Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Teacher/s Name/s: Jessica Cassidy and Jody Jorgensen

UNIT PLANNING TEMPLATE

Inquiry Model: “Murdoch Model of Inquiry” (Murdoch, 2010)

Rationale (600 words):

Utilising the “Backward design model” teachers are showing students the goals that they need to achieve by the end of the unit (Wiggins & McTighe,
1998). This helps students to understand what is required of them during the unit. By working together and setting goals, this enables the teacher to
define and plan an informative lesson sequence to help to achieve these goals (achievements standard). The “Backward Design Model” is beneficial by
clarifying to both the teacher and the students the desired end result (Wiggins & McTighe, 1998). This also allows the design of the assessments to be
constructed to ensure that the students understand what will be required. After the students and the teacher establish the goals, the future planning and
modification of assessments can be prepared. Appropriate activities are able to be set once the assessments have been planned. This allows for
students to be able to see that the inquiry-based activities are beneficial in achieving the end goal (Wiggins & McTighe, 1998).
Throughout the unit, the focus is on the students understanding what the end goal is through the use of inquiry questions and allowing students to use
their prior knowledge. Students use their prior knowledge to think deeply about constructing meaning as they develop the ability to understand the end
goal. By choosing to teach HASS - sub strand Geography, this develops students’ knowledge and understanding about the country that they live in.
Within each state there are natural and human made features that can influence people to visit a certain state or territory. Researching about natural and
human made features will broaden student’s awareness that certain features can have meanings to different groups people. These features can be of
significance to many different cultures within Australia.
Students will be able to expand their knowledge and understanding of how Indigenous people have a connection to the land. This will allow them to
expand their knowledge of the significance that each natural and man-made feature has within the Indigenous community. This will help the students to
understand the cultural perspective of the Aboriginal and Torres Strait Islander peoples whilst being sensitive to their cultural beliefs.
Geography is integrated into everyday life, helping students to understand how the formation of natural and human features is one of the many aspects of
Geography. It allows students to gain an understanding of the features that Australia has to offer and how this can make a difference in the world that we
live in. Selecting Geography for the unit plan opens up so many inquiry questions that students can research, giving them freedom to discover different
ways of acquiring knowledge that will benefit their ongoing learning experience within the world we live in. Utilising the knowledge and understanding that
different cultures have to offer, alongside the different perspectives that can surround each landform, whether it is human or man-made, is an effective
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

strategy for developing students learning on Geography. This makes the study of Geography an exciting subject to explore, allowing students to
appreciate the diversity that is present within Australia’s lifeforms.
The integration of other subjects enhances the teaching of Geography. Mathematics is quite an easy subject to integrate as you use mathematics every
day in many ways without realising it. Using subjects together helps students to understand that many subjects overlap and are not just taught separately
as they are all intertwined. Using the student’s prior knowledge of concepts and skills, they can then access their previous knowledge to help them in the
understanding of what is required of them through the contents within the Geography substrand of the Australian Curriculum.
Students will expand their knowledge and understanding of human and man-made features located throughout Australia during the lesson unit
plan. Students will be equipped with basic knowledge of the natural and man-made features. Students will then be provided with the skills, through
inquiry, to be able to plan an interesting holiday for their family, ensuring that they enjoy and develop their understanding of the different amazing sights
that are available within Australia’s states and territories.
Year Level: 3
Term: Three
Duration: 10 weeks
Key Inquiry Question/s:
• What are the main natural and human features of Australia?
o Where are they located within Australia (state/territory)?
• Which major national feature would be best to visit for a holiday?
Supporting /guiding questions:
• What attracts people to this state/territory?
• Why would people consider visiting this place?
• Is it natural or man-made?
• Does it have cultural significance?
• Which indigenous boundary is it in?
• Who does it appeal most to?
• Why is this so popular?
Year Level Description
Year 3 Level Description - HASS
“Diverse communities and places and the contribution people make
The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students
study how places are represented geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to
learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and
neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

present. Students examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules,
decision-making, participation and commemoration.
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” (Australian Curriculum, Assessment and Reporting
Authority, 2014).

Geography
“Concepts for developing understanding
The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Students
develop an understanding of the similarities and differences between places within and outside Australia through a study of their environmental and human
characteristics (place). They examine climate (environment) and the types of settlements (space) in Australia, the Country/Place of Aboriginal and Torres Strait Islander
Peoples, and Australia's neighbouring countries (place). Students come to understand how people feel about and care for places (place, environment, interconnection).
Students’ mental maps further develop through learning about the representation of Australia and the location of Australia’s neighbouring countries (place).
Inquiry Questions
• What are the main natural and human features of Australia?
• How and why are places similar and different?
• What would it be like to live in a neighbouring country?” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Year Level Achievement Standard - GEOGRAPHY
“By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander
Countries/Places and selected countries neighbouring Australia. They describe the characteristics of different places at local scales and identify and describe similarities
and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have
different perceptions of places.
Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and
simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe
the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe
distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual
action in response to a geographical challenge” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Teacher Background Knowledge:
For this unit of work to be successfully taught, teachers need to have background knowledge, as well as an understanding, of the different features of
Australia. The content within this unit requires the teacher to be able to have a basic understanding of the different major national features of Australia -
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

regardless of whether they are human or man-made. The unit does provide teachers will multiple sources to guide them in the teaching of the unit,
however it is absolutely essential that the teacher knows the states and territories of Australia, including all of the capital cities. Students will be provided
with inquiry questions that will need guidance and scaffolding so that they are able to be successful in their learning journey of this unit. The teacher will
need to be able to understand what the inquiry questions are asking, and know what additional resources would be appropriate to guide those students
who require extra scaffolding to understand what is expected of them within the activities. The teacher will also need to know the most effective way for
the students to represent their geographical and mathematical data that they collect. To have this unit be successfully taught, the teacher would need to
read through the whole unit prior to teaching it, that way they know what the students are expected to do so they can effectively teach the students the
content that they need to be able to achieve their learning objectives and learning intentions.

This unit of work should be implemented within a safe and supportive learning environment that caters for the diverse needs of all students. The teacher
would need to have background knowledge on who their students are and their academic abilities. The environment that this unit plan is taught in would
need to promote equity, excellence and diversity. It should also be acknowledged by all teachers implementing this unit plan, that it does contain content
about the Aboriginal and Torres Strait People, and may contain images or videos of people who may now be deceased. Cultural respect should always
be shown and represented by the teacher when teaching this type of content, most importantly when acknowledging the traditional owners of the land.
Student prior knowledge:
Students will use their prior knowledge that they acquired in Year 2 to recognise the states and territories of Australia, and where they are located on the
map. Students would already have the skills to research and present results through observations and ICT sources that they have been provided with
(Australian Curriculum, Assessment and Reporting Authority, 2014). Students will also be able to recognise that places have meaning and that they can
have importance to certain groups of people (Australian Curriculum, Assessment and Reporting Authority, 2014). Students would also use their prior
knowledge to represent data and the location of places by using graphs, tables and maps (Australian Curriculum, Assessment and Reporting Authority,
2014). Using the knowledge that they have previously acquired, students will use geographical information that they have either been provided with or
have sourced themselves, to help interpret their findings (Australian Curriculum, Assessment and Reporting Authority, 2014).
Learning Objectives:
To investigate how Australia can be represented on a map as states and territories and investigate the geographical location of capital cities and regional
centres around Australia. To explore and identify the major national features of Australia, including whether they are either a natural or human feature,
and locate them on an Australian map within their respective state or territory. Commented [JC1]: AITSL Standard 3.1: Demonstrated here
is the learning objective for the overall unit. This is the overall
Learning Intentions: learning goal for the unit that the students will be aiming to
In this learning unit, we will be learning about the different states and territories of Australia, and the different natural and human major national features achieve.
that are within Australia.
Connected curriculum:
Within this learning sequence, there are two learnings areas of the Australian curriculum that are connected. The main focus of this learning sequence is
around HASS, and the substrand Geography. The students will be looking at the different states and territories of Australia and the major national
features - both natural and human, within Australia (Australian Curriculum, Assessment and Reporting Authority, 2014). Gathering data statistics of
different aspects of the two focus areas; states and territories and the major national features, the learning area of Mathematics is integrated.
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Mathematics is integrated through the students having to collect data and create mathematical displays through the forms of different types of graphs
(Australian Curriculum, Assessment and Reporting Authority, 2014).
The learning sequence also requires the students to go through different stages of inquiry and skills. Students will be guided with the appropriate
scaffolding to be able to successfully complete the inquiry and skills of this learning sequence.
The two learning areas of where the curriculum is connected is stated below.
Year 3 - HASS - Geography
“Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both
natural and human (ACHASSK066)” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Year 3 - Mathematics
“Statistic and Probability - Data representation and interpretation
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
(ACMSP069)” (Australian Curriculum, Assessment and Reporting Authority, 2014).
Learning area/strands/content descriptors (include codes )
Knowledge and Understanding Inquiry and Skills
HASS (Geography): “The representation of Australia as states and
HASS - Geography:
territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human Communicating
(ACHASSK066 - Scootle)” (Australian Curriculum, Assessment and Present ideas, findings and conclusions in texts and modes that incorporate digital and
Reporting Authority, 2014). non-digital representations and discipline-specific terms (ACHASSI061)
Evaluating and reflecting
Interact with others with respect to share points of view (ACHASSI059)
Analysing
Examine information to identify different points of view and distinguish facts from
opinions (ACHASSI056
Researching
Record, sort and represent data and the location of places and their characteristics in
different formats, including simple graphs, tables and maps, using discipline-appropriate
conventions (ACHASSI054)” (Australian Curriculum, Assessment and Reporting
Authority, 2014).

Other learning area/s: Mathematics: “Collect data, organise into

categories and create displays using lists, tables, picture graphs and simple
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

column graphs, with and without the use of digital technologies

(ACMSP069)” (Australian Curriculum, Assessment and Reporting Authority,
2014).
Cross-Curriculum Priorities and General capabilities (highlight the pertinent ones):
Literacy
Aboriginal and Torres Strait Islander histories and cultures
Numeracy
Asia and Australia’s engagement with Asia
ICT Capability
Sustainability
Critical and Creative Thinking
Personal and social capability
Ethical Understanding
Intercultural Understanding
Literacy: Students will be required to interpret, analyse and comprehend the texts
of the combined learning areas. This will be achieved by the students reading,
listening and viewing the different types of learning area texts. For students to be
able to effectively learn, they will need to understand the vocabulary, as well as
understand how certain visual elements can create meaning.
Numeracy: Students will be utilising their spatial reasoning to interpret different
mathematical concepts. This will be evident when students are required to
interpret and create different types of maps or diagrams. Students will gain the
ability to formulate the maps or diagrams by interpreting a range of data displays.
ICT Capability: Students will have the opportunity to locate and access
information or data from a range of online sources. The students will be required to
plan their online searches and select the relevant information or data that they will
need for their task.
Critical and Creative Thinking: By organising and processing information,
students will make connections through identifying and clarifying any ideas that
they may have. Students will be required to transfer their prior knowledge that they
have learnt within different contexts to be able to successfully understand the
learning content.
Intercultural Understanding: Students will explore and gain an understanding on
some cultural traditions, beliefs, practices and knowledge. Students will continue
to develop their respect for different cultures within the community.
Aboriginal and Torres Strait Islander Histories and Cultures: Students will
respect and develop their knowledge of Australia’s oldest living culture. Students
will understand the importance of the culture of the Aboriginal and Torres Strait
Islander peoples to guide their learning journey of the geographical details of
Australia.
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Phase of Learning Teaching Learning experiences Assessment of, ICT’s/ Resources

in this Unit strategies for and as –
data/evidence
Tuning In Beginning of the Map of Australia - Introduction Assessment for Map of Australia -
Gradual release • Students will look at a blank map of Australia learning: The Introduction: Blank map of
of that has been projected on to an Interactive teacher would Australia (Appendix 1) -
responsibility strat Whiteboard observe the either on butchers’ paper or
egy • Inquiry Questions students providing using Interactive
o What are the different states and evidence and Whiteboard

territories of Australia? answers in regards
Murdoch Model of § Mark on the map that is on the to what their prior
Inquiry Interactive Whiteboard knowledge is of the
o Which state was everybody born in? states and
§ Tally marks can be written in territories of

each state to determine the Australia. The

number teacher would use
§ If born outside the country, then the student’s
tally marks can be drawn responses to the
outside of the country inquiry questions in
o Which state has everybody visited? both activities to
§ Different colour pen, record inform their
another set of tally marks for planning for the
each state following activities
o Did you visit any places/landmarks in the unit plan.
when you visited this state?
§ If some students visited some
landmarks (major national

features) mark them on the

interactive whiteboard on the

map

• Australia’s States and Territories Map - Australia’s States and

Students will fill in the map using an atlas, Territories Map - Refer to
colouring the different states in different Appendix 2
colours. The maps will be completed

Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057)
individually, however the capital cities will be
answered collaboratively as a class.
Major National Features of Australia
• Show the YouTube Video that highlights the
different human and natural features of
Australia
• Giving students their own blank map of
Australia, get the students to watch the video
again so they can record the major national
features that may be within the different states
or territories
• If students would like, the video can be paused
each time to allow them to record their
answers in to the correct state
• Inquiry Questions
o Have the students heard of all of these
major national features before?
o Which feature sounds the most
interesting?
• Hand out mini cards that have pictures and
names of each of the major national features
that the students can categorise into their
respective states. Students can keep these
cards for future reference.
EDSS341 – Assignment 3
Assessment for Major National Features of
Learning: Teacher Australia VIDEO:
will be able to (MacGregor, 2015) Commented [JC5]: AITSL Standard 3.4: Throughout this
determine if the unit, many resources have been selected to be used within
each individual part of the unit. The particular resource that has
students are able to been chosen here is a video for the students to watch
correctly identify the collaboratively with the class.
states and
territories of Commented [JC2]: AITSL Standard 1.5: Demonstrates
differentiation for those students who work more effectively
Australia and when there is ICT involved. Also caters for those students who
successfully can’t record their answers as quickly by pausing the video to
provide them with extra time.
categorise the
AITSL Standard 2.6: Demonstrates the integration of ICT into
major national the lesson sequence
features from the AITSL Standard 3.3: Demonstrates the teaching strategy of
integrating ICT within the lesson. Using a range of teaching
video. Students
strategies keeps students more engaged with the content that
responses will act they are learning about.
AITSL Standard 4.5: Demonstrating to students how to safely,
as evidence to
responsibly and ethically use ICT within the classroom.
inform future
Commented [JC3]: AITSL Standard 3.3: Demonstrates the
learning activities
utilisation of inquiry questions. Inquiry questions are an
for the unit. effective teaching strategy that are used within the classroom
to highly engage students within the learning activity.
Commented [JC4]: AITSL Standard 1.5: This activity
differentiates and caters for those students with specific
learning needs, in particular those students who are more
visual learners. These students may need visual cues or
references to be able to identify what the teacher is talking to
the class about. These cards are available to these students to
use for future reference, therefore these students are able to
keep these to support their learning throughout the unit and the
assessment.
AITSL Standard 3.4: Another example of a particular resource
being selected and used within the lesson and/or unit. These
cards will be specifically useful to the students for when they
are completing their assessment at the end of unit. The
students can also use these cards for future reference in case
they can’t remember what a particular major national feature
looks like.
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Finding Out Gradual Release Map of Australia - Significant Places Assessment as Map of Australia: Refer to
of Responsibility • Globes will be placed on each group of tables. Learning: The Appendix 1 Commented [JC15]: AITSL Standard 3.4: Students are
Students are to locate where Australia is on teacher will be given another resource that has been selected to support them
with their learning.
the globe. This is determining if the students taking anecdotal Commented [JC6]: AITSL Standard 3.4: Students are
Murdoch Model of can identify what Australia looks like and notes on whether
physically given a globe to support them in visually being able
Inquiry where it is located. the students are to locate the country of Australia. This resource has been

• Map of Australia projected onto the interactive able to transfer the selected by the teacher and is being used by the students.

whiteboard knowledge that they Commented [JC7]: AITSL Standard 2.6: Integration of

Group Work • Similar to the ‘Tuning In’ activity, the students acquired in the Interactive Whiteboard to further engage students.

will be required to collaboratively name the ‘tuning in’ stage, to

different states and territories of Australia complete this

• Inquiry Questions activity. Identifying

o What are the capital cities for each of if the students are
the states and territories? able to complete
• As a class identify the capital cities for each the different
state and territory of Australia. Students can activities
have an Atlas if they need it to refer to. independently,
• Exploring Google Earth on Interactive without guidance or
Whiteboard. Investigating how the whole minimal instruction. Commented [JC14]: AITSL Standard 5.1: The teacher is
country looks like from a bird’s eye view. Zoom demonstrating how they will be assessing student learning at
this stage of the unit.
in on each state and ask the following Commented [JC8]: AITSL Standards 2.6 & 4.5: Integration
o Inquiry Questions

and demonstration of how to safely use ICT with the class.
§ Can any major national features

that we previously identified be

seen?

§ What do the major national

features look like up close? Commented [JC9]: AITSL Standard 3.3: Integration of
inquiry questions are being used. Inquiry questions are an
effective teaching strategy.
Indigenous Australians
Indigenous Australians Map of Australia:
Map of Australia: Refer to
• Students look into how Australia can be
Appendix 3. Commented [JC16]: AITSL Standard 3.4: Demonstration of
represented in different ways by looking at a
the selection and utilisation of another resource within the unit.
map of Indigenous Australia.



Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

• Exploring how each of the boundaries

represents a different traditional tongue/dialect
(language)
o Investigate into why there are more
boundaries and the differences
between each of the boundaries.
Different languages for each boundary
area. The oral traditions of the
Indigenous people were used to map
their landscapes
• Inquiry Questions
o What are the differences between this
Indigenous map and the more
commonly known map of Australia?
o What do each of these boundaries
mean?
o Which map has more boundaries?
o Why do you think there are more
boundaries on the Indigenous map?
o How many boundary areas are within
each state?
o Which state has the most boundary
areas? Commented [JC10]: AITSL Standards 1.4 & 2.4:
• Students will record their answers to the Demonstration of the integration of the Aboriginal and Torres
Strait Islander culture. Students are developing their
inquiry questions knowledge, understanding and respect for their culture, history
• Using the data that they have collected for and language.

each state from the inquiry questions, students

are to create column graphs using an ICT

device, and the program Excel to create the Commented [JC11]: AITSL Standard 2.5: Demonstration of

column graphs students collating the answers that they have recorded and
merging these into column graphs. The teacher has
Major National Features demonstrated how they have got the students to record their
Resources: answers using a literacy strategy of inquiry questions, and then
using those answers, the students have to use the numeracy
Major National Features: Uluru Resources: (How strategy of displaying information with a column graph to
• Inquiry Questions Uluru came to be, ABC represent their answers to the different questions.

Education, n.d.) AITSL Standard 4.5: Teacher is providing students with the
opportunity to use ICT safely, responsibly and ethically.
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

o What are the major national features of Great Barrier Reef

each state? Resources: (Cassidy,
• Finding out prior knowledge for what they 2018) and (The Great
know. Go through each state as a class Barrier Reef: World’s
• What are the major features of each state and largest living organism,
investigate the major national features, why ABC Education, n.d.)
are they a major national feature, are they Kakadu Resource: (Kakadu
natural or man-made? Cultural significance? History in rock art, ABC
Which state/s are they in? Education, n.d.)
o Uluru Blue Mountains:
o Great Barrier Reef (Landforms of the Blue
o Blue Mountains Mountains, ABC Education,
o Kakadu n.d.)
o The Daintree The Daintree: (Discover the
o The Bungle Bungles Daintree’s secrets, ABC
o The Pinnacles Education, n.d.) and (The
o Sydney Opera House Assessment as Daintree, where rainforest Commented [JC12]: AITSL Standards 1.4 & 2.4: Students
and reef meet, ABC are developing their knowledge and understanding on the
Learning: Teacher cultural significance of certain Aboriginal and Torres Strait
Education, n.d.) Islander major national features.
will use the Gradual
Survey The Bungle Bungles: AITSL Standards: 2.6 & 4.5: The teacher has integrated ICT
Release of (Attenborough, 2008) into this part of the unit by requiring students to research each
• Students are to create a survey for their of the major national features, using the websites personally
parents to see what they know for each state Responsibility sourced and recommended by the teacher. This allows for
model here to The Pinnacles: (Australia's students to use ICT safely, ethically and responsibly.
in regards to the major national features. Coral Coast, 2016)
Students will also ask their parents which determine if the Commented [JC17]: AITSL Standard 3.4: The teacher has
students can selected a wide range of resources for the students to use
national features they would like to visit most within their research.
for a holiday. successfully create
• Students generate a table and present their a survey and
data within a table. generate the
• Students then create a graph with the results responses to
from the table, interpreting their results, did the formulate a range
parents know what major national features
of responses that
are? If so how many did they know from each
will guide their
state? Commented [JC13]: AITSL Standard 2.5: Within this activity
• The following inquiry questions will be there is a range of literacy and numeracy strategies being
used.
presented to the students BEFORE they hand
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

the survey to their parents. This allows for inquiry within the
students to guide their own learning. Inquiry unit.
Questions:
o Did your parents know more of the
major national features from the state
that they live in or have lived in before?
o How did they know these major
national features?
o What is your parents favourite major
national feature?
Sorting Out Group Jigsaw Activity Assessment as Jigsaw Activity Websites:
Collaboration • Students will be investigating the main inquiry learning - students (Australian Directory, n.d.)
questions of: working together in and (The National Museum

o What are the main natural and human pairs to research of Australia, 2011)
Jigsaw strategy features of Australia? and share their
o Where are they located within Australia information to a

(State/territory)? group and present
Working in Pairs • Working in pairs select a state or territory and their findings as a
research on an ICT device, all the whole. Teacher will
landmarks/national features in that take anecdotal
state/territory and locate them on a map notes on the depth
• Then using the jigsaw strategy setting up 8 of information that
tables so each state/territory goes to a different the students
table present about their
• Each table researches on an ICT device their state or territory.
respective state or territory, finding out what
the major national features are - including
human and man-made features
• Students are to use some of the required
websites in their gathering of information
• Each group shares their information to the
other groups as they are now an expert in their
researched state/territory.
• Each group to present their finding as a
combined group with all the states and
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

territories of Australia landmark/national

features.
Going Further “Gradual release Evaluating 3 National Features for Family Holidays Assessment of Students will be using the
of responsibility” • Students will be investigating the following learning - resources that have
strategy - inquiry questions for ‘Going Further’ Summative previously been provided to
students are now o Which major national feature would be assessment. them within the unit.
independently best to visit for a holiday? Teacher will be Students will also have
working to o What attracts people to this assessing the access to an ICT device
complete the state/territory? quality of where they can research
activity • Students will investigate and also raise their information that the statistics.
own inquiry questions about 3 different major students gather
national features of Australia that would be against the criteria
good to visit for a family holiday (either human for what the
and man-made) achievement
o Examples could include: standard states.
§ What would people need to
consider to visit this place?
§ Is it natural or man-made?
§ Does it have cultural
significance?
§ Which indigenous boundary is it
in?
§ Who does it appeal most too?
o Students may select three major
national features that their family was
able to identify as knowing or wanting
to go to for a family holiday
o Students can gather their information
that they need from the resources that
they have already been provided with
• From the 3 different major national features
that they have selected, collect data on how
many times that landmark/national feature has
been visited in the past year
o Why is this so popular?
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

o Why do people visit this place?

§ This information can be used in
the planning of their next
holiday with the family
Concluding and acting “Gradual release Planning a Family Holiday to a Major National Feature Assessment OF Planning a Family Holiday
of responsibility” • Survey family to discover which major national learning - Resources:
strategy - feature they would most like to visit out of the Summative Students can either use
students will be three national features selected in the ‘Going assessment. pictures from the internet
working Further’ phase. Assessing their for their brochure or draw
independently • Students will be creating a brochure that they achievements and them, whichever they are
within this task. can give to their family, that provides them with knowledge against more confident and
information about a major national feature that the criteria that comfortable with.
they would all like to visit on a holiday would have created
• Students will use a planning template to help in with reference to
the planning of what is required for the the Achievement If research is required it will
brochure (Appendix 4) Standard of the be done using the internet
• Students will start researching about their Curriculum. for pictures and information
state/territory and what human and natural Students will be about natural and human
feature that their family would be intending to assessed on the features of interest - with
visit on their holiday. Students can also use quality of supervision.
resources that they have previously been information that is
provided with in the unit. included within the
• Students will need to consider: brochure - for both Refer to Appendix 4 for
o Inquiry Questions Geography and planning template.
§ Why is this major national Mathematics.
feature best to visit for a
holiday? Students can use the
§ Does this place have any The planning resources that have
cultural significance? template for the previously been provided to
§ Which state is it in? brochure can be them within the unit.
§ Why has this place been used as formative
chosen? assessment - along
• Refer to survey results with the other work
that were gathered from that the students
family, demonstrate
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

findings in a form of have completed

table/graph throughout the unit.
o Location on a map of Australia
Differentiation:
Throughout the unit there are multiple general strategies that have been employed to cater for diverse needs of students. At different phases within the
inquiry, certain strategies have been implemented to ensure that all students are able to learn within an inclusive classroom. It should be noted that the
activities selected throughout the unit have been purposefully designed to be easily modified to suit the abilities or diverse needs of the students within
the class. This unit has been constructed in such a way that allows for the students to have guided and detailed scaffolding whilst completing their
inquiry unit. This is implemented through the gradual release of responsibility. The gradual release of responsibility is used as a teaching strategy to
cater for those students who require the extra scaffolding and instruction at the beginning to be able to successfully complete an inquiry task. To ensure
that all student’s needs are catered for, it would be expected that the students receive good quality instruction and teaching from the teacher. This
allows for all students to develop an understanding and awareness of what their learning intentions and key inquiry questions are for the unit.

Throughout the unit there are different strategies that are employed within the unit to cater for those students with diverse needs. At different points
within the unit collaborative group work is implemented to cater for those students who strive in their learning and confidence within group activities.
A similar strategy that utilises the collaborative group work strategy is the Jigsaw strategy. The Jigsaw Strategy allows for students to work
collaboratively together within a group to research a topic, then share their findings with the rest of the class. This caters for those students whose
diverse needs may be that they get anxiety or might even not be confident enough to present their findings independently. The jigsaw strategy is also a
great differentiation strategy for those students who may benefit more from learning new information from their peers instead of their teacher.

With the similar positive effect that group work can have on students, differentiation is also catered for in regards to students working in pairs. Some
students lose focus easily if they are required to always work independently or some students learning needs could just be more effectively catered for
within pair work, therefore this strategy is implemented to cater for those diverse learners.

Differentiation is also catered for in regards to the integration of ICT. ICT is integrated through the use of an interactive whiteboard and the inclusion of
videos within the unit. Many students with diverse needs are visual learners, and are able to thrive in their learning when the content is portrayed to
them in a different format to just a worksheet. Videos can also have subtitles enabled for those students whose diverse needs may be that they have
auditory problems.

Some students with diverse needs may lack interest or concentration in certain learning areas. Mathematics has been integrated in to this unit for those
students with diverse needs whose passion is with Mathematics. Another area that has been incorporated in to this unit plan is the Aboriginal and Torres
 Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Strait Islander Histories and Cultures. Within the classroom, there could be students with diverse learning needs who may feel more comfortable within
their learning environment when the culture of Aboriginal and Torres Strait Islander people is incorporated as they could belong to the Indigenous
Australian culture.

Differentiation is an essential factor that should be considered within all unit plans. Students need to be provided with multiple ways to be able obtain
and process information. Students with diverse needs are catered for within this unit plan in many ways as all students have a right to feel comfortable
within their inclusive learning environment.

References
ABC Education. (n.d.). Discover the Daintree's secrets. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423363/
ABC Education. (n.d.). How Uluru came to be. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1436296/
ABC Education. (n.d.). Kakadu history in rock art. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423033/
ABC Education. (n.d.). Landforms of the Blue Mountains. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1436450/
ABC Education. (n.d.). The Daintree, where rainforest and reef meet. Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1423341/
ABC Education. (n.d.). The Great Barrier Reef: World's largest living organism. Retrieved from ABC Education:
http://education.abc.net.au/home#!/media/1422989/
Attenborough, D. (2008). The Great Barrier Reef and other natural wonders of Australia - David Attenborough - BBC. Retrieved from YouTube:
https://www.youtube.com/watch?v=vTE_hQVccps
Australian Curriculum, Assessment and Reporting Authority. (2014). HASS v8.3 F-10 Curriculum. Retrieved September 2018, from Australian Curriculum:
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/hass/?year=12099&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=N
umeracy&capability=Information+and+Commu
Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics. Retrieved 2018, from Australian Curriculum:
https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?year=11753&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&cap
ability=ignore&capability=Literacy&capability=Numeracy&capability=Information+an
Australian Directory. (n.d.). Australian Landmarks. Retrieved from Australian Directory: https://www.list-directory.info/lists/landmarks.html
Australian Institute of Aboriginal and Torres Strait Islander Studies. (1996). AIATSIS map of Indigenous Australia. Retrieved from AIATSIS:
https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia
Australia's Coral Coast. (2016). The Pinnacles. Retrieved from Australia's Coral Coast: https://www.australiascoralcoast.com/destination/pinnacles
Cassidy, J. (2018). Great Barrier Reef. Retrieved from Weebly: https://jcassidy-edss-a2.weebly.com/
Index Oz. (n.d.). Map of Australia. Retrieved from http://www.indexoz.com/places/states/map-of-australia.gif
MacGregor, R. (2015). Natural and Human Features of Australia. Retrieved from YouTube: https://www.youtube.com/watch?v=nkPA564R81I
Murdoch, K. (2010). An overview of the Integrated Inquiry planning model. Retrieved from Kath Murdoch:
https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b43e4b0cf5cb3c4baa5/1439341379536/murdochmodelforinquiry2010.pdf
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

The National Museum of Australia. (2011). About Landmarks. Retrieved from National Museum Australia:
http://www.nma.gov.au/exhibitions/landmarks/about_landmarks
Twinkl. (n.d.). Australia's States and Territories. Retrieved from Twinkl: http://content.twinkl.co.uk/resource/aa/67/AU-T2-G-545-Australian-States-and-
Territories-Differentiated-Activity-Sheets.pdf?__token__=exp=1538279472~acl=%2Fresource%2Faa%2F67%2FAU-T2-G-545-Australian-States-and-
Territories-Differentiated-Activity-Sheets.p
Wiggins, G., & McTighe, J. (1998). Backward Design. In Understanding by Design(pp. 13-34). ASCD.

Appendix
APPENDIX 1:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Image Source: (Index Oz, n.d.)

APPENDIX 2:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Image Source: (Twinkl, n.d.)

APPENDIX 3:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

Image Source: (Australian Institute of Aboriginal and Torres Strait Islander Studies, 1996)
APPENDIX 4:
Jessica Cassidy (S00206692) & Jody Jorgensen (S00206057) EDSS341 – Assignment 3

HASS Assessment Grade 3 Term 1 - Planning Template Name: ____________
Your task is to choose a state or territory and research a human and natural feature to visit for a family holiday.
You are to present your information within a brochure using pictures and information based on your research.
You are also to present a hand drawn draft copy of your brochure and illustration outlining the human or natural feature that you are going to visit with your
family.
Some examples:
· Northern Territory - Uluru
· Queensland – Great Barrier Reef
· Australian Capital Territory – Parliament House
· Victoria – 12 Apostles
· Western Australia – Pinnacles
· South Australia – Kangaroo Island
· Own Choice – see teacher

You can start to plan your work below:

State/Territory: _________________________________________________________________________________________________

Human/Natural Feature: __________________________________________________________________________________________

______________________________________________________________________________________________________________

Temperatures/Climate: ____________________________________________________________________________________________

_______________________________________________________________________________________________________________

Clothing: ________________________________________________________________________________________________________

________________________________________________________________________________________________________________