Anda di halaman 1dari 14

EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari

EDSS468 Assessment 3 – Unit of Work

Inquiry Unit Planner

Grade: Year 2

Term: Term 1

Duration: 6 Weeks Unit

Domain: Civics and Citizenship

TOPIC:

Cultures in our community.

Rationale:

The domain that I chose to plan my lessons on is Civics and Citizenship as I understand that it is
very important for students to learn skills, knowledge and values needed for the roles and
responsibilities to participate in a democratic country (Reynolds, 2014). The year level that I have
chosen is year two as it highly focuses on identifying the variety of groups in their community
(Victorian Curriculum and Assessment Authority (VCAA), 2015).The topic that I have chosen to
focus on throughout my activities is identifying a range of groups in the community, in particular
cultures, and I believe that it is very important for students to be able to understand the similarities
and differences between cultures. Through this, students become interested in other cultures such
as the cultural norms, traditions, values, religions and languages. It allows them to see the beauty
of other cultures and they begin to appreciate the similarities and differences in their culture and
others.

I chose to use an inquiry based approach when structuring my lessons in order for the students to
engage in discussions which will assist in the development of critical thinking skills, problem
solving abilities and skills required for life (National Quality Standard Professional Learning
Program, 2012). I decided to begin the first lesson with a focus question which will guide the lesson
as it gives the students a direction of where the learning is heading towards and that the answer
will be found through their discussion (Cotton, n.d). Revealing the question to the students offers
them with mystery and excitement to solve it as it has a rich amount of answers (Balllou, 2011).

In order to promote an inclusive environment, I understand that students learn in different ways,
therefore I have plan my six lessons with a range of learning styles to cater to each student. I’ve
decided to incorporate discussions as it gives the auditory learners an opportunity to discuss their
ideas and opinions with other peers (Schmeck, 2013). As some students may be visual learners,
the use of a mind map caters to their learning style, a graph also allows for the students with a
strong writing preference to record their understanding (Leopold, 2012). In a few of the lessons I
incorporated technology both as an option and as a set task as it enhances the learning and allows
the learning to become student centred as they develop creativity, informational reasoning skills,
etc. (Westhuizen, 2009). In addition, I chose to have a project based learning activity for kinesthetic
learners who prefer to learn through hands-on activities where they can create and demonstrate
their understanding (Leopold, 2012). Lastly, I’ve structured the lessons in order for students to get
1
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
involved in team work as some students learn best in a group. This provides the students with a
chance to compare their understanding, encourages the students to explain their understanding
and to learn off each other. As I believe it’s important for students to engage in team work, I also
believe that it’s important for them to be able to do learning activities individually. When students
perform individually, they are able to demonstrate their knowledge without the influence of others.

Knowledge and Understandings:

It is stated on the Victorian Curriculum and Assessment Authority (VCAA) (2015) “students
demonstrate understanding of the contribution of people from the many culturally diverse groups
that make up the Australian community”.

Skills:

The key skills for year 2 that are stated on the VCAA, (2015) are “Students contribute to the
development and support of class rules and participate in school celebrations and
commemorations of important events. They describe some of the roles and purposes of groups
in the community”.

Standards: Assessments:

The standards stated on the VCAA (2015) are As a summative assessment, students will be
“In Civics and Citizenship, standards for required to complete a short assessment after
assessing and reporting on student the 6 lessons, which will require them to use
achievement are introduced at Level 3. The their cultures knowledge, learnt throughout the
learning focus statements for Foundation to lessons.
Level 2 provide advice about learning
experiences that will assist students to work In appendix 1, I have shown the format of the
towards the achievement of the standards at assessment, the first section consists of
Level 4”. students using their knowledge to match the
images representing traditions to the correct
Civic Knowledge and Understanding origins.

It is stated on the (VCAA) (2015) “At Level 4, The second section of the assessment consist
students demonstrate understanding of the of answering a set question. Throughout the
contribution of people from the many culturally lessons, students have had a chance to
diverse groups that make up the Australian represent the multiculturalism in Australia
community. They sequence and describe through a collage. Students will use the
some key events in Australia’s democratic knowledge from this lesson to answer the
history”. question.

In appendix 2, I’ve provided a copy of the


rubric in which I will be using when marking the
assessment. The rubric consists of three
sections which are the ability to identify
cultures, providing examples of traditions and

2
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
its origin and lastly their understanding of
multiculturalism. Students will be marked in
four different categories which are below
standard, beginning, approaching and fully
meeting.

3
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari

Stage of Planned Learning Experiences


Learning in
this Unit
Tuning In
Activities to Lesson 1 - Discussion of factors that make families different to others.
engage
students in the  Think, share and pick activity.
topic  Mind map about “What factors make a family different to others?”

A. Introduction 10 mins
 Introducing the task.
 Instructions:
- A question will be asked and in their groups they will discuss
the answer.
- The discussion will begin in small groups on their tables.
- Students must come up with a list of examples and write it
down on a paper.
- As students think of examples, they must also follow it up with
an oral explanation on why they think this.
- As a classroom, each table will have a turn to say the examples
and explain their answer.
- As each group gives examples, the teacher will create a mind
map focusing on the examples chosen by the students.

B. Development 5 mins
 Before revealing the focus question, another question will be asked
to get them thinking about the concept.
- Are all families the same?

C. Consolidation, practice extension 30 mins


 The question will be shown and read to the students.
 The groups will have 10 minutes to discuss the question.
 One table at a time will have the chance to explain to the class
their answer and justify why they think this.
 The teacher will record the answers as a mind map on the board.
 Next, students will pick examples from the board in which they
believe that are the most important aspects that make a family
different and write them on their book.

D. Closure 10 min
 In order to summarise the key knowledge in the lesson, a few focus
questions will be asked which will summarise the knowledge
discussed.
 Questions:
- Are all families the same?
- What factors make a family different to others?

4
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
Finding Out
A shared Lesson 4 - Students bring an object or photo of their culture.
experience
from which  Students bring a photo of their family, which shows where they come from.
students will  Students will discuss their culture and what it means to them to be part of
gather new it.
information  Students will engage in a fishbowl discussion for similarities and
about the differences.
topic.
A. Introduction 10 mins
 The lesson will begin with a fishbowl discussion about what is culture
and traditions in order to find out what they already know.
 Focus questions:
- What is culture?
- What are traditions?

B. Development 10 mins
 Students being to discuss as a classroom these questions:
- Which cultures do we know about?
- Do we all practice the same culture?
- Are all cultures the same or different?
- Why are some cultures different to others?

C. Consolidation, practice, extension 15 mins


 All the photos provided by the students will be stuck on the board.
 All the objects will be placed on the cultural table
 Each student will come up and pick their photo or object and explain it to
the classroom.
 Focus questions:
- Which culture is represented in this photo/object?
- What is the tradition?
- Is anyone else from this culture?
- Is there any other traditions your culture celebrates?
D. Closure 10 mins
 In order to summarise the key knowledge in the lesson, a few focus
questions will be asked in which will summarise the knowledge discussed.
 Questions:
- Which cultures were mentioned today?
- What traditions were we able to identify?
- Which cultures had similarities? How so?
- Which cultures were different? How so?

Sorting Out
Activities that Lesson 8 – Cultures in the classroom chart (Appendix 3).
help students
process the  Complete chart in their tables.
information
A. Introduction 10 mins

5
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
that they have  Each student will complete the chart by collecting the information from the
gathered. students sitting on their table.
 Students have the option to write the answers or to use an iPad to write
their answers into the chart.

B. Development 10 mins
 Explain importance of being respectful and understanding when asking
other students about their cultures.

C. Consolidation, practice extension 10 mins


 Students will begin the activity by choosing a student to interview.
 Students will first ask their nationality and from this they will discuss the
culture in relation to the language and culture traditions.
 Students must record the answers on the chart.
 Students will continue to interview students until the chart is completed.

D. Closure 10 min
 In order to summarise the key knowledge in the lesson, questions will be
asked:
- Are all families the same? Explain.
- Did everyone’s family speak the same language?
- Did everyone’s family hold the same traditions?
- Can anyone tell me a student’s culture, language and tradition?
Going Further
Activities that Lesson 10 – Research photos of cultures.
challenge and
extend  Students research for photos in which demonstrates different cultures.
students’
understanding A. Introduction 10 mins
s.  Explore the cultures in our community and country.
 Set questions:
- Since our classroom consists of many cultures would it be the
same in our community?
- Does anybody know a word which means many cultures?
- Is our classroom multicultural?

B. Development 10 mins
 Question:
- When researching for cultural images, what should we take into
consideration?
- Can anyone give me an example of what they would search up?
 Remind students:
- Students must understand each image, if not ask for assistance.
- A rang of cultures should be research, not just one.
- Students can also use their “Culture and traditions” chart to assist
them with ideas.

6
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
C. Consolidation, practice extension 30 mins
 Students will use computers to research on google images different photos
of cultures in which show traditions. This will include:
- Art
- Food
- Clothing
- Festivals
- Music
- Decorations
- Sports
- Dances

D. Closure 10 min
 In order to summarise the key knowledge in the lesson, questions will be
asked:
- Can anyone name the cultures that they searched up?
- What cultural traditions did were yous able to find?
- Has anyone seen any of these traditions practiced in our
community?
Making
connections Lesson 14 – Students make multicultural collage.
Activities that
help students  Students make a collage on a blank map of Australia
put it all
together and A. Introduction 10 mins
draw some  The lesson will begin with a short recap of the lesson four.
conclusions  Set questions:
about what - What did we research?
they have - What things did we find?
learnt. - Did anyone find any traditions that they had never heard of before?
- Was anyone able to find images of their culture?

B. Development 10 mins
 Exploring the idea of Australia as a multicultural country
 Set questions:
- Can someone tell me what multiculturalism is?
- Since our community consists of many families from cultures from
around the world, would Australia be classified as multicultural
country?
- Why is Australia multicultural?
- What are the benefits of having a multicultural country?

C. Consolidation, practice extension 30 mins


 If students have not already printed of the images, they can use this time
to do so.
 An A4 blank map of Australia will be provided to each student.
 On each table, there will be a container with scissors and glue sticks.

7
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari

 Students can also use pencils to decorate it the map.

D. Closure 10 min
 In order to summarise the key knowledge in the lesson, questions will be
asked:
- Now that the collage is completed, what does it represent?
- Has all these cultures contributed to how Australia is today?
- How?

Taking Action
Activities that Lesson 16 – Students share their collage.
give students
the opportunity  In groups students will share their collage with one another and justify why
to act upon they have chosen those particular images.
what they have
learnt  Assessment

A. Introduction 10 mins
 Recap of lesson number five.
 Explain the aim of the task (to show that Australia is a multicultural
country, we all come from different groups).

B. Development 10 mins
 Set questions:
- Why is it important to understand that Australia is made up of many
cultures?
- How should we treat people from different cultures?
- Why is it important to show respect towards them?

C. Consolidation, practice extension 15 mins


 Students will present their collage to their table.
 Students must explain why they have chosen each image.

D. Closure 10 min
 In order to summarise the key knowledge in the lesson, questions will be
asked:
- As each student justified why they chose each image, did you
agree or disagree with them?
- Can someone give me an example of a photo in which they did not
think that it represented a culture?
- Why did you think that?
- Who agrees with this explanation?
- Instead of using that photo, what other photo could have been
used?

8
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
References

Asian Weddings. (2011). Cultural Traditions and Customs [Image].Retrieved from


http://www.asianweddings.co.uk/asian-wedding-guides/asian-wedding-cultural-traditions-
and-customs.html

Ballou, J. (2008). Open-ended question. Encyclopedia of survey research methods, 43, p. 548-
550. Retrieved from
http://studysites.uk.sagepub.com/chambliss4e/study/chapter/encyc_pdfs/4.1_Open-
Ended%20Questions.pdf

Cotton, K. (n.d). Classroom questioning. p. 1- 17. Retrieved from


https://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning.pdf

Didjshop Information. (2014). Didgeridoos [Image]. Retrieved from


https://www.didjshop.com/shop1/InfoMaincart.html

Leopold, L. (2012). Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners. TESL Canada
Journal, 29(2), p. 96-102. Retrieved from https://web-a-ebscohost-
com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=91527d52-a8e3-44d4-9efa-
58069e4a1add%40sessionmgr4004&vid=2&hid=4101

National Quality Standard Professional Learning Program. (2012). Inquiry-based Learning.


Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/10/NQS_PLP_E-Newsletter_No45.pdf

Reynolds, R. (2104). Teaching Humanities and Social Sciences in the Primary School (3rd Edition).
Oxford: Sydney.

Schmeck, R. (2013). Learning strategies and learning styles. Springer Science & Business Media.
Retrived from
https://books.google.com.au/books?hl=en&lr=&id=5wzyBwAAQBAJ&oi=fnd&pg=PA3&dq=l
earning+styles&ots=q9t6Z_oj6_&sig=rtJKqJrvF6KUzxgTtAM8gVyOxpE#v=onepage&q=lea
rning%20styles&f=false

Victorian Curriculum and Assessment Authority (VCAA) (2015). Foundation to year 10 Civics and
Citizenship AusVELS Curriculum. Retrieved from http://ausvels.vcaa.vic.edu.au/Civics-and-
Citizenship/Curriculum

Westhuizen, D. V. D. (2009). ICT in Education. Education has changed, p. 1 – 5. Retrieved from


http://www-tandfonline-com.ezproxy1.acu.edu.au/doi/pdf/10.1080/16823200509487113

Zimmermann, K. (2015). Chinese Culture: Customs & Traditions of China [Image]. Retrieved from
http://www.livescience.com/28823-chinese-culture.htm

9
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
Appendix 1

Demonstrate Your Understanding


1. Match the tradition to the origin and write an example of a
tradition and its origin.

Tradition Origin

India
(Didjshop Information, 2014).

Aboriginal

(Zimmermann, 2015).

Chinese

(Asian Weddings, 2011).

-------------------------- --------------------------

-------------------------- --------------------------

2. What is multiculturalism?

---------------------------------------------------------------------------
---------------------------------------------------------------------------
---------------------------------------------------------------------------

10
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari
Appendix 2

Grade 2 - Culture in the Community Rubric

Outcomes Fully Approaching Beginning Below standard


meeting
Able to identify Student can Student can Student can Student are not
cultures name 5 name 3 to 4 name 1 to 2 able to identify
cultures cultures cultures cultures

Provide Student can Student can Student can Student are not
example of provide 2 provide 1 provide an able to provide
tradition and its examples of examples of a example of a an example of a
origin a tradition tradition and tradition or a tradition or a
and its origin its origin culture culture

Demonstrate Student Student shows Student is Student does


understanding provides a understanding beginning to not understand
of the clear of understand multiculturalism
multiculturalism explanation multiculturalis multiculturalis in Australia
of m in Australia m in Australia
multicultural
ism in
Australia

Teacher’s comments:

11
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana Barbari

Appendix 3 Culture, Languages and Traditions in the Classroom


 There is many nationalities in our classroom. Write the languages and traditions of the
students on your table.

Name of Country Culture’s Language Culture’s Traditions

1. Australia 1. English 1. Australian Football

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

12
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana
Barbari

Assessment 3 Rubric – Unit of Work: (2500 words) Weighting: 50%


CRITERIA HD D C P NN

Articulates a rationale that Exceptional rationale Very good rationale Good rationale Rationale included Insufficient
reflects best practice in that clearly reflects that reflects best that reflects best with some reference evidence
teaching and learning in the best practice in practice in teaching practice in to unit readings and
history classroom as teaching and and learning in the teaching and the Humanities
identified in unit readings learning in Primary Primary Humanities learning in Primary classroom
Humanities with with clear reference Humanities with
10% detailed reference to to unit readings reference to unit
unit readings readings

Uses Inquiry based approach Lesson plans Lesson plans clearly Lesson plans Lesson plans Insufficient
to develop unit of work and explicitly promote promote and address each respond to stages of evidence
demonstrates understanding each stage of the develop each stage stage of the inquiry the inquiry cycle.
of Inquiry based processes inquiry cycle in a of the inquiry cycle. cycle. Student Student
and their importance in thorough and Student demonstrates demonstrates
planning for effective learning meaningful way. demonstrates clear understanding of awareness of
Student understanding of inquiry-based inquiry-based
40% demonstrates sound inquiry-based processes. processes.
understanding of processes and their
inquiry-based importance in
processes and their planning for effective
importance in learning.
planning for effective
learning

Demonstrates understanding Highly sophisticated Strong Good Satisfactory Insufficient


of AusVELS and its understanding of understanding of understanding of understanding of evidence
application in curriculum AusVELS and its AusVELS and its AusVELS and its AusVELS and its
planning with specific application to application to application to application to
reference to knowledge and curriculum planning curriculum planning curriculum curriculum planning
understanding, skills and process process planning process process
concepts

15%

Summative assessment piece Meaningful Strong summative Summative task Summative task Insufficient
that reflects inquiry-based summative task that task that reflects included that included evidence
nature of unit and reflects inquiry inquiry learning in a reflects inquiry
understanding of assessment learning in a clear manner learning
purposes sophisticated
manner
10%

Consideration of student Teaching and Teaching and Teaching and Teaching and Insufficient
diversity reflected in the learning activities learning activities learning activities learning activities evidence
selection of teaching and demonstrate a demonstrate a very demonstrate a and assessments
learning strategies and strong effective good satisfactorily
assessment. understanding of understanding of understanding of demonstrate an
student diversity student diversity student diversity understanding of
10% student diversity

Effective use of ICT to ICT used with ICT used in a well- ICT used Satisfactory use of Insufficient
promote learning meaning and careful developed manner appropriately with ICT with some evidence
consideration to to ensure best consideration understanding of the
10% ensure best practice practice for students’ always in best relationship between
for students’ learning. interests of ICT and effective
learning. students’ learning. student learning

13
EDSS468 Assessment 3 – Unit of Work S00171763 Tatiana
Barbari

Formatting, correct Excellent grammar, Correct APA Insufficient


referencing (APA), and correct spelling and referencing and evidence
spelling and grammar formatting, APA Reference List
referencing and with few spelling,
5% Reference List. grammar and
formatting errors.

14