Brynn Beavers July 13, 2008 ITEC 7430

Brynn Beavers July 13, 2008 ITEC 7430

Title of Unit / A Trip through the Pacific: A Study of Australia, New Zealand, and Oceania / Grade Level / 6th grade
Curriculum Area / Social Studies
World Region: Australia, New Zealand, and Oceania / Time Frame / Three to Four Weeks

Stage 3: Learning Plan

Where, Why & What

GOALS:
Standards:
SS6G11 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and Oceania.
a. Describe how Australia’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of deserts, the river system, and the many good harbors.
b. Explain the unique challenges in Oceania as a collection of islands and how that has affected where people live, development of agriculture, and types of industry or jobs.
SS6G12 The student will describe the cultural characteristics of Australia and Oceania.
a. Explain the aboriginal culture that existed in Australia prior to the arrival of Europeans; include aboriginal art, religious beliefs, customs, and traditions and how that culture is still evident in Australia today.
b. Describe the modern culture of Australia; include prominent Australian authors, musicians, and artists.
c. Describe the culture of Oceania; include the customs, traditions, and religious beliefs of the original population and how they have influenced modern Oceania.
To have understanding of the following essential questions/ideas:
ü  How does location impact people?
ü  In what ways do people adapt to suit their environment?
ü  What impacts culture?
ü  What physical features are located in Australia (deserts, rivers, and mountains) and how have they impacted the people who live there?
ü  How has isolation impacted people, plants and animals in Australia and New Zealand?
ü  Why is Oceania divided into three areas?
ü  How do the trade barrier and trade corridors impact trade in Australia and Oceania?
ü  What is it like to live on a high island? A low island?
ü  What are the beliefs of the indigenous groups in Oceania and how has this impacted life there today?
ü  What are the beliefs of the Aborigines in Australia and how has this impacted life there today?
ü  How has modern culture in Australia today been impacted by European settlers and the Aborigines?
Students will complete KWL chart to activate prior knowledge and discuss their own questions that they wish answered.
Students will write two personal goals that he or she would like to accomplish before the end of the unit. Students will also come up with a plan to accomplish meeting these goals as well.
Students will be shown the calendar of events for the unit as well. A copy will be placed on website for reference as well.
EXPECTATIONS:
Students will be given a synopsis of the culminating activity:
Role Playing Simulation: Where to live? Students will role play an immigrant that is migrating to Australia or Oceania. Students will choose their new home from a list of locations: the eastern coast of Australia, Central Australia (the Outback), New Zealand, a high island in Polynesia, or a low island in Micronesia. After choosing their new home, the students will work together in groups with other immigrants moving to the same place. The students will have to fill out an activity sheet that details their new lives; including, occupation, housing, clothing, surrounding culture, and at least two tourist sites near his or her home. After completing the activity sheet, students will create a PowerPoint presentation about their new home. Students will then be put into new groups with a settler from each location. The students will present their “life” to the rest of the group and prove to the rest of the group that their new home is the best place to live.
Students will also be given the Rubric that will be used as assessment for the Where to Live? Role playing simulation. Students will be shown an exemplary product of a role playing simulation in review so as to have an idea of an appropriate product.
Other learning activities will also be used to enable students to understand these goals also:
·  Map activity
·  Island graphic organizer describing the types of islands
·  Venn diagram comparing cultures
·  Modern Economics Activity
·  Journal
·  Australian Animals Web Quest
RELEVANCE AND VALUE:
To gain information about Australia and Oceania’s geography and cultural groups.
Students will use this new information to analyze why people chose to live where they do and study the cultural groups of the given areas.
In addition,
Students will learn the following:
ü  Key Terms: trade barriers, trade corridors, geyser, High Island, Low Island
ü  Physical Features: Great Barrier Reef, Great Dividing Range, the Outback, Antarctica, the Coral Sea, tropic of Capricorn, North Island and South Island, Micronesia, Melanesia and Polynesia
ü  Natural Resources and climate regions of Australia, New Zealand and Oceania
ü  Location of industrial and agricultural regions in Australia
ü  Animals and plants indigenous to only Australia and New Zealand
ü  Trade barriers and trade corridors found in Australia, Oceania and New Zealand
ü  Religious beliefs, customs and traditions of the Maori in New Zealand, and the Aborigines in Australia
ü  Prominent authors, musicians, and artists found in Australia today
Students will gain the following skills:
ü  Interpret data (physical features, natural resources, and climate regions) from physical map of Australia in order to analyze the most populated areas.
ü  Roles play an immigrant settling in Australia, New Zealand, or Oceania.
ü  Describe the importance of the isolated location of Australia and New Zealand and the impact of this on people, animals, and plants.
ü  Interpret data regarding specific islands in Oceania in order to classify the sub region that they belong in.
ü  Simulate life on a high island and a low island.
ü  Compare and Contrast industries located in Australia with those in Oceania.
ü  Determine trade routes found in the Pacific and relate what goods are being exported and imported.
ü  Analyze the culture of Australia, New Zealand and Oceania today and compare/contrast with cultures of indigenous ethnic groups.
ü  Evaluate pieces of literature, music and art from Australia.
Students will use KWL chart to identify things that they want to learn. (McTighe & Wiggins, 2004)
DIAGNOSIS:
Students will be given an anticipation guide as a pretest to determine their current level of content knowledge. Students that are unable to complete the specified requirements of this assignment will be given an alternate anticipation guide. (LOGICAL-QUANTATATIVE ENTRY)
Students will also be given a mental mapping assignment to test current level of knowledge of the Australia and Oceania area.
(Education, 2008)
Mental Map of the Region (AESTHETIC ENTRY)
On a blank 81/2 x 11 piece of paper, test your brain’s image of this part of the world:
1. Draw Australia, New Zealand, and Antarctica on your paper.
2. Divide the three regions of Oceania: Melanesia, Micronesia, and Polynesia
3. Draw the following islands with their correct region: Papua New Guinea, Solomon Islands, Fiji, and Vanuatu
4. Draw and label the following physical features: Great Barrier Reef, Great Sandy Desert, Great Victoria Desert, Coral Sea
5. Draw and label the Equator and the International Date Line on you map.
After completing the test, work with a peer to share an atlas and self-correct your mental map.
Alternate Mental Map Activity
Students will be given a blank map of area with all of the countries, islands and physical features shown. The students will be expected to label map using a word bank.
Students will use a KWL chart to determine what they think they know.
The class will review KWL in order to correct any faulty information.

Hook & Hold

GEOGRAPHY INTRODUCTION:
Begin by asking students “How do people choose where they live?” Then allow students to look at slides of pictures of different parts of Australia and Oceania. Working in pairs, students will list the pros and cons of each living in each place. When the students have finished with the looking at the different areas, the class will discuss what the best places were and what the most difficult places to live were. Lastly, the students will decide what outside factors may influence were people live. (EXPERENTIAL ENTRY)
Students will be given article to read about the Killer Toads of Australia. (EXPERENTIAL ENTRY) Students will read and discuss with a partner. (Squires, 2004)
CULTURAL INTRODUCTION:
Students will be given a Maori myth, Rona and the Moon (Unknown), to read and discuss with a partner. Students will write their own reader’s theater that depicts the myth. (NARRATIONAL ENTRY)

Explore & Equip

·  Discuss content vocabulary terms. Students will preview vocabulary in a PowerPoint presentation that includes definition, picture, sentence and examples. Students will then complete a vocabulary foldable for terms. Foldable should include definition, sentences and a picture that represents the word for the student. ALTERNATE ACTIVITY: Students that need an alternate activity will be given a foldable already made with definitions, students will only be expected to draw a picture and sentences can be taken from text. (FOUNDATIONAL ENTRY)
·  Map Activity: Students will complete map activity and answer questions regarding map.
·  Complete graphic organizer with information about the types of islands found in Oceania, using information in textbook. ALTERNATE ACTIVITY: alternate graphic organizer
·  Using web resources below and textbook, students will complete Venn diagram comparing Aborigines of Australia and the Maori of New Zealand. ALTERNATE ACTIVITY: Students will be given reading materials on their reading level and will complete a shortened assignment, listing fewer facts. Students that have difficulty with writing summaries will be provided with a writing graphic organizer (skeleton) to plug their facts in. Web Resources: Aborigines- http://www.survival-international.org/tribes/aborigines, Maori- http://www.virtualoceania.net/newzealand/culture/maori/. Students will also complete a written summary of information as well.
·  Students will complete modern economics activity (page 7 of unit) using CIA Factbook. (Education, 2008) ALTERNATE ACTIVITY: Students will only have to list 2 of the exports and imports instead of 5. Students will also work in pairs to facilitate the activity.
·  Students will complete Australian animals web quest. (Mentzer, 2004) After web quest, there will be a teacher led lecture about the effect of isolationism on Australian animals and plants. Students will view United Streaming video: Jeff Corwin, Marsupials. ALTERNATE ACTIVITY: Students will be given materials for research on their reading level and will complete a shortened assignment.
·  Most students have already acquired the skills needed for PowerPoint in the computer applications class. Any student that still needs assistance with learning these skills will be allowed to attend mini tutoring sessions in PowerPoint with a small group of students. There will also be “cheat sheets” for various PowerPoint applications.
·  Role Playing Simulation: Where to live? (RUBRIC) Students will role play an immigrant that is migrating to Australia or Oceania. Students will choose their new home from a list of locations: the eastern coast of Australia, Central Australia (the Outback), New Zealand, a high island in Polynesia, or a low island in Micronesia. After choosing their new home, the students will work together in groups with other immigrants moving to the same place. The students will have to fill out an activity sheet that details their new lives; including, occupation, housing, clothing, surrounding culture, and at least two tourist sites near his or her home. After completing the activity sheet, students will create a PowerPoint presentation about their new home. Students will then be put into new groups with a settler from each location. The students will present their “life” to the rest of the group and prove to the rest of the group that their new home is the best place to live. RESOURCES: Activity Sheet and Alternate Activity Sheet.
Performance Task: Assume the role of an immigrant moving to Australia or Oceania. Research what life would be like, complete PowerPoint presentation, and present new life to class. Student will also be asked to prove that their new home is the best place to live.
To successfully perform, the student will know:
ü  How to create PowerPoint presentation / THEN / What teaching and learning experiences will be needed to equip her/him for a successful performance?
ü  Review PowerPoint presentation procedures
ü  Show excerpts from public speakers
ü  Teach public speaking skills
And be able to
ü  Present information concisely and with an authoritative tone
ü  Use appropriate public speaking skills
(McTighe & Wiggins, 2004)

Rethinking , Reflection, & Revision

Students will review other maps and compare the population to geographic features, industries and climate zones. Reflect on if the generalizations remain the same in other areas.
Students will write in their journals to review essential questions and enduring understandings.
Students will review the topic of culture by creating their own culture pizza, which would depict different parts of their own culture. The class would then reflect on how these cultures live together and how they impact each other.
Students must revise any learning activities that are not acceptable after conferencing with teacher to correct any misconceptions about content or assignment.
Students will refine public speaking skills before presentation.
Students will review trade barriers and corridors around the world. Discuss impact of both on imports and exports.
Students will review the geography theme of ENVIRONMENT (adapting to environments).
Students that finish early can complete extension lesson.

Evaluation & Self-Evaluation

Students will complete Peer Review Form to help with self evaluation.
Students will answer the following questions in their journals:
ü  How does location impact people?
ü  In what ways do people adapt to suit their environment?
ü  What impacts culture?
ü  What physical features are located in Australia (deserts, rivers, and mountains) and how have they impacted the people who live there?
ü  How has isolation impacted people, plants and animals in Australia and New Zealand?
ü  Why is Oceania divided into three areas?
ü  How do the trade barrier and trade corridors impact trade in Australia and Oceania?
ü  What is it like to live on a high island? A low island?
ü  What are the beliefs of the indigenous groups in Oceania and how has this impacted life there today?
ü  What are the beliefs of the Aborigines in Australia and how has this impacted life there today?

Tailor to student needs

SLOW READERS: Materials will be chosen or adapted to meet the needs of specific readers. Reading materials will be on the appropriate level for specific readers.
ATTENTION DEFICIT DISORDER: Student will have to preferential seating, assignments will be given in chunks, student will repeat instructions back to teacher, and groups will be chosen to meet needs of student with ADD.
HEARING IMPAIRED: Teacher will provide materials/lectures in print prior to class.
BLIND: Provide worksheets and materials in Braille.
SLOW LEARNERS: Students with difficulty will be given alternate assignments, shortened assignments, and may be allowed to complete assignments with partners utilizing peer tutoring.
STUDENTS WITH LEARNING DISABILITIES: Teacher will collaborate with special education teacher for appropriate modification of rubrics and assignments. SPED teacher will conference with LD students to complete assignments.

Organize Learning

See attached Calendar of Learning experiences.

EXTENSTION ACTIVITY: Immigrants from the community can be invited in to speak to the class about the reasons for migrating and how their lives have changed since moving to the area. Students can also investigate the number of immigrants in the area and brainstorm their possible reasons for moving to the area. This data can be incorporated into a math lesson on data and probability, as well as the different methods of displaying data.