Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Lesson Plan

DATE: 6th November, 2016 CLASS: Year Six TOPIC: Geography: A diverse and connected world.

1. Rationale
The guided inquiry learning lessons aim to provide building blocks within a six week over-arching theme ‘Australia’s Connections to Asia’. The first four
lessons as a guided mini inquiry address “…spatial relations and interactions at scales ranging from local to global” (Golledge, 2002, p. 3). Using an Inquiry-
learning cycle students go through a process to revise, and gain knowledge and understanding to produce a foundation about how they are linked to Asia –
locating and recognising the differences within the sub-regions of Asia (ACARA, 2014) - locally and in the ensuing weeks state and country connections.
Students will listen to, ask questions, read, view and interpret spoken, written and multimodal texts and use numerical skills to develop interest and skill in
Geography while also identifying new information or misconceptions they may have about how Australia is connected to Asia. The aim is for students to begin
to recognise the layers that underlie these relationships - using literal and inferential knowledge. There is a focus on allowing a gradual release of
responsibility as the lessons progress. The lessons build on world knowledge acquired in Year Five about Europe and North America towards Year Seven
which aim to teach students to view other countries as liveable. The plan aims to develop or increase an awareness of Australia’s global engagement and
strengthening the individual’s ability to accept diversity (Australian Government, 2006, p. 4).

2. Differentiated learning
There is a strong emphasis on visualizations which Golledge states are “ the most powerful way to represent spatial information” (2002, p. 3). The use of
maps, diagrams, images and fieldtrips are used throughout the lessons as a way of engaging students who are challenged with the written word and may find
these visuals more comprehensible (Golledge, 2002, p. p. 3). The extended learner can also use these visuals at a higher level such as; providing more
comprehensive maps with more complex geographical features or examining the research headings/areas in more depth.

3. Context:
The lessons are based on a real-world school in a small country coastal town. As per requirement - the class is a heterogenous group, with a range of
literacy abilities, different cultures and students from poverty-affected backgrounds (Curtin University, 2016). Students are introduced to the

1
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
terminology “Australia’s connection’s to Asia” in the week prior to undertaking the guided mini inquiry. Integrating the lessons as part of the Big Picture
and with other learning area’s has been an important consideration in the development of the teaching and learning unit.
4. Content Descriptions (ACARA, 2014):

Geography: A diverse and connected world

Geographical Inquiry and Skills:
Geographical Knowledge and Understanding: Observing, questioning and planning
The location of the major countries of the Asia region in relation to Australia Develop geographical questions to investigate and plan an
and the geographical diversity within the region (ACHGK031) inquiry (ACHGS040)
Elaboration: Using geographical tools, for example, a globe wall map or Elaboration: Using a range of methods including digital technologies to plan and
digital application such as Google Earth to identify the geographical division conduct an information search about the geographical diversity of the countries of
the Asia region
of Asia into North-East, South-East, South Asia and West Asia (the Middle
East).
Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information, using ethical
protocols, from primary and secondary sources, for example, people, maps,
plans, photographs, satellite images, statistical sources and
reports (ACHGS041)

General Capabilities (ACARA, 2014) Cross Curricula Priorities (ACARA, 2014)

• Critical & Creative Thinking • Asia and Australia’s engagement with Asia
• Literacy
OI.2 Interrelationships between humans and the diverse environments
• Numeracy in Asia shape the region and have global implications
• Information & Communication Technology (ICT)
OI.5 Collaboration and engagement with the peoples of Asia support effective
regional and global citizenship.

Links to other curriculum learning areas; (ACARA, 2014) These four lessons only

History: The WRL can be used to look at the history of sending the product to Asian markets in the 1950’s. How things have changed over the course of time.
Who was involved?
ACHASSK137 (Elaboration Four)
2
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Link to - Trading since the Macassan’s. This is a good opportunity to have a focus on Indigenous perspectives.

Business & Economics: How the WRL is a business and the scope of jobs local to global.
ACHASSK151 (Elaboration One)

Civics & Citizenship: Laws for the management of the WRL industry.
ACHASSK144 (Elaboration Three)

ICT: Students will be using the information gained in HASS and from all learning areas to produce a class WebQuest on Australia’s Connection to Asia.

English: Students will create a narrative for a target audience (eg Year Two) using the information they have gained to inform them about where the WRL
goes in Asia.
ACELT1616 (Elaboration Two)

Science: Impact of catching WRL on the environment (sustainability).

ACSIS232 (Elaboration One)
* Cross-curricular link : Sustainability
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual
and community actions for sustainability.

Mathematics: Transferring collected information about countries into analytical data charts - to compare and contrast.
ACMSP147 (Elaboration One & Two)
ACMSP148 (Elaboration Two)

Arts: Focus on students specific Asian country.

Health: Focus on Asian food from specific countries.

Language: Possibility of emailing students at a school in North East Asia.

Link to the Year Six Achievement Standards:

1. Explain the characteristics of diverse places in different locations at different scales from local to global.
3
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
2. Describe the interconnections between people and places, (DEVELOPING) identify factors that influence these interconnections and describe how they change places
and affect people.
3. Students develop geographical questions to frame an inquiry.
4. Students locate relevant information from a range of sources to answer inquiry questions. (ACARA, 2014)

Preparation:
The teacher will create a learning environment conducive to the topic connecting to Asia by having books, pamphlets, maps, web addresses etc.
iPads will be booked for the week.
Class intranet and blog to be utilised for sharing of information or resource ideas.
Large world map on back wall for student to use pins allocated to the places that we learn about. As it is laminated they are able to draw-in areas.
Globe of the World (Allowing students to acknowledge the 2D to 3D representation).
.All relevant safety issues and procedures to be discussed prior to the excursion including photo/video. For example; boundaries at boat, proximity to water, shoes, sun hats, sunscreen, medical,
walking together and listening to instructions. I will introduce a “stop and listen” signal at this time.

Books:
Cray Tales
The Western Rock Lobster: Book One and Two
Lords of the Sea
The Western Rock Lobster
Ireland, S. and Meville-Smith, R. ‘The Strange and Secret Army: Western Australia’s Rock Lobsters’. Western Fisheries, December 2005
Recipe books including Asian recipes for WRL
Books on Asia – some specifically on Japan, Taiwan and China
Atlases

Maps
Asia
Australia
Western Australia
Globe
Nat geo maps
http://mapmaker.nationalgeographic.org/?ar_a=1&b=1&ls=000000000000#/
Google Earth
http://www.yourchildlearns.com/megamaps/print-asia-maps.html

4
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Apps
Montessori geography apps
http://www.mobilemontessori.org/geographyapps?gclid=CIKcms6OktACFQUIvAodQ5kHPA

Websites
Department of Fisheries, Western Australia www.fish.wa.gov.au CSIRO Marine and Atmospheric Research www.cmar.csiro.au Books: Department of Fisheries, Western
Australia. ESD Report Series No. 4 – Western Rock Lobster Fishery. Published August, 2005. ESD Report series (ISSN 1447-3599). Department of Fisheries, Western Australia.
State of the Fisheries Report. (Produced annually).
http://www.theland.com.au/story/3570091/lobster-rocks-chinas-premium-market/
http://www.globaltimes.cn/content/918326.shtml
http://www.abc.net.au/local/stories/2015/11/11/4349866.htm
Catching Crayfish
https://www.youtube.com/watch?v=mCxuQ3AnqEU
Geraldton Fish Co=op
http://www.brolos.com.au/brolos-corporate/about-us.html
ABC
http://www.abc.net.au/local/stories/2015/11/11/4349866.htm
rock lobster fact sheet
http://www.southernrocklobster.com/lib/pdf/mf1853.pdf
How does Australia connect to growing asian markets
http://asiasociety.org/australia/how-australia-connects-growing-asian-markets
Indo world vision
https://www.worldvision.com.au/get-involved/school-resources/detail/we-live-in-a-diverse-world-indonesia-(years-6-10)
http://espace.library.curtin.edu.au/cgi-bin/espace.pdf?file=/2011/12/05/file_1/169481
http://usa.oceana.org/news-media/press-center/press-releases/skytruth-oceana-google-announce-new-technology
http://brolos.com.au/brolos-corporate/history-timeline/page-7.html

Inquiry Charts
Inquiry-learning cycle I chart (Attached to doc)
Blooms Taxonomy and Costa’s Levels of Questioning (Attached to doc)

Big Picture: Australia connecting to Asia.

Small Picture: What goes out? How our town connects to Asia: Western Rock Lobster.
5
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Lesson One:
Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Draw a sketch map based on mental map to the local jetty including man-made and environmental landmarks and include a short
legend – 3D to 2D.
2. Students will recognise that there are a variety of maps which can be used to get to places such as sketch; directory; navigation apps or
GPS if you are on a boat.
3. Students will create a sensory map relative to the fieldtrip including note-taking relevant to the topic.

Time Content/ Teaching Strategies Scaffolded student Explicit links to Resources * Formative
(min) stage of activities and questions Inquiry Learning needed assessment
lesson (using Bloom’s taxonomy task/s
and an inquiry or thinking
model like Costa’s)
Prior Blooms Teacher Chart (Attached to doc) Reiterate discussion from previous Learning Anecdotal Evidence;
week about protocol on excursion.
. Environment
Answer questions.
Students enter the room, are greeted - Immersion Fieldtrip/excur - Observation
Literacy: Speaking and
and are seated. - Creating a sion related - Checklist
Listening
Revisit prior week’s discussion about sense of wonder requirements.
Ask students questions
- Notice
what connects our town to Asia and about the prior week’s
the three main industries chosen - Ask
discussion and its relevance.
- Imagine
(Western Rock Lobster; Tourism and Example thought provoking
Grain Farming). This week we are - Curiosity
questions;
looking at the Western Rock Lobster KNOWLEDGE/ Wonder
industry and discovering the three - Why do you think we have
main countries in Asia which import chosen to use local
our product – and learning about industries to explore Asia?
5–7 Introduction those countries. - Do you think it is a good
min and lesson Review Big Idea. idea for our town to trade
hook Introduce this week’s topic. with Asia? Being aware of how
Literacy responses may affect students on
a cultural level.

6
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
**Word wall in class to be added to - What do you see as the
relevant to the topic of Geography. advantages of using Western
Rock Lobster to learn about
Asia?
Level One
Lesson Hook: We will be creating a - Do you know any other
sketch map for the new bus driver - places in Australia supply
from the school to the jetty. rock lobster to Asia?

Numeracy Paper
Students are to close their Pens
eyes and create a mental
map in their head of how to
get to the jetty.

Students quickly sketch a

map based on their
understanding of local

7
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
location. Include compass
directions and a brief legend.
Sketch maps are drawn from
memory and help us organise
spatial information (Metz, 2007, p.
114) This activity transforms 3D to
2D an essential geographical skill
(Gleeman, 2015, p. 2).
(See Appendix One)

3 Introduction Teacher explains the learning Students listen and read as

of learning objectives for this lesson and writes objectives are written on the Whiteboard
objectives on whiteboard. As above. board.
These are left visible so that the
students can refer to them to keep
on task.

5 Starting task Prior Knowledge: KNOWLEDGE: Level One I Wonder Interactive

eg: What we Students create personal KWHL AQ Key Question: - Inquiry-learning Smartboard
know and (See Appendix Two). What do you know about our cycle (See Peper
what we don’t Western Rock Lobsters Attachment) Pens
know. Teacher models and scaffolds. connection to Asia? Students will use the
chart collaboratively
using the titles but
Differentiated Learning: creating their own key
Students create their Inquiry- words as they feel
learning key words and appropriate- teacher
questions (based on the to scaffold for
differentiated learning.
Blooms Taxonomy
- Building skills for
Differentiated Instruction
a deeper meaning
chart).
Introduce Today we will watch a video about . Smartboard
what we will catching WRL and visit local Internet

8
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
be talking processing factory - following the
about today journey of the WRL.
At this stage students are being introduced
to the product they are sending to Asia.
This real-world task recognises product,
procedures and locations which contribute
to the connection. The use of
multimodalities aims to assist in providing
learning experiences in a variety of ways for
a variety of learners.

70 Immersion: Creating an awareness of the Literacy: Viewing I Wonder/ Interactive

Some Body of the industry which provides Asia with Information & Investigate smartboard
of the lesson produce. Communication Technology - Authentic
lunch Watch WRL video (ICT) learning based on Sensory charts
break Catch bus to local jetty and board Watch Catching Crayfish using a local Clipboards
has vessel in pairs. All safety and insurance https://www.youtube.com/wat product that the
been documentation has been addressed. ch?v=mCxuQ3AnqEU students are Red, Blue,
Skipper talks about the job and answers
used This promotes interest and familiar with and Black pens
questions. (LEVEL ONE)
to * Teacher has asked the skipper to show understanding of the product is visible.
includ students how they use mapping with GPS on and the where the relationship (The Western Rock
Lobster is part of the
e the boat to remember where their pots are. to Asia begins. school emblem) .
travel This provides an opportunity to broaden the Students will tour the local
students thinking about how places are found
using a variety of equipment. GPS has been processing plant taking notes
described as a 21st Century asset and and filling in the sensory chart.
introducing it aims to increase students At the end of the tour the guide
understanding of how Geography can be
applied in a real world environment (Nagel,
will give each student an
Individual iPad
2008, p. 354). envelope. See teaching strategies.
Catch bus to local processing plant.
Teacher has spoken to the tour operator and Students to film or
asked that they reiterate the three main photograph relevant
Asian countries that purchase the WRL. features. This helps with
Teacher has given the guide envelopes
differentiated learning as the impact
containing the name of one of the three main
of visuals are easier to understand
importers of WRL in Asia. It has been done
9
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
strategically so that there will be six groups and explain. These may be used as
of four with two groups researching one reference or for the class
country eg Japan – two groups of four. WebQuest.
- Inside the envelope the card with the
name of the country is also written in
that particular language with a picture
of the flag of that country, the name of
the capital, Asian sub-region, See
appendice
open Activities for Teacher explains the use of the 6 Critical & Creative Thinking Sense chart
consolidation senses chart. Also use to take notes Favourite Six using the five
of knowledge and on the back write any questions senses – taste, sight, smell,
you would like to answer. sound, touch and an
Learning is a multi-sensory experience which affective response – For
may allow more cognitive connections and
example:
associations with concepts. Using the
senses may also assist varying learning
KNOWLEDGE – Level one
styles. (Pitt, 2012). How did it make you feel?
(See Appendix 3)
Geographic investigative skills
include using the senses (The
Royal Geographical Society of
Queensland Inc, n.d., p. 4)

Take notes about how and

where the WRL connects to
Asia. Write questions on the
back.
Differentiated Learning:
Students with literacy learning
Challenges’, including ESL can
draw pictures or record notes and
ideas on iPad.
Extension
Critical & Creative Thinking:
Does selling our WRL to Asia
increase opportunities for our local

10
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
citizens? Will it have an impact on
the fishery if we keep exporting it?

Review sketch map with a

partner compare, share and
analyse maps through
discussion making
appropriate changes with a
different colour.

5 Closure/ The teacher comes back to the Students given time to reflect
Plenary lesson objectives/ intentions and on their learning objective
discusses the learning. and asked to express their
analysis.
Review sketch maps as a whole
class. Have sketch maps on-hand.

Sensory charts with note-taking are

handed in for teacher for insight and
review.

Students with learning difficulties/ESL: Try to capture as much of the experience on media - allowing for assistance on return to class. Draw pictures where
words are challenging on chart. Use iPad to record your thoughts and questions rather than writing. Make adjustments where required.
Students with a disability: Relevant to the child’s needs for example; assistance for individuals for access to facilities or wheelchair access where possible.
Extension: Imagine you were a fisherman and you had just been informed that the local Western Rock Lobster fishery was going to close without any
reasons provided. How can you help? Open inquiry
What might happen if Asian countries stop buying our rock lobster?
Read this article: https://au.news.yahoo.com/thewest/wa/a/30661576/china-s-import-block-hits-wa-lobster-trade/#page1

Lesson Two: Where are we?: Understanding our town as part of the world.

11
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Lesson Objectives:
At the end of the lesson, the students will be able to:

1. To understand how they are part of a shire, region, state and country and the modes of transport relevant to distance and direction, required to export
the product
2. To develop and understanding of where their town is in proximity to Asia.
3. To identify the three major importers of Western Rock Lobster in Asia.

Time Content/ Teaching Strategies Scaffolded student Explicit links to Resources * Formative
(min) stage of activities and questions Inquiry Learning needed assessment
lesson (using Bloom’s taxonomy task/s
and an inquiry or thinking
model like Costa’s)
5 Introduction Students are greeted and seated. KNOWLEDGE: Level one Engaging/ iPad
and lesson Where did I come from and Immersion Internet
hook Discuss the plight of the WRL and where in Asia am I going? - Oral discussion connection
how a town of our population assists with students
in feeding more densely populated Discuss how the WRL got on ideas and
Asian neighbours. to the boat then on the truck thougths
to the factory.
Hook: Pretend you are a local WRL Where to now?
and you are developing an idea of Teacher uses think aloud
your place in the world. statements.

5 Introduction Teacher explains the learning Students listen and read as

of learning objectives for this lesson and writes objectives are written on the
objectives on whiteboard. As above. board.
These are left visible so that the
students can refer to them to keep
on task.
5 Starting task Teacher to show model of activity KNOWLEDGE: Level One
eg: What we (See Appendix Four & Five) Key Questions:
know and
12
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
what we don’t What do you know about
know. where your town, shire,
region, state, country is on a
map?
Where are they in relation to
Asia?
5 Introduce Literacy: Speaking and Listening
what we will We will be discussing where we fit in Use open-ended questions
be talking the world. Our physical place at a to prompt critical thinking.
about today community level. Critical and Creative thinking
Teacher offers her cultural/ spiritual sense of Discuss how the physical
place - building on relationships.
place may not always match
the spiritual place (sense of
place)? Brief link to cultural beliefs
including Asian/ Indigenous. Invite
students to offer suggestions.

30 Immersion: Numeracy Students locate maps and Immersion; Google Earth

Body of the Critical and Creative Thinking listen for ideas. Using Inquiry- Worldmapper
lesson Information & Communication (See Appendix Four) learning cycle Scribble maps
Technology (ICT) I Investigate – Mapmaker Anecdotal – taking
Technology Focus Teacher scaffolding reading, research, Computers notes as students
Students will create a concentric discussion and questions findin iPads contribute to questions
circle mapping chart ((Elliot, 2014) - KNOWLEDGE/ I Record Splitpins and answers.
Use a variety of maps). COMPREHENSION: Level Collect data – a Paper
One range of maps Printer
Teacher shows model (See What is the name of the river Organise – use Black markers
Appendix Five) that the boats go through? the concentric
Create a sequence; Where does the river it start? circle chart to
1. A picture of a Western Rock How did the skipper find the recognise your
Lobster pots? physical place in
2. Local town map (Kalbarri) What would happen if the the world.
- Discuss local map, find online or in equipment wasn’t working? Classify –
local brochures, remembering the identifying specific
13
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
scale as part of the concentric circle. Is your sketch map scaled in areas such as the
Explore the locations of places such line with your accessed state of WA
as the school, jetty and factory on map?
Google Earth. Draw in start of WRL Why do you think the jetty
travels from boat to factory. Use a has been built where it is?
variety of websites. Draw in places What towns do you know in
and provide legend. the Midwest?
3.Local shire (Northampton)
Find a map of the local shire - What are the major towns?
include the towns that make up the Has anyone been to
shire. Geraldton?
4.Midwest region How did you get there?
Find a map of the Midwest – include How do the WRL get to
the shires. Include a directional map Geraldton?
compass. Write in major towns. What is West of Geraldton?
5. State (Western Australia) What towns have you visited
in the Midwest?
Find a map of Western Australia.
Which direction are they, in
Include the regions. relation to Kalbarri?
Locate the Perth International Airport How do the WRL get to
and provide the lat and long. Perth?
6. Country (Australia) How far was it?
Find a map of Australia
Include the borders between states Is Perth International Airport
the closest international
and territories.
airport to Kalbarri?
Find and write in the capitals.
Include the oceans and seas Do the WRL fly directly to
surrounding Australia. Asia or are there stop-overs?
How would the WRL get to
7. Asia as a continent Asia if there were no planes?
Find a map of Asia. Outline the sub- What are borders?
What is the difference
regions.
between a state and a
The flexibility in this task is that the concept
territory? Do we need them?
can be applied to any physical place with
minimal changes.

14
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Did the Australian Aboriginal
people have these same
borders?

Differentiated Learning
Teacher has pre-cut circles
for students to organise in to
sequence or students have
opted for different types of
maps from simple to
comprehensive and include
or disclude the required
information.
Extension: Use
comprehensive maps and
ascertain directional identity
of places in comparison to
tohers. Include latitude and
longitude of places.
5 Activities for Concentric circle chart. I Discover/ I Peer assessment.
consolidation Think Concentric circle.
of knowledge APPLICATION: Level Two Interpret and
Can you locate your town on analyse the maps
a world map? related to place
On the globe?
Do you understand the scale
of your town on a world
scale?
5 Closure Students have their concentric circle Do you see how our town is
charts. part of a big world?
Take pin from charts and put back Can you see the pattern of
together discussing each part from
growth as we are all part of
the WRL to the continents of Asia
and Australia. something else?

15
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Has this activity helped you
develop sense of place,
belonging and identity?
Do you understand why the
WRL has been used as an
example of connecting to
Asia?

Lesson Three: Tell me about Asia.

1. Locate and identify the countries that are the major importers of Australia’s Rock Lobster.
2. Create a flight plan using mapping and digital technology for the WRL.
3. Collect and record data about your country on the graphic organiser.

Time Content/ Teaching Strategies Scaffolded student Explicit links to Resources * Formative
(min) stage of activities and questions Inquiry Learning needed assessment
lesson (using Bloom’s taxonomy task/s
and an inquiry or thinking
model like Costa’s)
5 Introduction You will need to have your passport Students to open the I Wonder Passports
and lesson ready. Students will use the passport they envelope given to them by Asking questions
hook made earlier in the year and which displays the WRL factory tour guide.
on a global map countries they have already Contains country the student will be
travelled to in their educational journey. E.g. researching.
South America in Year Five.
The WRL has thousands of miles to Application/ Analysing:
travel to get to Asia. Find out where Level Two
you are sending him. Where is he going?
Why have these three
countries been chosen?

16
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
5 Introduction Teacher explains the learning Students listen and read as
of learning objectives for this lesson and writes objectives are written on the
objectives on whiteboard. As above. board.
These are left visible so that the
students can refer to them to keep
on task.
5 Starting task Identify what they know about their 1.Students review KWHLAQ I Wonder KWHLAQ
eg: What we Asian country. Join with other add to it using a different What I have Pens
know and students with the same country and colour. learned so far and
what we don’t discuss. 2.Use the I Inquiry chart to how that may
know. write down key words. assist in this next
Teacher to think aloud ideas for Scaffold questions: task?
research. Level One and Two I Wonder
What do I want to know What do I know
about this country? about this place

Are they all part of the same

sub-region of Asia?

Why are the WRL is sent

here?
Students collaborate and
discuss relevant questions.
5 Introduce We will be researching the country Analysing: Level Two
what we will you have been allocated. Why have these three
be talking countries been chosen to
about today research?
Where are they located in
Asia?
30 Immersion: Asia and Australia’s engagement Technology Focus I Investigate Paper Observation
Body of the with Asia Information & I Record Pens
Students are familiar with websites that are
lesson Communication Technology I Discover iPads
reliable.
Students are familiar with relevant legal and (ICT)
safety aspects of using internet. Graph

17
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Teacher to provide headings for the In pairs students research Back of
research on Asian country eg their country using reliable Concentric
population, area km2 etc sites to access current circle
Students record information on the back information and record on a
of the concentric circle chart using a pie
graphic organiser. Graph – own
graphic organiser.
(see Appendix Six) choice of site
(See Appendix Six)
Create a flight plan online for Suggested site:
your WRL.
https://nces.ed.go
Differentiated Learning v/nceskids/create
Teacher gives specific agraph Flight Plan
websites, YouTube videos
books to students about their
Flight plan
country. Option to record
Suggested site
information on iPad.
Scaffold question https://flightplanda
Analysing: Level Two tabase.com/
Why do you think North East
Asia is the biggest importer
of WRL?
How do you think the three
countries will differ?
What facts will you compile?

5 Activities for Numeracy Extension Internet

consolidation You do the math! Find out the distances iPads
of knowledge Use your concentric circles to locate between each of them. Calculator
major towns or cities we have
discussed.
5 Closure Teacher reviews the lesson
objectives.
Checks that everyone understands
that Asia is made up of sub-regions
and that we have only looked at one.

18
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Extension: Locate other towns in Australia that are connected to Asia through the exportation of Rock Lobster? Where in Asia? – Sub-region, country, town?

Lesson Four: Let’s compare: Australia to countries in East Asia.

Lesson objectives:
1. Identify the similarities and differences in the population, economic and landscapes within Australia and the locations recognised in Asia.
2. Create a graph representing your findings.
3. Compare and contrast data and record on sheet.

Time Content/ Teaching Strategies Scaffolded student Explicit links to Resources * Formative
(min) stage of activities and questions Inquiry Learning needed assessment
lesson (using Bloom’s taxonomy task/s
and an inquiry or thinking
model like Costa’s)
5 Introduction Seat and greet.
and lesson Ask for all research from yesterday
hook to be on desk.

Hook: Today we will be collating the

research data and applying it to
graphs.

19
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
5 Introduction Teacher explains the learning Students listen and read as
of learning objectives for this lesson and writes objectives are written on the
objectives on whiteboard. As above. board.
These are left visible so that the
students can refer to them to keep
on task.
5 Starting task Numeracy Various graphs
eg: What we We have looked at a number of
know and graphs in Mathematics and will use
what we don’t this knowledge to collate our
know. information.
5 Introduce Introduce task – revise graphs and
what we will representation.
be talking
about today
30 Immersion: Teacher modelling on smartboard or Numeracy I Think Smartboard
Body of the has students participate. Critical and Creative Thinking I Try iPads
lesson Asia and Australia’s Paper
Consider the differences and reflect engagement with Asia Markers
on what you have learned about Technology Focus Graph
your town’s connection to Asia as 1. Students in their group of websites
part of a bigger picture. four will collate data on their Last terms
Lesson five: Students will discover how Australia data
country. Use headings and
much the WRL industry is worth to Australia
and how much each of these Asian countries choice of graph.
spend on importing it. Consolidation of 2. Students integrate (2
knowledge and consideration of its impact on students from each group so
our town, state and country to be addressed. that each country has
The next mini inquiry introduced as per the
rationale: Western Australia and how it
representatives to work
connects to Asia.
collaboratively to collate data
and create graphs to
represent their findings. Add
geographical data on
Australia (Data on Australia

20
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
has been accessed from last
terms work).

Synthesise: Level Three

Scaffold questions:
How will you represent the data
you have collated?
Is it all meaningful?
How do the places, people and
cultures we have researched
differ?
What are Australia’s
connections between people
and places in North East Asia?
Will these connections be the
same in all the sub-regions of
Asia.
How can we best present our
data as a graph?
Evaluation: Level Three
How far did the WRL travel?
How long did it take?
Would you like to travel to
North East Asia?
Which country would you
choose to go to, and why?
Do you think there any other
countries in Asia that import
our WRL?
How does the geographical
knowledge compare
according to the data
graphs?
21
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Does the data provide you
with an insight into Asia?
Extension: Do you think we
should export our product to
Asian countries?

5 Activities for Data to be presented by each group Information & I Reflect Data graphs
consolidation using interactive Smartboard. Communication Technology Self-reflection sheet
of knowledge (ICT) Checklist
Principal and Deputy will watch the
presentation and stamp passport if Email graphs to teacher.
their checklist boxes are all ticked.
Evaluation : Level Three
Were the graphs informative
to the audience?
Did you meet the lesson
objectives?
How could you do it better
next time?
Complete the KWHLAQ
chart.
5 Closure Discuss if the data presented was Did we miss anything? Reflection
easy to understand and did it
represent information in an
informative way?
Discuss with students the learning
journey and what we might change.

22
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Reflection:
Learning is a journey away from the learner’s comfort zone, leaving the relative narrowness and limitations of the life world. As much as learning needs to
affirm identity and create a sense of place, belonging and identity, it is also a process of travelling away from the familiar, everyday world of experience.
This module is aimed at taking the student on a personal journey to think, explore and become curious about Asia. Thus creating a positive cultural
transformation and/or perception of its places and peoples (Curtin University of Technology, 2014). Although this learning was just a small part of a big
picture I think that it will make the students think or think differently about their own country and its engagement with North East Asia – prompting a curiosity to
know more about the other sub-regions. I feel that the lessons have the ability to be flexible and thus should cater for the cohort and with an emphasis on
gradual release of responsibility they will be working at capacity and extending their thinking (Zone of Proximal Development (Bee, 2000,p. 20)). The lessons
are fun and often interactive - and because there is quite a range of activities, students have the capacity to remain engaged in the learning. Technology plays
an important role in the plan and as most children are tech savvy – this is an important inclusion for 21st Century learners and one of the cross-curricular
priorities (ACARA, 2014). Due to the lessons creativity and intensity it will be paramount that everything is very well organised for a successful outcome. One
of the shortfalls may be time – however, with the correct instruction leading up to the lessons – this may be overcome. Parts of the lesson were trialled by a
home-schooled Year Six student to ascertain a response of interest, critique - and timing – fortunately all were positive!

One of the concerns I do have is the possibility of the use of the local product being to abstract for a student to make the connection to Asia. Therefore either
peer support and/or direct or guided instruction from the teacher may be needed to clarify issues – again a time issue. I feel that because the lessons are part
of a cross-curricular integrated theme, once again the time issues may be overcome. The activities I have presented have proven to me that there is scope
within the lessons for individual students to be catered for. Throughout the learning there are ample opportunities to assess students and some have been
added to the lesson plan - they are quite diverse and non-confronting to the learners but informative to the teacher.

23
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

References

Australian Curriculum Assessment and Reporting Authority. (2014) Australian Curriculum: Version 7.5. Accessed from http://v7-5.

australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?y=6&s=GKU&s=GIS&layout=

Australian Government. (2006). Department of Education, Science & Training: National Statement for Engaging Young Australians with Asia in Australian
Schools. Carlton, South Vic: Curriculum Council. Accessed from
http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Cultural%20inclusion%20and%20ATSI/Nationa
l%20Statement%20for%20Engaging%20Your%20Austrlians%20with%20Asia.pdf

Bee, H. (2000). The Developing Child (9th ed.). Needham Heights, MA: Allyn & Bacon

Carter, C. E. (2016). Completed inquiry task worksheets. Kalbarri, W.A.

Commde, N. (n.d.). The Three Storey Intellect: Bloom’s Taxonomy and Costa’s level of Questioning. Accessed from

https://daretodifferentiate.wikispaces.com/file/view/NoelleCombsInquiryLesson.pdf

Curtin University of Technology. (2016). HASS Assessment. Curtin University of Technology: Bentley,W.A

Curtin University of Technology. (2014), Literacy 335: Week 12. Curtin University of Technology: Bentley,W.A.

Elliot, K. (2016). Concentric Circle Chart Idea. Heart & Soul Art School. Geraldton, W.A.

Gleeman, Dr. G. (2015). Inquiry-based Learning in Geography. Macquarie University, Sydney. Accessed from
http://gtansw.org.au/files/resources/2015/Inquiry-Based%20Learning.pdf

Golledge, R. G. (2002). Simplifying the World. Professor of Geography, University of California Santa Barbara; CA, USA. Accessed from
http://www.directionsmag.com/entry/simplifying-the-world/124053

24
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Metz, H. M. (1990). Sketch Maps: help students to get the big picture. Journal of Geography. (1990), 89(3), pp. 114-118. Accessed from
http://www.tandfonline.com/doi/abs/10.1080/00221349008979610

Nagel, P. (2008). Geography: the essential skill for the 21st Century. Social Education. Vol 72 (7), pp. 354-358. Accessed from

http://www.literacyinlearningexchange.org/sites/default/files/nagel_socialeducation.pdf

Pitts, A. ( 2012). Learning is multi-sensory: How to engage all the senses so children can really benefit. The Centre for New Discoveries in Learning Inc.

Accessed from http://www.howtolearn.com/2012/12/learning-is-multi-sensory-how-to-engage-all-the-senses-so-children-really-benefit/

School of Educators. (2013). Bloom’s Taxonomy Teacher Planning Kit. Accessed from http://schoolofeducators.com/2013/01/blooms-taxonomy-teacher-
planning-kit/

25
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

26
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Gleeman, (2015). Accessed from http://gtansw.org.au/files/resources/2015/Inquiry-Based%20Learning.pdf

27
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Adapted from Gleeman, (2015). Accessed from http://gtansw.org.au/files/resources/2015/Inquiry-Based%20Learning.pdf

28
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

School of Educators (2013) Accessed from http://schoolofeducators.com/2013/01/blooms-taxonomy-teacher-planning-kit/

29
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

30
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Combes (n.d.) Ac/view/NoelleCombsInquiryLesson.pdf cessed from https://daretodifferentiate.wikispaces.com/file

31
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Self-Evaluation Assessment Blooms Taxonomy
1. What did I do? Remembering
_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

2. What was important about it? Understanding

_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

3. Where could I use this again? Applying

_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

4. Do I see any patterns in what I did? Analyzing

_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

5. How well did I do? Evaluation

_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

6. What should I do next? Creating

_____________________________________________________________________________________________________________
__________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

32
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Appendix One: Sketch Map

Appendix Two: KWHLAQ

33
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

K W H L A Q
What do I know? What do I want to How do I find out? What have I What action will I What new questions
know? learned? take? do I have?

Appendix Three: Six Senses chart

34
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

35
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

Appendix Four: Single Maps for circle chart.

Appendix Five: Concentric Circle Chart

36
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

37
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD
Appendix Six: Pie research chart.

References for mapping and research.

JAPAN RESEARCH

38
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

ReligionFacts. (2015). Japan. Accessed from http://www.religionfacts.com/japan

Japan Meteorological Agency. (n.d.). Overview of Japans Climate. Tokyo, Japan. Accessed from
http://www.data.jma.go.jp/gmd/cpd/longfcst/en/tourist.html

What are the main foods in Japan? Accessed from

https://www.google.com.au/?gws_rd=ssl#q=what+are+the+main+foods+in+japan

NationMaster. (2016). Geography>Area>Land>Per capita: Country comparison. Accessed from

http://www.nationmaster.com/country-info/stats/Geography/Area/Land/Per-capita

MAPS: Concentric circle task.

One World- Nations Online. (2014). Countries and Nations: Map of the World Continents and Regions. Accessed from
http://www.nationsonline.org/oneworld/continents_map.htm

City of Greater Geraldton. (2016). LGA Boundary (Midwest region). Accessed from
http://www.cgg.wa.gov.au/Profiles/cgg/Assets/ClientData/Documents/Mapping/MAP001_-_LGA_Boundary__Midwest_Region_.pdf

Fishwrecked Reeltime. (n.d.). Kalbarri crossing. Joondalup, W.A. Accessed from

http://fishwrecked.com/forum/kalbarri-crossing

WikiVoyage. (2013). Talk: Western Australia. accessed from https://en.wikivoyage.org/wiki/Talk:Western_Australia

Travelbrochures. (2016). Australian map. Accessed from

http://travelbrochures.org/travel-australia/

Marine Stewardship Council. (n.d.). Lobster. Accessed from

https://www.msc.org/cook-eat-enjoy/fish-to-eat/lobster

39
Brigitte Carter SN 13052340 HASS ASS 2 – JAMES POLLARD

40