Unit Cover Page

Unit Title: Australia Grade Level: 6th

Subject/Topic Areas: Social Studies

Key Words: location, climate, natural resources, maps, language, religion, Great Barrier Reef, Coral Sea, Ayers Rock, Great Victoria Desert, English colonization, standard of living, literacy rate

Designed by: Renée Jackson Time Frame: 1 Week

Stage 1 – Desired ResultsContent Standard(s):

Geographic Understandings

SS6G12 The student will be able to locate selected features of Australia. a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.

SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia’s location, climate, and natural resources have affected where people live. b. Describe how Australia’s location, climate, and natural resources impact trade.

SS6G14 The student will describe the cultural characteristics of people who live in Australia. a. Explain the impact of English colonization on the language and religion of Australia.

English Language Arts and Reading

ELA6RC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content.

ELA6W3 The student uses research and technology to support writing. The student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).c. Cites references.

ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

When delivering or responding to presentations, the student: e. Uses electronic media for presentations.

QCC TechnologyTopic: ProductivityStandard: Uses multimedia to tools to express ideas.

Topic: ResearchStandard: Uses technology and telecommunications tools to locate, analyze, synthesize, evaluate, apply, and communicate information.

Topic: CommunicationStandard: Evaluates, selects and uses telecommunication tools and on-line resources to communicate ideas that persuade, describe, inform, or involve.

21st Century Learner Standards

Standard 1: Inquire, think critically, and gain knowledge.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.Understanding (s)/goals

Students will understand that:

Climate, natural resources, and geographic features affect population distribution of a country.

Climate, natural resources, and geographic features affect trade opportunities of a country.

Colonization affects language and religion of a country.

Information from various sources can be synthesized and combined to create new meaning.

Accurate, relevant and reliable information is vital to intelligent decision-making.

Information must be evaluated no matter what the source to make informed decisions.

Information must be organized for practical applications.

There are ways to use information from all sources legally and ethically.

Essential Question(s):

How would Australia be different if English colonists had not been sent to settle there?

How do climate, natural resources, and geographic features affect trade and population distribution of a country?

How does geography influence the history of a country?

Student objectives (outcomes):

KnowledgeStudents will know:

Australia is a country and a continent.

How to locate the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert on a world and political-physical map.

How the English colonization of Australia impacted its language and religion.

The climate and population distribution of Australia.

How to present organized and coherent information.

How to use information legally and ethically.

How to use Google maps.

SkillsStudents will be able to:

Locate the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert on a world and political-physical map and explain how they impacted historical events.

Explain how and why the English colonization of Australia impacted its language and religion.

Interpret and analyze why Australia’s climate and natural resources has affected its population distribution.

Apply their knowledge of the location, climate, and natural resources of Australia to their impact on trade.

Give the pros and cons of the colonization of Australia by the English and defend these in writing and discussion.

Compare the cultural characteristics of the people of Australia and how their view of the world might be the same or different from someone from the United States.

Evaluate information for relevancy, accuracy, usefulness and bias.

Synthesize information from a number of sources and create a personal perspective of the information.

Apply computer skills to develop a creative product.

Stage 2 – Assessment EvidencePerformance Task(s):

Compare the English colonization of Australia with the English colonization of America by creating a Venn Diagram.

Create a map of Australia using Google Maps featuring the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.

Student produced PowerPoint presentation of persuasive travelogue on Australia which includes the language, climate, points of interest, cultural influences, and population distribution. Small group activity.

Other Evidence:

Pre-Assessment: KWHL chart on Australia.

Daily Ticket Out the DoorWhat one idea did you learn today? What did you still have questions about?

Quiz

Follow up:

End of Unit Ticket Out the Door What did you learn in this unit? What did you still have questions about?

Journal Writing Prompt: Reflect on what Australia would be like if it had not been colonized by Great Britain?

Self-Assessment

Rubric evaluating participation in group travelogue presentation.

Stage 3 – Learning PlanLearning Activities:

WHERETOW – Where are students headed: To the final product of a Travelogue on Australia that includes information on

climate, language, points of interest, cultural influences, and population distribution. Why? To satisfy GPS geographical understandings for Australia. What is required of them? Research Australia using maps, computers, and resources

to create a persuasive Travelogue. H – How will students be hooked and held?

The teacher will introduce the KWHL chart The students will complete the KWHL chart as a group. The teacher will introduce Video Podcast on Australia The students will complete a Venn Diagram comparing colonization in the US

to Australia’s colonization The teacher will introduce Google maps The students will work with Google maps to find points of interest The students will produce a Travelogue in PowerPoint as a small group project

E - What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit? Instruction and Guidance to equip and enable

The teacher will introduce the EQ The teacher will model PowerPoint Travelogue by introducing Video Podcast The teacher will introduce all activities, assessments, and rubrics The teacher will introduce all software to be used for student activities and products The teacher will provide guidance and review of student work prior to submission

Explanation, Interpretation and Application Students will explore: Australia through maps, videos, print and multimedia

resources Students will experience: using Google maps, PowerPoint, and various online

resourcesPerspective, Empathy, and Self-Knowledge

Demonstrate self-knowledge by using self-assessment checklist Demonstrate empathy when completing Venn Diagram Demonstrate perspective through persuasive Travelogue

R - What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

KWHL Chart Ticket Out the Door – daily and weekly Self-assessment Participation rubric Revision on Travelogue Journal Prompt: reflect on what Australia would be like if it had not been colonized

by Great Britain?

E - What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

KWHL Chart Ticket Out the Door – daily and weekly Self-assessment Participation rubric

T - How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Most information will be delivered in multimedia format Students will work in small groups to create a persuasive Travelogue Resources will be on students reading level

O - How will learning experiences be organized/sequenced to provide for greatest acquisition/understanding

See Unit Learning Plan Below:

Australia Unit Learning Plan – One WeekMonday Tuesday Wednesday Thursday Friday

Introduce lesson with KWHL chart

Students will contribute to KWHL chart as a group

Teacher will present Australia Video Podcast

Students will complete Daily TOD

Homework:Venn Diagram comparing the colonization of Australia and US

Teacher will introduce Google Maps

Students will work with Google Maps to find location of Great Barrier Reef, Coral Sea, Ayers Rock, Great Victoria Desert

Students will complete Daily TOD

Teacher will introduce Travelogue small group assignment

Students will divide into groups and begin to plan and research for Travelogue

Students will complete Daily TOD

Homework:Work on Travelogue

Students will divide into groups and continue to work on Travelogue

Students will complete Daily TOD

Homework:Self-RubricComplete KWHL chart

Students will take Quiz

Students will present Travelogues

Students will complete Weekly TOD

Homework:Reflect on colonization of Australia in journal

Name: ____________________

KWHL Chart

KWhat I Know

WWhat I Want to Know

HHow I’ll Learn It

LWhat I Learned

Daily Ticket Out the Door

Name: _______________________________

What one idea did you learn today? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What did you still have questions about?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

----------------------------------------------------------------------------------------------------

End of Unit Ticket Out the Door

Name: _______________________________

What did you learn in this unit? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What did you still have questions about?_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Venn Diagram

Name: ________________________________________

Compare the English colonization of Australia and the United States

Rubric for Group Travelogue PowerPoint

Australia United States

Performance Level

Poor (1) Adequate (2) Capable (3) Score

Purpose and Organization

Purpose is unclear and information is not presented in a coherent manner in the Travelogue.

Purpose is clear and the information in the Travelogue is presented in an adequately coherent way.

Purpose is very clear and the information in the Travelogue is presented in a very coherent way.

/3

Presentation

Travelogue is not presented in an artistically pleasing manner.

Travelogue is adequately presented in an artistically pleasing manner.

Travelogue is presented in a significantly artistically pleasing manner.

/3

Technology

Travelogue is an ineffective use of PowerPoint format.

Travelogue is an effective use of PowerPoint format.

Travelogue shows an especially effective use of PowerPoint format.

/3

Main Ideas Travelogue does not include the 5 characteristics asked for.

Travelogue includes most of the 5 characteristics asked for.

Travelogue includes all of the 5 characteristics asked for.

/3

Persuasive Language

Travelogue does not use persuasive language.

Travelogue shows limited perception of persuasive language.

Travelogue features very perceptive use of persuasive language.

/3

Storyboard No storyboard is included.

Storyboard is incomplete.

Complete storyboard is included.

/3

Resources Travelogue reflects a use of only 1 resource that is clearly documented in the specified way.

Travelogue reflects a use of 2 resources that are clearly documented in the specified way.

Travelogue reflects a use of 3 resources that are clearly documented in the specified way.

/3

Poor score means teacher must reteach lesson.

Adequate score means teachers needs to review lesson with student

Total:

/21

Score Rating9 or < Poor10-16 Adequate17-21 Capable

Self Assessment Rubric for Participation in Group PowerPoint

Name: __________________________________

Score: 1 = I did not 2 = Sometimes 3 = I did

I listened when others spoke

I respected the ideas of others

I remained focused on the task

I contributed resources and ideas to the project

Total Score:_____________

Name: __________________________

Australia Quiz

1. Who claimed Australia for England? _____________________________________________

2. Who were the first British colonists in Australia? ___________________________________

3. Give a reason Great Britain colonized Australia? ___________________________________

4. Which coast of Australia was first claimed for England in 1770? ______________________

5. What language is most prevalent in Australia? _____________________________________

6. What was the common sailing route from England to Australia in the eighteenth century?

_______________________________________________________________________

7. In what months does Australia experience Summer? ________________________________

8. Describe Australia’s climate: ___________________________________________________

9. What is the predominate religion of Australia? _____________________________________

10. Name 3 natural resources of Australia: ___________________________________________

11. Name 3 geographical points of interest in Australia: _________________________________

______________________________________________________________________________

12. Where is most of Australia’s population concentrated? ______________________________

13. Name 2 cultural influences on Australia: __________________________________________

14. Australia is the _____________ largest country in the world.

15. Australia is the world’s largest producer of _____________ and exporter of _____________

16. Australia produces 95% of the world’s precious ____________________________________

17. Discussion: Give an example of a pro and con of the colonization of Australia by the English. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

18. Write the corresponding number of the following in its location on the above map: 1.) Ayers Rock2.) the Great Barrier Reef 3.) Coral Sea 4.) Great Victoria Desert

Answer Key

1. Captain James Cook2. Convicted criminals3. a). The more colonies England had the more wealth and power they had. b). It was a

convenient place to house prisoners away from England.4. East coast5. English6. West coast of Africa to coast of Good Hope, east to Indian Ocean7. December, January, February8. Generally arid to semiarid; temperate in south and east; tropical in north9. Catholic10. Bauxite, coal, iron ore, copper, tin, gold, silver, uranium, nickel, tungsten, mineral sands,

lead, zinc, diamonds, natural gas, petroleum are all acceptable 11. Great Barrier Reef, Coral Sea, Ayers Rock, Great Victoria Desert12. Along the eastern and southeastern coasts

13. Aborigines, English colonists, convicts, gold miners, bushrangers14. Sixth15. Wool and Beef16. Opals17. Affect on the Aborigines, affect on convicts and other settlers left by the British to

colonize Australia, affects on Great Britain, affect on being part of global community.

1

2 3

4

Resources Used to Write Lesson

Australia. (2009) In Encyclopedia Britannica Online School Edition K-12. Retrieved November 21, 2009, from http://www.school.eb.com

Australia and New Zealand (2007). In E. Encyclopedia. Retrieved November 21, 2009, from http://www.factmonster.com/dk/encyclopedia/australia-and-new-zealand.html

Australian Government Department of the Environment, Water, Heritage and the Arts. (2009). Retrieved November 21, 2009, from http://www.environment.gov.au/

Australia National Maritime Museum. (n.d.). Retrieved November 21, 2009, from http://www.anmm.gov.au/webdata/shop/images/image_675_1.jpg

Ayers-Rock. (n.d.) Retrieved November 21, 2009, from http://www.ayers-rock.com/

Barrier Reef Australia. (2009). Retrieved November 21, 2009, from http://www.barrierreefaustralia.com/reef-pics.htm

Coral Sea. (2009). In Britannica Concise Encyclopedia. Retrieved November 27, 2009, from Encyclopædia Britannica Online School Edition: http://www.school.eb.com

Firth Media. (n.d.) Retrieved November 27, 2009, from http://www.firthmedia.co.uk/blog/wp-content/uploads/2007/06/coral-sea-osprey-reef-

australia.jpg

Global Virtual University. (2009). Globalis. Retrieved November 27, 2009, from http://globalis.gvu.unu.edu/

Great Barrier Reef. (n.d.) About the great barrier reef. Retrieved November 27, 2009, from http://www.greatbarrierreef.org/

Great Victoria Desert. (2009). In Britannica Concise Encyclopedia. Retrieved November 27, 2009, from Encyclopædia Britannica Online School Edition: http://www.school.eb.com

National Library of Australia. (2009). Retrieved November 27, 2009, from http://www.nla.gov.au/

Picture Australia. (n.d.). Retrieved November 27, 2009, from http://www.pictureaustralia.org/trails/history.html

Screen Australia Digital Learning. (2008). Mabo the native title revolution. Retrieved November 27, 2009, from http://www.mabonativetitle.com/info/SydCove.jpg

Sports Ears. (2009). Retrieved November 21, 2009, from http://www.sportsears.co.nz/show_stockists.php?countryId=16

State Library of New South Wales. (2008). The first fleet. Retrieved November 21, 2009, from www.sl.nsw.gov.au/.../firstfleet.html

University of Wollongong. (1999). First Fleet. Retrieved November 21, 2009, from http://firstfleet.uow.edu.au/objectv.html

World Atlas. (n.d.) Retrieved November 21, 2009, from http://www.worldatlas.com/

Worldpress. (2009). Retrieved November 21, 2009, from http://www.worldpress.org/map.cfm

Zastavki. (n.d.) Retrieved November 21, 2009, from http://www.zastavki.com/zoom.php?item=8975&res=9

Krossbow, (2007). Australia 2003. Retrieved November 27, 2009, from http://www.flickr.com/photos/krossbow/460676757/ attribution url<div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/krossbow/460676757/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/krossbow/">http://www.flickr.com/photos/krossbow/</a> / <a rel="license" href="http://creativecommons.org/licenses/by/2.0/">CC BY 2.0</a></div>

Moonjazz. (2007). Swimming in the Coral. Retrieved from http://www.flickr.com/photos/moonjazz/1173678876/<div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/moonjazz/1173678876/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/moonjazz/">http://www.flickr.com/photos/moonjazz/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-sa/2.0/">CC BY-SA 2.0</a></div>

Short, N., (2009). Remote Sensing Tutorial. National Aeronautics and Space Administration. Retrieved from http://rst.gsfc.nasa.gov/Sect6/sydney-australia.jpg

Zamora, A., (2007). Travel Australia. Retrieved November 27, 2009, from http://www.scientificpsychic.com/alpha/travel/australia.html

Additional Student Resources

Research

Aus.emaps http://www.aus-emaps.com/

CIAThe World Factbook https://www.cia.gov/library/publications/the-world-factbook/geos/as.html

Encyclopedia Britannica Kids http://kids.britannica.com/comptons/article-258703/Australia

Infoplease http://www.infoplease.com/atlas/country/australia.html

National Geographic for Kids http://kids.nationalgeographic.com/Places/Find/Australia

Prime Minister of Australia http://www.pm.gov.au/Youth

Webcam from Sydney’s Visitor’s Center http://www.therocks.com/sydney-Discover-Sydney_Webcam.htm#wWebCam

World Book Online http://www.worldbookonline.com/

Zoom School on Captain James Cook http://www.zoomschool.com/explorers/page/c/cook.shtml

Zoom School on Australia http://www.zoomschool.com/geography/australia/

Games and Fun

Australia Concentration Game http://www2.lhric.org/pocantico/australia/wordsearch.htm

Australia Geography Game http://www.surfnetkids.com/games/geography_australia.htm

Australian Word Search http://www2.lhric.org/pocantico/australia/wordsearch.htm