LEVEL 4 HUMANITIES INQUIRY UNIT PLANNER - Victoria What makes you beautiful?

WEEK 1
60 mins per session
Session focus
1 hour
Session 1:
1

ENGAGE

Resources

Introduction
What are the main learning activities?

Sharing group Assessment

FOR Establishing prior
knowledge

Globe or world

Today is an introduction to our new Inquiry topic:

What is a state?

map, map of

VictoriaWhat makes you beautiful?

What is a country?

Australian states,

*Develops
shared norms
*Determines
readiness for
learning
*Establishes
learning goals
*Develops
metacognitive
capacity

stars

Blooms
Taxonomy:
Knowledge

Vocabulary or key

pg. 1

Where do we live?

Thinking about what we already know; ask students

Name any other states

to find Australia on the world map or globe and

on the Australian map

Anchor chart

discuss what they already know about its position on

paper and

the globe. Discuss;

markers

Share the anchor chart

findings as a class on

What is a country?

what they know about

Map of state of

What is a state?

Victoria

Victoria

Where do we live?

words

Can you name any other states of Australia?

Give feedback

Discuss as a class where in Australia children have

Display anchor charts

Learning
Intentions:
We are finding out
what we know
about the state of
Victoria and what
it is we want to
learn more about

We are learning
about where
Victoria fits in as a
state of Australia

around room

Ask them to locate and mark their holiday

Students begin recording

destinations on the class map of Australia

in their learning journal

State, country,
place, visit,

characteristics,
features,
environmentalist,

Where do we live?

historian, tour

Ask students to identify where Victoria is situated on

guide, research,

the map and locate where they have been to visit,

promote, relevant,

on holiday or where relatives may live turn and

talk

New words
(build on

Success Criteria:

been on holiday - turn and talk

throughout the

Divide the class into 7 groups of 3

My choice will be based on mixed abilities. You need

unit)
I can identify the
state of Victoria on
a map of Australia
and name some
features of Victoria

someone strong in writing, someone who reads well

and a good leader. You should share the
lower/challenging kids amongst the groups.

A good way to make groups is to cut up 7 pictures

of local regions of Victoria into 3 pieces with a name
on the back. Place a piece into an envelope with
their names on it. They need to find the rest of their

pg. 2

group by making up the picture/postcard without

speaking

Regions students can choose from:

1. Melbourne
2. Macedon Ranges & Spa Country
3. Goldfields
4. The Great Ocean Road
5. Wine & High Country
6. The Murray
7. Phillip Island
8. The Mornington Peninsula
9. The Grampians
10. Yarra Valley & Dandenongs
11. The Mornington Peninsula

Students can then choose the region from the list

above that they are interested in researching and
give the puzzle to the group that chooses that
region

Give each group an A4 colour copy of the map of

Victoria. Students identify and colour their region on
the map of Victoria paste into learning journal

pg. 3

Students break into their groups and make an

anchor chart listing the places they have been in
Victoria and describing what they already know

Session 2:
2

Laptop

Re-join as a class to discuss findings

Briefly revisit the last lesson on identifying Victoria

Students share with the

on a map of Australia

class why they chose

ENGAGE
Learning
Intentions:
We are learning
about the regions
in Victoria.
We are learning
how to promote
the feature of our
region.
We are discovering
more about our
Inquiry challenge.

Attached: Job
description

Show the class on the IWB:

Queensland tourism advertisement

Attached: Task

role is
Western

Australia tourism advertisement

description

Students paste their job

& task description into

Discuss with the class...Would that make you want

to go there?

Journal

learning journal

Why?

What features of the state did they highlight that

Give feedback on their

would make you feel that way? turn and talk

understanding on what

Seven pictures of
the regions of

pg. 4

their job and what their

their role is and clarify

Introduce the task and what is required of them

misunderstandings

Success Criteria:
I will understand
what is important
when promoting
an area
I will understand
my job within my
group

Victoria to be

Explain:

There is a lot of information about our

researched, cut

own state Victoria, which we can add to what we

into 3 pieces, in

know.

envelopes

We have a job to do we have to PROMOTE our

own state and tell the world why they absolutely
have to see it for themselves!

Photocopies of
enlarged map of

Really sell the topic/task and make it a challenge

Stimulate interest and curiosity, show the

Victoria
www.visitvictoria.com website to discuss and
compare the features and characteristics of the
regions

Explain:

Our Inquiry task as a team is to focus on

one region of Victoria and research to promote it.

Imagine you are a tour guide on a tourist bus, you
are to give your guests information as you drive
around your region from the perspective of an;
1. Environmentalist
2. Historian

pg. 5

3. Tour guide

UNPACK WHAT THESE JOBS MEAN

What does an environmentalist/historian/tour guide
do?
What is their job?
Link back to the example ad you had how would
each one have promoted their aspect in this ad?
Make a list under each heading and display in the
classroom

Provide the Job, Task Description and map of

Victoria students to paste into journal
Students identify and colour their region on the
map. Students to work in their groups to brainstorm
any new ideas to add to their job description based
on what they saw on the ad, make notes in journal
Students to decide on their job

pg. 6

Re-join class to share ideas

Session 3:

Laptops

Introduce: Team work discussion and

ENGAGE
Journal
Learning
Intention:
We are learning
about the
importance of
effective
teamwork

explanation of teamwork rubric

Discuss the skills required for working as a team and

Attached: Rubric

introduce the team work rubric

for working as a
team

What does it mean to work as a team?

Attached: Rubric

What does effective mean?

for Inquiry
Success Criteria:

markers

I can work as an
effective member
of my team

http://kidsownpub

I understand the
learning
expectations for
this assessment

pg. 7

What does effective teamwork look like?

What would effective teamwork sound like?

Anchor paper and

I can explain how

to work effectively
in a team

What skills do we need for working with others?

What does good communication with others sound
like?

We publish app
lishing.

Discuss and list the skills on an anchor chart that are

required for working as a team on an anchor chart

.com/we-publish-

including; listening, speaking, helping, sharing,

app/
Cybersafety

UNPACK TEAMWORK

participating, questioning, cooperation, discussing

and respecting, goal setting

Formulate an agreed working as a teamwork rubric

Students share and

discuss their anchor
charts with the class
Students share;
I can explain how to
work effectively in a
team
I can explain how I work
effectively as a member
of my team
Display anchor charts
around the room
Students paste rubrics
into learning journal

https://esafety.gov.a

using a four-star system display in class

u /esafetyinformation//esafety
-issues

Develop shared expectations for learning and

interacting as a class

What are the expectations for this assessment?

Discuss the learning goals in the Victoria Inquiry Assessment Rubric display in class

Discuss possible presentation ideas: PowerPoint,

promotional posters, brochures, books and
advertisements with catchy jingles using ipad,
artefact and information displays, role plays,
speeches or a combination of these

Demonstrate the We publish app on ipad for those

who choose to make a book or brochure
http://kidsownpublishing.com/we-publish-app/

Revisit previous lessons on Cybersafety with the

class, visit:

pg. 8

https://esafety.gov.au/esafety-information/esafetyissues

Team discussions about how they want to present

their work and work as a team record ideas in their
learning journal

pg. 9