INTEGRATED LIBRARY UNIT L4 Settlement Mossgiel Park Primary School

Enquiry/Theme: Settlers and Settling In (National Museum of Australia)

Level: 4

Term/Date: 2, 2008

Duration: 9 weeks

Hyper Links in this document

/ Strands and Domains / Dimensions / Teaching & Learning Strategies / Structures for Effective Collaborative Learning
ICT / Learning Focus / PoLT Focus / Values Education
Focus Questions / Key Understandings for Assessment / Standards / Assessment for/as/of Learning
Tasks

Activity Links

/ Tuning In / Activity Cluster 1 / Activity Cluster 2 / Activity Cluster 3
Activity Cluster 4 / Activity Cluster 5 / Activity Cluster 6 / Activity Cluster 7
Activity Cluster 8 / Wrapping up & review / Supporting Resources / Other Info
Bloom/Gardner Matrix / Term Planner/Standalone units / Evaluation / Information Search Process

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INTEGRATED LIBRARY UNIT L4 Settlement Mossgiel Park Primary School

English / Humanities History / Geography / Science
Speaking & Listening
Reading
Writing / Historical knowledge & understanding
Historical reasoning & interpretation / Geographical knowledge & understanding
Geospatial skills / Science knowledge & understanding
Science at Work
Communication / ICT / Thinking
Listening, viewing & responding
Presenting / ICT for visual thinking
ICT for creating
ICT for communicating / Reasoning, processing & enquiry
Creativity
Reflection, evaluation & metacognition
Interpersonal development / Personal Learning
Building social relationships
Working in teams / The Individual learner
Managing personal learning

Learning Focus

Disciplinary Learning Up / Year 5 and 6
English
Students compose, comprehend and respond to an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues.
Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and features of language in texts for different purposes and audiences. Students engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to seek the opinions of others. They participate in oral interactions for different purposes, including … informing and influencing others. They build their capacity to combine verbal and visual elements in texts to communicate ideas and information by using, for example, presentation software or overheads.
When listening, students practise identifying the main idea and supporting details of spoken texts and summarising them for others. They begin to identify opinions offered by others, propose other viewpoints, and extend ideas in a constructive manner.
Science
Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices or the use of new technology. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate.
History
Students develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today. They learn about the significance of key events, such as European settlement …and the development of the wool industry….They learn about key people in Australia’s history (e.g. the Macarthurs) who have brought about change.
Students use a range of written, visual, oral and electronic sources to study the past. With support, they frame research questions and plan their own inquiries using historical language and concepts such as time, sequence, chronology, continuity, change, culture and, tradition. They begin to question sources and make judgments about the viewpoints being expressed, the completeness of the evidence, and the values represented. They learn to develop explanations in a range of forms such as timelines, oral presentations, posters, multimedia presentations, reports and narratives.
Geography
Students explore how humans have affected the Australian environment….including clearance by farmers… Using an inquiry-based approach, students explore environmental issues and consider possible solutions to current and future challenges. Students learn about environmentally sensitive areas such as local remnant vegetation… and explore ways of protecting these unique environments in a sustainable way for future generations.
Students develop mapping skills and use conventional geographic language, including scale, compass points for direction, alphanumeric grid references and legends, to locate places..

Learning Focus

Inter-disciplinary Learning Up / Communication
Students … practise listening attentively to identify and communicate main points to others. Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication … and oral presentations. When making meaning, students continue to develop skills in asking clarifying questions and seeking validation of their interpretations from their peers. They compare and contrast differing interpretations and explore why they differ.
Students begin to recognise the purpose of specialised language across the curriculum and to use this appropriately in their own communication; e.g. historical themes. Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience. For formal presentations they begin to select appropriate forms for sharing knowledge and influencing others; for example, adding sound to presentation software. With support, students use provided criteria to evaluate and reflect on the effectiveness of their communication and to provide feedback on the communication of others.
ICT
Students apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge. … They learn to use tools, such as … graphic organisers, to organise and analyse data and information. For example, after interviewing people of Asian cultural backgrounds, students might identify similarities and differences between Australian and Asian customs by using a double-cell diagram, which forms a visual structure to aid thinking. Students reflect on their experience in using such ICT tools, comparing how they learned with these tools with how they might learn from books, and comparing the virtual worlds created through these models with real life.
Students use ICT tools to produce information products that demonstrate their knowledge and skills for all areas of the curriculum. For example, based on the inferences drawn by using a double cell diagram to analyse the similarities and differences between [Australia in the 19th and 21st centuries], students could present their new understanding in multimedia form (an information product) [e.g. in a Wiki].
Thinking
Students … undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts.

Learning Focus

Physical, Personal and Social Learning Up / Personal Learning
Students continue to develop individual learning preferences and skills. With support, they select a range of learning approaches (including some that are not preferred) and reflect on the approaches they use and how these influence the quality of their learning. They identify the many contexts in which learning occurs both within and beyond school.
In selected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They continue to develop strategies for recognising impulsive behaviour in themselves and others and consider the impact of such behaviour on their learning. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task. Through participation in a variety of group and whole-class activities, students continue to develop skills and strategies for learning effectively with, and from, their peers. They begin to articulate the advantages of learning with peer, including giving and acting upon constructive feedback, and identify the values that underpin the creation of a classroom environment that will support the learning of all students.
Students continue to develop and monitor their own learning goals. They learn to apply strategies for managing the completion of more than one task at a time, and they reflect on how effectively they were able to use these strategies. As students prepare for the transition to secondary school, they reflect on the progress they have made with their learning and set goals for the future.
Interpersonal Learning
As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.
Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.
Students begin to recognise and discuss the influence that peers can have on their behaviour and consider response options.
Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these.
Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

SLAV Library focus

Information Literacy Skills

IL 4.1 Defining: select from within a given topic and narrow a topic given guidelines and assistance where needed
IL 4.2 Locating: identify and locate a range of resources in the school and the wider community by independently following a search plan
IL 4.3 Selecting: select and record information from a range of sources
IL 4.4 Processing and Organising: process information by synthesising and beginning to make generalisations
IL 4.5 Creating and Sharing: present logical responses to a search task
IL 4.6 Evaluation Strategies: review the appropriateness and acceptability of the presentation in relation to the original task

Film - Film as Text

4.1F Identify film as a literary form
4.2F Describe where the story takes place in particular film
4.3F Identify strong emotions that occur in a film that is viewed

POLT Focus Up

/ The learning environment promotes independence, interdependence and self motivation.
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration.

Values Education

/ Care and compassion Freedom Fair go Doing your best Respect. Honesty and trustworthiness
Integrity: thinking for yourself. Responsibility Understanding, tolerance, and inclusion Up

Key Understandings for Assessment Up

Focus Questions

/
A sheep station was a property on which sheep were raised primarily for wool for export to overseas markets.
A sheep station needed a home for the owners, other buildings and tools & equipment.
Shearers and other workers (male and female, e.g. cooks, teachers, farrier etc) were needed to shear the wool, and they also had needs.
Students can interpret primary and secondary sources to make their own history.
A study of a 19th century pastoral property can help us learn about: Economy, Environment, Work, Technology, Population, Gender, Class. / What happens when we become history detectives, view objects & ‘interrogate’ them to work out what they are, what they are used for and what their meanings are?
What was a sheep station like in nineteenth century Australia?
Disciplinary Standards Year 5 Up / Disciplinary Standards Year 6 Up
English
3.25 Students listen and respond to a range of conversations and spoken texts that deal with some unfamiliar ideas.
3.25 They ask relevant questions.
3.25 They identify most main ideas and some supporting details and communicate these to others through presentations. They prepare, produce and present performances.
3.25 They display an awareness of purpose and audience in their preparation and choice of wording. They rehearse their performances and think about how they will adjust pace, volume, pitch and pronunciation to enhance meaning when speaking.
3.25 Students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats that are related to less familiar cultural contexts, themes and issues.
3.25 To comprehend texts, students use strategies that draw on awareness of multiple contextual cues and text organisation, including reviewing, summarising paragraphs and synthesising meaning across paragraphs.
3.25 Students produce, in print and electronic form, various texts including narrative, report, persuasive and informative texts about familiar themes.
3.25 They produce narratives and reports by planning what they will write, having a clear purpose, using some generic structures and features.
3.25 They select and use appropriate vocabulary, punctuation and grammar including subject specific vocabulary, quotation marks and verb tense agreement. They proofread their writing, editing and revising for sequencing of ideas and spelling. / English
3.75 Students listen and respond to a range of conversations and spoken texts that deal with unfamiliar ideas and information.
3.75They identify the main ideas and supporting details and summarise these for others.