PORTFOLIO URL:

https://www.evernote.com/pub/annjum158/khan_anjum_edu80001at3.docs

RESOURCE 1:

Evidence of resource: http://geogspace.edu.au/core-units/f-4/inquiry-andskills/year-f-4/yf4-is-illus1.html

Justification:
Summary

The resource Geo-Space: Investigate places in which we live, is aimed at

providing teachers with lesson plans for foundation in geography. The resource
uses inquiry based skills to help students identify places they live in and belong
to via viewing them on Google maps as well as describing important features of
familiar places, such as school (Scootle, 2015).

Relation to the Australian Curriculum

This resource aims to cover content descriptor ACHGK001 and ACHGK002, as
students will be becoming familiar with places they live and belong to (ACARA,
n.d). Students will also be creating their own pictorial maps covering descriptor
ACHGS003 (ACARA, n.d.).

The general capability of Numeracy is implemented as students will be

interpreting maps and diagrams by applying their spatial reasoning. Plus when
students will construct their own pictorial maps they will be applying numeracy
skills such as space, place and distance, scale, classifying objects and describing
position and movement of objects (ACARA, n.d.). General capability skill of
critical and creative thinking would also be utilised as students use inquiry to
identify, explore and organise information and ideas (ACARA, n.d.), when viewing
places and features on Google maps or when constructing a pictorial map.
The cross curriculum to sustainability can be a possible link although not directly
addressed, teachers could engage students in a discussion about ongoing
capacity of Earth to maintain all life, including the places and features that are
important to us. The importance of taking care and interacting with the
environment thoughtfully (ACARA, n.d.).

This resource covers achievement standards a) recognise why places are special
to people, b) recognise that places can be represented on maps and a globe and
why places are important to people, c) lastly students observe familiar features
of place and represent these features and their location on pictorial maps and

models (ACARA, n.d.). Teachers can assess these standards via observation, class
discussion, asking questions, viewing ideas before and after making a pictorial
map.
Pedagogy
This resource is largely supported by an inquiry based pedagogy; the identifying
of locations and place activities included in this resource as also age appropriate.
It is via the inquiry process that students will be able to learn to implement a
large variety of geographical skills to aid them in planning, investigating,
interpreting, collecting, analysing and evaluating information (GeoSpace, 2015).
Hence, implementing an inquiry based pedagogy is a sound basis for teaching
using this resource.
In this resource students will focus on locating, observing and describing places
familiar to students using photographic images sourced from Google Earth. It
enables students to explore their school grounds and neighbourhood from a
perspective that is new to them and also get to consider the importance held for
certain places based on different views. The knowledge is then applied in
drawing a simple pictorial. This is suitable to help students take a deep approach
to learning, enage in learning that is related to them and hence driven by
curiosity, and allows students to become independent learners (Killen, 2013).
This resource not only fosters inquiry based skills alone however it also highlights
the importance of the places and features around us, allowing students to
appreciate and realise the important concept around suitability of the world. As
they explore the place they live in and belong to, and describe the features of
these places, they engage in inquiry based skills such as observing, asking
questions, collecting information or evaluating that information (Killen,2013), this
will help contributes to their sense of identity and belonging (Geo-Space,2015).

RESOURCE 2:
Evidence of resource:
http://www.weareteachers.com/lessons-resources/details/thedifference-between-wants-and-needs
Justification:
Summary
We are the teachers teacher resource provides lessons plans regarding
economics and business topic specifically on the difference between needs and
wants. This lesson is designed for a year 5. The resource focuses on small group
work to help deeply reflect and understand this difference.
Relation to the Australian Curriculum
This resource mainly aims to address content descriptor ACHEK001 (ACARA,n.d.),
even though the second half of this descriptor is not directly addressed,
discussions around this can be introduced once the students are asked to make
decision about their needs and wants when starting a new society with limited
resources. The content descriptor ACHEK003 (ACARA, n.d) is also not directly

covered within this resource however towards the end when students are asked
to reflect on why they made those decisions, what influences may they be under
to make those decisions.
The cross-curriculum priority of sustainability is covered within this resource as
students will reflect upon limited resources and appreciate how readily our needs
and wants are available to us. Overall importantly understand the priority of
sustainability in our lives. The general capability of numeracy is relevant as
students will be using their critical and creative thinking to make decisions
throughout the task, students will be involved in Identifying, exploring and
organising information plus ideas (ACARA, n..d).
This resource will help support the following academic standards, a)distinguish
between needs and wants and recognise that choices need to be made when
allocating resources, b) they recognise that consumer choices are influenced by
a range of factors (ACARA,n.d).
Teachers may assess these standards by viewing the list of needs and wants
made, plus the cut backs students made to those cards based on the limited
resources identified and the way students will justify choices.
Pedagogy:
This resource is a play based activity however the main pedagogy used to
support this resource will be group work. Stahl (1997) stated that students will
become more academically successful working in groups and through discussion
than working alone. Using small group work minimizes teachers assistance and
constant instruction.
This resource supported by group work will help students develop a deeper
engagement with the task, develop social skills, learn to work collaboratively,
share and respect different perspectives, widen understanding via productive
interactions (Johnson, Johnson and Stanne, 200; Killen, 2013; Abramhi and
Chamber, 1996). Students will be able to plan and manage time more efficiently,
develop stronger communication skills, refine understanding through explanation
and group discussion. (Teaching Excellence & Educational Innovation, n.d.).

This resource encourages students to reflect on their own thinking, listen to their
peers and become involved in critical discussions regarding their choices.
Students will be exposed to various viewpoints and arguments that will help
bring clarity to their own thoughts and decisions. It provides students with a fun
interactive play based activity to widen their understanding and keep them
actively involved in the learning of these concepts.
RESOURCE THREE:
Evidence of resource:
http://www.learnnc.org/lp/editions/mini-election-elem/7617
Summary:
Learn NC. Holding a class election is a lesson plan to be carried out in 3-4
lessons. It provides practical experience on how democratic decisions are made

via allowing students to carry out a democratic process of election. This resource
is being used to teach civics and citizenship to a Grade 3 class.

Relation to the Curriculum

This resource aims to cover the content descriptor ACHCK001. Adhering to the
elaboration of the descriptor this resource will also involve the whole class to
become active by giving their vote. Content descriptor ACHCK003, may also be
partially introduced as the students will become informed of ways they can
actively participate in the community. The general capabilities that will be
addressed in the activity include a) critical and creative thinking- applying logic
and reason, posing questions, clarifying questions, b)personal and social
capability- make decisions, contribute to civil society, appreciate diverse
perspectives, c)ethical understanding: explore rights a responsibilities, reason
and make ethical decisions. (ACARA, n.d.)
Although not directly introduced cross curriculum priorities topic of ATSI histories
and culture maybe discussed, the exclusion of Aboriginal people from voting and
participating in democratically held processes can be explored.
Academic standards that will be achieved using this resource includes students
explaining how decisions can be made democratically. Describing how people
participate in their community as active citizens, sharing their views on an issue
and presenting their ideas and opinions using civics and citizenship terms
(ACARA, n.d).
Teachers may assess these standards by checking for logical decision making,
observing group and class discussions.

Pedagogy
This resource supports the pedagogical practice of hands-on activities. As
students construct their own ballot papers, and voter registration cards, voting
booths, propaganda posters they will learn by not only working their brains but
also using their bodies to utilize those ideas that their brains produce. Activities
that involve movement, talking , and listening stimulate various parts of the
brain because of which students are much more likely to remember the
information that they are engaging with. If you're only listening, you're only
activating one part of the brain, but if you're drawing and explaining to a peer,
then you're making connections in the brain"( Cleaver,n.d.).
Movement exercises introduced within hands-on pedagogy can improve
concentration, attention and performance. It helps learners absorb more
knowledge, it increases blood and oxygen flow to brain which activates more
brain activity which provides more efficient learning (Van, 2012). Using the body
to learn is a simple yet efficient way to encourage students to learn and more
importantly to remember the content (Lengel and Kuczala, 2010). This resource
will engage students in learning new information about the election process and

the candidates as they can make practical use of that information by physically
helping their group make posters or placing a vote in the box.
Becky Hicks states that students are more engaged and focused when they're
working on hands-on projects, the best way to engage kids' brains is by having
them move their hands (Cleaver, n.d.). This resource provides students with the
opportunities to engage in hands-on activities, simultaneously learn and help
remember the content more confidently.

RESOURCE FOUR
Evidence of resource: http://www.dannypettry.com/ebook_emotions.pdf

Summary:
The resource Exploring Emotions aims to increase awareness of emotions
experienced as well as ability to identify and reflect on the different situations
these emotions are felt in. This resource includes various well planned lessons
around the topic of emotions. This lesson focuses on pages 5-7.
Relation to the Australian Curriculum:
This resource is being used to teach the wellbeing and mental health discipline
for prep level and addressing content descriptor ACPPS005 (ACARA, n.d.). This
resource also covers the elaborations listed under this descriptor; identifying
various emotions of people such as happy, sad; learning and applying the correct
terminology to display their feelings in different circumstances and lastly
recalling and sharing emotional responses in different forms (ACARA, n.d.).
The general capabilities covered via this resource include a) literacy:
understanding texts through listening, reading and viewing, composing texts and
word knowledge: acquiring vocabulary. Personal and social capability is also
promoted as students learn to recognise emotions, reflect and develop selfawareness (ACARA, n.d.).

Although not directly addressed, discussion around cross-curriculum priorities

topics; ATSI and sustainability, can be worked into this resource. Students can be
asked about how the Aboriginal community felt when they were being excluded?
Or how think other children who have limited resources feel compared to
themselves?

The achievement standard this resource aims to cover is identifying and

describing different emotions people experience (ACARA, n.d.). Teachers can
assess students via the worksheets they will complete and also by the classroom
discussions.

Pedagogy

The pedagogy to be applied behind this resource would be discussion based. The
students will be encouraged to share their experiences of experiencing a
particular emotion and to also discuss their top 3 feelings of dislike. According to
Gall and Gall (1990) discussions provide 5 different types of learning outcomes,
1) general subject mastery, 2) problem solving ability, 3) moral development, 4)
attitude change and development as well as communication skills. Discussions
help foster students intellectual, social and emotional personalities (Brookfield,
1990).
This resource aided with discussion in particular encourages students to reflect
on prior knowledge and experiences also how to communicate them in both
written and oral form. It can enhance and consolidate students understanding or
knowledge upon emotions as students will be exchanging ideas, sharing
experiences, listening to an array of perspectives, exploring and expressing their
personal views and applying this knowledge by critically reflecting upon their
own understanding and values around emotions. Or in other words build upon
their Meta cognitive skills to be able to critically reflect and evaluate their own
reasoning (Killen, 2013). It aims to increase student collaboration and enhance
communication as well as presentations skills (Killen, 2013). Having students
share their options and thoughts increases self-esteem, it demonstrates to the
students that their opinion is respected and values (Brookfield, 1990). The
activities offered by identifying emotions eBook provides a great base for
stimulating and complex classroom discussions.

RESOURCE 5
Evidence of resource:
https://education.alberta.ca/physicaleducationonline/lessonplans/PDFLessons/PD
FReport9.pdf

Summary
Alberta Education, lesson plan on physical education entails lessons on creating
games, this addresses the movement skills topic under health and PE for grade
2. This activity requires the students to construct a game using a criteria created
the students themselves.
Relation to the Curriculum
This resource aims to cover content descriptor ACPMP027 of the Australian
curriculum ( ACARA,n.d.). This resource can be extended to cover this content
descriptor fully by asking the students to participate in each others constructed
games. This resource also addresses the elaborations listed under the content
descriptor, invent games with rules, invest using one or two equipments (ball)
and include fundamental movement skills (catching throwing).
The main general capabilities utilized via this resource include inquiring:
organising and processing information, imagining possibilities, connecting ideas,
considering alternatives, seeking solution and putting ideas to action. This

includes personal and social capability: acknowledging self as a learner, working

collaboratively communicate effectively and making decisions.
Even though not direct addressed the cross curriculum priority topic of AsiaAustralia engagement can be intertwined by discussing the many games
constructed by Asian countries that have been introduced in Australia today.
Achievement standards found by this resource include demonstrating positive
ways to interact with others, applying fundamental movement skills in different
movement situations and test alternatives to solve movement challenges
(ACARA,n.d.). This can be tested via the written piece submitted by students and
observation of the students games and as they participate.
Pedagogy

The students have been given rules and instructions, based on those the
students must create their own games. Problem solving pedagogy will be a great
way to support this resource. Students are required to develop new knowledge
and understanding through solving problems and testing ideas. Problem solving
encourages students to develop deep understanding of important concepts,

such as how to create a well-functioning and systemic game, and develop

an ability to transfer that understanding to new learning situations,
problem solving also encourages students to be independent learners
(Killen,2013).

This resource can help students apply ideas learnt via the activities, such
as how can they include 25 students in one game or how can we use 3
balls to create a pattern or exercise a fundamental movement, and apply
them to real life situations, they can motivate students and display
practical reasons for learning this knowledge (Killen,2013). Problem
solving can prove to be an excellent strategy for expanding student
knowledge and understanding of concepts, developing their thinking skills,
encouraging students to use their metacognitive abilities to reason, make
decisions and solve problems (Killen ,2013).
Further, hands-on activities pedagogy may also be applicable in
supporting this resource as it allows students to directly observe and
understand what is happening. This is a particularly successful way to
teach kinaesthetic learners. It encourage students to be responsible for
their own learning, they learn by doing things and finding out for
themselves (Teachnology, 1999).
RESOURCE 6
Evidence of resource:
https://www.healthyactivekids.com.au/teachers/victoria/unit-2-health-benefitsphysical-activity/lesson-7-8-promoting-health-safety-wellbeing/

Summary:
Health active kids is a teacher resource that contains many lesson plans on
educating students about healthy life choices. This lesson in particular is
designed to encourage students to plan and practice strategies to promote
health, safety and wellbeing. This resource is being used for year 6s.
Relation to the Curriculum:
This resource aims to cover content descriptor ACPS054, and more specifically
the elaboration of this descriptor proposing and implementing opportunities to
increase their physical activity levels at school and at home (ACARA, n.d.). The
general capabilities covered using this resource includes, a) literacy: comprehend
texts and word knowledge, b) critical and creative thinking, generating ideas,
possibilities and actions, inquiring, and c) personal and social capability, selfmanagement and social awareness.
Cross curriculum priorities that can be referred to using this resource is
sustainability as students are trying to encourage the community to become
more active, healthy and stronger by implementing more physical activity at
home and school.
Achievement standards such as the key features of health-related fitness and
the significance of physical activity participation to health and wellbeing and how
physical activity supports community wellbeing and cultural understanding
(ACARA, n.d) can be met via constructing a lesson with this resource.
This resource can help teachers assess against these standards via the multiple
worksheet the resource provides for students, teachers may also check for
understanding when students deliver their written speeches to the school and try
to convince their peers in becoming more active (healthy kids active, n.d.)

Pedagogy:
This resources supports a good pedagogical basis for inquiry and more
specifically evidence based learning. As students are required to indulge in their
own evidence based research, finding out how much physical activity is required
at certain ages, watch a research based educational video and read the facts
provided then based on the evidence found are required to produce a convincing
speech to persuade others in becoming active.
Goodman and OBrien state that evidence based teaching is a necessary
condition for learning, as evidence based strategies have been directly derived
from various successful cognitive learning theories. The study also claims that
evidence based pedagogy fosters highly sophisticated intellectual skills and
provide skills that are vital lifelong skills. This particular resource allows students
to acquire, demonstrate and exercise these particular skills. Evidence based
learning also allows the skills and knowledge acquired to be transferred into
various tasks and contexts (Goodman & OBrien, 2012).
This resource also promotes inquiry based learning to occur as students are
required to actively observe and process new information and facts then required
to synthesise that information and communicate or present that data in an oral

form. As stated by Kuklthau, Maniotes and Caspari (2007), inquiry based learning
requires more than just answering questions or finding the right answer but to
research, investigate and make sense and enhance collaborative understandings
by learning from one other via social interaction. This resource provides a strong
platform in order for students to build upon and exercise these inquiry skills.

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