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Tayla Corrigan

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EDSS428 Assignment 3: Humanities Inquiry Unit

Inquiry Planner: Poverty - how can you make a difference?


Level: 5

Term: 4 (Anti-poverty week in October)

Duration: 10 weeks: 2 - 3 lessons per week

All resources, assessments and activities are linked to google docs. Click to open and view.
Rationale
This inquiry unit Poverty how can you make a difference? has been created to engage, inspire and encourage students to become passionate
individuals who want to make a positive difference in the world. Through the carefully chosen reflective activities, differentiated instruction,
technology, guest speakers and assessments, Level 5 students will gain the knowledge and understandings of the actions they can take to effect
positive change (AusVELS, 2015). To engage students in the real world issue of poverty, I have chosen to look at poverty on a local and global
scale, so that they can understand that poverty occurs in many different ways all around the world.
I have incorporated Gardner's Multiple Intelligences into my pedagogy section, creating an inclusive unit that supports different learning styles.
Throughout this unit I have created authentic learning experiences that require students to compare, reflect, discuss and reason which all
develop their investigative and thinking skills and contributes to their ability to participate effectively in society (Gordon, 2000, p. 3). As a class
we are sponsoring a child from The Smith Family, so that it can provide insight into how poverty affects children just like them in the community.
This will hopefully evoke emotional responses from the students to want to take action. I have differentiated learning through complexity tiered
tasks, to value, support and challenge students (Erickson, 2006). The teaching strategies such as circle talk, wrap around, brainstorming and think
pair share have been chosen to build students knowledge and understandings of the underlying issues of poverty and to provoke empathy in
students. I also a created a Blooms Taxonomy poverty matrix, that encompasses a range of higher order thinking tasks with a point system for
students to choose and complete in different lessons.
I have designed a progressive unit of work that allows students to develop their understandings through the Economics, Geography and Civics
and Citizenship domains. Students will understand the interconnections between people, places and environments (AusVELS, 2015), be able to
inquire and investigate issues that are important to them and become informed global citizens through critical and reflective thinking (AusVELS,
2015). I have included a lesson on how poverty affects Indonesia to explore the cross curricular priority of Australias engagement with Asia.
At the beginning and end of the unit, students will complete a diagnostic survey about their attitudes and understandings towards poverty. This
pre and post assessment will identify students understandings, beliefs and attitudes towards the underlying issues of poverty and allow
students to reflect on how their ideas have changed at the end of the unit. There is an ongoing formative assessment throughout the unit with a

Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit

reflective journal that looks at students continuing thoughts, feelings and ideas. Students also have a formative assessment mapping activity
that looks at their geographical and economic knowledge and skills throughout the unit. Then in the taking action part at the end of the inquiry
planner, students will be taking control of their own learning through a summative assessment project. They need to come up with a fundraising
idea for The Smith Family, and they can choose how they would like to create and present it. I have created a student checklist and teacher
rubric to assess the level of engagement students have had with this topic. As a class they will decide which fundraiser they want to put into
action during anti-poverty week to raise money for disadvantaged children. This will allow students to see how they can actively make a
difference to someones life in their local community (Reynolds, 2014, p. 112).
I hope this unit of work will create successful learners, confident and creative individuals, and active and informed citizens (Nayler, 2014, p. 4),
who will be motivated to make a difference.
Key Concepts
Economics: resources, consumer, economic decisions, scarcity
Geography: cause and effect, mapping, place, interconnection, change, environment
Civics and Citizenship: equality, respect, rights and responsibilities,, society, perspectives and empathy
Knowledge and Understandings from AusVELS
Skills from AusVELS
Economics:
- they learn about the nature of the economic problem (scarcity):
that is, that our needs and wants are unlimited but the
resources available to satisfy these wants are limited
- Students learn how their needs and wants are met and
understand their roles as producers, workers and consumers and
recognise the impact of market forces.
- Students consider the nature and meaning of work and its
relationship to other activities in people's lives, including leisure.
- They examine various types of work and enterprise in a range of
settings, including home, school and the community, and
identify the different natures of paid and unpaid work.
Civics and Citizenship:
- Students research an issue, or issues using a range of resources
including electronic media. These could include current local,
national and global issues; for example, natural disasters and

Economics
- Students practise contesting ideas, debating and using evidence to form
and express opinions on economic issues that interest and/or have an
impact on themselves and on society, particularly their local community.
- They develop an ability to identify, collect and process data from a range
of sources, including electronic media, and to interpret tables, charts and
graphs displaying economic data.
- They learn to clarify and justify personal values and attitudes about issues
affecting the economy, society and environment.
Civics and Citizenship (Australian curriculum)
- Interact with others with respect, identify different points of view and
share personal perspectives and opinions (ACHCS031)
- Work in groups to identify issues and develop possible solutions and a
plan for action using decision making processes (ACHCS032)
- Reflect on personal roles and actions as a citizen in the school and in the
community (ACHCS034)

Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit

human rights issues. They consider actual and possible actions


by citizens and nations in response to the issue/s
They investigate the social and political links between Australia
and other countries in the Asia Pacific region and explore global
developments and their potential impact on Australia. They
understand that protecting the environment requires that
people work together as citizens and consumers and participate
in appropriate actions to effect positive change
They present a point of view on a significant current issue or
issues and include recommendations about the actions that
individuals and governments can take to resolve issues.

Geography (Australian curriculum)


- Develop geographical questions to investigate and plan an inquiry
(ACHGS033)
- Interpret geographical data and other information, using digital and
spatial technologies as appropriate, and identify spatial distributions,
patterns and trends, and infer relationships to draw conclusions
(ACHGS037)

Geography:
- The location of the major countries of the Asia region in relation
to Australia and the geographical diversity within the region
(ACHGK031)
- Differences in the economic, demographic and social
characteristics between countries across the world (ACHGK032)
- The various connections Australia has with other countries and
how these connections change people and places (ACHGK035)

Standards AusVELS
By the end of Year 5 Geography, students explain the characteristics of places in different locations at the national scale. They describe the interconnections
between people, places and environments and identify the effect of these interconnections on the characteristics of places and environments. They describe
the location of selected countries in relative terms.
By the end of Year 5 Civics and Citizenship, students develop questions and use information from different sources to investigate the society in which they
live. They identify possible solutions to an issue as part of a plan for action.
By the end of Year 5 Economics, students are increasingly independent, flexible and self-motivated, and can organise their thinking and understand processes
such as research, critical thinking and problem solving. They are supported to research issues that are important to them, learning to frame their own
investigations, reflect on their findings and report their conclusions.

Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit

Cross curricular priorities

General Capabilities

Asia and Australias engagement with Asia

Information and communication technology (ICT) capability


Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding

Tayla Corrigan
S00117249
Area of
Inquiry
Study &
Questions
key
concepts
Tuning In
What does
living in
poverty
Poverty is
mean to
local
you?
and global

1-2 lessons

EDSS428 Assignment 3: Humanities Inquiry Unit


Tasks

M&ms introduction (see


attachment for instructions)
Pre assessment - attitude survey
Class continuum: read statements
from the poverty attitude task. Ask
students to stand on an imaginary
line/continuum to show where
they stand on certain issues.
Ask students to justify their choice
and have a class discussion.

After discussion hand out world


maps for students to complete
individually (activity in resource
list)

Ask students to reflect in their


journals under the question What
does living in poverty mean?
Then use the wrap around strategy
for students to share responses
with the class.

Pedagogy
(Gardeners
Multiple
intelligences)
Discussion
(verbal linguistic and
interpersonal)
Pre assessment:
attitude survey
(intrapersonal)
Group work
(body/kinaesthe
tic & verbal
linguistic)

Resources

M&m
introduction

Attitude
survey

Wrap around

Assessment

WHY

Below are pre


and post
assessments for
this unit

It will identify students


understandings, beliefs
and attitudes towards
the underlying issues
of poverty and allow
students to reflect on
how their ideas have
changed at the end of
the unit.

Diagnostic
Attitude survey

Formative
Reflective
journals

To see students
feelings, ideas and
understandings about
key issues throughout
the unit.

Mapping
(picture/spatial)
Wraparound
(verbal/linguisti
c)

Formative
Mapping
activity

To assess geographical
and economic
knowledge and skills at
the start of the unit.

Tayla Corrigan
S00117249
Preparing
to Find Out
2-3 lessons

Are there
people living
locally in
poverty? Or
does poverty
only exist
overseas?

Who has
enough in
the world?
Who
doesnt?

EDSS428 Assignment 3: Humanities Inquiry Unit


Watch Jack Black video to evoke
emotional responses from
students. Discuss how it makes
them feel and then introduce the
below
LocallySmith family: Introduce the child
we will be sponsoring as a class
and discuss how he or she is a child
just like them who does not have
enough money to buy books, a
uniform or food.
How do you think this would affect
your well-being?

Perspective

Graffiti wall
(intrapersonal/i
nterpersonal)

Child
sponsorship

Video: The
different faces
of indonesia

GloballyWatch the video Different faces of


Indonesia - Discuss any terms they
may not understand (eg. economy,
inequality). Have students
individually answer the questions
below to add to a class graffiti wall
which will then be discussed:
How does Indonesia differ from
Australia?
What are the contributing factors
to poverty?
What does poverty look like in
Australia?

Video: Actor
Jack Black
goes to
Uganda

Group work
(verbal
linguistic,
logical)

http://splash.ab
c.net.au/home#
!/media/100383
4/the-differentfaces-ofindonesia

Give the
students their
maps from the
first session to
add to (adding
new knowledge)

Assign students partners make


sure the ability levels are spread
evenly to support the learning of
all students. Give pairs a different
country to research the statistics

Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit


(see statistics activity).
Students will then be introduced to
Google Earth and they will explore
the country they have been
assigned on the iPads with their
partner.
Next get pairs to combine (4
students to a group). Each student
is to compare and discuss countries
statistics and individually graph
(bar, pie etc) these results. Each
group will then present to the class
there comparison and give reasons
as to why these might be.
As a class list the countries from
wealthiest to poorest on the
board. Using pins have the
students mark on a map where
their country they researched was.

Think, pair,
share
(interpersonal)
Graphing
Comparing
(logical/interper
sonal/verbal)
Reasoning
(verbal/interper
sonal)

Ipads
Statistics
activity
Gapminder
(can be used
as a resource
for statistics
research)
Google Earth

Large world
map
Finding Out What are the
contributing
3-4 lessons factors and
consequence
s of poverty?

Circle talk: ask students what they


think living in Poverty means? And
what some of the contributing
factors to poverty might be? How
would you live on under a $1.50 a
day?
- have students in two circles (one
circle within another) so that
students can face each other and

Circle Talk
strategy
(interpersonal)

Tayla Corrigan
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EDSS428 Assignment 3: Humanities Inquiry Unit


share ideas and opinions with the
person they are facing.

Reflecting &
discussion

Reflect afterwards if anyone wants


to share their thoughts.

How are
children
affected by
poverty?

Have students locate Haiti on the


class large map and then ask them
to tell you what they know about
the country and region. If they
dont know already, explain that
Haiti was hit by an earthquake in
January 2010 that killed 217,300
people3 and left hundreds of
thousands of children vulnerable.
Explain that the class will be
learning about the life of a 14-yearold girl from Haiti named Shasha,
who lives in extreme poverty.

Lesson
adapted from
Teach Unicefs
guideline
Sashas story
video
http://teachuni
cef.org/explore/
media/watch/s
hashas-story

Watch the video: Sashas story


and have the students take notes
Afterward discuss the following
questions as a group:
-What did Shasha say she wants to
change about her life?
-What are some signs of poverty in
Shashas life?
-What are the reasons for and
against Shasha focusing on work
instead of school?
-What signs did you see of Shashas
strengths in dealing with poverty?
Individual activity in learning
journal - responding to Sashas

Note - taking
(intrapersonal/i
nterpersonal)

Brainstorming/g
roup work/head
talk strategy
(Interpersonal/verb
al/linguistic/logical)

Reflective
journal entries

To see students
feelings, ideas and
understandings
about key issues
throughout the unit.

Reflective
learning
journal
questions (p.2)

Tayla Corrigan
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EDSS428 Assignment 3: Humanities Inquiry Unit


story
Complete statistics and Circle of
Poverty activity
(will take more than one lesson)

Sorting Out
2 lessons

Who are the


people that
work to
make a
difference?

Watch anti-poverty week video


about a schoolgirl who volunteers
and helps cook for the homeless.

Incursion: Guest
speaker

Discuss how the guest speaker


coming out today can answer all
your questions about this video
and how you can help through the
mini vinnies program

Statistics and
Circle of
Poverty
activity
VIDEO: Anti
Poverty week
St. Vincent De
Paul Guest
speaker

GUEST SPEAKER: St.Vincents De


Paul - how volunteers help those in
need in the community and to
introduce mini vinnies program
(Link in resources section)
Cycle of POVERTY mind map:
Students will individually create a
mind map on the iPad app
Inspiration Maps.
Differentiated tasks for the mind
map:
Blue group (high): Create a mind
map illustrating the cycle of
poverty and how the causes and

Mind map
(intrapersonal/l
ogical)

Inspiration
Maps

Mind maps to
show students
understandings

To track students
feelings, ideas and
understandings
about key issues as
the unit develops.

Tayla Corrigan
S00117249

Going
Further

What is
essential to
our wellbeing?

EDSS428 Assignment 3: Humanities Inquiry Unit


consequences are linked. Add
possible solutions to help.
Green group (middle): Create a
mind map that shows the different
causes and consequences of
poverty.
Yellow group (low): Create a mind
map that tells me what people
living in poverty might look like.

Differentiated
tasks

These two learning


experiences challenge and
extend students
understandings

Group work
(interpersonal/b
ody/kinaestheti
c/logical/spatial
/verballinguistic)

2 lessons
Lesson 1: Local activity - St.
Vincents De Paul that looks at how
difficult it is for some people to get
by even when they do get help
from the St Vincent de Paul
Society.
Lesson 2: Global Paper bag activity
This game provides insight into
what life is like for poor people
trying to earn a living. Students
have to create paper bags to sell in
classroom and use that money to
survive on for a week. It focuses on
poor children in India.

Making
Connection
s

Why are
some people
more at risk
to live in

Blooms Taxonomy poverty


matrix activities.
I have created a point system
matrix using a range of activities
that are based on Bloom's

Mini Vinnies
activity - How
far does $40
go?

Paper bag
activity

A range of
higher order
activities
(Blooms

Blooms
Taxonomy
Poverty Matrix

Matrix activities

To make connections
about what students
know and feel about
people living in
poverty.

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Tayla Corrigan
S00117249
3-4 lessons

poverty than
others?

EDSS428 Assignment 3: Humanities Inquiry Unit


taxonomy - that allow students to
make connections, draw
conclusions and reflect on what
they have learnt.

Taxonomy)
Reflective
journals

Go through the activities with


students and explain that they
need to pick a number of activities
to make 250 points.

Taking
Action
5 lessons

How can you


make a
difference in
someones
life?

Revisit the child you sponsor from


The Smith Family discuss below:
Discuss how there are students just
like them in schools where they do
not have enough money to have
breakfast, buy clothes or school
books. How do you think this
would affect your well-being?

Attitude
survey
Reflective
journal
Active learning
and teaching

TAKE ACTION PROJECT (resource


list for project, student checklist
and teacher rubric)
Anti - poverty week - after the
students have presented their
projects to the class there will be
an anonymous class vote where
students can choose which
fundraiser we are going to put
into action!
Have students complete attitudes
survey and use a different colour
pen to change their answers if they
have changed.

Teaching others

The Smith
Family posters
for fundraising

Take action:
student
checklist/asses
sment rubric

Post assessment:
Attitudes survey
(To compare how
their attitudes
have changed
from the
beginning)

Summative
assessment
Individual or
group project creating a
charity/
fundraiser to
raise awareness.

It will identify students


understandings, beliefs
and attitudes towards
the underlying issues
of poverty and allow
students to see how
their ideas have
changed at the end of
the unit.

It will identify
students
understandings and
level of engagement
with this unit.

Formative
assessment:
Reflective journal
question

Communityinvolvement

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Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit


Reflective journal response (p.4)
Do you have the power to make a
difference in someone's life?

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Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit

References
Australian Curriculum,. (2015). Humanities and Social Sciences. Retrieved 5 May 2015, from
http://www.australiancurriculum.edu.au/
ABC Splash,. (2015). The different faces of Indonesia. Retrieved 18 May 2015, from
http://splash.abc.net.au/home#!/media/1003834/the-different-faces-of-indonesia
Behind the News,. (2015).Anti-poverty week. Retrieved 10 May 2015, from http://www.abc.net.au/btn/
Erickson,. (2006). The Thinking Classroom (1st ed., pp. 5-10). Sage Publications. Retrieved from http://www.sagepub.com/upmdata/11469_Erickson_Ch_1.pdf
Facing History and Ourselves,. (2015). Teaching strategies. Retrieved 3 May 2015, from https://www.facinghistory.org/foreducators/educator-resources/teaching-strategies/wraparound-whiparound
Gordon, K. (2000). Inquiry Approaches in Primary Studies of Society and Environment. Queensland School Curriculum Council, 3-5.
Retrieved from https://www.qcaa.qld.edu.au/.../research_qscc_sose_primary_00.doc
Nayler, J. (2014). Enacting Australian Curriculum: Making connections for quality learning. Queensland Studies Authority. Retrieved
from https://www.qcaa.qld.edu.au/downloads/p_10/ac_enact_ac_paper.pdf
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3rd ed.). Melbourne: Oxford University Press.
St Vincent de Paul Society,. (2015). Involve your school. Retrieved 4 May 2015, from
https://www.vinnies.org.au/page/Get_Involved/Involve_your_school/

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Tayla Corrigan
S00117249

EDSS428 Assignment 3: Humanities Inquiry Unit

TeachUNICEF,. (2015). Shasha's story. Retrieved 14 May 2015, from http://teachunicef.org/explore/media/watch/shashas-story


The Smith Family,. (2015). The Smith Family, helping disadvantaged Australian kids. Retrieved 10 May 2015, from
https://www.thesmithfamily.com.au/
UNICEF Australia,. (2015). Teachers and Educators. Retrieved 6 May 2015, from http://www.unicef.org.au/EducationalResources/Parents-Teachers-Educators/Teachers-and-Educators.aspx
Victorian Curriculum and Assessment Authority,. (2015). AusVELS. Retrieved 16 March 2015, from http://ausvels.vcaa.vic.edu.au
Yarra Healing,. (2015). Teaching and Learning. Retrieved 8 May 2015, from http://www.yarrahealing.catholic.edu.au/
YouTube,. (2015). Red Nose Day - Jack Black. Retrieved from https://www.youtube.com/watch?v=2v5q-4odj1c

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