Differentiation

Name and student #: Erica Goodfellow (2107764)

RAFT Topic: Australian States
Curriculum Area: Geography
Year Level: 3
Learning Objectives: As a result of
completing the RAFT activity, students
will:
Adapted from the Australian
Curriculum:
The representation of Australia as
states and territories, and Australian
major natural and human features
(ACHGK014)
Understand that (Concepts, principles,
big ideas)
- Australia is one whole country and is
separated into states and territories
- Each state contains major natural features
such as rivers, deserts and rainforests
Know (e.g. facts, vocabulary, dates,
information)
- The 7 Australian states and territories
- The major natural features within each
state
- Where we live on the map and where this
is compared to surrounding places
Be able to (do) (Skills, processes)
- Name and demonstrate their knowledge of
all 7 states and territories in Australia
- Name and describe natural features in
each state
- Demonstrate knowledge of and explain
where they live on the map

This RAFT is differentiated by:

Readiness
Interest
Learning Profile
(Mark all that apply)
When and how this RAFT will be used in
the context of the lesson and/or unit
(e.g., as an introductory hook activity for
the unit, as a formative or sense-making
activity, as a differentiated assessment piece,
etc.):

The differentiated RAFT task will be

utilised within the lesson to explore the
Australian States, the different cultures,
environments and places across states
and the major natural features. This
lesson, including the RAFT activity will be
utilised as an introduction to a unit of
Australia in a geographical sense. After
this lesson, the unit will begin to explore
the Torres Strait Islander cultures and
histories within Australia by using
language maps to demonstrate how
Australia was (and still is) divided into
Aboriginal countries and places. The unit
will also allow students to make a clear
comparison between Aboriginal countries
and how these are different to the
boundaries between Australian states and
territories to gain an appreciation about
the different ways Australia can be
represented
How students work will be evaluated
(i.e., How will you know that students have
achieved the objectives through their
completion of the RAFT?):

Whilst students are undertaking the RAFT

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

activity, observational methods and

anecdotal notes will be undertaken to
ensure the students are progressing. A
rubric has been constructed which allows
the students to be graded overall on their
piece that they have created and their
knowledge and understanding of the
above concepts.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Lesson Title: The Travelling Possums

Preassessment of Students Readiness
See Appendix A: Preassessment What do you know about Australia?
At the end of the previous lesson, students will be required to undertake the
worksheet provided in Appendix A, What do you know about Australia?. The
worksheet will ask students 5 different questions regarding where students live and
knowledge and visual understanding of Australian states and natural features. The
worksheet will also incorporate a variety of different written questions and visual
images of Australia to assess prior knowledge of understanding Australian states and
geographical location of them on the map. This worksheet will assist in determining
which tier (group) the students will be placed in during this lesson to undertake the
RAFT activity.
Group A Students were able to correctly answer all questions on the worksheet and
provide extra explanation where required.
Group B Students could answer a majority of the questions, however there were
some gaps.
Group C Students required assistance to undertake the worksheet and could not
answer questions independently. They demonstrated little to no prior knowledge of
Australia and its states.

Lesson Sequence

Lesson Plan
Explanatory notes

Introduction
All students sitting on the floor for the
introduction to the class:
All students will take part in
reading the Kaurna acknowledge of
land from the smartboard (Refer to
Appendix B for example of
acknowledgement)
The picture book Possum Magic is
introduced to the students
Questions are asked at the
beginning, middle and end of the

Resources:
Smart board (blank map of
Australia)
Possum Magic book
Map of Australia
Google Earth
Students will begin by reading the Kaurna
acknowledgement of land and if students
have not undertaken this prior, explain it
to the students and the importance of

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

book to ensure students

understanding of the storyline.
A blank map of Australia is placed
on the smartboard and students
are required to draw and write the
states on the map as a class
Discussion regarding the
connections of the book Possum
Magic, Australia and its states is
generated amongst students (can
be done by using a large map
which includes detailed information
of Australia)
Use Google Earth to show students
Australia and compare what they
have drawn

Differentiated RAFT Activity:

Students will be introduced to the RAFT
activity sheet and will have the concept
explained to them before they begin. The
RAFT sheets also provides individual
instructions, refer to Appendix C for the
RAFT tasks sheets. All students will be
provided with the opportunity to choose
their own task, which is based on their
own learning profile, however students
who are making their own task must
show the teacher before starting. The
teacher will move around the classroom
to each of these groups. While the
students are undertaking the activity, the
verbal version of the book Possum
Magic may be played during the lesson if
required for some students.
Group A:
- Students are required to choose one
element of the RAFT activity that they
undertake
- Students are required to provide
comprehensive knowledge and
understanding of Australia and provide
more than the basic facts
- Students should also include why they

reading it in todays lesson. This

introduction to the lesson has the aim to
build on and reinforce prior knowledge of
Australia and its states through the use
of Possum Magic. The introduction is
undertaken as a whole group as
authentic conversation may take place
amongst the students, which may
generate curiosity in their learning.
Students will be placed in 3 different
groups of readiness based on the
preassessment quiz at the end of the
prior lesson. Each group will be provided
with a RAFT task sheet with three
different assignments that they can
choose from. The aim of the task sheets
is to accommodate for student readiness
as a result of the 3 different groups, and
different learning profiles within the
classroom that will be evident in the RAFT
task sheet. All students will be working
towards the same objectives and aims of
the lesson, however working at their own
level and within their own learning
profile. Students have been placed into
the 3 groups based on their responses to
the preassessment quiz prior to the
lesson (refer to Appendix A).
Within group A, (which is the highest
level of readiness) the RAFT allows
students to have the opportunity to
choose one element of their task.
Students are required to provide
comprehensive responses to all tasks,
which includes justification of why and
how they undertook the process. All
responses should include comprehensive
vocabulary and punctuation. All students
are also given the opportunity to swap
and change elements of the RAFT table
to generate their own task.
Group B students (being the middle level

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

have made the decisions they have

- Students must demonstrate evidence of
research
- They can also choose their own task
down the bottom, but they must fill it in
and show the teacher before
commencing
Group B:
- Students have the opportunity to
choose one element of the first RAFT
activity
- Students are required to provide
detailed knowledge and understanding of
the Australian states
- Students must demonstrate evidence of
research
- They also choose their own task down
the bottom, but they must fill it in and
show the teacher before starting
Group C:
- Students are provided with all three
RAFT activities
- Students are required to provide basic
information of Australia and the states
and major natural features
- They also choose their own task down
the bottom, but they must fill it in and
show the teacher before starting
- Students must demonstrate evidence of
research

of readiness) are required work the RAFT

task that allows students to have the
opportunity to choose one element of
one of their tasks. Students are required
to provide detailed responses to all tasks.
All students are also given the
opportunity to swap and change
elements of the RAFT table to generate
their own task.
Group C students (being the lowest level
of readiness) are required to work on the
RAFT task and are required to provide
responses to all tasks. All students are
also given the opportunity to swap and
change elements of the RAFT table to
generate their own task.
Students will need:
- Lined paper
-Pencils
- Access to technology if required
- Copy of the Possum Magic book
- Access to a map of Australia

Lesson Closure/ Check for Understanding

Conclusion
- Instruct all students to sit on the floor where the lesson began and to bring
their finished product
- Generate discussion amongst the students regarding Australia and its states
- If any students are comfortable sharing their work, allow them to show the
class what they did and explain the process they undertook
- Collect the students work at the end of the lesson and use the rubric to mark
the students finished work (refer to Appendix D for rubric)
- The discussions before and after the task can also be used as a method of
checking knowledge and understanding

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

References:
ACARA-Australian Curriculum, Assessment and Reporting Authority. (2014).
Retrieved from

http://www.acara.edu.au/curriculum/curriculum.html

Appendix A: Preassessment
What do you know about Australia?
1. Where do you live in Australia?

2. Please circle on the map of Australia where you live

3. Do you know the names of any states in Australia? If yes, which ones? If you
know where they are, write them on the above map.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

4. What is a state?

5. Do you know any natural attractions around Australia?

Appendix B: Kaurna Acknowledgement

We would like to acknowledge this land that we meet on today is the traditional
lands for the Kaurna people and that we respect their spiritual relationship with
their country.
We also acknowledge the Kaurna people as the custodians of the Adelaide region
and that their cultural and heritage beliefs are still as important to the living
Kaurna people today.

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Appendix C: Differentiated RAFT

RAFT Title:

The Travelling Possums

Group A

Instructions:
- Before you start, you must choose one element of the RAFT activity
and show the teacher
- You must provide comprehensive knowledge and understanding of
Australia and provide extensive information about the natural features
of each state
- You should also include why you have made the decisions you have
- You can also choose your own task down the bottom, but you must fill
it in and show the teacher before you start
- Evidence of your own research must be clear
ROLE

AUDIENCE

FORMAT

Geographer

Family

Letter

Travel Agent

Advertisement
(Radio, TV,
newspaper,
billboard)

TOPIC

The top spots in

each state

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Students

RAFT Title:

Annotated
Scrapbook

The Travelling Possums

My own journey
as Hush

Group B

Instructions:
- If you choose the task that has one blank spot, you must fill this in
and show your teacher before you start
- You must provide detailed knowledge of Australia and provide some
information about the natural features of each state
- You can also choose your own task down the bottom, but you must fill
it in and show the teacher before you start
- Evidence of your own research must be clear
ROLE

AUDIENCE

FORMAT

TOPIC

Geographer

Family

Travel Agent

Customers

Advertisement
(Radio, TV,
newspaper,
billboard)

The top spots in

each state

Journalist

Students

Annotated
Scrapbook

My own journey
as Hush

What I did in a
day
(A day in the life
of me.)

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

RAFT Title:

The Travelling Possums

Group C

Instructions:
- You must provide basic information of Australia and the states
- You can also choose your own task down the bottom, but you must fill
it in and show the teacher before you start
- Evidence of your own research must be clear
ROLE

AUDIENCE

FORMAT

TOPIC

Geographer

Family

Letter

What I did today.

(A day in the life
of me.)

Travel Agent

Customers

Advertisement
(Radio, TV,
newspaper,
billboard)

The top spots in

each state

Journalist

Students

Annotated
Scrapbook

My own journey
as Hush

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Appendix D: Rubric
Name: ___________________ Group____________
Research Skills

Writing
mechanics/Speech
and Organisation

Content

Expert

- Uses 3 or more appropriate

resources
- Students own words and
thoughts are expressed
- Clearly explains main ideas

- Many Interesting facts

- Many informative details
- Information is relevant to
the topic and develops topic
with interest

Practitio
ner

- Uses 2 or more appropriate

resources
- Uses some of students own
words
- Finds main ideas but does
not clearly explain them

- Writing is clear and

concise
- Mechanics are used
correctly
- Order of the piece flows
correctly
- Speaks clearly looks at
audience
- Most writing is clear
- Most mechanics are
used correctly
- Order of the piece flows
correctly at times
- Speaks clearly but
softly, looks at audience
occasionally

Apprenti
ce

- Uses 1 resource but did

not search further
- Some information is copied
- Main ideas are not clearly
expressed

- Few facts
- Few informative details
- Some information is
irrelevant

Novice

- Did little or no gathering of

information
- Information is all coped
from resource

- Some writing is clear

- Some mechanics are
used correctly
- Some of the sequencing
is correct
- Speaks softly and
speech does not flow,
looks at audience at
times
- Writing is not clear
- Mechanics are not used
correctly
- Sequencing is incorrect
- Speaks is hard to hear
and doesnt look at
audience

- Some interesting facts

- Some informative details
- Relevant information and
develops the topic

- Too few facts

- No informative details
- Information is relevant to
the topic

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Grade:

Expert

Practitioner

Apprentice

Novice

Students Comments:

Teachers Comments:

EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)