[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Term 3: Grade 5/6: 2012 Unit Outline:

In term 3, student learning will be oriented around the topic of the Olympics and Australian Sport. The topic will be undertaken during the 2012 London Olympic Games to ensure students can see a direct relationship with their school work and the real world, student learning is enhanced via attachment of meaning and connecting material to reality and, adequate current resources and examples can be provided to both teachers and students. Past Olympic Games will be studied; however, the bulk of the content is to include the current games. In this topic, students will be able to make use of the topic in all areas of studies, i.e. literacy, numeracy, art etc. via the use of the arts. Examples of this could be the use of media to show students events of the Olympics games, presentation of student prior knowledge via performance and the creation of art depicting historical moments in the Olympic Games. Australian sports will be also included in the unit. This topic does not include typical Australian sports such as AFL or Cricket, but will include recreational sports and those sports participated by Australians in the Olympic Games. Strategies/Theories of Teaching and Learning considered and utilized throughout unit: Multiple Intelligence Theory: Gardener (1983) Social Constructivist Theory: Vygotsky (1978) Think, Pair, Share/Active Learning: Bonwell and Eison (1991) e5: Constructivist Theory Success Criteria/Learning Intentions: Clarke, McCallum & Lopez-Charles (2001) Popcorn teaching and learning strategy

VELS Progression Points covered in the Unit: Communication Progression Point 3.5: Listening, Viewing and Responding responsiveness to ideas and information in a variety of oral, written and visual forms, and on a range of topics and ideas relevant questioning to improve their own understanding recognition that others interpretations may be different from their own understanding of the non-verbal strategies that presenters use to engage with audiences; for example, physical positioning, eye contact and gestures Communication Progression Point 3.5: Presenting selection and linking of some ideas and information in presentations Page 1 of 11

[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 control of a variety of presentation strategies; for example, appropriate pace of speaking, and use of different formats such as captioned photos English Progression Point 3.5: Reading understanding of features of different kinds of texts; for example, characterisation and plot in narratives, or headings and visual information in informative texts English Progression Point 3.5: Writing production of texts for a range of different audiences and purposes in print and electronic forms deletion of unnecessary information or addition of new information when editing and revising writing inclusion of appropriate visual images and information in print and electronic texts English Progression Point 3.25: Speaking and Listening relevant questioning to clarify meaning of others presentations attentive listening to a range of spoken texts, live and recorded, about familiar ideas and information English Progression Point 3.75: Speaking and Listening identification of main ideas and some supporting details in spoken and multimodal texts summary of main ideas after listening to others presentations Personal Learning Progression Point 2.5: Individual Learner with teacher guidance, gathering of information and knowledge from a variety of sources awareness of their personal learning preferences thoughtful questioning and sharing of ideas use of questioning to clarify meaning

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Lesson 1: ENGAGE/EXPLORE Lesson Title: Accessing student prior knowledge and directed student learning goals (Questioning, research, summarising, analysing, paragraph formation) Unit: Australian Sport/The Olympics Lesson Duration: 90 mins Year Level: 5/6 Resources Assessment / Duration: Activity required Evaluation Butchers or Coloured paper List of 10 sports. Students are to get into small groups and list 5 (or 5 mins more) Australian and 5 (or more) Olympic sports. Markers/Textas Communication with peers about task. Pencils/Pens Interactive White As a class, we will then share some sports and view Board (IWB) Minimum of 2 questions provided for each examples on YouTube. Students are to create 2+ Internet access sport. 20 mins questions about each of the sports viewed. Butchers paper All group members are participating and After each sport is viewed, a moment will be taken contributing to work and discussion. Markers/Textas for general discussion about the sport. Pencils/Pens Students will then look in depth at one particular Student laptops sport of their choosing and answer 3 questions in 3 questions are adequately researched and relation to the sport. i.e. AFL, Cricket, Soccer. They Library access answered in paragraph form. may do so via their class library or laptops. Books within the Students effectively use their time and 35 mins Discuss analysing and paragraphs briefly. classroom resources. Students will need to formulate answers in paragraph MS Word Students discuss/converse with peers during form. Exercise Books the task. Students will share the sports theyve researched with Pens/Pencils members of their group. A whole class game of Space Jump or Charades relating to the topic. Student participation via performance, ideas 20-30 mins and/or answers. Discuss (and list) what is needed to make a successful game/sport. i.e. rules, equipment, space, uniform etc. Page 3 of 11

[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Homework/ Home Learning:

Watch any game or sport on YouTube, T.V etc.

Imagination, Creativity (& Design) foci: Displaying prior knowledge via visual form Poster (Activity 1) Use of ICT and Media to engage students, provide a visual cue of the material and enhance student learning YouTube, Videos, Research via the use of books and computers etc. (Activities 2 & 3) Demonstrate learning in lesson via performance, dialogue and self-expression Space Jump/Charades (Activity 4)

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Lesson 2: ENGAGE/EXPLORE Lesson Title: National Sports Museum/MCG/Etihad Stadium Excursion (Analysing, researching and summarising) Unit: Australian Sport/The Olympics Lesson Duration: Entire Day Year Level: 5/6 Resources Assessment / Duration: Activity required Evaluation Travel by train to Flinders Street then tram to the Question MCG and NSM. sheet/booklet Completion of the sheet/booklet. Students are to partake in guided tours of, ask Cameras/recordi N/A questions and take photos and video of the MCG and Participation in tours via questioning and ng devices NSM. answering. Pens/Pencils A question sheet/booklet is to be given and First aid kit completed by the students at the venues. Homework Students are to ensure sheet/booklet is completed. / Home Watch any game or sport on YouTube or T.V. Learning: Imagination, Creativity (& Design) foci: Engage in interactive learning via exhibits and displays. Use media and ICT to consolidate and further knowledge in topic Watching sports/games on T.V, YouTube etc. (Homework) Record, learn new material, consolidate knowledge and summarise information via the use of photos and video.

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Lesson 3: EXPLAIN Lesson Title: A look into the 1956/2000 Melbourne/Sydney Olympics (Forms of text, summarising and paragraph formation) Unit: Australian Sport/The Olympics Lesson Duration: 90 mins Year Level: 5/6 Resources Assessment / Duration: Activity required Evaluation As a class, we will list the Olympic sports we know and any famous Australians who participated in either Olympics. Any other prior knowledge may be listed. Students are organised into groups to discuss Whiteboard/IWB Participation in discussion/ 15 mins whilst listing as a whole class. YouTube access Questions formulated. Emphasis to be put on the form of text we are using i.e. list. We will view footage of particular events from the 2 games as a class. Example of work to show students Students are to select an event and research how to Prescribed get involved in the sport, how Australia and another questions/guides country did in the Olympics at that sport, the rules of for students to Completion of task the sport and any other relevant information. research Creativity Students can answer in any text format, as long as it Netbook/laptops Paragraph formation 50 mins is relevant. Library access Possible use of 2 more text types i.e. list for Popcorn different types of texts and their features Books rules, paragraphs for information, captions for and ways to present work. Paper pictures. Show example of work. Glue Students will be displaying their work around the Scissors room so posters, pictures etc. are welcomed. Textas/Pencils Pens Page 6 of 11

[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Markers Students will be asked to present in small, allocated 15 mins groups. As a class, any interesting findings can be shared to 10 mins the class. Some students are to explain sports etc. Homework Complete work at home if not completed in class. / Home Learning: Imagination, Creativity (& Design) foci: Use of ICT and Media to engage students, provide a visual cue of the material and enhance student learning YouTube (Activity 1) Creative presentation of research and findings Poster/ Power Point etc. (Activity 2) Presenting work to the class in any way students see fit Talking, performing, singing etc. (Activity 4) Group discussion Presentation skills Relevant information Participation in class discussion Evidence of adequate research via relevant answers.

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Lesson 4: ELABORATE/EVALUATE Lesson Title: Creation of a Sport/Game Unit: Australian Sport/The Olympics Lesson Duration: 90 mins Year Level: 5/6 Resources Activity required Gather as a class, students are to think, pair, share to generate a list of the requirements of a sport/game. i.e. rules, equipment etc. Students are told their task is to create a game/sport with a set of rules, a name, equipment, field/area, teams etc. IWB They are able to present their game in any format they would like but must use 3 different text forms i.e. diagrams, paragraphs, pictures with captions, lists. As a class, we will create a success criterion for the tasks. We will create a brief class example. Poster paper Students have the remainder of the lesson to complete Computers the task of creating a game/sport. Pens/Pencils (They are not expected to complete the task) Markers/Textas Gather as a class and share and discuss students ideas, sports, problems and progress. Students are able to continue the task at home. Students who did not make much progress in class must do some work at home.

Duration:

Assessment / Evaluation

25 mins

Participation in discussion Generates ideas Attentiveness to the class

55 mins

Effective use of class time Task completed or near completed Correctly following of the criteria Student progress Students participation in discussion

10 mins Homework/ Home Learning:

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Imagination, Creativity (& Design) foci: Creating an interactive list via the use of the IWB (Activity 1) Presenting their sport visually via a variety of methods (Activity 2)

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Lesson 5: EVAUATE Lesson Title: Puppet Debate Unit: Australian Sport/The Olympics Lesson Duration: 90 mins Year Level: 5/6 Resources Activity required Paper Pipe cleaners Scissors & Glue Students will be able to make puppets to later use during debating. Glitter Pencils Textas/Markers We will gather and discuss debating and the topics to IWB be debated. Students are split into 2 teams, for and against. Students will debate, using their puppets, topics given to them on sports. E.g. is AFL the Australian national sport or NRL? Is soccer the world game? Should the Olympics and Par-Olympics be separated or joined? Gather as a class and students are to write a Workbooks persuasive piece, a paragraph, on at least 1 topic Pens/Pencils debated in their books. Share as a class some students paragraphs and views on certain topics. N/A

Duration:

Assessment / Evaluation Completion of puppet Effective use of time. Works co-operatively in a social environment. Engaged in discussion. Poses questions. Participation in debate. Poses valid arguments with examples/evidence. Works in a team. Communicates with team members. Formulation of a paragraph. Effective use of text type persuasive writing Participation in class discussion and sharing

15 mins

15 mins

30 mins

20 mins 10 mins Homework/ Home Learning:

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[AEB2251: UNIT PLAN] Robert Saliba: 3821419 April 20, 2012 Imagination, Creativity (& Design) foci: Creation of puppets (Activity 1) Creating an interactive list via the use of the IWB (Activity 1) Expression/performance using puppets (Activity 3)

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