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This lesson introduces students to the major national features of Australia. Students will watch a video highlighting different human and natural features across Australia. As they watch, students will label a blank map of Australia, recording the features in the appropriate states or territories. The video can be paused to allow more time. Students will then categorize pictures of features into their respective states. This activity aims to help students identify and learn about Australia's major national features for an upcoming assessment.
This lesson introduces students to the major national features of Australia. Students will watch a video highlighting different human and natural features across Australia. As they watch, students will label a blank map of Australia, recording the features in the appropriate states or territories. The video can be paused to allow more time. Students will then categorize pictures of features into their respective states. This activity aims to help students identify and learn about Australia's major national features for an upcoming assessment.
This lesson introduces students to the major national features of Australia. Students will watch a video highlighting different human and natural features across Australia. As they watch, students will label a blank map of Australia, recording the features in the appropriate states or territories. The video can be paused to allow more time. Students will then categorize pictures of features into their respective states. This activity aims to help students identify and learn about Australia's major national features for an upcoming assessment.
Assessment for Major National Features of Major National Features of Australia Learning: Teacher Australia VIDEO: • Show the YouTube Video that highlights the different human and natural features of will be able to (MacGregor, 2015) Commented [JC5]: AITSL Standard 3.4: Throughout this determine if the unit, many resources have been selected to be used within Australia each individual part of the unit. The particular resource that has • Giving students their own blank map of students are able to been chosen here is a video for the students to watch Australia, get the students to watch the video correctly identify the collaboratively with the class.
again so they can record the major national states and
territories of Commented [JC2]: AITSL Standard 1.5: Demonstrates features that may be within the different states differentiation for those students who work more effectively Australia and when there is ICT involved. Also caters for those students who or territories successfully can’t record their answers as quickly by pausing the video to • If students would like, the video can be paused provide them with extra time. categorise the each time to allow them to record their AITSL Standard 2.6: Demonstrates the integration of ICT into answers in to the correct state major national the lesson sequence features from the AITSL Standard 3.3: Demonstrates the teaching strategy of • Inquiry Questions integrating ICT within the lesson. Using a range of teaching video. Students o Have the students heard of all of these strategies keeps students more engaged with the content that responses will act they are learning about. major national features before? AITSL Standard 4.5: Demonstrating to students how to safely, o Which feature sounds the most as evidence to responsibly and ethically use ICT within the classroom. inform future interesting? Commented [JC3]: AITSL Standard 3.3: Demonstrates the learning activities • Hand out mini cards that have pictures and utilisation of inquiry questions. Inquiry questions are an names of each of the major national features for the unit. effective teaching strategy that are used within the classroom to highly engage students within the learning activity. that the students can categorise into their Commented [JC4]: AITSL Standard 1.5: This activity respective states. Students can keep these differentiates and caters for those students with specific cards for future reference. learning needs, in particular those students who are more visual learners. These students may need visual cues or references to be able to identify what the teacher is talking to the class about. These cards are available to these students to use for future reference, therefore these students are able to keep these to support their learning throughout the unit and the assessment. AITSL Standard 3.4: Another example of a particular resource being selected and used within the lesson and/or unit. These cards will be specifically useful to the students for when they are completing their assessment at the end of unit. The students can also use these cards for future reference in case they can’t remember what a particular major national feature looks like. Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
• Exploring how each of the boundaries
represents a different traditional tongue/dialect (language) o Investigate into why there are more boundaries and the differences between each of the boundaries. Different languages for each boundary area. The oral traditions of the Indigenous people were used to map their landscapes • Inquiry Questions o What are the differences between this Indigenous map and the more commonly known map of Australia? o What do each of these boundaries mean? o Which map has more boundaries? o Why do you think there are more boundaries on the Indigenous map? o How many boundary areas are within each state? o Which state has the most boundary areas? Commented [JC10]: AITSL Standards 1.4 & 2.4: • Students will record their answers to the Demonstration of the integration of the Aboriginal and Torres Strait Islander culture. Students are developing their inquiry questions knowledge, understanding and respect for their culture, history • Using the data that they have collected for and language.
each state from the inquiry questions, students
are to create column graphs using an ICT
device, and the program Excel to create the Commented [JC11]: AITSL Standard 2.5: Demonstration of
column graphs students collating the answers that they have recorded and merging these into column graphs. The teacher has Major National Features demonstrated how they have got the students to record their Resources: answers using a literacy strategy of inquiry questions, and then using those answers, the students have to use the numeracy Major National Features: Uluru Resources: (How strategy of displaying information with a column graph to • Inquiry Questions Uluru came to be, ABC represent their answers to the different questions.
Education, n.d.) AITSL Standard 4.5: Teacher is providing students with the opportunity to use ICT safely, responsibly and ethically. Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3
o What are the major national features of Great Barrier Reef
each state? Resources: (Cassidy, • Finding out prior knowledge for what they 2018) and (The Great know. Go through each state as a class Barrier Reef: World’s • What are the major features of each state and largest living organism, investigate the major national features, why ABC Education, n.d.) are they a major national feature, are they Kakadu Resource: (Kakadu natural or man-made? Cultural significance? History in rock art, ABC Which state/s are they in? Education, n.d.) o Uluru Blue Mountains: o Great Barrier Reef (Landforms of the Blue o Blue Mountains Mountains, ABC Education, o Kakadu n.d.) o The Daintree The Daintree: (Discover the o The Bungle Bungles Daintree’s secrets, ABC o The Pinnacles Education, n.d.) and (The o Sydney Opera House Assessment as Daintree, where rainforest Commented [JC12]: AITSL Standard 1.4 & 2.4: Students are and reef meet, ABC developing their knowledge and understanding on the cultural Learning: Teacher significance of certain Aboriginal and Torres Strait Islander Education, n.d.) major national features. will use the Gradual Survey The Bungle Bungles: Release of (Attenborough, 2008) • Students are to create a survey for their parents to see what they know for each state Responsibility model here to The Pinnacles: (Australia's in regards to the major national features. Coral Coast, 2016) Commented [JC17]: AITSL Standard 3.4: The teacher has Students will also ask their parents which determine if the selected a wide range of resources for the students to use national features they would like to visit most students can within their research. for a holiday. successfully create • Students generate a table and present their a survey and data within a table. generate the • Students then create a graph with the results responses to from the table, interpreting their results, did the formulate a range parents know what major national features of responses that are? If so how many did they know from each will guide their state? Commented [JC13]: AITSL Standard 2.5: Within this activity • The following inquiry questions will be there is a range of literacy and numeracy strategies being used. presented to the students BEFORE they hand