Topic/Unit support: First Contacts (Stage 2)
Specific focus: How would we find out about the original and inhabitants early sea explorers to Australia? What was their impact?
Quality Teaching elements:
Intellectual quality
· The task requires sustained focus on key concepts & ideas, & requires clear articulation of the relationships between & among concepts.
Key inquiry questions:
Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
Resources:
· Australian history: European exploration, www.australianhistory.org/exploration.php
· SMART Notebook: Our fleeting past
· Who was Captain Cook? www.captcook-ne.co.uk/ccne/who.htm [3min 0sec]
• Australian history: early history www.australianexplorer.com/australian_history.htm
• books and websites on early explorers eg Bruce, Jill B. (2005); Sea explorers of Australia; Tucker, Alan, (1994) Too many Captain Cooks
•
• Captain Cook- Great southern continent, http://dl.screenaustralia.gov.au/module/1155/
• Captain Cook- Obsession and discovery, www.abc.net.au/tv/captaincook/#
• Excel magic trick, www.youtube.com/watch?v=WtcUYXVic-4
• Kidcyber , www.kidcyber.com.au,
• KYVL for kids research portal- step 4- use the information, www.kyvl.org/kids/p4_use/use.html
• Screen Australia: Captain Cook: Great southern continent, http://dl.screenaustralia.gov.au/module/1155/
• SMART Notebook: Our fleeting past (allow time to download)
• template
• Who was Captain Cook? www.captcook-ne.co.uk/ccne/who.htm
• Age of exploration: James Cook, www.mariner.org/educationalad/ageofex/cook.php
Pre-unit assessment to gauge current level of understanding: (Who are the original inhabitants famous world explorers and early explorers who came to Australia by sea? Early explorers of Australia, (model Captain Cook)
· What stories have you heard?
· Where did they come from? (model Captain Cook)
· Why did they come? (model Captain Cook)
· How would we find out about these early explorers?
· What do we need to find out about these explorers? (develop proforma headings)
· What information sources might be best? (generic)
Evidence based practice: To support evidence based practice, gather student work samples at the beginning of a unit. Later, gather work samples which show the progress made by students through explicit teaching and scaffolding. Report on specific learning.
The unit combines the history and the literacy targets within the school plan; super 6 comprehension strategies, increasing student vocabulary and using think pair share strategies.
Syllabus Outcomes:
HT2-3 describes people, events, actions and consequences related to world exploration
HT2-4 describes and explains changes and consequences of British colonisation in Australia
HT2-5 applies skills of historical inquiry and communication
Vocabulary
Original, inhabitants, sources, primary, secondary, traditional, beliefs, shelter, customs, ceremonies, relationship, explorers, traders, settlers, voyages, trade, routes, impact, affect, discovered, colony, colonist, colonisation penal, convict, governor, emancipist, timeline, search
Literature links
Plowman, S. & Pinkney, M. (2001) Bryce Courtenay introduces the Australian history collection SCIS 1040266
Boardman, A. (1997) First Fleet SCIS 896862
Clark, A. (2005) Convicted SCIS 1237052
Related information skills focus area
define
By the end of this unit students will be able to
· suggest possible search words appropriate for a given topic
· understand concept map/flow chart and plan some headings for information gathering.
Related computer competencies focus:
Students
· suggest possible search words appropriate for a given topic
· understand concept map/flow chart and plan some headings for information gathering.
Locate
Students will be able to
· list a range of print & non-print resources for answering focus question
· understand the meaning of the codes used on library data base to find a resource
· make use of headings, captions, key words to locate information in resources
· recognise that all information resources on a similar topic are grouped together and given a number which is called a Dewey number
· use skimming / scanning techniques to check if a resource will answer any of the formulated questions
· use Ctrl+F to find key words.
· use internet search engine (with assistance) to locate information using appropriate search words
· use and understand the features of a browser (back, forward, stop, search, home buttons, address bar, URL, loading status)
· locate specific information in a class created database
· use and understand hyperlinks/navigation buttons.
Related computer competencies focus: Students
· use internet search engine (with assistance) to locate information using appropriate search words
· use and understand the features of a browser (back, forward, stop, search, home buttons, address bar, URL, loading status)
· locate specific information in a class created database
· use and understand hyperlinks/navigation buttons.
Select
By the end of this unit students will be able to select relevant resources & make effective notes from a variety of sources (including internet sites).
Related computer competencies focus:
Students:
· select websites to use after a guided search
· highlight, cut, paste, copy text and graphics (©)
· insert text.
organise
Students:
· use atlas
· have the ability to transform notes into more complex sentences using own language
· organise information under appropriate sub heading
· self edit e.g. revising, editing, proofreading
· use appropriate spelling, grammar and punctuation.
Related computer competencies focus:
Students:
· start an application and create a document
· name and save a document in appropriate folder
· retrieve, revise and rename a document
· change text alignment
· change margins and line spacing
· use columns
· create a database with a limited number of fields. Literature links
· uses visual texts including maps, timelines and artwork to gather information
· organises information in a variety of formats to demonstrate conclusions of an investigation
· reads for background knowledge
Related information skills focus area: present
By the end of this unit students will be able to:
· plan oral presentations, identify the main ideas
· be aware of oral presentation skills e.g. look at audience, speak clearly in sentences, keep to the topic, sequence content
· design techniques such as headings, borders, labelled drawings, flow charts
· have a knowledge of different ways of presenting information e.g. posters, PowerPoint, oral, videos, songs, poetry, maps, graphs.
Related computer competencies focus:
Students
· use spell checker
· insert graphics from clip art
· select appropriate graphics
· create a simple slide show with text and graphics
· insert slides
· choose appropriate slide design and layout
· print selected pages.
Assessing
Students will:
· judge the appropriateness of technology used in information process
· discuss advantages of technologies used in task
implement planned assessment eg teacher observation of student note taking or use of note taking proforma or information selected or final presentation.
Teaching and learning activities
Students:
•identify the original inhabitants of Australia and create a timeline indicating their longevity in Australia of more than 50,000 years
•investigate, drawing on Aboriginal and Torres Strait Islander community representatives (where possible) and other primary and secondary sources, including ICT, the traditional Aboriginal way of life, focusing on people, their beliefs, food, shelter, tools and weapons, customs and ceremonies, art works, dance, music, and relationship to Country.
(Term 1/2 Class teachers)
•determine the significance of opening of world trade routes by early explorers such as Vasco da Gama, Columbus, Magellan
•outline the voyages of early explorers such as the Macassans, Torres, Jansz, Tasman, Captain Cook or La Perouse and explain the impact of their voyages
•answer the question: ‘Who discovered Australia?’
(Term 1/2 Teacher librarian)
•identify reasons for the voyage of the First Fleet and explain why various groups were passengers
•describe the establishment of the British colony at Port Jackson and identify significant people in the early colony of NSW such as Arthur Phillip, Arabanoo, Bennelong, Pemulwuy, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse. Explain the significance of at least TWO early colonists.
•investigate the everyday life of ONE of the following who sailed on the First Fleet and lived in the early colony: a soldier, convict, ex-convict, official
(Term 3/4 Teacher librarian)
•explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander Peoples
•sources to identify different perspectives on the arrival of the British to Australia
•outline the impact of early British colonisation on Aboriginal and Torres Strait Islander Peoples’ country.
(Term3/4 Class teachers)
Teaching and learning Strategies and Information Literacy skills
DEFINING
Brainstorm & concept map:
· Who are the early explorers who came to Australia by sea?
· What stories …?
· Where did they come from?
· How would we find out about these early explorers?
· What do we need to find out about these explorers? (proforma headings)
· What information sources might be best? (generic)
· Teacher provides timeline list of sea explorers (1660-1770) to Australia.
(Note use the same approach for Term 1-4 content.)
Teacher may share these resources to provide background information for students
· Australian history: European exploration
· Endeavour journal video (5min 0sec). The cartoon shown towards the end of the clip summarises Cook’s voyage.
· Captain Cook – Great southern continent video (1min 46sec] for 18th century sea exploration.
Planned assessment
Observation of how well students understand the task as evidenced by
· Background knowledge
o why do people explore?
o do we know of the names of some early European explorers?
· What kind of information they would like to find?
o what places did the explorers come from?
o how did they travel?
o what difficulties did they encounter?
o why did they come here?
o where can we find some information?
o how will we record it?
· Listing of more than one source that may be appropriate for this task.
o books
o internet
o charts
o atlas
Teachers could model the creation of a wordle so that students can create their own word cloud to show key ideas and knowledge about the task as a pre unit assessment task, eg
LOCATING
How would we find out about our original inhabitants of Australia?
How would we find out about early sea explorers to Australia?
· refer to timeline list of sea explorers (1660-1770) to Australia.
Teacher prepares note making proforma Modelled and guided internet search and website navigation as follows:
· discuss keywords/ search terms to use
· explain how to limit search by combining terms in search
· model a search in Google e.g. enter Captain James Cook explorer Australia in search box. Click Wonder wheel from results to create a concept map for further key word searches. See example below.
See Instructions for creating a Wonder wheel
· view results & discuss which sites may help most e.g. Which sites look like they might be by people who know/have authority & why e.g.
·
· URL with Australian explorer in it indicates specific to topic & host such as edu or gov are authoritative sites (use Quick: the quality information checklist for ways to check information on websites) How to do research: search the internet is another useful site to teach students these skills.
· discuss need to refer to books and websites in library collection (using My library and Links4Learning), using contents, index, headings, skim & scan and resource review
· remind students about the phases in the search process used when modelling a search for Captain James Cook
· show students how to use a two browser window (or minimise and maximise screens) to cut and paste book titles and website URLs into
Word document.
SELECTING
· discuss the differences in information provided: what has been included by one source and not the other; discuss how these are based on selections/decisions made by the author and for what purposes (e.g. timelines www.australiaonthemap.org.au/content/view/14/47/;
www.abc.net.au/navigators/history/earlyexplore.htm;
www.gutenberg.net.au/explorers.html#exploretimeline and
www.gutenberg.net.au/aust-discovery.html)
· Model notemaking using proforma (below) and SMART Notebook: Our fleeting past (page 8)
•students make notes from bookmarked websites, e.g. Australian history: European exploration, and book/encyclopaedia resources (guide them in comparing and selecting relevant information).
See note making proforma below. Copy and paste into a word doc for student use.
Notes on the explorer ________________________________________
Search for
Information
(use phrases or bullet points)
References
(website and book)
Where did this explorer come from?
How did this explorer travel to Australia?
What difficulties did this explorer encounter?
Why did this explorer come here?
What impact did this explorer have?
ORGANISE
How to create a database
· model steps for setting up spreadsheet
· merge information from each pair (on chosen explorer) to create database
[Teacher directed whole class activity for compiling, discussing, merging information on James Cook]
Create a table in Word using note making questions as headings, e.g.
Name of explorer
Where did X come from?
How did X travel to Australia?
What difficulties did X encounter?
Why did X come here?
What impact did X have?
Modelling
Teacher
· analyses the steps taken to complete the task, using questions such as
‘How did we synthesise information?’ ‘What could we do next time?’
· observes students’ notes on note making proforma in relation to questions, such as
Is there sufficient information?
Is there irrelevant information?
Is the information organised under headings?
Can the student verbalise the information?
PRESENTING
Teacher:
· show whole class matrix on screen
· lead discussion to analyse, synthesise and reflect on the importance of these discoveries for Australia e.g.
o Where did many of these explorers come from?
o Why were they exploring?
o What difficulties did many of them encounter?
o What importance were their discoveries to Australia?
Students will use matrix information to shape class discussions:
· for oral responses to questions
Pre-presentation/organisation:
Students focus:
· How can I present this information?
· What will I do with this information?
· With whom will I share this information?
· What will I need to do to succeed?
· What are the criteria for success?
Planned assessment
Teacher observes students’ responses to questions about explorers e.g.
· Have they some basic information about the explorer?
· Can they see connections between experiences of various explorers?
· Can they explain the purpose of the explorer’s travels?
· Do they know why their exploration was important to Australia?
· Are they able to verbalise importance of discoveries to Australia
Teacher can comment/give feedback on drafts as assessment for learning.
ASSESSING
· analyse the steps taken to complete the task, using questions such as ‘How did we synthesise information ?’ “What could we do next time?’
· respond to questions from the audience regarding content of presentation
· analyse strengths and weaknesses of argument/content. If necessary, rethink information process…
· implement planned assessment e.g. teacher observation of student note taking or use of note making proforma or information selected or final presentation.
· students reflect on the importance of these discoveries for Australia.
from the information presented on the database, who do you think is the most significant explorer and why?
Specific focus: How would we find out about the original and inhabitants early sea explorers to Australia? What was their impact?
Quality Teaching elements:
Intellectual quality
· The task requires sustained focus on key concepts & ideas, & requires clear articulation of the relationships between & among concepts.
Key inquiry questions:
Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
Resources:
· Australian history: European exploration, www.australianhistory.org/exploration.php
· SMART Notebook: Our fleeting past
· Who was Captain Cook? www.captcook-ne.co.uk/ccne/who.htm [3min 0sec]
• Australian history: early history www.australianexplorer.com/australian_history.htm
• books and websites on early explorers eg Bruce, Jill B. (2005); Sea explorers of Australia; Tucker, Alan, (1994) Too many Captain Cooks
•
• Captain Cook- Great southern continent, http://dl.screenaustralia.gov.au/module/1155/
• Captain Cook- Obsession and discovery, www.abc.net.au/tv/captaincook/#
• Excel magic trick, www.youtube.com/watch?v=WtcUYXVic-4
• Kidcyber , www.kidcyber.com.au,
• KYVL for kids research portal- step 4- use the information, www.kyvl.org/kids/p4_use/use.html
• Screen Australia: Captain Cook: Great southern continent, http://dl.screenaustralia.gov.au/module/1155/
• SMART Notebook: Our fleeting past (allow time to download)
• template
• Who was Captain Cook? www.captcook-ne.co.uk/ccne/who.htm
• Age of exploration: James Cook, www.mariner.org/educationalad/ageofex/cook.php
Pre-unit assessment to gauge current level of understanding: (Who are the original inhabitants famous world explorers and early explorers who came to Australia by sea? Early explorers of Australia, (model Captain Cook)
· What stories have you heard?
· Where did they come from? (model Captain Cook)
· Why did they come? (model Captain Cook)
· How would we find out about these early explorers?
· What do we need to find out about these explorers? (develop proforma headings)
· What information sources might be best? (generic)
Evidence based practice: To support evidence based practice, gather student work samples at the beginning of a unit. Later, gather work samples which show the progress made by students through explicit teaching and scaffolding. Report on specific learning.
The unit combines the history and the literacy targets within the school plan; super 6 comprehension strategies, increasing student vocabulary and using think pair share strategies.
Syllabus Outcomes:
HT2-3 describes people, events, actions and consequences related to world exploration
HT2-4 describes and explains changes and consequences of British colonisation in Australia
HT2-5 applies skills of historical inquiry and communication
Vocabulary
Original, inhabitants, sources, primary, secondary, traditional, beliefs, shelter, customs, ceremonies, relationship, explorers, traders, settlers, voyages, trade, routes, impact, affect, discovered, colony, colonist, colonisation penal, convict, governor, emancipist, timeline, search
Literature links
Plowman, S. & Pinkney, M. (2001) Bryce Courtenay introduces the Australian history collection SCIS 1040266
Boardman, A. (1997) First Fleet SCIS 896862
Clark, A. (2005) Convicted SCIS 1237052
Related information skills focus area
define
By the end of this unit students will be able to
· suggest possible search words appropriate for a given topic
· understand concept map/flow chart and plan some headings for information gathering.
Related computer competencies focus:
Students
· suggest possible search words appropriate for a given topic
· understand concept map/flow chart and plan some headings for information gathering.
Locate
Students will be able to
· list a range of print & non-print resources for answering focus question
· understand the meaning of the codes used on library data base to find a resource
· make use of headings, captions, key words to locate information in resources
· recognise that all information resources on a similar topic are grouped together and given a number which is called a Dewey number
· use skimming / scanning techniques to check if a resource will answer any of the formulated questions
· use Ctrl+F to find key words.
· use internet search engine (with assistance) to locate information using appropriate search words
· use and understand the features of a browser (back, forward, stop, search, home buttons, address bar, URL, loading status)
· locate specific information in a class created database
· use and understand hyperlinks/navigation buttons.
Related computer competencies focus: Students
· use internet search engine (with assistance) to locate information using appropriate search words
· use and understand the features of a browser (back, forward, stop, search, home buttons, address bar, URL, loading status)
· locate specific information in a class created database
· use and understand hyperlinks/navigation buttons.
Select
By the end of this unit students will be able to select relevant resources & make effective notes from a variety of sources (including internet sites).
Related computer competencies focus:
Students:
· select websites to use after a guided search
· highlight, cut, paste, copy text and graphics (©)
· insert text.
organise
Students:
· use atlas
· have the ability to transform notes into more complex sentences using own language
· organise information under appropriate sub heading
· self edit e.g. revising, editing, proofreading
· use appropriate spelling, grammar and punctuation.
Related computer competencies focus:
Students:
· start an application and create a document
· name and save a document in appropriate folder
· retrieve, revise and rename a document
· change text alignment
· change margins and line spacing
· use columns
· create a database with a limited number of fields. Literature links
· uses visual texts including maps, timelines and artwork to gather information
· organises information in a variety of formats to demonstrate conclusions of an investigation
· reads for background knowledge
Related information skills focus area: present
By the end of this unit students will be able to:
· plan oral presentations, identify the main ideas
· be aware of oral presentation skills e.g. look at audience, speak clearly in sentences, keep to the topic, sequence content
· design techniques such as headings, borders, labelled drawings, flow charts
· have a knowledge of different ways of presenting information e.g. posters, PowerPoint, oral, videos, songs, poetry, maps, graphs.
Related computer competencies focus:
Students
· use spell checker
· insert graphics from clip art
· select appropriate graphics
· create a simple slide show with text and graphics
· insert slides
· choose appropriate slide design and layout
· print selected pages.
Assessing
Students will:
· judge the appropriateness of technology used in information process
· discuss advantages of technologies used in task
implement planned assessment eg teacher observation of student note taking or use of note taking proforma or information selected or final presentation.
Teaching and learning activities
Students:
•identify the original inhabitants of Australia and create a timeline indicating their longevity in Australia of more than 50,000 years
•investigate, drawing on Aboriginal and Torres Strait Islander community representatives (where possible) and other primary and secondary sources, including ICT, the traditional Aboriginal way of life, focusing on people, their beliefs, food, shelter, tools and weapons, customs and ceremonies, art works, dance, music, and relationship to Country.
(Term 1/2 Class teachers)
•determine the significance of opening of world trade routes by early explorers such as Vasco da Gama, Columbus, Magellan
•outline the voyages of early explorers such as the Macassans, Torres, Jansz, Tasman, Captain Cook or La Perouse and explain the impact of their voyages
•answer the question: ‘Who discovered Australia?’
(Term 1/2 Teacher librarian)
•identify reasons for the voyage of the First Fleet and explain why various groups were passengers
•describe the establishment of the British colony at Port Jackson and identify significant people in the early colony of NSW such as Arthur Phillip, Arabanoo, Bennelong, Pemulwuy, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse. Explain the significance of at least TWO early colonists.
•investigate the everyday life of ONE of the following who sailed on the First Fleet and lived in the early colony: a soldier, convict, ex-convict, official
(Term 3/4 Teacher librarian)
•explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander Peoples
•sources to identify different perspectives on the arrival of the British to Australia
•outline the impact of early British colonisation on Aboriginal and Torres Strait Islander Peoples’ country.
(Term3/4 Class teachers)
Teaching and learning Strategies and Information Literacy skills
DEFINING
Brainstorm & concept map:
· Who are the early explorers who came to Australia by sea?
· What stories …?
· Where did they come from?
· How would we find out about these early explorers?
· What do we need to find out about these explorers? (proforma headings)
· What information sources might be best? (generic)
· Teacher provides timeline list of sea explorers (1660-1770) to Australia.
(Note use the same approach for Term 1-4 content.)
Teacher may share these resources to provide background information for students
· Australian history: European exploration
· Endeavour journal video (5min 0sec). The cartoon shown towards the end of the clip summarises Cook’s voyage.
· Captain Cook – Great southern continent video (1min 46sec] for 18th century sea exploration.
Planned assessment
Observation of how well students understand the task as evidenced by
· Background knowledge
o why do people explore?
o do we know of the names of some early European explorers?
· What kind of information they would like to find?
o what places did the explorers come from?
o how did they travel?
o what difficulties did they encounter?
o why did they come here?
o where can we find some information?
o how will we record it?
· Listing of more than one source that may be appropriate for this task.
o books
o internet
o charts
o atlas
Teachers could model the creation of a wordle so that students can create their own word cloud to show key ideas and knowledge about the task as a pre unit assessment task, eg
LOCATING
How would we find out about our original inhabitants of Australia?
How would we find out about early sea explorers to Australia?
· refer to timeline list of sea explorers (1660-1770) to Australia.
Teacher prepares note making proforma Modelled and guided internet search and website navigation as follows:
· discuss keywords/ search terms to use
· explain how to limit search by combining terms in search
· model a search in Google e.g. enter Captain James Cook explorer Australia in search box. Click Wonder wheel from results to create a concept map for further key word searches. See example below.
See Instructions for creating a Wonder wheel
· view results & discuss which sites may help most e.g. Which sites look like they might be by people who know/have authority & why e.g.
·
· URL with Australian explorer in it indicates specific to topic & host such as edu or gov are authoritative sites (use Quick: the quality information checklist for ways to check information on websites) How to do research: search the internet is another useful site to teach students these skills.
· discuss need to refer to books and websites in library collection (using My library and Links4Learning), using contents, index, headings, skim & scan and resource review
· remind students about the phases in the search process used when modelling a search for Captain James Cook
· show students how to use a two browser window (or minimise and maximise screens) to cut and paste book titles and website URLs into
Word document.
SELECTING
· discuss the differences in information provided: what has been included by one source and not the other; discuss how these are based on selections/decisions made by the author and for what purposes (e.g. timelines www.australiaonthemap.org.au/content/view/14/47/;
www.abc.net.au/navigators/history/earlyexplore.htm;
www.gutenberg.net.au/explorers.html#exploretimeline and
www.gutenberg.net.au/aust-discovery.html)
· Model notemaking using proforma (below) and SMART Notebook: Our fleeting past (page 8)
•students make notes from bookmarked websites, e.g. Australian history: European exploration, and book/encyclopaedia resources (guide them in comparing and selecting relevant information).
See note making proforma below. Copy and paste into a word doc for student use.
Notes on the explorer ________________________________________
Search for
Information
(use phrases or bullet points)
References
(website and book)
Where did this explorer come from?
How did this explorer travel to Australia?
What difficulties did this explorer encounter?
Why did this explorer come here?
What impact did this explorer have?
ORGANISE
How to create a database
· model steps for setting up spreadsheet
· merge information from each pair (on chosen explorer) to create database
[Teacher directed whole class activity for compiling, discussing, merging information on James Cook]
Create a table in Word using note making questions as headings, e.g.
Name of explorer
Where did X come from?
How did X travel to Australia?
What difficulties did X encounter?
Why did X come here?
What impact did X have?
Modelling
- How to scan a page
- The five finger test
- Checking the authority of a website
- Putting it into your own words
- Organising the information
Teacher
· analyses the steps taken to complete the task, using questions such as
‘How did we synthesise information?’ ‘What could we do next time?’
· observes students’ notes on note making proforma in relation to questions, such as
Is there sufficient information?
Is there irrelevant information?
Is the information organised under headings?
Can the student verbalise the information?
PRESENTING
Teacher:
· show whole class matrix on screen
· lead discussion to analyse, synthesise and reflect on the importance of these discoveries for Australia e.g.
o Where did many of these explorers come from?
o Why were they exploring?
o What difficulties did many of them encounter?
o What importance were their discoveries to Australia?
Students will use matrix information to shape class discussions:
· for oral responses to questions
Pre-presentation/organisation:
Students focus:
· How can I present this information?
· What will I do with this information?
· With whom will I share this information?
· What will I need to do to succeed?
· What are the criteria for success?
Planned assessment
Teacher observes students’ responses to questions about explorers e.g.
· Have they some basic information about the explorer?
· Can they see connections between experiences of various explorers?
· Can they explain the purpose of the explorer’s travels?
· Do they know why their exploration was important to Australia?
· Are they able to verbalise importance of discoveries to Australia
Teacher can comment/give feedback on drafts as assessment for learning.
ASSESSING
· analyse the steps taken to complete the task, using questions such as ‘How did we synthesise information ?’ “What could we do next time?’
· respond to questions from the audience regarding content of presentation
· analyse strengths and weaknesses of argument/content. If necessary, rethink information process…
· implement planned assessment e.g. teacher observation of student note taking or use of note making proforma or information selected or final presentation.
· students reflect on the importance of these discoveries for Australia.
from the information presented on the database, who do you think is the most significant explorer and why?