EDSS341 Unit Plan Sem 2 2018

Teacher/s Name/s: ​Kytarnia Ehrenberg (S00203481) and Hannah Lang (S00206713)

UNIT PLAN
Inquiry Model : Integrating Socially Model

Rationale:
According to the Australian Curriculum, Assessment and Reporting Authority [ACARA] (2013), students need to “develop a capacity to respond to
challenges, now and in the future, in innovative, informed, personal and collective ways.” This unit aims to develop the skills needed to achieve this
goal in an active and informed way. The Geography strand of the HaSS curriculum focuses on key questions surrounding environment and place, and
implies a stewardship role (Reynolds, 2014). This allows students to explore their own personal geographies, which Catling (as cited in Reynolds,
2014) states should be harnessed so students can become more involved in their local geographies. This also allows students to explore issues of
sustainability in their personal worlds (Reynolds, 2014). Geography is a crucial learning area to engage students in the maintenance and sustainable
development of the environment, which are both points of focus this unit (Reynolds, 2014). Recognised key techniques for teaching Geography that are
implemented throughout this unit are the use of photographs and ICT, and considering our impact on the planet (Reynolds, 2014). This unit follows an
inquiry approach to learning, which is regarded as effective pedagogy to deliver the HaSS curriculum, and is particularly useful for considering complex,
big picture issues such as sustainability (Reynolds, 2014).
Inquiry learning occurs when students construct their own knowledge, and assimilate this knowledge into their pre-existing understandings about the
world (Reynolds, 2014). The particular model of inquiry used in this unit is the Integrated Inquiry model (Murdoch, 2010). This model of inquiry allows
students to engage in a sequence of phases rather than a myriad of activities with little connectedness (Murdoch & Wilson, 2012). Students are
engaged in meaningful and active investigations that have personal significance to them, which Murdoch (2010) connects with deeper thinking. Inquiry
learning also lends itself to best practice for teaching the Science curriculum, which has been integrated as the second learning area for this unit
(Skamp, 2015). Integrating curriculum areas connects various concepts, skills, perspectives and values to develop a rich learning experience
(Reynolds, 2014). In order for an integrated curriculum to be effective, there must be clear conceptual links, and the integrity of the learning areas must
be maintained (Nayler, 2014). To ensure the conceptual links and integrity of the learning areas are maintained throughout the unit, the backwards by
design (Wiggins & McTighe, 2011) method was used to plan this unit.
The backwards by design method emphasises planning as being the precursor to successful teaching (Wiggins & McTighe, 2011). This process
involves first identifying the desired understandings and results, then developing lessons and specific learning activities within the specific context,
which allows for integration of short and long-term goals, more appropriate assessments, and purposeful teaching (Wiggins & McTighe, 2011). In this
unit plan, the desired outcome was for students to conduct an inquiry on waste, shaped by their interests, questions or queries. To achieve this, the
 EDSS341 Unit Plan Sem 2 2018

tuning in activities were designed to engage students’ attitudes and beliefs about waste and the environment. The finding out phase of the inquiry then
provides students with learning experiences about what waste is, what the issues surrounding waste are, including how certain materials affect the
management of waste. Students are supported to reflect and revisit questions and beliefs throughout the unit, and are scaffolded through the inquiry
process. This led students on a process of building enough knowledge, understanding and skills in order to complete the final inquiry task on their own.

Year Level: ​4
Term: ​3
Duration: ​14 hours

Key Inquiry Question/s:

In Year 4 Geography, students examine the use and management of resources and waste, and focus on understandings about sustainability. This
shares a common theme with the Year 4 Chemical Sciences concept of natural and processed materials having a range of physical properties that
influence their use and management of waste. These key ideas have informed the key inquiry question for this unit:
What is the impact of waste on the environment?

Sub-questions to guide the inquiry may include:

● How do the properties of materials affect how we dispose of them?
● How much and what types of waste do we generate?
● How can people ​live ​more sustainably?

Year Level Description

Humanities and Social Sciences:
How people, places and environments interact, past and present
The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions.
Students gain opportunities to ​expand their world knowledge and learn about the significance of environments, examining how people’s need and want
of resources over time has affected people, societies and environments​. Specifically, students study European exploration and colonisation in Australia
and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They ​examine the concept of sustainability, and its
application to resource use and waste management, past and present,​ by different groups. The curriculum introduces the role of local government, laws
and rules, and group belonging and how they meet people’s needs. Themes of law and citizenship extend into their studies of diverse groups, the
colonisation of Australia and other places, and how environmental sustainability is enacted.
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The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance;
continuity and change; ​cause and effect​; place and space; ​interconnections​; roles, rights and responsibilities; and ​perspectives and action​. These
concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.

The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding
strand draws from three sub-strands: history, ​geography​ and civics and citizenship. These strands (knowledge and understanding, and inquiry and
skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and
from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.
Year Level Achievement Standard
Humanities and Social Sciences:
By the end of Year 4, students recognise the significance of events in bringing about change and ​the importance of the environment.​ They explain how
and why life changed in the past and identify aspects of the past that have remained the same. ​They describe the experiences of an individual or group
in the past.​ They describe and compare the diverse characteristics of different places at local to national scales. Students identify the ​interconnections
between​ components of the environment and between​ people and the environment.​ They identify structures that support their local community and
recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. ​They identify different views
on how to respond to an issue or challenge.

Students develop questions to investigate.​ ​They locate and collect information and data from different sources, including observations​ to answer these
questions. When examining information, they distinguish between facts and opinions and detect points of view. ​They interpret data and information to
identify and describe​ distributions and ​simple patterns and draw conclusions.​ ​They share their points of view, respecting the views of others.​ Students
sequence information about events and the lives of individuals in chronological order with reference to key dates. ​They sort, record and represent data
in different formats​, including large-scale maps using basic cartographic conventions. ​They reflect on their learning to propose action in response to an
issue or challenge​, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific
terms in a range of communication forms.
Links to other learning areas:
Science
In Year 4, students:
● Broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials.

By the end of Year 4, students:

● Apply the observable properties of materials to explain how objects and materials can be used.
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● Identify when science is used to understand the effect of their actions.

● Follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge.
● Use formal and informal ways to communicate their observations and findings.
Teacher Background Knowledge:

To successfully teach this unit, an understanding of the difference between, and the use of, natural and processed materials. It is important to have a
general understanding of common natural and processed materials so that the teacher can apply this to scenarios that are relevant to the students. For
example, if looking at what natural and processed materials are seen in the classroom, the teacher will be able to identify any misconceptions or
answer questions confidently. For the purpose of this unit it is also important to have an understanding of Aboriginal cultural practices and perspectives
on using natural materials.
Another key area of background knowledge that is required is waste management and the recycling process, specifically what happens to the rubbish
we throw away.
This leads into another important area of understanding which is the properties of materials, specifically plastic, and how those properties affect the use
and disposal of products. The Australian Academy of Science [AAS] (2012, p.8) describes materials as the substances from which objects are made of,
such as paper, glass or plastic. The properties of an object will depend on what materials are used to make it (AAS, 2012). Different materials will have
different properties, which serves different purposes. For example, an umbrella (object) made from plastic (material) is waterproof (property). The
properties of materials, as well as cost and availability, are taken into account when making something for a specific purpose (AAS, 2012). Properties
are used to describe and classify materials (AAS, 2012). Some of the types of properties that will be looked at in this unit include hardness, strength,
elasticity and absorbency.

Student prior knowledge:

Students have prior knowledge about identifying natural, managed and constructed features of places, and can discuss ways they could contribute to
caring for places, Students have explored Dreaming and Creation stories that identify the natural features of a place, and can describe the connections
between Aboriginal and Torres Strait Islander Peoples and the environment, and how this influences their views on the use of environmental resources.

Students have prior experience in identifying observable properties of materials and possible uses that suit these materials. They also understand that
people use science in their daily lives, and have explored how this understanding is used in managing and caring for the environment.

Learning Objectives:
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Throughout the unit, students will be learning through and about inquiry learning. They will be exploring the impacts of waste on the environment and
how humans influence waste pollution. They will explore the importance of the environment and the choices that can be made and implemented to live
more sustainably.
Students will construct their own inquiry investigation where they will need to locate and collect data and information that will then be used to write their
response. The students will then choose a form of communication that this will be presented in.
By the end of the unit, students will have well developed inquiry skills and be able to explain and present their product and information that they have
collected. Students will also be able to effectively reflect on the process in which they undertook and identify new ideas and what they have learnt and
further developed throughout the inquiry process.
Learning Intentions:
By the end of this unit you will have a clear understanding on how to effectively complete an inquiry investigation. You will be exploring the impacts that
waste has on the environment, what influences we have on the environment and looking at different ways that we can live more sustainably.
Lastly, you will also be designing your own inquiry investigation around this topic and creating an item that displays your research and gathered
information.
Strands of HASS to be integrated:
Geography

Strands and content descriptors

Inquiry and Skills Knowledge and Understanding

HASS: HASS:
Questioning Geography
Pose questions to investigate people, events, places and issues The use and management of natural resources and waste, and the
(ACHASSI073) different views on how to do this sustainably (ACHASSK090)
The importance of environments, including natural vegetation, to animals
Researching
and people (ACHASSK088)
Locate and collect information and data from different sources, including
observations (ACHASSI074)
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Record, sort and represent data and the location of places and their
SCIENCE:
characteristics in different formats, including simple graphs, tables and
maps, using discipline-appropriate conventions (ACHASSI075) Chemical Sciences
Natural and processed materials have a range of physical properties that
Analysing can influence their use (ACSSU074)
Interpret data and information displayed in different formats, to identify and
describe distributions and simple patterns (ACHASSI078) Science as a Human Endeavour: Use and influence of science
Science knowledge helps people to understand the effect of their actions
Evaluating and reflecting
(ACSHE062)
Reflect on learning to propose actions in response to an issue or challenge
and consider possible effects of proposed actions (ACHASSI081)

SCIENCE:
Processing and analysing data and information
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS068)

Cross-Curriculum Priorities and General capabilities:

OI. 5 ​Aboriginal and Torres Strait Islander Peoples’ ways of live are uniquely expressed through ways of being, knowing, thinking
Aboriginal and Torres Strait and doing.
Islander histories and
cultures Students explore how Aboriginal Australians used natural resources and how this affected waste management.

Asia and Australia’s

engagement with Asia
Sustainability
OI.5​ Worldviews are formed by experiences at personal, local, national and global levels, and are linked to individual and
community actions for sustainability.
Students consider personal experiences to explore waste and sustainability issues and develop individual and/or community
actions to implement.
OI. 9 ​Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.
Students investigate the sustainability actions of others.
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Literacy
Numeracy
ICT Capability
Critical and Creative Thinking
Personal and Social
Capability
Ethical Understanding
Intercultural Understanding
Literacy: ​Students navigate, read and view different types of texts, listen to spoken instructions to undertake learning area tasks,
and compose and edit texts. They use pair, group and class discussions about learning area topics to explore and represent
ideas and relationships. Students plan, rehearse and deliver presentations and use appropriate visual and multimodal elements.
Students use knowledge of sentence structures and growing subject-specific vocabulary to describe, report and make
connections between ideas and events.
Numeracy: ​Students collect, record and display data as tables, diagrams, and graphs.
ICT Capability: ​Students locate, retrieve and generate information from a range of digital sources. They use ICT to generate
ideas and plan solutions and independently operate a range of devices, software, functions and commands.
Critical and Creative Thinking:​ Students pose questions to expand their knowledge about the world, and identify main ideas
and select and clarify information from a range of sources. They collect, compare and categorise facts and opinions found in a
range of sources. Students reflect on the processes use to come to conclusions, and transfer and apply information in one
setting to enrich another. They draw on prior knowledge and use evidence when choosing a course of action or drawing a
conclusion.
Personal and Social Capability:​ Students identify factors and strategies that assist their learning, and consider, select and
adopt a range of strategies for working independently.
Intercultural Understanding: ​Students identify and describe variability within and across cultural groups. They explore and
compare cultural knowledge, beliefs and practices.

Stage of Teaching Assessment ICT’s/ Resources

Learning strategies Learning experiences data/evidence
Tuning In Setting the Mystery Box: Diagnostic: Mystery box and
scene Over the course of the first week, the teacher places an item in a box. These learning activities items:
Week 1 Allow students to handle the object with a blindfold on, then as a are designed to elicit ● Plastic bottle
Activating prior class, contribute ideas to a Y-chart (looks like, sounds like, feels like) prior knowledge and ● Plastic toy
knowledge (see Appendix 1). At the end of the day, ask students to guess what misconceptions about: ● A shoe made
they think the object is and reveal it. Were they right? What else could ● Properties of from plastic
Graphic they add to the Y-chart? materials (Mystery fibres such as
organiser Do a mystery box for each of the following objects (or include other Box) a polyester or
objects made from plastic): ● Understanding of nylon sports
● A type of plastic bottle waste issues and shoe, or a
● Plastic toy connection between plastic sandal
humans and the
EDSS341 Unit Plan Sem 2 2018

● A shoe made from plastic fibres such as a polyester or nylon environment (Cover ● Plastic food
sports shoe, or a plastic sandal Puzzle) packaging or
● Plastic packaging from food or bubble wrap ● Values and beliefs bubble wrap
● Deflated plastic pool toy regarding the ● Deflated
At the end of the week, brainstorm with students about what the environment (Four plastic pool toy
objects have in common, trying to elicit any common properties of the Corners and Picture
materials. Priorities) Y-Chart for each
day of the week
Setting the Cover Puzzle: Prior knowledge and
scene Adapted from Murdoch (1998) misconceptions will be
Using large copies of the images found in Appendix 2, cover the evident in students’ Enlarged copies of
Activating prior image with pieces of card using blu-tack. Remove part that only suggestions, answers, images in
knowledge shows waste. Students must guess what the picture is underneath. and contributions to Appendix 2
Ask students to evaluate what they see. ​What does that make you group and class covered with
think of? Why? What else could it be?​ Remove another piece that discussions. pieces of paper.
shows some of the environment around it. Ask students to re-evaluate
what they see. ​What does this piece make you think of? Why? Have
you changed your mind about what it could be? Why?
Keep removing each piece of card, discussing each uncovered part,
until the whole picture is revealed. Discuss the picture as a whole, and
how their thinking changed over the course of the activity.
Corners
Four Corners
Positioning Have some statements prepared for students to respond to such as Statement signs:
activity - eliciting we don’t need to recycle, the environment isn’t that important.​ Set out “agree, disagree,
students’ beliefs four signs in four corners of the room with agree, disagree, strongly strongly agree,
and values agree, strongly disagree. Students move to the sign their belief lines strongly disagree.”
up with and justify their opinions.

Learning journal Learning Journal Learning journal

Introduce HaSS learning journal for the unit. Students will add to this
journal over the unit, using it as a resource for the inquiry assessment
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task and as a reflection tool to see how their values, attitudes and
understanding have changed.

Positioning Picture Priorities Enlarged copies of

activity - eliciting pictures in
Adapted from Murdoch (1998)
students’ beliefs Appendix 3
Students rank pictures (see Appendix 3) in order of their perceived
and values
importance according to the students. Number each picture and allow
students time to study the pictures one at a time. Ask students to
Questioning
order them in order of importance to them, recording the sequence of
numbers in their journal. In small groups, students discuss and
compare their sequences. Have some prompting questions on the
whiteboard to facilitate discussion:
- What does the picture show or tell you?
- Why is that picture in that position?
Teacher
- How did the picture make you feel?
modelling
Teacher models using the pictures to come up with a statement about
what is important to them. For example ​“Plastic is good for protecting
Learning journal
my food.”​ Have students come up with a statement and record in
learning journal.
Finding Out Multimodal What is waste? iPads
representations Students investigate different types of waste using QR code stations
of information (see Appendix 4 for example). In their learning journal, students write QR codes printed
Week 2-4 headings for food waste, paper waste and plastic waste. and displayed on
Scaffolded ● Where does waste come from? walls
research ● What’s the problem?
Record main ideas for each type of waste in learning journal. Learning journal
Selecting
relevant Properties of materials
information Using the mystery box objects, students explore the different Mystery box items:
properties of materials and how they affect the use of the product. In ● A type of
Learning journal small groups students work through ​Observation Record ​(see plastic bottle
Appendix 5) and paste in learning journal. ● Plastic toy
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Investigation Encourage students to write down any questions to ​Ask a Scientist. ● A shoe made
Allow students time to explore ​Properties of Plastics​ and ​Metal from plastic
Ask an expert Munchers​ games. fibres such as
a polyester or
What happens to waste? nylon sports
Students investigate what happens to their waste using ​Google Sites shoe, or a
link collection. plastic sandal
Continue to record main ideas for each type of waste in learning ● Plastic
journal. packaging
from food or
Are there other ways our waste can be managed? bubble wrap
Students investigate sustainable solutions to waste management ● Deflated
using ​Other ways to manage waste Google Sites collection​. plastic pool toy

How have resources and waste changed over time? What happens to
Brainstorming Adapted from Cool Australia (2018) waste Google
Students look at the changes in the use and management of natural Sites link
resources and waste over the last 300 years. collection
Class discussion Explain that Aboriginal Australians used plants and materials that
were found in their environments​.​ Identify plants in local area that are Formative: Other ways to
Compare and included in the ​Aboriginal Plant Use in South-Eastern Australia Students’ Worlds of manage waste
contrast ideas document and discuss their uses. Introduce the term ​natural Waste worksheet and Google Sites link
resources. ​Brainstorm with students about what natural resources we classification of waste collection
Graphic use today. Introduce the term ​processed materials.​ Brainstorm with audit items will inform
organiser to students about processed materials we use today. Display students’ the teacher about their Access to
display ideas ideas in a T-chart on the whiteboard. Discuss with students whether understanding of Aboriginal Plant
we use more natural resources or processed materials. natural resources and Use in
Discuss what might happen to objects made out of natural resources processed materials. South-Eastern
when they break or are thrown out, then ask the same for processed Australia
materials.​ What impacts might these have on the environment?​ Add
answers to the T-chart. Worlds of Waste
worksheet (see
Appendix 6)
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Students complete ‘Worlds of Waste’ worksheet (see Appendix 6),

Graphic drawing what they think life was like for Aboriginal Australians in 1758,
organiser to what life is like in 2018, and what they think life will be like in 2058,
summarise paying attention to the resources that objects in the images are made
learning from, and how waste is disposed of. For example, in 2018 there may
be a house made of bricks and rubbish bins outside.
Formative:
Extension: students can choose another time period to research and Y-chart of waste audit
add to their Worlds of Waste worksheet. items and statement
about their uses will
Personal context What types of waste do we use? inform the teacher of
for learning Rubbish Collection/Audit students’ understanding
Decide together on the headings used (plastic bottles, cans, about the properties of
Organise packaging, food etc.) for students to do an audit of waste generated at materials and how they
learning home. Gather data using words, tallies, and/or pictures over the affect their use.
course of one week. Students choose the item that was most common
Y-Chart to further investigate. In their learning journals, students
● Classify it as natural/unnatural and why.
● Where did you find it? (Rubbish bin, recycling bin etc.). Where
should ​you find it and why?
● Identify properties - looks like, feels like, sounds like Y-chart.
● Identify use of object, using two or more properties to justify.

Formative Learning journal

Sorting Out Graphic Road map assessment:
organiser Using their findings from the waste audit, students develop a visual Students’ road maps
Week 5 roadmap or flow chart that shows the journey of a piece of rubbish, will show understanding
Acting it out including where it was created (naturally or in a factory), what it was about:
used for, where it was found, and if necessary, where it should be - Pathways and
Drawing found. Record in learning journal. Have students act out their waste management of
conclusions journey in small groups. waste
- How properties of
materials affect the
 EDSS341 Unit Plan Sem 2 2018

Organising and making sense management of

Have students write the item they were investigating on a post-it note. waste
Have all items stuck on the whiteboard and group them according to
type of waste. ​What materials did we see the most? ​Create a graph to Graph will show
summarise the class findings. Discuss and brainstorm about ​“What understanding about:
does this mean for the environment?” - Recording, sorting
and representing
data
Revisiting previous opinions
Revisit the statements students created in Picture Priorities. ​How Assessment as
could you change this statement to make it meaningful? ​Model what learning:
this looks like, for example “​There are other ways I can protect my Students’ new
food that aren’t bad for the environment.”​ Students record their new statements will facilitate
statement in their learning journals. reflective thinking about
what they have learnt.
Going The Reflecting on current learning Assessment for Learning journal
Further development of As a class, each student will look through their learning journal to learning:
the summative familiarise themselves and to reflect on their learning throughout the As students reflect on Bubbl.us
Week 6-9 assessment inquiry process that they have explored. their learning and https://bubbl.us/07
piece begins. Once the students have reviewed their learning journal, use engage in reflective 004398302873597
questioning to encourage and guide the reflection process, such as; questioning, the teacher
Guided What have you learnt? What did you find interesting? What is is able to observe the Appendix 7
questioning something that you know more about after the inquiry? Do you have progress that each
any further questions or thoughts about this issue? student has made, their
Small group Model reflective language that the students will use when responding understanding of an
work to these questions; “​I was surprised when...”, “I found it interesting inquiry process and
that…” a​ nd “​ I am still curious about about…” ​ (​Whenham, 2015). allows the opportunity
This reflective process will be completed in the form of a brainstorm to improve their
and will be guided and demonstrated by the teacher. Students will understanding.
work in small mixed ability groups and record their responses in a
mind map/graphic organiser using the template provided by the
teacher or using bubbl.us. Students will also that the option to draw
EDSS341 Unit Plan Sem 2 2018

and verbalise/record their responses (Appendix 7). This will then be

added to their reflective learning journal.
Learning journal
Constructing individual inquiry questions Assessment as
Modelled Students will utilise their reflective process to explore different issues learning: ​Student are Access to Padlet
teaching within waste production that interest them. Students use their able to be involved in https://padlet.com/
responses to brainstorm different questions and issues that they have their learning by dashboard
I do, we do, you about waste to further investigate. Use an anchor chart to assist with observing and putting
do curiosity, critical thinking and question development (Appendix 8). what they have learnt Appendix 8
into practice , by
Individual work Some of these questions and thoughts are to be shared with the class constructing their own
and then the students are guided to create an individual inquiry inquiry question. THis
question that they will use for their own inquiry. allows them to take
Review what this means with the students and that inquiry questions control of what they
do not have a ‘yes or no’ answer and that they must be investigated. want to learning about
Explain that these questions generally begin with ‘how’, ‘what’ and this topic.
‘why’? (Murdoch, 2014). By sharing on Padlet,
the teacher is able to
Teacher constructs a question with the class. provide feedback on
I do --> The teacher selects one question and designs an inquiry their inquiry questions.
question that could be investigated, e.g. How do waste and plastic
impact marine life? Select and use some of the other questions that
were thought of and explain that these are used as guiding questions
for the inquiry.

We do → Select another thought or questions that was raised by the

students and scaffold them to design an inquiry question and develop
2-4 sub questions

You do → Students will select a question or a thought from their

brainstorm and design their own inquiry question and 1-4
sub-questions (the number of questions is dependent on ability).
Individual scaffolding can be provided if needed.
EDSS341 Unit Plan Sem 2 2018

Students then share their inquiry question and guiding questions on

Padlet.
KWL chart
Current knowledge
Students will be provided with a KWL chart that they will fill in the ‘K’, Learning journal
what they know and the ‘W’, What they want to learn, via writing, Assessment as
KWL drawing, teacher scribing or audio attachment, in regards to their learning: ​The KWL Appendix 9
inquiry (see Appendix 9). chart allows students to
Individual work reflect on their
Let the research begin understanding and what Appendix 10
Students will begin researching for their inquiry and will be provided they know, assess what
with some sites on site hoover to help guide their research and the they need to know and Sitehoover
type of sites they should be using (Appendix 10). Students are able to control how they are http://www.sitehoo
work in small groups if they are investigating similar topics. going to learn it. ver.com/let-the-res
Organised As they research the teacher will revise what the 4Rs are and that earch-begin-1/
teaching they can and will be used in their inquiry piece.
The 4Rs include; Reduce, refuse, recycle and reuse. This will guide
Scaffolding the students research and thought process as well ​(Cool Australia,
2018)​. Students are also allowed time to collect data and research on
a specific environment if needed. They will record their research in a
Teacher way that best suits their needs, e.g. writing, mind mapping, drawing,
conferencing etc. Throughout this process, students are provided with the
opportunity to conference with the teacher as they will be available to
guide and scaffold students. Students are allowed to work in various
l​ocations around the classroom to enhance engagement and
concentration. Assessment for
learning: ​The Learning journal
Organising the research demonstration of
Once students have completed their research, they are to learn how student understanding Google doc
to use it and to produce their assessment piece effectively. and creativity on the https://docs.googl
The teacher will scaffold the students to identify the things that they key elements of e.com/document/d
must consider when designing their piece. These include, identifying constructing their /1YeGfQ79trFxnO
EDSS341 Unit Plan Sem 2 2018

Organised the message that they want to put across, the target audience that will project, provides GG0a1Ox69C5iLj
learning be reading and viewing their information and the different ways in feedback to the teacher _CADVtBRRnxXW
which they want to communicate and present their work. about current student 66g/edit
Small group In mixed small groups, students brainstorm and create a list of the knowledge and areas of
discussion to different ways in which they could present their research and the improvement. Appendix 11
share ideas different audiences that their piece could for made for, e.g. teachers,
families, peers, general community, posters, websites, brochures,
Individual work presentation, comic strip, a letter, an article in the newspaper, etc.
This is open for student choice, as this will allow them to present their
Scaffolding research most effectively for them. A brochure template will be
available to students as an example (Appendix 11).
Pair share
editing Students will then devise a plan and decide how they will complete
these elements and then they will begin to write their draft of the
Allow student written element of the piece. This is to be completed individually. If the Assessment as
choice/ students choose to type their written element, they will use a google learning: ​Students
independence. doc set up by the teacher, which will allow progress to be monitored. assess and monitor
Once they have completed their draft, they are it proof read and edit, their progress and
pair share edit and then edited by the teacher. areas needing further Pencils, paper,
development through paint, arts and
Creation of the product editing and peer craft materials
After editing, students begin creating the product or piece in the way feedback. computers/iPad’s
they have decided to communicate their research. Students are
provided with different materials to assist them through this process
and the teacher will be available to provide guidance if needed. This
element of the unit is to be completed individually and students are
provided with a flexible learning space as they can work freely in the
Individual work classroom.

Scaffolding Students will be allowed the time to finalise their products. In small
mixed ability groups, students will share and present their product and
explain what they were investigating and their findings to their peers.
Students will then provide feedback to their peers.
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Concluding KWL Reflection and action Assessment as Learning journal

and acting ​- learning: ​Students
Hannah Small group Students will revisit the KWL chart in their learning journal which that reflect on their inquiry Bubbl.us
work they have used previously in this unit and focus on the ‘L’ column, learning process by https://bubbl.us/07
Week 10 what they have learnt. Students will be guided to reflect on what they reflection on what they 004398302873597
have learning about conducting an inquiry, what they have learnt have learnt and any
about the issue in regards to their inquiry questions and the misconceptions that
importance of educating themselves and others about this issue. They they begun with and
will also reflect on the difference between what they knew before the now do not obtain.
inquiry compared to what they know now.
Assessment of
Students will brainstorm how they can utilise their new and further learning: ​Learning
developed understanding about the issue and how they can use it to journals and final
make a difference. E.g. present of assembly, share with the other product is complete. It
grade 4 classes in small groups, creating copies and leaving them in provides evidence of
the office, present their product to parents, etc. This brainstorm will be the students overall
completed in small mixed ability groups and can be completed by understanding of what
producing a mind map or by using bubbl.us. they do know what they
These ideas will then be shared as a whole class and then 2 to 3 have learnt and
options will be selected. The students will then follow through with 1 to understand. It allows
2 of these choices in groups and put them into action. the teacher to
understand what the
students have
comprehended and
have been successful in
, in regards to the
achievement and
learning goals.
Differentiation:
·​ ​Brainstorming – Brainstorming allows students to process, express and discussed their thoughts and ideas with others and further develop an
understanding about the topic. It also allows students to visualise their thoughts and to put them on paper, this will allow students to further
understand their thought process.
EDSS341 Unit Plan Sem 2 2018

·​ ​Mix of small group and individual work – Instilling small groups of mixed ability allows all students to learn from their peers and to further
develop their understanding by experiencing different perspectives on the issue. By incorporating individual work, it allows students to develop
skills to be able to work independently.

·​ ​Teachermodelling – Modelled teaching allows all students to gain a similar understanding of the content that is being taught. It provides all
students the opportunity to ask questions and engage in their learning.

·​ ​Scaffolded
research – By scaffolding research and not guiding it, will allow students to develop skills that will gradually encourage them to
become independent learners and allows the teacher to provide additional support to those students who require it.

·​ ​Graphic
organisers – By using KWL charts, Mindmaps, Bubble.us, workchart, Y chart and T chart, provides various opportunities for students to
process and display their thoughts, ideas and understanding of the topic.

·​ ​Gradualrelease of responsibility – I do, we do, you do, was utelised throughout the unit and allows students the opportunity to learn and
present their work to their best ability. This strategy guides student learning and provides an understanding of what is required of them. They
are then able to and then the students are able to complete the task individually and apply and practice what they have learnt.

·​ ​Theprocess and product has been differentiated throughout as this will allow them to collect and present their research in the most effective
way for them. Allowing students to independently choose how they want to present their work and allowing them to freely work in different
areas of the room, supports all students to thrive, take control of their learning and supports different learning needs.
EDSS341 Unit Plan Sem 2 2018

Reference List

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EDSS341 Unit Plan Sem 2 2018

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EDSS341 Unit Plan Sem 2 2018

Appendix 1: Y-Chart