C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Assignment 2 Unit of Work

Erica Goodfellow
2107764
Tutor: Trudy-Ann Sweeney

In what ways does the exploration of an

individual, impact upon the societies
interacted with and the explorer himeself?
Year Level: 4
Learning Area: History
Strand: Historical knowledge and understanding & Historical skills
Duration: 10 Lessons

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.

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Justification

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

In this section you need to succinctly explain:

How you have designed this unit to effectively integrate ICT resources to support teaching strategies
(PK) that engage and expand students numeracy (CK) learning opportunities (Focus Areas 2.5 and
2.6).
How the ICT resources you have selected (including at least one learning object from Scootle),
engage students in their learning.
How you have designed the unit by applying the TPACK Framework, SAMR Model and the 3
Principles of UDL.
Please respond to the following guiding questions:
1. Identify the technologies that will be used by yourself and students in this unit.
Teacher:
Interactive whiteboard (IWB)
SMART Notebook
Scootle
Internet access (Google)
Students:
Interactive whiteboard (IWB)
SMART Notebook
Scootle learning pathway
Internet access (Google)
Ipads
2. As the teacher, how does your use of these technologies draw together your technological
pedagogical content knowledge? Please specify your knowledge of TK, CK, PK and TPACK domains.
Technological Knowledge The knowledge and understanding of the teacher regarding the above five
diverse technologies has meant that they can be effectively integrated within the classroom in hope to engage
students and teach the History content. The technologies that are being utilised have been specifically placed
across the unit and are being used, as they will enhance the lesson, content and outcome of the students.
Therefore, this effective integration is a result of the teachers technological knowledge. The use of a Scootle
learning pathway is an example of this.

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.

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

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)

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Stage 1: Learning Intentions (desired goals)

What is worthy of understanding?

Established Goals: Australian Curriculum

General Capabilities
Numeracy

Relevant Learning Continuum Descriptions:

Estimating and calculating with whole Numeracy

numbers
Recognising and using patterns and
- Interpreting statistical information
relationships
Interpret data displays:
Using fractions, decimals,
Collect record and display data as tables, diagrams, picture
percentages, ratios and rates
graphs and column graphs
Using spatial reasoning
Interpreting statistical information
- Using spatial reasoning
Using measurement
Interpret maps and diagrams:
Interpret information, locate positions and describe routes on
maps and diagrams using simple scales, legends and
directional language
ICT
ICT
Investigating
Creating
- Investigating
Communicating
Define and plan information searches:
Managing and Operating ICT
Use ICT to plan an information search or generation of
Applying Social and Ethical Protocols
information, recognising some pattern within the information
and Practices
- Creating
Generate ideas, plans and processes
Use ICT to generate ideas and plan solutions
Literacy
Critical and Creative Thinking
- Communicating
Personal and Social Capability
Collaborate, share and exchange
Ethical Understanding
Use appropriate ICT tools safely to share and exchange
Intercultural Understanding
information with appropriate known audiences

Learning Area
History
Relevant Strands and Content Descriptors

Relevant Elaborations

Strand: Historical Knowledge and Understanding

Content Descriptor:
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)

Identifying key individuals and groups who

established contacts with Africa, the Americas,
Asia and Oceania during the age of discovery;
examining the journey of one or more of these
explorers (for example Christopher Columbus,
Vasco de Gama, Ferdinand Magellan) using
internet mapping tools, and examining their
impact on one society

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Using navigation maps to reconstruct the journey

of one or more explorers

Placing key events and people of early contact

history in chronological order by creating
timelines and explaining the sequence

Strand: Historical Skills

Content Descriptor: Sequence historical people and
events (ACHHS081)

Relevant links to the Year Level Description

and Achievement Standards:
Year Level Description:
The Year 4 curriculum introduces world history and the movement of peoples. Beginning with the history of
Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation in Australia
and throughout the world up to the early 1800s. Students examine the impact of exploration on other societies,
how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity.
The content provides opportunities to develop historical understanding through key concepts including sources,
continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be
investigated within a particular historical context to facilitate an understanding of the past and to provide a focus
for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and
Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be
integrated across learning areas and in ways that are appropriate to specific local contexts. The order and
detail in which they are taught are programming decisions.
Achievement Standard:
By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that
remained the same. They describe the experiences of an individual or group over time. They recognise the
significance of events in bringing about change.
Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a
range of questions about the past. They identify sources (written, physical, visual, oral), and locate information
to answer these questions. They recognise different points of view. Students develop and present texts,
including narratives, using historical terms.

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Knowledge (key concepts)

Skills

Students will KNOW that:

What will students be able to DO?

Navigators, explorers and/or traders

undertook their journey of the world up to
the late eighteenth century (ACHHK078)

People such as Christopher Columbus,

Vasco de Gama and Ferdinand Magellan
were world explorers in the 18th centaury

Navigational maps are utilised to

reconstruct the journey of the explorer

These explorers connection/contact

impacts upon the society and themselves
in a variety of ways

Learning Area:
Identify key groups or individuals who
established contacts within Africa, America
and Oceania

Examine the journey of one key explorer and

demonstrate key ideas using ICT

Use internet
information

mapping

tools

to

collect

Numeracy general capability:

Collect and record relevant statistical data in
regards to History

Display the collected data using a variety of

methods (tables, diagrams, picture graphs
and column graphs)

Utilise/read maps to locate positions, collect

information and retrieve specific routes taken

Use the scales, legends and directional

language to assist in reading the map

ICT general capability:

Locate and retrieve information using ICT

Utilise ICT to assist in planning and creativity

of task

Share and exchange information using safe

ICT tools with the appropriate audience

Enduring Understandings
Students will UNDERSTAND that:

Navigators, explorers and/or traders

undertook their journey of the world up to
the late eighteenth century (ACHHK078)
Explorers impacted upon the society that they
visited in many ways
Data collection can be displayed in a variety of
modes using digital technology

Essential Questions

Who were the key explorers of the late 18 th

century?
What was their motive?
Where did they explore?
What did they use to assist them in their
exploration?
How has technology changed the way we
explore today?

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
7

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

Stage 2: Assessment For Learning

What evidence will determine understanding?
Evidence will be gathered from:

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)

Formative Assessment Strategies

Refer to http://bit.ly/14746uj

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)

Teacher Feedback (see http://bit.ly/12FlsYZ

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

C3625 Numeracy and ICT (2014)

Designer: Erica Goodfellow

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

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

Stage 3: Planning the Learning Activities

What learning experiences will enable students to achieve the desired results?
Using the Stages of Inquiry Learning
See http://bit.ly/15QsIq8 and http://bit.ly/122fMyq

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

Fin din g Out (2 lessons)

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

Sorting Out (1 lesson)

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

Going Further (3 lessons)

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

Making Conclusions (1 lesson)

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

Taking Action (1/2 lesson)

Generate a class discussion about the importance of the collected information

- Why is it important?
- How can it be used?
Assessment: class discussions, anecdotal notes and observation

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

Reflection (1/2 lesson)

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

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

Stage 4 Lesson Plan

Lesson Number 3
Inquiry Learning Stage: Finding Out

Lesson number in this stage: 1

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)

Strand: Historical knowledge and

understanding
Sub-strand: First contacts

Sequence historical people and events (ACHHS081)

Strand: Historical Skills

Sub-strand: Chronology, terms and concepts
Links to Numeracy general capability

Links to ICT general capability

Interpreting statistical information

Interpret data displays:
Collect record and display data as tables,
diagrams, picture graphs and column graphs

Using spatial reasoning

Interpret maps and diagrams:
Interpret information, locate positions and
describe routes on maps and diagrams using
simple scales, legends and directional
language

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

Specific Learning Outcome(s):

All students must: utilise technology to collect data and relevant supporting information regarding one explorer
provided. All students must also be able to represent their information using a pictorial story form in order to
display the past.
Most students should: be able to provide a clear explanation of the importance of the past and how we utilise
statistical information today. Most students should also be able to display statistical information in a creative
manner and embed it within the story.
Some students could: begin to ask themselves, peers and/or teacher questions to further their knowledge and
understanding. Some students could begin to make assumptions based on their recent inquiry and also
recognise how these skills can be transferrable.

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

EDUC3625 Numeracy and ICT (2014)

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.

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

Lesson Outline
Refer to
http://www.teachertechnologies.com/the_four_part_lesso

5 min

Recap on the prior lesson

Introduce the aims of the lesson
Place the students in pairs who wish to work in a group using the IWB (students use the
hide and reveal tool to be placed in partners) students can choose to work
independently
Use the IWB to provide students with a variety of diverse explorers of the world (include
an image and profile)
Allow students to choose the explorer that they will investigate

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)

D emonstra te (Assessment for Learning)

This part of the lesson should take 20 minutes.

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

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

EDUC3625 Numeracy and ICT (2014)

Designer: Erica
Goodfellow

Consolidate / Plenary
This part of the lesson should take 10 minutes.

10 min

Revisit the aims of the lesson

Generate a discussion amongst the class regarding:
- The task itself
- How their explorers have impacted upon the societies they visited
- How their exploration has personally impacted upon them
- The importance of statistical information and how it can be displayed
- The purpose of exploring history
- Prompt students to begin asking further questions to develop understanding
Provide students to share important information
Instruct students that the task will be continued next lesson

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?

Was the lesson successful? How do I know?

Were the students engaged?
Were the aims of the lesson met?
What could be changed for next time?
Did I utilise the correct questioning and prompting?
Did I provide students with feedback that could be utilised?
Did I provide students with enough time to respond to questions and undertake the task?
Were all students needs accommodated for?
Did I effectively challenge students?