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PRELIMINARY STAGE: Students will be able to interpret and represent data using a variety of different graphs and learn
about immigration to Australia.
General
Capabilities
(GP)
Ethical Behaviour
ICT
Intercultural
Crosscurriculum
Priorities
(CCP)
Sustainability
Literacy
Histories and
Culture
Numeracy
Understanding
Strands and Sub-strands: (N.B You are free to play with the format of this table to fit in what you need to)
SUBJECTS
Maths
English
comparing different
student-generated diagrams, tables
and graphs, describing their
similarities and differences and
commenting on the usefulness of
each representation for interpreting
the data
Interpret
secondary data presented
in digital media and
elsewhere (ACMSP148)
resources appropriate to
purpose
and audience(ACELY1714)
HASS - History
Stories of groups of
people who migrated to
Australia since Federation
(including from ONE country
of the Asia region) and
reasons they
migrated (ACHASSK136)
audience
Achievement
Standard from all
subjects included in
unit (just the
relevant section)
LEARNING OUTCOMES:
Knowledge and Understanding:
At the completion of this unit, students will understand the impact of
immigration in Australia after federation. Students will be able to reperesent Know who immigrated to Australia after federation and
why they came.
immigration data on a variety of graphs and present an information report
on their conclusions.
Understand what a variety of graphs are used for and
why.
DEEP UNDERSTANDINGS:
Page 2 of 8
Create a graph.
ESSENTIAL QUESTIONS:
How did Australian society change throughout the twentieth century?
Who were the people who came to Australia? Why did they come?
What contribution have significant individuals and groups made to the development of
Australian society?
Self-assessment: Students will self-edit their work and will discuss their progress with peers. At the completion of the unit they will
be required to reflect on what they have learned with peers in a class discussion.
The classroom will be arranged in five groups of tables to enhance group discussion.
Students will eagerly learn in the classroom through the use of technology and the internet to conduct research. They will also have
access to books, stories, and resources at the immigration museum. Their learning will be encouraged by asking students to ask
questions about graph-making, immigration and writing informative reports. The classroom will at times be silent for research and work
that required concentration and sometimes will be abuzz with lively debate and conversation.
How will you engage students at the beginning of the unit? (motivational set)
Students will be engaged as Inquiry questions are asked of them such as? Why do you think people immigrated to Australia? Where did
they come to? How many people came from where?
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson
Lesson Activities
CCPs
Resources
Title
and
Learning
GCs
Area
1
Mathematics Students will be introduced to graphs and learn that they can be used to display
Oxford Year Six
Different
data. Students will take a general look at bar, line, column, picture and dot graphs
mathematics book.
graphs and
as well as pie charts and discuss where and why the graphs would be used as well
Examples of various
purposes.
as the different advantages and disadvantages to each graph type. Students will
graphs.
complete activities on their maths books.
2
English
In this lesson students will be required to edit a page of writing paying particular
Error filled example of
Editing work attention to spelling. If students are unsure they may check in the dictionary. If
work.
- spelling
there is time, students will self-edit a thank you letter that they write themselves
IWB and markers.
checking for spelling.
Dictionaries.
Writing books.
3
HASS
Students will access a timeline of immigration and discover and discuss why
Timeline from website.
History
different groups of people immigrated to Australia.
IWB, laptop.
Immigration
Who came
and why?
4
Mathematics
Interpreting
data from
Students will be guided on how to interpret data on a bar graph. Students will use
Mathletics (mathletics.com.au) and answer questions on interpreting bar and
column graphs.
Use of
ICT
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bar and
column
graphs
5
English
Editing work
grammar.
Students will use error filled writing to correct any grammar mistakes. The focus
is on re-writing and re-wording sentences to make sure they make sense.
Error-filled work.
Writing books.
HASS
History Timeline of
immigration
Students will further study and discuss the timeline of immigration. They will
discuss in groups what factors pushed or pulled people to immigrate here.
Students will also look at and discuss white Australia policy and the economic
impacts of that policy and the later multicultural approach to policy for
immigration.
English
editing work
punctuation
In todays lesson, students will edit a piece of work while focusing on punctuation.
Students will then be taught how to add the elements of spelling, punctuation,
and grammar together to edit as well as asking for a second opinion on all
editing.
Mathematics
Interpreting
data from
graphs
In this lesson, the class will create a graph using data from a class survey. The
students will then be required to write down conclusions that they came come to
from studying their graphs. Class will discuss are the conclusions reasonable?
HASS
History Stories of
immigration.
In this lesson students will read about the immigration story of Anh Do in his book
The Little Refugee. The students will discuss the story and push factors that
force people to seek asylum in Australia.
10
English
Writing an
informative
report.
Students will write a short informative report on the Anh Do story by finding the
facts in his story and reporting on the facts about what it may be like to be a
refugee.
Picture book
11
Mathematics
Students will draw conclusions from studying a variety of different graphs and
ICT
Timeline of
immigration. Laptop
computers (one
between two students).
Graph paper.
Whiteboard and
markers.
Asia
and
Australi
as
engage
ment
with
Asia
Picture book
Page 6 of 8
Interpreting
data from
pie charts,
picture
graphs and
line graphs.
discuss. Students will answer questions about graphs in their maths book on
graphs and complete a test in their maths book.
12
HASS
History Research
and write
about
Australian
immigration.
Students will begin to research information for their reports. They will find facts
and note whether the information is from a primary or secondary source.
ICT
Laptop computers,
library books, HASS
books.
13
English
Students will
begin to
plan their.
Mathematics
Creating a
graph.
Students will use mind maps and research notes to plan the written part of their
informative reports.
ICT
Students will compile appropriate immigration data with the intention of turning
the data into a graph of their choosing. Students must discuss and justify why
they are choosing the graph that they are.
ICT
HASS
History
Research
information
on
immigration
for report.
English
Write the
rough draft
of
information.
Mathematics
Compile
In this lesson students will conduct further research for their reports. Students will
assist each other in gathering information and selecting what information they
want to include or not include in their report.
ICT
14
15
16
17
mathematics work
book.
Laptop computers
HASS books
Mind maps on large
paper.
In this lesson students will continue to write their information report for the
poster. Students will be encouraged to edit and swap with classmates to crossedit their work.
Writing books.
Graph paper,
information on
immigration.
Page 7 of 8
18
19
20
data about
immigration
to Australia
and create
graph
English
Edit
information
for report
and begin
final copy
Mathematics
Complete
immigration
graph.
HASS
History
Complete
poster.
Students will work on their reports and continue with writing, editing and writing
their final copy.
In this lesson, students will continue working on their immigration graphs and will
write conclusions from the graph for their poster.
In this lesson, students will be given the opportunity to combine the elements of
their posters together including their graph, information and conclusions.
Students will be able to decorate and formally present and submit their work.
Page 8 of 8