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UNIT PLAN TEMPLATE Australian Curriculum and Understanding by Design (Updated Template)

Immigration to Australia after Federation


Year Level: Six

Teacher: Emma Moon

Subject(s): English, Mathematics, and History

Duration: Three Weeks

PRELIMINARY STAGE: Students will be able to interpret and represent data using a variety of different graphs and learn
about immigration to Australia.
General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Critical and Creative Thinking

Understanding

Strands and Sub-strands: (N.B You are free to play with the format of this table to fit in what you need to)
SUBJECTS

Maths

English

Content Descriptors from AC/SCASA (there are 2 4


of these in the different subject curricula)

Proficiency Strand (there are 2 4 of these in the different subject


curricula)

Interpret and compare a


range of data displays,
including side-by-side
column graphs for two
categorical
variables (ACMSP147)

comparing different
student-generated diagrams, tables
and graphs, describing their
similarities and differences and
commenting on the usefulness of
each representation for interpreting
the data

Plan, draft and publish


imaginative, informative and
persuasive texts, choosing
and experimenting
with text structures, language
features, images and digital

Interpret
secondary data presented
in digital media and
elsewhere (ACMSP148)

Re-read and edit


students own and others
work using agreed criteria
and explaining editing
choices (ACELY1715)

creating informative texts for two


different audiences, such as a
visiting academic and a Year 3
class, that explore an aspect of
biodiversity

understanding that data can


be represented in different ways,
sometimes with one symbol
representing more than one piece of
data, and that it is important to read all
information about a representation
before making judgments

editing for coherence,


sequence, effective choice of
vocabulary, opening devices, dialogue
and description, humour and pathos,
as appropriate to the task and
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resources appropriate to
purpose
and audience(ACELY1714)

HASS - History

Stories of groups of
people who migrated to
Australia since Federation
(including from ONE country
of the Asia region) and
reasons they
migrated (ACHASSK136)

audience

Interpret data and


information displayed in a
range of formats to identify,
describe and compare
distributions, patterns and
trends, and to infer
relationships (ACHASSI128)

examining population data


that show the places of birth of
Australias people at one or more
points of time in the past and today

using graphic organisers,


maps and concept maps to identify
patterns (for example, patterns of
settlement in regional agricultural
areas), trends (for example, changes
in Australian immigration statistics)
and cause-effect relationships (for
example, relationships between war
and the movement of refugees, the
correlation of low income and poor
health, the effects of consumer
decisions on the individual, the
broader community and on
environmental sustainability)

Achievement
Standard from all
subjects included in
unit (just the
relevant section)

UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS

KNOWLEDGE AND SKILLS

LEARNING OUTCOMES:
Knowledge and Understanding:
At the completion of this unit, students will understand the impact of
immigration in Australia after federation. Students will be able to reperesent Know who immigrated to Australia after federation and
why they came.
immigration data on a variety of graphs and present an information report
on their conclusions.
Understand what a variety of graphs are used for and
why.
DEEP UNDERSTANDINGS:
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Students will gain an understanding of the push and pull factors of


immigration when and why people immigrated to Australia.
Students will understand how to interpret data using various graphs such as
bar and pie charts. They will then be able to create their own graphs and
come to their own conclusions.
Students will also write an information report ensuring they use what they
have learned about structure, audience, langage features. Students will edit
their own work and a partners to ensure grammatical, spelling, and
punctuation errors are corrected.

Understand the structure of an informative text.


Skills:

Create a graph.

Create an informative text.

Interpret data and draw conclusions.

ESSENTIAL QUESTIONS:
How did Australian society change throughout the twentieth century?
Who were the people who came to Australia? Why did they come?
What contribution have significant individuals and groups made to the development of
Australian society?

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE


Performance Task(s):
Students will be required to complete a poster about immigration in Australia. They will need to include a graph of their choosing that
includes immigration data.
Students will be required to include their interpretations of the graph as well as general information about Australian immigration since
federation. The information will need to be well structured and edited.
Higher ability students can be extended through including more information and research in their own words and including another type
of graph to present data.
Lower ability students will have more time to complete the project and present their poster using dot points that includes less
information.
Other Evidence of Learning: Formative assessment will include creating a variety of graphs, collecting data, interpreting data,
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researching immigration history in Australia since federation.


Students will complete a timeline of immigration since federation, a plan of their information, research data for graphs, and graphs using
data collected in class eg. What is everyones favourite colour/sport?
Formative assessment will be used in class and group discussions and question time.
Feedback: Students will receive written feedback on all written work thats handed in. Oral feedback will also be given as the teacher
roves around the room and supervises. Extra help and feedback will be given to students with specific learning needs (dyslexia).

Self-assessment: Students will self-edit their work and will discuss their progress with peers. At the completion of the unit they will
be required to reflect on what they have learned with peers in a class discussion.

STAGE 3: LEARNING PLAN


What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed?
Prior to this unit, students have learned about European settlement in Australia they are now ready to learn what happened after
federation.
Every lesson of this unit will be introduced and concluded with learning objectives and aims so the students are well informed about what
is coming up and student expectations. They will be reminded about the skills and understanding they will be assessed on for reporting.
Students have experienced assessment and are familiar with what a major assessment entails. Students know that assessment for this
unit will be a major component of their final grade.
The interests of the students will be ascertained through informal conversations and polls where the data will be used to make graphs.
Individual needs have been addressed in providing extra time and assistance to students with learning disabilities including dyslexia and
extenuating personal circumstances.
This learning will occur in the classroom. The students will also learn about immigration from visiting the immigration museum in
Melbourne for an excursion.
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The classroom will be arranged in five groups of tables to enhance group discussion.
Students will eagerly learn in the classroom through the use of technology and the internet to conduct research. They will also have
access to books, stories, and resources at the immigration museum. Their learning will be encouraged by asking students to ask
questions about graph-making, immigration and writing informative reports. The classroom will at times be silent for research and work
that required concentration and sometimes will be abuzz with lively debate and conversation.
How will you engage students at the beginning of the unit? (motivational set)
Students will be engaged as Inquiry questions are asked of them such as? Why do you think people immigrated to Australia? Where did
they come to? How many people came from where?
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson
Lesson Activities
CCPs
Resources
Title
and
Learning
GCs
Area
1
Mathematics Students will be introduced to graphs and learn that they can be used to display
Oxford Year Six
Different
data. Students will take a general look at bar, line, column, picture and dot graphs
mathematics book.
graphs and
as well as pie charts and discuss where and why the graphs would be used as well
Examples of various
purposes.
as the different advantages and disadvantages to each graph type. Students will
graphs.
complete activities on their maths books.
2
English
In this lesson students will be required to edit a page of writing paying particular
Error filled example of
Editing work attention to spelling. If students are unsure they may check in the dictionary. If
work.
- spelling
there is time, students will self-edit a thank you letter that they write themselves
IWB and markers.
checking for spelling.
Dictionaries.
Writing books.
3
HASS
Students will access a timeline of immigration and discover and discuss why
Timeline from website.
History
different groups of people immigrated to Australia.
IWB, laptop.
Immigration
Who came
and why?
4

Mathematics

Interpreting
data from

Students will be guided on how to interpret data on a bar graph. Students will use
Mathletics (mathletics.com.au) and answer questions on interpreting bar and
column graphs.

Use of
ICT

Bar graph examples.


Student laptops

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bar and
column
graphs
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English
Editing work
grammar.

Students will use error filled writing to correct any grammar mistakes. The focus
is on re-writing and re-wording sentences to make sure they make sense.

Error-filled work.
Writing books.

HASS
History Timeline of
immigration

Students will further study and discuss the timeline of immigration. They will
discuss in groups what factors pushed or pulled people to immigrate here.
Students will also look at and discuss white Australia policy and the economic
impacts of that policy and the later multicultural approach to policy for
immigration.

English
editing work
punctuation

In todays lesson, students will edit a piece of work while focusing on punctuation.
Students will then be taught how to add the elements of spelling, punctuation,
and grammar together to edit as well as asking for a second opinion on all
editing.

Mathematics

Interpreting
data from
graphs

In this lesson, the class will create a graph using data from a class survey. The
students will then be required to write down conclusions that they came come to
from studying their graphs. Class will discuss are the conclusions reasonable?

HASS
History Stories of
immigration.

In this lesson students will read about the immigration story of Anh Do in his book
The Little Refugee. The students will discuss the story and push factors that
force people to seek asylum in Australia.

10

English
Writing an
informative
report.

Students will write a short informative report on the Anh Do story by finding the
facts in his story and reporting on the facts about what it may be like to be a
refugee.

Picture book

11

Mathematics

Students will draw conclusions from studying a variety of different graphs and

Oxford Year Six

ICT

Timeline of
immigration. Laptop
computers (one
between two students).

Graph paper.
Whiteboard and
markers.

Asia
and
Australi
as
engage
ment
with
Asia

Picture book

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Interpreting
data from
pie charts,
picture
graphs and
line graphs.

discuss. Students will answer questions about graphs in their maths book on
graphs and complete a test in their maths book.

12

HASS
History Research
and write
about
Australian
immigration.

Students will begin to research information for their reports. They will find facts
and note whether the information is from a primary or secondary source.

ICT

Laptop computers,
library books, HASS
books.

13

English
Students will
begin to
plan their.
Mathematics

Creating a
graph.

Students will use mind maps and research notes to plan the written part of their
informative reports.

ICT

Large sheets of paper.


Laptop computers.

Students will compile appropriate immigration data with the intention of turning
the data into a graph of their choosing. Students must discuss and justify why
they are choosing the graph that they are.

ICT

HASS
History
Research
information
on
immigration
for report.
English
Write the
rough draft
of
information.
Mathematics

Compile

In this lesson students will conduct further research for their reports. Students will
assist each other in gathering information and selecting what information they
want to include or not include in their report.

ICT

14

15

16

17

mathematics work
book.

Laptop computers
HASS books
Mind maps on large
paper.

In this lesson students will continue to write their information report for the
poster. Students will be encouraged to edit and swap with classmates to crossedit their work.

Writing books.

In this lesson students will begin to create a graph using information on


immigration after federation. The graph they create must be checked for
accuracy and made ready for the final poster presentation.

Graph paper,
information on
immigration.
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18

19

20

data about
immigration
to Australia
and create
graph
English
Edit
information
for report
and begin
final copy
Mathematics
Complete
immigration
graph.
HASS
History
Complete
poster.

Students will work on their reports and continue with writing, editing and writing
their final copy.

Paper, writing books.

In this lesson, students will continue working on their immigration graphs and will
write conclusions from the graph for their poster.

Poster paper, graph


paper, writing books,
mind maps.

In this lesson, students will be given the opportunity to combine the elements of
their posters together including their graph, information and conclusions.
Students will be able to decorate and formally present and submit their work.

Posters and elements


for posters.

Last Updated 16/5/2014 by Janet Farrall (from http://www.ais.sa.edu.au/teaching-learning/australian-curriculum/support-andresources#163928)


Adapted by Sonja Kuzich, Curtin University, 23/9/15

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