Beruflich Dokumente
Kultur Dokumente
S00117249
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
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
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
General Capabilities
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
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
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?
Perspective
Graffiti wall
(intrapersonal/i
nterpersonal)
Child
sponsorship
Video: The
different faces
of indonesia
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)
Tayla Corrigan
S00117249
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
strategy
(interpersonal)
Tayla Corrigan
S00117249
Reflecting &
discussion
How are
children
affected by
poverty?
Lesson
adapted from
Teach Unicefs
guideline
Sashas story
video
http://teachuni
cef.org/explore/
media/watch/s
hashas-story
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
S00117249
Sorting Out
2 lessons
Incursion: Guest
speaker
Statistics and
Circle of
Poverty
activity
VIDEO: Anti
Poverty week
St. Vincent De
Paul Guest
speaker
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?
Differentiated
tasks
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
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.
10
Tayla Corrigan
S00117249
3-4 lessons
poverty than
others?
Taxonomy)
Reflective
journals
Taking
Action
5 lessons
Attitude
survey
Reflective
journal
Active learning
and teaching
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 and
level of engagement
with this unit.
Formative
assessment:
Reflective journal
question
Communityinvolvement
11
Tayla Corrigan
S00117249
12
Tayla Corrigan
S00117249
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/
13
Tayla Corrigan
S00117249
14