Emma Bates

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A Geography Unit of Work

Links to Australian Curriculum:

Learning Area Humanities and Social Sciences

Subject Geography

Level/Grade 3

Content Descriptors - Geographical Knowledge and Understandings- Geographical Inquiry and Skills- Collecting, recording, evaluating and representing- Communicating- Reflecting and Responding

Elaborations - The location of Australia’s neighbouring countries andtheir diverse characteristics (ACHGK016).

- The similarities and differences between places in termsof their type of settlement, demographic characteristicsand the lives of people who live there (ACHGK019).

- Develop Geographical questions to investigate(ACHGS019).

- Collect and record relevant geographical data andinformation, for example, by observing by interviewing,conducting surveys, measuring, or from sources such asmaps, photographs, satellite images, the media and theinternet (ACHGS020).

- Present findings in a range of communication forms, forexample, written, oral, digital, graphic, tabular, andvisual, and use geographical terminology (ACHGS024).

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School Details:

The school we are planning for is located on the border of two suburbs, each with a significantly

different demographic. The first suburb is an affluent one, and the students from this suburb are

from a higher socio-economic status. These students are predominantly Caucasian, and have been

born in Australia. In contrast, the second suburb is a lower socio-economic area. Many of the

inhabitants of this suburb are first or second generation immigrants from nearby Asian countries-

including Indonesia, China and Vietnam.

As a result, the school cohort is a fusion of these two cultures. Most students in the first suburb

perform strongly academically, and are involved in a diverse array of extra-curricular activities. In

contrast many of the students from the second suburb speak English as an additional language, and

are struggling academically.

The school, traditionally, has not incorporated parents into the learning environment- however are

making efforts to change this. As a result, parents are beginning to become more involved in their

students learning, and in the classroom environment.

Specifically, the class we are planning for is in Grade 3. Through observations over the course of the

year, the teacher has ascertains that these students enjoy project based learning, and learn best

when the lessons are relevant and relatable to their own lives. They work very well collaboratively,

both as a whole class and in small groups, and have been working hard throughout the year to

extend their social circles within the classroom. The classroom has an equal mixture of both genders.

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Unit Overview:

Unit Description

In this unit of work, students will compare and contrast their own lives to the lives of students’ in

Indonesia. In addition to their own investigations, they will be given the opportunity to talk to

students’ living in Indonesia through video conferencing. They will explore the different

environmental characteristics of Indonesia, such as climate, flora/fauna and languages, and will

discuss the location of Indonesia and its neighbouring countries on a map.

Concept

- Culture

- Similarities and Differences

- Environment

- Reflection

Key Understandings

- Students can recognise and discuss the similarities and differences between the lives of

Indonesian students and their own.

- Students will be able to locate Indonesia and the neighbouring countries on a map.

- Students will investigate the environmental characteristics of Indonesia (such as climate,

flora/fauna, and languages).

- Students are beginning to understand the concept of cultural diversity.

Focus Questions

- Why do I need to know about other peoples’ lives?

- What are some questions you would ask students living in Indonesia?

- How do Indonesian students’ lives and culture compare to ours?

- What are the environmental characteristics, such

as flora/fauna and climate, of Indonesia and in

what ways is it similar to our own?

Overarching, structured demonstration of

what we intend to explore over the course of

the unit.

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Resources:

Physical Resources:

- Computers

- Craft Paper

- Glue

- iPads

- Pens

- Scissors

- Web camera

- Costumes

- Interactive Whiteboard

Digital Resources:

- Ducksters.com,. (2015). Geography for Kids: Indonesia. Retrieved 4 October 2015, from

http://www.ducksters.com/geography/country.php?country=Indonesia

- Easy Science For Kids,. (2014). Indonesia Facts for Kids. Retrieved 4 October 2015, from

http://easyscienceforkids.com/all-about-indonesia/

- Sciencekids.co.nz,. (2015). Fun Indonesia Facts for Kids - Interesting Information about

Indonesia. Retrieved 4 October 2015, from

http://www.sciencekids.co.nz/sciencefacts/countries/indonesia.html

- YouTube,. (2015). Indonesian Culture. Retrieved 4 October 2015, from

https://www.youtube.com/watch?v=igIu-shinvI

- YouTube,. (2015). Indonesian students talk about America. Retrieved 16 September 2015,

from https://www.youtube.com/watch?v=sfcAuE283Vs

- YouTube,. (2015). Kid News Podcast. Retrieved 4 October 2015, from

https://www.youtube.com/watch?v=gxBYgpmqtFU

- YouTube,. (2015). Children's Center News - Collaborative Filmmaking - 2012 Children's Center

Idyllwild Arts. Retrieved 4 October 2015, from

https://www.youtube.com/watch?v=NvysirTwfaQ

Variety of resources which allow students to explore the

content both through hard and soft copy information.

Extensive examples of both digital resources and print

resources.

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Print Resources:

- Burton, T. (2006). Countries of the World: Indonesia. London, England: Evans Brothers

- Dudley, M.(2013). Indonesia. Jakarta, Indonesia: PT Kinar media.

- Osterly, A. (2014). Indonesia - the Story of a Nation - Asia Pacific Relations. Australia:

Trocadero publishing

- Rodrick, T. (2000). Inilah Bahasa Indonesia! Year 3 - Year 4. Indonesian Blackline Masters.

Australia: Languages made easy.

- Dudley, M. (2014). A Trip to the Village/Perjalanan ke Desa. Jakarta, Indonesia: PT Kinar

media

- Heinrich, S. (2005). Key into indonesia. Melbourne, Victoria: Curriculum Corporation

- Litchfield, C. (2012). Saving Orangutans. Rare Earth. Australia: Black dog books.

Other:

- Suaraindonesiadance.com.au,. (2015). School Workshops. Retrieved 4 October 2015, from

http://suaraindonesiadance.com.au/page/School_Workshops

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Setting the Scene

Activity 1- Concept Map

Description:

Book or video- focus on “Why is it important to know about other people’s cultures”

In order to intrigue the students, and gain their attention, this unit of work will begin with a shared

class viewing of video provided in the references.

The educator should follow on from the video by introducing the unit to the children and briefly

summarising what we will be investigating over the coming weeks. Many of the students from this

school have either holidayed recently in Indonesia, or have family there. As a result, we will begin

the class discussion by asking students what they already know, and what they might be interested

to learn. The educator should explain to the students that over this unit of work we will be inquiring

into Indonesian culture and geography, and the ways it might be similar or different to our own

country.

The next phase of this lesson will be to continue the discussion about what the students may or may

not already know about Indonesia, allowing an open forum for students to discuss topics such as the

location, weather, food or cultural elements. They will also be encouraged to acknowledge things

they do not know about the country. In this phase the educator should begin a concept map on a

poster, therefore making it easier for the information to be referenced to later in the unit. Some

examples of questions that could be asked throughout this discussion by the educator:

What can you tell me about Indonesian culture?

How about the weather? Hot/Cold etc.

Do you think outside their window looks similar or different to ours?

The educator should end the discussion by asking why it’s

important for us to learn about others culture and let the

children participate before answering the question if any details

were not covered.

Resources:

- YouTube,. (2015). Indonesian Culture. Retrieved 4

October 2015, from

https://www.youtube.com/watch?v=igIu-shinvI

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Activity 2- Incursion

Description:

In this lesson the educator should continue to set the scene by allowing students to engage in and

experience different aspects of Indonesian culture, such as the food and dance. It is recommended

this is done through an incursion delivered by the Suara Indonesian group. This will excite the

students and deepen their interest in the inquiry topic, as well as ensuring they are developing

further their knowledge of Indonesia.

The educator will introduce the incursion to the students and outline briefly what we will be doing

throughout. It is important to encourage their involvement and remind them to continue thinking of

any questions they have about Indonesia.

Suara Indonesia Incursion:

This incursion involves the Suara group coming to the school to conduct a workshop assisting

students to gain further insights into the culture of Indonesia focusing on their speciality dances.

Students will be informed of the intricate details of the Indonesian way of life before watching a

performance of their dance. They will then have the opportunity to practice the dance themselves.

The incursion runs for about forty minutes.

We have chosen to include an incursion a part of the “setting the scene” of this unit to ensure we

are providing students with culturally sensitive and appropriate experiences which deepen their

awareness and understanding of Indonesian culture. By inviting the Suara group into the classroom,

we are providing students with an authentic experience we would be otherwise ill-equipped to

provide.

Resources:

- Suaraindonesiadance.com.au,. (2015). School Workshops. Retrieved 4 October 2015, from

http://suaraindonesiadance.com.au/page/School_Workshops

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Activity 3- Developing questions

Description:

In the last session for setting the scene the educator will be asking the children to continue thinking

about the similarities and differences between themselves and Indonesian people. In particular, they

will be focusing on a comparison of their lives, and students at school in Indonesia. We will do this by

encouraging the students to think about what questions they might have for these children. These

questions might be about the landscape surrounding the students’ school, food, hobbies, and

cultural elements such as religion or family traditions.

The educator should conduct a class discussion to briefly go through the things we already know

about Indonesia from our previous lessons, and remind students of some questions we have asked

throughout the unit so far. The students will be instructed to write down their questions on the

paper provided and encouraged to use resources made available. They may also like to draw a

picture relating to their question.

Examples of questions educator may ask students to encourage critical thinking:

If we were to talk to children that are your age in Indonesia what do you think they might be

doing?

Do you think they are at school like you?

Do you think they have the same thing in their lunchbox as you do?

What about their houses etc.

What do you think their school look like etc?

Resources:

- Paper

- Pencils

- Arts/crafts resources

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Assessment:

This setting the scene section of the unit involves gaining the students attention, introducing the

topic and outlining some basic knowledge of the geographical and cultural elements of Indonesia to

ensure that a foundation of genuine inquiry and interest is developed for this unit of work. Setting

the scene also ensures that we are getting the students excited and curious about the unit and ready

to learn.

As a focus for assessment in this part of the unit the educator should consider how they can

adequately prompt, promote and assess the student’s inquiry skills and to get them to think deeper

about the topic. It is recommended that throughout this unit the educator conducts informal

observations/reflections regarding the student’s participation and engagement in class discussions

and set activities around the topic and use evidence from the lesson’s to develop inferences about

what the students require in future lessons. These observations can continue throughout the unit as

a way of tracking the student’s knowledge gained and any questions.

For setting the scene I will be using a reflective piece of work completed by the students as an

assessment tool. Self-assessment will be useful in this case as it will ensure students understand that

there is a purpose for their learning but most importantly that they are identifying what they intend

to learn and are setting goals.

The students will be asked to complete a self-assessment/reflection piece answering the following

questions:

What did I know?

What did I learn?

What do I want to learn?

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Investigating

Activity 1- Video Conferencing

Description:

During this activity the students will be given the opportunity to video conference with similarly

aged students attending a school in Indonesia. In the “setting the scene” part of the unit, the

students have worked together to write questions they wish to ask these students.

To commence the activity, the educator will engage in a group discussion regarding the things the

students already know about Indonesia, and the questions we have written previously. Students will

be encouraged to share with peers the things they are excited to learn about the lives of the

students in Indonesia, and will be asked to predict what we might learn. The students will then be

asked to break into pairs to rehearse the questions they have.

Teacher will then facilitate the video conference for students. Students will take turns to ask

questions to the students, taking care to take note of the response to each question as they go.

Students will then take turns to answer the questions presented to them about their own lives and

country.

To conclude the lesson, students will be asked to tie the

activity together by creating a presentation (on paper or

the computer) of their question, and the response given

by the students during the video conference. They will

create a small poster/placard that includes their question

and the response, and any thoughts or wonderings the

student now has in light of the video conference. These

might be used as a decoration around the room, could be

created in a book, or could be used as stimulus for future

activities.

Resources:

- Camera for Video Conference

- Computer/s

- Whiteboard

- Pens/poster paper

- Craft tools for poster creation

Use of technology to authentically engage students with peers

from other cultures.

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Activity 2- Compare and Contrast Chart

Description:

In this activity, students will be encouraged to broaden their exploration into the similarities and

differences between the cultural lives of the Indonesian people, as well as their own.

Students will begin the activity by viewing the video “Indonesian students talk about America” (first

two minutes), and reflect on the similarities and differences between the experiences of the

students they spoke with, and the students of the videos. They will be asked to question and discuss

in small groups “Do you think students in all areas of Indonesia have the same life experiences?”.

Students will then be asked to work in small groups to construct a compare and contrast chart,

drawing on the knowledge about Indonesian lives and culture they have been developing over the

series of activities. Additionally, they will be given the opportunity to further their investigation using

the computers and resource books provided by the teachers. Students will be asked to consider

many facets of the Indonesian peoples’ lives, such as: Is school the students attend the same, or

different? What clothes do they wear? What language do they speak? What foods

do they eat? Do they live with their families? What things do you think they like to

do in their free time?, as well as any other questions they may wish answered.

Once students have completed the activities in their groups, they will be asked to

complete a gallery walk, taking time to look at the compare and contrast charts of

the other students, and ask questions of each other. They will be asked to then

engage in a group discussion about what they have documented.

Resources:

- Compare and contrast graphics organiser

- Writing paper/Pens

- Ducksters.com,. (2015). Geography for Kids: Indonesia. Retrieved 4 October 2015, from

http://www.ducksters.com/geography/country.php?country=Indonesia

- Easy Science For Kids,. (2014). Indonesia Facts for Kids. Retrieved 4 October 2015, from

http://easyscienceforkids.com/all-about-indonesia/

- Sciencekids.co.nz,. (2015). Fun Indonesia Facts for Kids - Interesting Information about

Indonesia. Retrieved 4 October 2015, from

http://www.sciencekids.co.nz/sciencefacts/countries/indonesia.html

- YouTube,. (2015). Indonesian students talk about America. Retrieved 16 September 2015,

from https://www.youtube.com/watch?v=sfcAuE283Vs

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Activity 3- Creation of Resource Book

Description:

In this lesson students will be given the opportunity to explore and investigate the natural

environment of Indonesia through a variety of research methods, and collate their findings in a

scrapbook.

To begin the session, students will be shown a variety of pictures depicting the landscapes of

Indonesia. They will be played traditional Indonesian music, and will be asked to quietly reflect and

contemplate on the images- paying attention to what seems familiar to Australian landscapes, what

seems different to Australian landscapes, and what they think it might be like to live in this

environment.

Once this is finished, students will engage in a brief discussion about what they believe are the key

characteristics of an environmental landscape- such as flora/fauna, and climate. They will then be

given the opportunity to explore a variety of resources including the internet, images, research

books, and topographical maps to explore Indonesia’s environment and surroundings.

Once they have completed their research,

they will be asked to create a small book

that depicts and discusses Indonesia’s

environment. They may use images,

tables and facts to collate their

knowledge. The book should be designed

for use as a resources to inform others

about the Indonesian environment.

Resources:

- Computers/iPads

- Resources Books

- Craft material

- Variety of Indonesian images (included and referenced on next page)

- Indonesian traditional music:

o YouTube,. (2015). Indonesian folk music. Retrieved 16 September 2015, from

https://www.youtube.com/watch?v=Eo3FD_scTWU

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1. 2.

3.

1. Orig07.deviantart.net,. (2015). Retrieved 16 September 2015, from http://orig07.deviantart.net/5657/f/2011/061/e/1/indonesian_landscape_by_matai kan-d3aqed8.jpg

2. Matthewwilliams-ellis.com,. (2015). Retrieved 16 September 2015, from http://www.matthewwilliams-ellis.com/wp-content/uploads/2014/01/indonesia- travel-landscape-photography-sunrise-at-borobudur-temple-yogyakarta-java- indonesia-travel-landscape-photography-by-travel-and-landscape-photographer- matthew-williams-ellis.jpg

3. Cdn.c.photoshelter.com,. (2015). Retrieved 16 September 2015, from http://cdn.c.photoshelter.com/img-get/I0000bpvuD69wafY/s/900/900/Indonesia- Bali-Semarapura-2370-Bali.jpg

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Assessment:

The investigation stage of this unit will predominantly focus on developing and broadening students’

knowledge about the cultural aspects and environmental features of Indonesia. Students will be

given the opportunity to answer their own inquiry questions, and direct their own investigation. The

work samples created throughout this unit are suggested as a key method of assessment of

students’ knowledge of all four of the key understandings.

Educators can also conduct informal observations and interviews with students throughout the

investigation stage of the unit- assessing students understanding of the lives of the Indonesian

students, and of Indonesia’s natural environment.

Educators may wish to employ the use of “Exit Tickets” as a means of assessing students during the

investigation section of the unit- asking them to write on post it notes before they finish the lesson

sentences addressing 3 key questions. That is, something new they learnt, a question they have, and

something they found interesting throughout that days investigation. This will assist educators in

ascertaining the direction of students’ investigation, the increasing depth of the students’

knowledge, and the students grasp on the cultural and environmental aspects of Indonesia, and the

similarities and differences to their own culture.

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Bringing it together

Activity 1- Artwork of an Indonesian landscape

Description:

During this activity students will be asked to use the knowledge they have acquired from previous

activities about what the environment in Indonesia may look like; knowledge such as the flora and

fauna, any significant landmarks and the environment in which the Indonesian students live in

(during the video conference Australian students gain information about the Indonesian students’

home, school, street etc.). However, students will also be given access to resources in order to

research pictures of Indonesian landscapes if they need the help. Students will also be given a

choice as to what medium they want to present their environment in; they will be given a choice out

of a three dimensional model, a painting or a drawing using pencils.

To begin students will make a plan of what their artwork of their Indonesian environment will look

like. The plan will be quite brief using dot points to make a list of all the things they need to include

in their artwork, for example If a student was paint a rainforest they would need to paint the

appropriate type of trees that grow in Indonesian rainforest and hence make a note of this in their

plan. Students who are creating a model will also need to list the resources they will use to create

their environment (it will be made known to students what resources are available).

To conclude the activity students will present their artwork in small groups, they will reflect on how

their chosen Indonesian environment is different from the Australian equivalent, for example if the

environment is an Indonesian school how is it different from an Australian school? How is it similar?

Resources:

- Paint - Cardboard boxes

- Coloured pencils - Natural materials (eg. Leaves, bark, dirt, etc.)

- Paper - Cellophane

- Grey lead pencils - Scissors

- Paint brushes - Glue

- Boxes of all sizes (eg. matchboxes) - Erasers

- If needed other materials that are - iPads (to access the internet)

Commonly found in the art room.

- Pictures of Indonesian landscapes

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EHIYO.COM. (2015). Retrieved on the 28 September 2015 from

http://www.ehiyo.com/indonesia-landscape-db07bm

Bestwallpaper. (2014). Retrieved on the 28 September 2015

http://best-wallpaper.net/Indonesia-Java-Tenger-volcano-mountains-landscape-

fog_1920x1440.html

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Seo. (2012). Retrieved on the 28 September 2015 from

http://www.traveltourismblog.com/indonesia.php

Off the beaten track. (2015). Retrieved on the 28 September 2015 from http://www.off-the-

beaten-track.net/travelogues/id01c05.html

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Activity 3- Information narrative/Information report

Description:

For this activity students will be given a choice between writing a narrative or an information report

in order to demonstrate their knowledge of Indonesia and its geographical characteristics. After the

classroom teacher first model how to write each style of writing many resources such as non-fiction

texts, the internet and landscape photos will be made available to students and can be used to

collect additional knowledge (as this was explored in earlier activities) and inspiration.

The students will first create a concept map or a brainstorm of ideas of what they can write about.

The next step would be to create a brief plan, a draft of their narrative/information report, and then

the final ‘good’ copy. After each step students will be put into small groups to share their ideas,

reflect on their progress and peer review each other’s work.

Resources:

- Grey lead pencils

- Workbooks

- Eraser

- Burton, T. (2006). Countries of the World: Indonesia. London, England: Evans

Brothers

- Dudley, M.(2013). Indonesia. Jakarta, Indonesia: PT Kinar media.

- Osterly, A. (2014). Indonesia - the Story of a Nation - Asia Pacific Relations. Australia:

Trocadero publishing

- Rodrick, T. (2000). Inilah Bahasa Indonesia! Year 3 - Year 4. Indonesian Blackline

Masters. Australia: Languages made easy

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Assessment:

In this section students will be assessed on how well they demonstrate their knowledge about

Indonesia throughout the different activities. Students will predominantly be assessed in the

bringing it together section by a collection of work of their work from activity 1 and activity 3. As

activity 2 is a group activity in the form of a video student will be informally assessed through the

method of observation.

Students will also be formally assessed at the end of the bringing it together section through

summative assessment: students will be required to answer open-ended questions about

information learned about Indonesia throughout this unit.

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Activity 2- News report

Description:

To sum up and demonstrate their learning students will work in small groups (3 -4) and present a

‘new report’. They will inform the viewers about matters such as the culture, food, dance and

language; they may also raise the issue of endangered animals that live in Indonesia and

deforestation, they will also include a weather report. To assist students in creating a news report

they will watch news reports created by children on YouTube.

Students will first meet in their small groups and brainstorm different issues and different

information that they have learnt about Indonesia; this brainstorm will take the form of a concept

map. Resources such as the internet and non-fiction text about Indonesia will also be available to

students. After watching the teacher form a script, students will also write a script based on the

information produced by the brainstorm and any additional research. Students may include roles

such as an anchor, a field reporter, a sports reporter and a weather man/woman.

Students will then have time to memorise their scripts and rehearse. Once students are ready to be

video recorded, they will present their part as the teacher video tapes. Students will also be given a

chance to edit their video using a simple editing program to imitate that of a news program seen on

television. To conclude the lesson each news report will be played to the class and students will

reflect on what they learned from other groups’ news reports in their writing book.

Resources:

- Paper - Computer

- Grey lead pencil - Internet

- Video camera - Editing program

- Props and costumes - Non-fiction texts about Indonesia

- Dudley, M. (2014). A Trip to the Village/Perjalanan ke Desa. Jakarta, Indonesia: PT Kinar

media

- Heinrich, S. (2005). Key into indonesia. Melbourne, Victoria: Curriculum Corporation

- Litchfield, C. (2012). Saving Orangutans. Rare Earth. Australia: Black dog books.

- YouTube,. (2015). Kid News Podcast. Retrieved 4 October 2015, from

https://www.youtube.com/watch?v=gxBYgpmqtFU

- YouTube,. (2015). Children's Center News - Collaborative Filmmaking - 2012 Children's Center

Idyllwild Arts. Retrieved 4 October 2015, from

https://www.youtube.com/watch?v=NvysirTwfaQ

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Drawing Conclusions

Activity- Parent Night

Description:

We will invite parents to the school to view the work completed by the students over the course of

this unit, with the intention of providing students the platform to educate their parents about what

they have now learnt about Indonesia. Students will be responsible for the preparation for this

Parent Night, including choosing Indonesian food, culturally appropriate music and choreographing a

dance to perform. Students will be given the opportunity to share with their parents their

information narratives and information reports, and show parents the displays of their artwork.

At the conclusion of the night parents will be given the opportunity to ask questions to the students,

and will be encouraged to fill out a visitors’ book providing feedback and congratulations to the

students.

Resources:

- Indonesian Food

- Work samples completed over the unit of work.

Assessment:

The assessment for this activity will be a summative assessment, designed to ascertain what

students have learnt over this unit of work. Students will be asked to write a write a thank you note

to a parent in attendance, highlighting the key things they have learnt from this unit, and why they

think it is important to study others cultures.

Engaging parents/caregivers in students’ learning