005) Understanding by Design, Pearson
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Stage 1 Identify Desired Results 'What is worth knowing? Aim/s What curriculum aims relate to this unit? To create a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world To gain a deep geographical knowledge of their own locality, Australia, the Asia region and the world To enable students to think geographically, using geographical concepts To enable competent, critical and creative users of geographical inquiry methods and skills To develop informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world. The Big Idea What is the big idea of the unit? It must be global, universal, something students can understand The Earth is made up of diverse climate zones which can influence where and how people live. What key inquiry questions will guide the learning? - What is climate and how is climate different to weather? - Why is it important to study the weather and climate? How does weather affect our daily lives? - How does climate influence where humans choose to live? - What are the different climate zones of the world? - What biomes are found in different the different climates? - How can humans survive in the different biomes? - How would life be different if I lived somewhere else? Geographical knowledge & understandings This unit draws upon the following content descriptors for grade 3 geographical knowledge and understandings to investigate the different climates of the world and the significance of climate on human life: o The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) o The location of Australias neighbouring countries and their diverse characteristics (ACHGK016) o The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) Geographical inquiry and skills o Develop geographical questions to investigate (ACHGS019) o Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) o Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) o Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology o Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025) 3
Differentiation: for learners ranging from Additional Needs to Gifted & Talented Modifications will be made for the diversity of learners by differentiating through student interest and learning styles.
Student Interest: By using a Learning Menu for the summative assessment the students have a variety of activities to choose from. This means that the potential to engage students by interest is increased rather than if the students were simply given a set activity. Furthermore, a Learning Menu allows the students to assume some responsibility in their learning by allowing them to make decisions that relate to their learning.
The activities in Learning Menu have incorporated the use of art, ICT, creative writing, and oral presentations. This aims to appeal to the students different interests and motivate them to really throw themselves into the activities.
Learning Styles: This Learning Menu incorporates a range of activities that cater to different learning styles. The Learning Menu caters for linguistic, visual, and verbal learners. Furthermore, because the Learning Menu requires the completion of numerous activities students are given the opportunity to experience success in their areas of strength but also develop in areas they are weaker in.
Stage 2 Determine acceptable evidence 'What evidence will show what students know, understand and can do? Assessment tasks and tools What formative and summative tasks will provide evidence of learning? Formative: o Think/pair/share what is climate and how is climate different to weather? o Paired interview on what do you know about our weather and climate? How do these factors affect you? o KWL chart o Participation in class discussion o Blank map of the world pre-assessment o Think/pair/share how is this map different to your own? What do you notice about the MapMaker map? Why do you think this might be? o Blank map of the world follow up assessment o Group biome investigation, shared with the class o Earth Observatory website missions: great graph match and to plant or not to plant o Biome group mind map and investigation, shared with the class o Mock role play demonstrating cyber safety o Cyber safety exit cards o Questions posed for pen pal o Collaborative class map on MapMaker Interactive conducted in pairs o Graph comparing temperature and rainfall of Australia and another place, conducted in pairs o Venn diagram comparing Australia to another place o Timeline comparing their life to their pen pals life o Oral presentation on their pen pal friend o Reflective mind map Summative: o Learning menu o Suitcase and letter final activity 4
What assessment tools will you use? Observation and anecdotal records will be used to assess the formative tasks. A checklist and rubric will be used for the learning menu and a rubric will be used for the suitcase and letter activity. Types of Assessment Tasks o oral presentations o work samples o Earth Observatory missions o Posters o mind map o time lines o graphing and interpretation o pose questions o portfolios/reflections o visual images & prompts o discussions o role play o Venn diagram o letter Assessment Tools o observation o anecdotal records o rubrics o checklists
Achievement Standard/s: By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.
Stage 3 Plan Learning Experiences and Instruction: What learning experiences will enable students to achieve the desired results? Learning experiences (based on Kath Murdochs inquiry model*) Resources Tuning in Think/pair/share what is climate and how climate is different to weather? Pairs share their ideas with the class; differences are brainstormed on the white board in the form of a chart. View: http://www.watchknowlearn.org/Video.aspx?VideoID=3541&CategoryID=2671 (add anything the students have missed to chart). Students complete KWL chart at the end of the first lesson. Develop critical thinking skills. o Discuss: Why is it important to study the weather and climate? How does weather affect our daily lives? How does climate influence where humans choose to live? Create a mind map on the white board. o View climate of Adelaide on MapMaker Interactive. Discuss: What is the climate of Adelaide? What about the climate of Clarendon? Paired interview what do you know about our weather and climate? How do these factors affect you? Students share ideas with the rest of the class. o Discuss do you think the climate of Adelaide is the same for the whole of South Australia? Why/why not? What about the whole of Australia? View MapMaker Interactive to analyse the climate of South Australia and then the whole of Australia. View Climate and Weater video by NASA: http://www.watchknowlearn.org/Vide o.aspx?VideoID=3541&CategoryID=2 671 MapMaker Interactive: http://education.nationalgeographic.co m/education/mapping/interactive- map/?ar_a=1 View youtube video Basics of Geography: Climate: http://www.youtube.com/watch?v=95T tXYjOEv4 World map templates 5
o Discuss: Do you think the climate of the world would be the same as Australia or different? Why/why not? Provide students with a blank map of the world. Ask them to colour where they think is the coldest and where they think is the warmest and the places in between (ie the different climates), then ask them to label the 5 major continents of the world. View the climate zones of the world using MapMaker Interactive; compare these results to the students coloured maps. Think/pair/share how is this map different to your own? What do you notice about the MapMaker map? Why do you think this might be? View youtube video: http://www.youtube.com/watch?v=95TtXYjOEv4 o Provide students with another blank map of the world. Ask them to colour in the correct climate zones as shown in MapMaker Interactive, use a key to identify the different climates and write a brief summary of each climate type. Finding Out o Find out what biomes (eg. tundra, rainforest, savanna, taiga, temperate forest, temperate grassland, alpine, chaparral, and desert) are and which climates the different biomes are found in. Divide students into small groups of 2 or 3 and give each group a different biome to research. Groups are to use the following website, http://kids.nceas.ucsb.edu/, to investigate their specific biome. Groups are to take notes on their provided template to share with the rest of the class. o In small groups of 2 or 3 students complete the two missions on the Earth Observatory website, great graph match and to plant or not to plant. o Investigate what sorts of animals live in the different biomes. Could they survive in a biome that they are not designed for? Why/why not? (eg. could a polar bear survive in a desert?) Why is it that humans can survive in all of the different biomes? Divide students into small groups of 2 or 3 and give each group a different biome. Mind map what students already know, how do humans survive in this biome?, then groups are to research using the internet and find specific examples. Groups share their findings with the class. o Watch Timon/Pumba safety smart youtube video (cyber safety). Students are put into pairs and will participate in a mock role play of emailing another student in their class, practicing cyber safety. Regroup and create a list of class rules for safe use of the internet. Students complete exit cards at the end of the lesson. o Set up pen pals on http://www.theteacherscorner.net/penpals/ with a student from another country. Students will interview their pen pal about their life, students will be given a list of the kinds of questions they should ask, they will also be encouraged to form their own questions (this will be an ongoing activity students will check their emails each lesson). o In pairs students will open the class map on MapMaker and use the map to locate another place in world with a similar climate to Australia. Students will put a pin on their chosen place and add a brief summary of that place (climate type, rainfall, population, any significant natural features etc) and how it is similar to Australia. Students will save their work which will create a collaborative class map. Using the projector we will then analyse the class map together. o In pairs students will use the internet the research a place with a Kids do Ecology website: http://kids.nceas.ucsb.edu/ Earth Observatory website: http://earthobservatory.nasa.go v/Experiments/Biome/index.ph p MapMaker Interactive: http://education.nationalgeographic.co m/education/mapping/interactive- map/?ar_a=1 Class laptops Internet searches Timon/pumba safety smart video http://www.youtube.com/watch ?v=M-njh8mFvVk Exit cards Teachers Corner Pen Pals: http://www.theteacherscorner. net/penpals/ 6
different climate to Australia. Students will compare the average temperature and rainfall of Australia and their chosen place and will graph their results using excel. Students will compare their graphs and pose questions about their graphs. They will use the internet to try and answer their questions. o Students will choose another place in the world to compare to Australia. Using the internet they will find information to compare how the two places are similar and how they are different (eg. climate, seasons, biomes, native flora and fauna, population, type of housing etc). The students will then create a Venn diagram to compare the two places. Sorting Out o Create a timeline comparing the daily life of your pen pal and your life. o Oral presentation to your class talking about your new pen pal friend! Where they are from, the climate, how far away they are etc. o Introduce students to inquiry based questions what would life be like if I lived somewhere else? students choose a destination. Poster paper Going Further o Students are given a learning menu from which they can choose the activities that when completed will make up their portfolio based on the inquiry question what would life be like if I lived somewhere else? (please refer to appendices) o Students are given time to complete their learning menu. (dioramas) Learning menu Laptops Internet searches Making Conclusions o Students individually create a mind map based on what they have learnt from this unit of work. Poster paper Taking Action o Students write a letter to a prospective exchange student from Australia travelling to another country (it will be the country from their inquiry based project) for a semester of school. Students should explain what the exchange student needs to bring (eg. clothes appropriate for climate), how they are expected to behave in the country (any important cultural rules/customs), and what attractions they might like to visit whilst on exchange etc. The students will then use a template of a suitcase to stick their letter onto and decorate with pictures of the items that their exchange student will need (these can be cut from magazines, drawn, or printed from the internet etc). Laptops Internet searches Suitcase template Magazines
Thinking Tools o KWL Prior Knowledge o Creative Problem Solving o Extended brainstorming
o Mind Map o Paired interview
o Think/pair/share o Class discussions
eLearning Considerations How can ICTs enhance this learning? My technological pedagogical content knowledge is demonstrated throughout this unit. I have 7
incorporated the use of various technologies including the internet, MapMaker Interactive, videos, laptops, and email. The use of short educational videos is beneficial to all students, particularly visual learners. The videos provide meaningful learning experiences as they are typically more engaging than students being lectured or made to simply take notes. The use of MapMaker Interactive allows for the creation and advancement of various learning pathways. The use of email allows students to connect with a student from another place and learn about their life and where they live in a motivating and meaningful way. The use of laptops and internet provides students with the opportunity to improve their computer literacy and practice independently searching for and locating data to support their investigations. Without ICT this unit of work would be not as engaging and motivating for the students and most of the activities would not be possible. The use of technology is combined with pedagogy that encompasses inquiry learning so that students can successfully investigate, study, and understand the content knowledge within this unit.
The three principles of the Universal Design for Learning (provide multiple means of representation, action and expression, and engagement) are used throughout this unit of work. Using TPACK I have designed this unit to cater for the different learning styles by incorporating various ways of presenting information with the use of technology. This unit of work employs written, verbal, and visual activities which are inclusive to all learners. The final assessment task allows for multiple options for expression. The various use of technology combined with hands on class room activities provide plenty of engaging learning opportunities.
Unit Evaluation/Reflections ASSESSMENT of the UNIT: During and at the end of this unit of work a number of reflective questions will be considered. These include: - Were the students interested in the topic and engaged in class discussion and tasks? - Were the student outcomes met? - Were the tasks appropriate for the year level? - How did the students respond to the topic? - What worked well? - What did not work well? I feel that reflecting on this unit of work throughout its duration is just as important as at its conclusion. If something is not working or needs revision it can be implemented straight away rather than waiting until the end of the unit. Therefore, assessment of the unit will take place during and at the end of the topic.
SELF ASSESSMENT: During and at the end of the unit self reflection will be used in the form of the following questions: - Did the students respond well to the topic and learning activities - Were the students outcomes met? - What worked well? - How did the students respond to the topic? - What could I improve next lesson/what could I improve next time I do this unit? - Did I manage time well? - Were my behaviour management strategies effective? - Did I give each child equal opportunity for learning and success? Unit Planner designed by Kingsley Head, 2013 adapted by Jo Fahey 2014: Flinders University josianne.fahey@flinders.edu.au * Murdoch, K (1996), Classroom Connections: strategies for integrated learning, Eleanor Curtain Publishing, Armadale, Victor
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Lesson plan 1: Introductory lesson
Learning Objectives The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) Understand (Concepts, principles, big ideas) Why humans study weather and climate How weather and climate affects human life Know (e.g. facts, vocabulary, dates, information) What climate and weather is and the difference between them. Essential Questions: What is climate and how is climate different to weather? Why is it important to study weather and climate? How does weather affect our daily lives? How does climate influence where humans choose to live?
Lesson sequence:
Time: Activities: Resources:
10 mins Introduction: Introduce students to the topic title Climates of the World. Ask students to think/pair/share what is climate and how climate is different to weather? Pairs then share their ideas with the class. Scribe student responses on the white board in the form of a chart.
White board
Markers
25 mins View climate and weather video by NASA. Ask the students if there is anything missing from the whiteboard in relation to what climate is and how climate is different to weather. Scribe their answers onto the white board.
Discuss: Why is it important to study weather and climate? Brainstorm as a class and then ask the students to copy the ideas down into their geography books.
Divide students into groups of 2 or 3 and pose the question how does weather affect our daily lives? Give each group butchers paper and markers to brainstorm their ideas. Regroup and allow each group to share their ideas. Combine each
Climate and Weather video by NASA:http://www.watchknowlearn.org/Vi deo.aspx?VideoID=3541&CategoryID=2671
Geography books
Butchers paper
Markers Year Level: 3 Curriculum Area: Geography Unit Topic: Climate in the World Lesson length: 45 minutes 9
groups ideas to create a collaborative class mind map on butchers paper. This will be hung in the classroom for students to refer to.
Pose the question how does climate influence where humans choose to live? Then ask the students to think/pair/share their ideas. Pairs then discuss their thoughts with the class. Create a mind map on the white board of student responses.
10 mins Conclusion: Students are given time to complete a KWL chart on climate.
KWL chart template
Assessment:
As this is the first lesson in the unit formative assessment will be used. Students will be assessed by observing their participation in class and group activities and anecdotal records will be made when necessary. The KWL chart will be used as a form of pre assessment and will be used to compare to the students understanding at the end of the unit to gauge the learning and progress made in this unit.
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Lesson plan 2: Cyber Safety and Pen Pals
Learning Objectives The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) o The location of Australias neighbouring countries and their diverse characteristics (ACHGK016) o The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) Understand (Concepts, principles, big ideas) The importance of cyber safety Humans live all over the world in different places and climates, therefore their lives are both similar and different to ours Know (e.g. facts, vocabulary, dates, information) How to be cyber safe The major continents of the world and the location of Australias neighbouring countries Essential Questions: How does climate influence where humans choose to live? How would my life be different if I lived somewhere else?
Lesson sequence:
Time: Activities: Resources:
5 mins Introduction: Ask the students if they know what a pen pal is, allow students to share their ideas with the class and clarify any misunderstandings. Inform the students that very soon they are going to have their own pen pal from another country and that they will be able to communicate with their pen pal via email. However, before they start emailing their pen pal they need to learn about cyber safety. Discuss: What are the dangers when we go online? What do you think cyber safety means?
35 mins View as a class the Timon and Pumba Safety Smart video on Youtube. Brainstorm as a class the main points made about cyber safety in the video. Students are put into pairs and will participate in a mock role play of emailing another student in their class, practicing cyber safety. Regroup and create a list of Safety Smart video from Youtube: http://www.youtube.com/watch?v=M -njh8mFvVk
Butchers paper
Markers Year Level: 3 Curriculum Area: Geography Unit Topic: Climate in the World Lesson length: 45 minutes 11
class rules for safe use of the internet using butchers paper.
Before signing the students up to a pen pal explain that we need to think of some questions that we want to ask our pen pal. Ask the students to think about where their pen pal lives, the climate, the culture, what their daily lives are like etc. As a class come up with some questions that can be asked in their first email. List these on the white board.
Then using the class laptops students will sign up to the pen pal exchange on The Teachers Corner website. The students will then be able to select a pen pal from another school from anywhere in the world using the pen pal map. Then using the questions thought of earlier the students will be able to send an email introducing themselves to their new pen pal.
5 mins Conclusion: Explain to the students that they will be given a couple of minutes every geography lesson to check their emails.
Students will complete an exit card at the end of the lesson that poses questions about cyber safety.
Exit cards
Assessment: In this lesson the students will be formatively assessed. Students will be assessed by observing their participation in class and group activities and anecdotal records will be made when necessary. The exit cards at the end of the lesson will be used to check for student understanding on cyber safety and ensure that any students who are not clear on the importance of cyber safety and how to be cyber safe are given clarification and extra support.
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Lesson plan 3: Concluding Activity
Learning Objectives The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) o The location of Australias neighbouring countries and their diverse characteristics (ACHGK016) o The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) Understand (Concepts, principles, big ideas) Humans live all over the world in different places and climates, therefore their lives are both similar and different to ours Know (e.g. facts, vocabulary, dates, information) The major continents of the world and the location of Australias neighbouring countries Essential Questions: How does climate influence where humans choose to live? How would my life be different if I lived somewhere else?
Lesson sequence:
Time: Activities: Resources:
10 mins Introduction: Introduce students to their final assessment task for this unit of work. Students will use their knowledge from the activities they completed in their learning menus to write a letter to a prospective exchange student travelling from Australia to another country (it will be the country they based their learning menu activities on) for a semester of school. They should explain what the exchange student need to bring (eg. clothes appropriate for the climate), how they are expected to behave in the country (any important cultural rules/customs), and what attractions they might like to visit whilst on exchange etc. The students will then use a template of a suitcase to stick their letter onto and decorate with picture of items that their exchange student will need (these can be cut out from magazines, drawn, or printed from the internet etc).
Suitcase template
Assessment rubric
Year Level: 3 Curriculum Area: Geography Unit Topic: Climate in the World Lesson length: 50 minutes 13
Hand out an assessment rubric to the students and go through the criteria listed.
35 mins Inform the students that they will have two lessons to complete their letter and suitcase. They should aim to have at least their draft letter finished and checked by the teacher by the end of this lesson. Once their draft has been checked they can use the class laptops to type and print their letter.
Allow the students to get started. Circulate the room to ensure students remain on task and provide clarification to students with questions.
Laptops
5 mins Conclusion: Ask the students to turn to the person next to them and discuss their letter, what they have included, and their plan for next lesson.
Assessment: The students will be given two lessons to complete this activity. Their suitcase and letter will be summatively assessed using the following rubric which will be handed out in class as a guide for the students:
Excellent Good Satisfactory Developing Letter is properly set out (addressed, dated, signed, paragraphs etc) and is logically sequenced
Letter includes what the exchange student needs to pack, what they should know about the country/place before they get there, and some attractions that they might like to see whilst on exchange
Spelling, grammar, and use of descriptive language
Originality
Presentation
Effort
Teacher comments:
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APPENDIX 1 Learning Menu Choices: Students have two copies, one will be theirs to keep and one will be handed up to the teacher with their choices marked.
Name: Date:././ Tick the boxes of the activities you will do and hand up to your teacher
COMPLETE ALL OF THE FOLLOWI NG:
Write a summary of your chosen countrys climate. Type it up and include a picture. Once printed it will be combined into a class book of global climates. Imagine you and your family are packing up and moving to your chosen country. Create a list of the pros and cons for moving there. This will be presented to the class in the form of a short speech. Research the average monthly temperature and rainfall of your chosen country/place. Compare this to Australia. Using excel graph your results. Explain what your graphs show.
YOU MAY COMPLETE THESE I F YOU HAVE FI NI SHED THE ABOVE WORK:
CHOOSE 1 OF THE FOLLOWI NG:
Choose a traditional recipe from your country and write a procedural text. Then explain why it is important to your chosen country. Choose one native animal from your country write a fact profile. Make sure you include how the animal is designed to survive in your countries climate! Create a painting illustrating a important biome from your country. Create a diorama of your chosen country/place and label significant features. Using Storybird.com write and publish a story set in your chosen country. Research your chosen countrys national sport. Write a newspaper article describing how it started. Consider whether the countrys climate/biomes played a role in establishing the sport? Can this sport only be played in certain countries (eg. we cannot do skiing in Australia as it doesnt snow)? Has the country been successful in this sport at world events?
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APPENDIX 2
Student checklist for Learning Menu:
APPENDIX 3
Assessment rubric for the Learning Menu:
Excellent Good Satisfactory Developing
Completed one appetizer
Completed all the main courses
Attempted desserts (bonus)
Spelling and grammar
Writing makes sense and uses descriptive language
Presentation
Name:.. Date./../
Before submitting your portfolio of work, please check that you have done the following: Completed one appetizer Completed all the main courses Attempted any desserts (remember this was an option, not compulsory) Have you set it out neatly and labelled the tasks Is your spelling and grammar correct Have you made sure your writing makes sense Have you referenced any information that you found on your own Is everything named and dated? 16