UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

2082577

Assignment 2 Unit of Work

Sarah Anderson
2082577
Tutor: Ashley Blight

How diverse and connected is our world?

Year Level: 6
Learning Area: Geography
Strand: Geographical Knowledge and Understanding,
Geographical Inquiry and Skills
Duration: 11 lessons

In q uiry O verview

This unit of inquirys major focus asks that students learn and understand how interconnected our world is and
how culturally diverse we are through various whole class and individual activities, assignments and a final
inquiry project. The beginning of this unit will focus on understanding the difference in economic and social
characteristics between countries across the world as a brainstorming and mind mapping activity as whole
class. They will design tables and graphs and use this towards their final project, students will gather the
statistical data for this, from past and present, for the key focus of identifying and comparing their chosen
country to Australia, they will investigate population size, per capita income of their selected country as well as
health and energy consumption throughout the world. They will record their statistical information in the form of
a graph using Microsoft Excel to present their findings. The final inquiry project, requires students to organise
all their information and discoveries theyve made as well as other work completed throughout the unit into a
slideshow, using Microsoft PowerPoint. By doing this, it gives students further opportunities to develop their
knowledge of countries across the world from the previous year. Students will learn how to efficiently use ICT
to show their research and data using applications on technology devices. Strongly linking to the Australian
Curriculum ICT and Numeracy general capabilities, this unit links to the Australian Geography Curriculum in
the Geographical Knowledge and Understanding strand and the Geographical Inquiry and Skills strand under
the sub-strand Interpreting, Analysing and Concluding.

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

2082577

Justification
Please respond to the following guiding questions:
1. Identify the technologies that will be used by yourself and students
in this unit.
Teacher: Interactive White Board (SMART Notebook), iPad or Tablet,
Google Earth, Scootle, Edmodo
Students: Laptops/Computers, iPad or Tablet, Google Earth, Scootle
Learning Path, Edmodo
2. As the teacher, how does your use of these technologies draw together your technological
pedagogical content knowledge? Please specify your knowledge of TK, CK, PK and TPACK
domains.
This unit incorporates these three most important forms of knowledge:

Technological Knowledge: This refers to using the correct technologies that will be used by the
teacher and students throughout this unit of work.
Pedagogical Knowledge: Refers to how students learn and the teaching approach as well as the
method of assessment.
Content Knowledge: This refers to stage 1 of this inquiry unit, the Australian Curriculum, its strands
and general capabilities.

The use of technologies in this inquiry unit draws together the three main forms of knowledge by aiming to
provide students the best use of ICT materials (mentioned above) that are highly engaging but also encourage
them to stay focused, by keeping distractions at a minimum. By doing this, it keeps the students focused,
interested and well informed of their learning and with some direction from the teacher it enables them to use
these to represent their research, understanding and sources they have found throughout the unit.
In this unit (CK) refers to crossing the curriculum areas by introducing new terminologies in English(Spelling),
applying the task of journal entries and covering statistical interpretation and graphing data in-depth in
mathematics as part of the math curriculum (ACMSP147) (ACMSP148). This connects to stage 1 of the unit,
addressing the ICT, Numeracy and Intercultural Understanding general capabilities, relevant to what students
will be able to do by the end of Year 6.
The understanding of (TPK) is how technology can assist teaching in the classroom, examples of this is the
use of Edmodo, by integrating this students can access information that has been collected or brainstormed in
the classroom at home, especially for those that have been absent. But it also allows for reference in the
classroom in other lessons. Integrating this form of technology isnt just limited to reviewing work but also to
further class discussions at home.
Demonstrated in (TCK) technology can provide various means of helping guide teachers through the
curriculum. For example, using Scootle Learning Paths, having access to these not only helps encourage
further learning in students but for specifics when it becomes useful for certain learning areas as it is not just
limited to one. Technology also provides the opportunity for research, visiting such sites as the Australian
Bureau of Statistics, the sort of information that is not readily available as book in a library enabling the whole
class to visit and view the site at the same time.
By integrating technology, pedagogy and content knowledge in this inquiry unit it shows a link to the AITSL
professional standards for teachers at the graduate level, Focus Areas 2.5 and 2.6. These descriptors state:
Focus Area 2.5 Literacy and Numeracy Strategies: Know and understand literacy and numeracy
teaching strategies and their application in teaching areas.
Focus Area 2.6 Information and Communication Technology (ICT): Implement teaching strategies for
using ICT to expand curriculum learning opportunities for students.

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

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Bringing it altogether (TPCK) makes learning for students easier and more thoroughly in-depth
providing more access to all technologies that will always be required in the classroom. Its
important that students have access to this to help them with their learning and equipping them
with lifelong skills. Technology doesnt only make learning better but teaching as well.
Teachers learn important skills and it encourages students to actively participate in lessons as
these multiple means of ICT is what interests them the most. The most important role of the
teacher to always support students through their learning by providing them with the ICT resources when
available and assisting them through the changes of how lessons are delivered to help them to always
succeed.
3. Which level of the SAMR Model would you describe the use of technology in this unit? Why?
See http://bit.ly/13EZ1U6
This unit is on the modification and augmentation level as the technology used acts as a direct replacement
and substitution of materials that are rarely used in the modern day.
Transform; Modification: Takes the place of using out dated resources that are only updated every few years,
never on a regular basis. So accessing Gapminder through Scootle gives students the best opportunity to find
recent data that is relevant to countries from around the world. The Australian Bureau of Statistics, also
provides students with up to date data of their country.
Enhance; Augmentation: Instead of students borrowing a book to find statistical information, something that the
whole class is going to need available to them, using Scootle is substitution for resources that will not always
or are not available, its more versatile and the whole class is able to participate in the same activity.
Having these technologies available in the classroom is not only convenient but its also easily accessible at
any time. Its important that students can access this for accuracy, showing students that when it comes to data
it is important that the detail you find are close to accurate as possible, to get the right distribution and
accuracy when making comparisons.
4. How does your unit of work and selection of ICT incorporate the three principles of Universal
Design for Learning? (i.e. multiple forms of Representation, Expression and Engagement).
This inquiry unit incorporates the three principles of Universal Design for Learning. These multiple forms are
and consist of:

Representation: The display of visual information, using the IWB, the documents are not one fixed
sized and can be enlarged for those at the back of the room and students who have a visual
impairment. The layout is interchangeable, this sort of display allows the whole class to get involved in
class discussions and can be screenshot and shared on multiple means of communication, e.g.
Edmodo. Providing an alternative for visual information, sharing graphics with the class such Google
Earth can be more involving.

Action and Expression: The use of Scootle in this unit engages the whole class actively in their
learning. Scootle relates to this UDL as it caters to all students needs, if students are absent they can
view this at home and even for homework. Accessing Scootle is not just limited to one area, it is
something that will always be available and there is no return date.

Engagement: By giving students the opportunity to actively take charge of what they would like to
learn, it means for a better outcome at the end, as it proposes interest and they involve themselves
enthusiastically in their learning. With the many distractions that ICT can bring in todays society, in the
classroom ICT is not a distraction, ICT can be safely and ethically used as all programs are
educational. Students wellbeing is taken seriously and its important within the school environment.

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

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Stage 1: Learning Intentions (desired goals)

What is worthy of understanding?

Established Goals: Australian Curriculum

General Capabilities
Numeracy

Relevant Learning Continuum Descriptions:

Estimating and calculating with

Numeracy Learning Continuum
whole numbers
Recognising and using patterns and Level 4 - Typically by the end of Year 6, students:
relationships
Interpret data displays;
Using fractions, decimals,
Collect, compare, describe and interpret data as 2-way tables,
percentages, ratios and rates
double column graphs and sector graphs, including from digital
Using spatial reasoning
Interpreting statistical information media.
Using measurement
ICT Learning Continuum

ICT
Investigating
Creating
Communicating
Managing and Operating ICT
Applying Social and Ethical
Protocols and Practices
Literacy
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding
Recognising culture and developing
respect

Level 4 - Typically by the end of Year 6, students:

Locate, generate and access data and information;
Locate, retrieve or generate information using search engines and
simple search functions and classify information in meaningful ways
Generate solutions to challenges and learning area tasks;
Independently or collaboratively create and modify digital solutions,
creative outputs or data representation/transformation for particular
audiences and purposes.
Intercultural Understanding Continuum
Level 4 - Typically by the end of Year 6, students:
Develop respect for cultural diversity;
Discuss opportunities that cultural diversity offers within Australia and
the Asia-Pacific region.

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

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Knowledge (key concepts)

Skills

Students will KNOW that:

What will students be able to DO?

There are differences in economic and

social characteristics between countries
across the world.
There are differences in income and
population size throughout the world.
Exploring differences in other countries
well help them gain a better understanding
of geography.
Using ICT will help facilitate better
learning.
Using statistics is important to understand
differences between past and future
datasets.
Knowing the location of places on Earth is
crucial for their understanding of mapping.

Organise and Process information.

Investigate culture and differences across the

world.

Explore and compare cultural knowledge,

beliefs and practices.

Develop respect for cultural diversity.

Comprehend texts.

Compare statistical data from other countries

with Australia.

Find statistical information to represent past

and present evidence of change.

Use digital technologies as appropriate.

Learning Area:
Geography: present findings and ideas
using geographical terminology and graphic
representations in a range of communication
forms.
Numeracy general capability:
Interpret Data Displays: Collect, Compare
and Interpret data and answer data
questions. Represent data collected on
graphs and explain what has been collected.
ICT general capability:
Locate and access data and information.
Generate solutions to challenges and
learning area tasks: Successfully use ICT to
create and represent data for a purpose.

Enduring Understandings

Essential Questions

Students will UNDERSTAND that:

Key questions to guide the inquiry will be:

The whole world is connected, whether it be

through events or other means.
Every culture is different.
Not all countries are the same.
Knowing geographical concepts is important.
There are differences in every country.
ICT can be used to present different types of
information, i.e., statistics, research.
Using ICT safely, responsibly and ethically is
important to them and their peers well-being.

Why are countries across the world so different

one another?
How are countries interconnected?

What are Australias global

between people and places?

How do peoples connections to places affect

their perception of them?

Why is statistical data relevant and what is its

relevance to us?

What do we already know about statistics?

What do statistics show us?

How are statistics used?

What is diversity? How diverse are we?

Required Resources
5

connections

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

2082577

R1: Scootle Learning Path TLF-ID M012538: Data in

Gapminder World https://www.scootle.edu.au PIN:USETPK
R2: iPad/Tablet and laptops and/or computers (internet
connection required)
R3: Google Earth
R4: 3D interactive map Students and Teacher Resource
http://maps.nationalgeographic.com/maps

R5: Australian Bureau of Statistics www.abs.gov.au

R6: Edmodo Students and Teacher
R7: Atlases (Oxford Australian Curriculum Atlas Years 5-6, if
available)
R8: Design Brief + Rubric
R9: KML Chart

Stage 2: Assessment For Learning

K-W-L chart
Brainstorming
Mindmapping

What evidence will determine understanding?

Evidence will be gathered from:

Graphic organisers
Observations
Class discussions
Prompts
Questioning
Portfolios
Checklists
Peer feedback

Summative Assessment
Exit cards
Practical demonstration
Journal entries
Surveys / quiz
Work samples
Oral presentations
Anecdotal comments

Include your Design Brief and Assessment Rubric into this document and refer to it in this section.

(Summative Assessment task as designed in the Design Brief at Appendix 1). Students will be required to
pull together all research from previous lessons and other subject areas, such as their statistics graph and
comparison graph, journal entries and anything else they wish to add, to create a PowerPoint
presentation. This presentation draws together all information they have gathered throughout the unit and
asks that students write a paragraph on each topic that has been addressed. They will clearly define their
understanding of diversity, what it means, how it affects their country, how doing this unit has developed
their respect towards cultural diversity, how it compares to Australia and its connections. They will also
describe how gathering statistical information has helped broaden their understanding of diversity and
what the data means to this.
Students will be assessed by a holistic rubric (Appendix 1 Design Brief), assessed as unsatisfactory all the
way to proficient, this draws together all they have learnt over the unit to be able to complete the
presentation. The criteria for assessment is based on the Achievement Standard under Year 6 (as
highlighted in Stage 1: Explain the characteristics of diverse place/s in different locations at different scales
from local to global. Describe the interconnections between people and places, identifying factors that
influence these interconnections and describe how they change places and affect people. Interpret data
and other information to identify and compare patterns and trends, infer relationships and draw
conclusions. Present findings and ideas using geographical terminology and graphic representations in a
range of communication forms.

Formative Assessment Strategies

Refer to http://bit.ly/14746uj

Strategic Questioning

Identified in the guiding sub-questions for this unit in Stage 1, these opened questions well be questions
6 the beginning of the unit as mentioned in Stage 3
that the teacher asks and prompts students with at

UC3625 Numeracy and ICT (2014)

Designer: Sarah Anderson

2082577

under the Tuning in and Finding out and stages of inquiry. These questions will be used to guide students
learning, promote higher order thinking and to further expand on their knowledge and understanding.

Teacher Feedback (see http://bit.ly/12FlsYZ

Feedback is provided to students and the end of these stages of inquiry: Going Further and Taking Action.
The teacher will provide feedback by assessing Assignment 1 in Going Further (which has been
completed in other subject areas, given one lesson in this unit), this will provide students with
constructional and encouraging feedback of whether they are meeting the criteria and/or they need to
further develop on certain areas. Taking Action will be the final teacher feedback, this will be done in class
during the lesson as the teacher goes around and reviews students presentations with a checklist making
sure they are meeting all required criteria before final presentations.

Peer Feedback

Students will have the opportunity to provide peer feedback during these stages of inquiry: Going Further,
Making Connections and Reflection. In Going Further, students will work in pairs on a computer or laptop
and share a few details on their country. Feedback will be given here, by students analysing what theyve
done by asking questions to encourage further thinking in their peers.
During the Making Conclusions Stage of Inquiry, they will share what they have done so far on the
presentation with the person next to them and willing seek feedback, by asking what they think about it,
what they should improve and how could it be better. The final part of peer feedback will be conducted
while one student is presenting and the rest of the class is watching, they will be making notes on a sheet
of paper, giving feedback that is constructive, encouraging and one thing they think needed more work.

Student Self-assessment

Students will be given the time during the Going Further Stage of Inquiry to complete a KWL Chart, to see
how they are going with their learning. After this on a separate piece of paper, students will self-assess
how well they think theyre going with their inquiry, if they are having any troubles, what help they would
they need to go further, whether they are happy with their work, what they feel needs further development
and if over all they think they are doing well, are in the middle or feel they are not doing well at all. They
will get the final opportunity to self-assess during the Taking Action Stage of Inquiry lesson, but only
making a note whether they think theyve met all of the assignment criteria.

Formative use of summative assessment

After students have self-assessed at the beginning of the Taking Action Stage of Inquiry lesson. The
teacher will go over with the whole class, making notes on the IWB, the marking rubric before they present
over the last two lessons, this way students can surely make sure they are meeting all criteria before the
presentations. They will use it to make final adjustments and add any missing pieces.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Stage 3: Planning the Learning Activities

What learning experiences will enable students to achieve the desired results?
Using the Stages of Inquiry Learning
Tuning In Lesson 1
Lesson 1

Assessment Strategies: Questioning, Class Discussion, Brainstorming, Mindmapping

Pre-assessment: What countries do you know? (Whole class) What do you know about them? What do you
know about Australia? Why are the countries across the world so different? (Diversity) How are the countries
interconnected? (e.g. If they cant think of anything; Commonwealth Games, Olympics, G20 Summit)
IWB: Note taking, mind mapping to brain storm what they already know.
Leading Questions: If we focused on China for instance, what do you know about it? What could you say? E.g.
the environment, population, Australias connection to it. Get into groups and brainstorm your knowledge.
Screen shot notes taken on the IWB, upload to edmodo for students that are absent and students can refer to
this throughout the unit.
Explain to students that they will be doing various assignments throughout this unit and a final inquiry project
that will be due at the end of the unit.

To reinforce understanding and encourage higher order thinking we will be referring to this assignment in other subjects
such as journal writing (Assignment 1).
Journal activities for this week 1) My Country isbecause..
2) 3 Interesting things about my country..

Fin din g Out Lesson 2,3,4

Lesson 2 (the next day)
Assessment Strategies: Class discussions, Observation, Prompts, Questioning
Revisit notes taken from lesson one.
Introductory question: Why is it important to know about other countries?
IWB: Note taking, put into dot points why they think its important.
Screen shot notes; upload to edmodo for absent students and for students to revisit throughout the unit.
Get the students to pick a country to focus on for this unit, which is important for the final inquiry. They will go off
and research their chosen country, taking notes of what they find out.
At the end of the lesson students will come back and share with the class one thing they learnt about it.
Students will go home and discover some more about their chosen country, what they would like to know,
consider the differences to Australia.
Lesson 3 (Following week)
Assessment Strategies: Observation, Class discussions
Begin the lesson by asking students what they have discovered about their chosen country.
Ask students to each grab an Atlas if they wish to use them to find where their country is situated. Or they can
grab iPad/Tablet/laptop or computer and view a 3D Interactive Map on the National Geographic site (address
on the IWB). They will take a screenshot of their countries location (for use in final inquiry) or an annotated map
if they are using an Atlas.
Once they have found it, they will then begin doing some deeper research on their country.
Students will record their research in Microsoft word and at the end of the lesson upload to edmodo for me to
review what they have done and so they can access it further on.
Lesson 4 (the next day)
Assessment Strategies: Class Discussion, Observation, Prompts, Questioning, Brainstorming
Prior knowledge questioning: What do you already know about statistics? What is its relevance to us? What do
statistics show us? How are statistics used?
This lesson, students will be working individually on computers or laptops to access Scootle (Assignment 2) to
find statistical information on their chosen country.
Data found will be recorded onto Microsoft excel and a graph and table will created.
Journal activities this week 3) 4 similarities about my country and Australia are..
4) If Australia had as many people as.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Sortin g Out Lesson 5

Lesson 5 (following week)
Assessment Strategies: Prompts, Observation
Students will be asked to finish off their graphing and comparisons to Australia, if unfinished.

Goin g Fu rther Lesson 6- 7

L e s s o n 6 ( n e xt d a y )

Maki ng Concl usions Lesson 8

Lesson 8 (next day)

Assessment Strategies: Class discussion, Peer Feedback, Questioning, Prompts
The lesson will begin, by revisiting the mind maps and brainstorming notes from the beginning
of the unit. Prompt some questioning about what they now know about diversity and
i n t e r c o n n e c t e d n e s s , wh a t t h e y v e d i s c o v e r e d a n d wh a t t h e y t h i n k .
Continue working on their final project on PowerPoint. This is what all students will be using,
enabling them to put together all of their discoveries to make conclusions.
S h a r e w i t h t h e p e r s o n n e x t t o t h e m w h a t t h e y v e d o n e . As k f o r f e e d b a c k .

Taking Act ion - 9

Lesson 9 (following week)
A s s e s s m e n t S t r a t e g i e s : O b s e r v a t i o n , P r o m p t s , S t u d e n t S e l f - A s s e s s m e n t , Tea c h e r F e e d b a c k
G i v i n g s t u d e n t s t h e o p p o r t u n i t y t o s e l f - a s s e s s h o w t h e y t h i n k t h e y r e g o i n g a n d w h e t h e r t h e y
h a v e p u t t h e m s e l v e s o n t h e r i g h t t r a c k s i n c e t h e i r KW L .
A f t e r r e c e i v i n g s o m e f e e d b a c k f r o m t h e t e a c h e r, s t u d e n t s a r e a s k e d t o m a k e f i n a l a d d i t i o n s a n d
adjustments to their final inquiry piece bef ore their presentations to the whole class.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Reflection 10-11
Lesson 10 (next day)

A s s e s s m e n t S t r a t e g i e s : O b s e r v a t i o n , P e e r F e e d b a c k , Tea c h e r F e e d b a c k .
H a l f o f t h e s t u d e n t s wi l l p r e s e n t t h e i r f i n a l i n q u i r y p r o j e c t t o t h e w h o l e c l a s s .
W h i l e o n e s t u d e n t i s p r e s e n t i n g , t h e r e s t o f t h e c l a s s wi l l w r i t e s o m e p e e r f e e d b a c k , w h i c h i s
helpful, encouraging and meaningful as well as what they now know and think of that particular
country that they didnt know before. They will receive this in the next lesson.
Tea c h e r f e e d b a c k wi l l b e g i v e n a t t h e e n d o f t h e l e s s o n o n a f o r m a n d t h e f i n a l g r a d e w i l l b e
given on the assessment rubric at the end of the unit after the whole class has presented their
wo r k . ( R e c e i v e d b y t h e e n d o f t h e w e e k )
R e f l e c t i n g ( q u e s t i o n i ng , r e s p o n d i n g ) : W h y i s k n o w i n g t h i s i n f o r m a t i o n i m p o r t a n t ? ( S o m e
p o s s i b l e r e s p o n s e s c o u l d b e , N o t a l l c o u n t r i e s a r e t h e s a m e , To u n d e r s t a n d t h a t t h e r e i s p o o r
health and less fortunate people out there, That even though we live on the same planet, not

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Stage 4 Lesson Plan

Lesson Number # 4
Inquiry Learning Stage: Finding Out

Lesson number in this stage: 3

Learning Intentions
Learning Area(s): Geography
Strand: Geographical Knowledge and
Understanding

Content Descriptors:
(ACHGK032) - Differences in the economic,
demographic and social characteristics
between countries across the world.

Strand: Geographical Inquiry and Skills

Sub Strand: Interpreting, Analysing and
Concluding
Sub Strand: Communicating

(ACHGS045)- Present findings and ideas in a

range of communication forms, for example,
written, oral, graphic, tabular, visual and maps,
using geographical terminology and digital
technologies as appropriate.
Links to ICT general capability

Links to Numeracy general capability

-

(ACHGS044) - Interpret geographical data and

other information using digital and spatial
technologies as appropriate, and identify
spatial distributions, patterns and trends, and
infer relationships to draw conclusions

Collect, compare, describe and interpret data

as 2-way tables, double column graphs and
sector graphs, including from digital media.

Locate, retrieve or generate information using

search engines and simple search functions and
classify information in meaningful ways

Independently or collaboratively create and

modify digital solutions, creative outputs or data
representation/transformation for particular
audiences and purposes.

Specific Learning Outcome(s):

All students must: be able to competently use Microsoft Excel and be able to navigate a webpage
(Gapminder) to find relevant statistical data from past and present, on population size and per capita income
of their selected country as well as health and energy consumption throughout the world. They will record the
statistical information in the form of a double column graph using Excel. The must also be able to compare,
describe and interpret their data to make comparisons to Australia and record this information as a 2-way table
in Excel.
Most students should: be able to identify differences between their country and Australia, be able to determine
the diversity it shows and know about statistics, its relevance to us and society as a whole and how they are
used to show declines and improvements over time.
Some students could: identify through the statistics what makes countries around the world different and thus
identifying the diversity of the world and begin to make connections to the past and present from the data.

Resources
R1: Scootle Learning Path TLF-ID M012538: Data in Gapminder World - https://www.scootle.edu.au PIN:
USETPK

R2: Laptops/Computers With internet access and Excel

R3: IWB For class discussion and brainstorming and modeling how to navigate Gapminder and ABS via
Scootle
R4: Australian Bureau of Statistics www.abs.gov.au

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Assessment
This is the last lesson of a 3 part lesson of Finding Out. Students will be assessed by brainstorming at the
beginning of the lesson to elicit prior knowledge of the facts they already know, followed by observation to note
whether they are able to interpret information in their own words but also taking note of how well they are working
and focusing on the task ahead. Prompts will be used to trigger higher order thinking assessing their effective use
of the resources theyve been provided but have also found. Throughout the lesson questions will be asked, this is
to evaluate their understanding of comparing, interpreting and analysing data. By doing this the teacher and
students will be able to determine whether theyre on the right track and following what has been asked of them. At
the end of the lesson the class will participate in a class discussion, giving some feedback by sharing their most
interesting statistic and what connections theyve made. The students will then get into pairs or groups and give
some feedback on the lesson, while the teacher observes and directs if needed. A record of this assessment will be
recorded on an on-going checklist, to determine whether students have improved (compared to other lessons) and
to check theyre achieving the desired outcomes for this unit. Thus, determining who is on track and who might be
behind.

Lesson Outline
Connect / Starter

5 min

Introduce statistics Begin with a brainstorming activity to assess and elicit prior knowledge:
What do you already know about statistics?
What is its relevance to us?
What do statistics show us?
How are statistics used?

- Remind what they have been doing in previous lessons and briefly explain what they will be
doing this lesson and the explain the criteria theyll need to have met by the end of the
lesson.
- Access the Scootle Learning Path and read what is asked of them.
- Inquiry question, How diverse is the world?

Activate
This part of the lesson should take 20 minutes.

20 min

- Teacher will briefly model how to navigate Gapminder and ABS, then students can begin.
- Students will each grab a laptop or computer, log on to Scootle to access the Geography
Learning Path, read the description and begin researching.
- Help will be available to those who need it.
- Each student has their own country, they will each find the relevant statistical data concerning to
the criteria.
- Once completed they will then access the Australian Bureau of Statistics to find the relevant
statistical data for comparing to their country.

D emonstra te (Assessment for Learning)

This part of the lesson should take 20 minutes.

20 min

Students demonstrate their understanding of statistical data by recording their data into Excel
and creating a double column graph, representing their country and Australia.
Students will further demonstrate their understanding of comparing statistical data, by creating
a 2-way table that represents the most significant comparison of their country and Australia.
Students will then demonstrate higher order thinking with some prompting questions to
assess their use of the resources, then explaining the diversity both graph and table display
and why, from what theyve determined by comparing.
The teacher will observe progress of students, ask guiding questions to keep them on track if
required but to also test their thinking and understanding of the task.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Consolidate / Plenary
This part of the lesson should take 10 minutes.

10 min

Towards the end of the lesson, the whole class will come together and participate in a class
discussion. By doing this they can share with their peers and the teacher an interesting
statistic and the connections they have made.
The teacher will then ask students to get into pairs or even groups, to give some feedback
to their peers about: What sort of prior knowledge and skills did you use (gained from
previous lessons and earlier year/s)? Did you learn any new skills? Were you able to
navigate the sites comfortably? What did you find difficult or you didnt understand? Do you
feel you stayed on task? Did you think you met all criteria for the lesson? Would you like to
know more about the things you discovered today? By reaching out to their peers, students
are able to further develop their thinking skills, their understanding of the topic, ideas on
diversity and a clearer path to meeting the requirements and criteria.
At the end the teacher will direct the class back to the inquiry question, getting them to
think about what they now understand about diversity and what it tells them. And
specifically how has statistics helped make it clearer, what is your understanding of
statistics now, if you had a different understanding at the beginning of the lesson?

How will this lesson cater for the needs of all students?
This lesson as well as this unit as a whole, integrates the principles from the Universal Design for Learning.
It caters for the needs of the students by:
Providing Multiple Mean of Representation: This includes giving students alternative visual information
and this is where ICT has been used appropriately and has been integrated for students to get the
best use by using various forms of media.
Providing Multiple Means of Action and Expression: They have continuous access to technology that
will assist them in their learning and discovery. The use of Scootle in this lesson ensures that all
students have access to the same task, catering to all their needs because if books were used there
would not be enough to go around to also consider that statistical information is not always readily
available in books. Students have set goals given to them at the beginning of the lesson to be
achieved by the end. They have access to Edmodo as means of communication when they are away
from school, to review uploaded work and past discussions. All students are monitored throughout the
whole lesson for the purpose of an on-going assessment important for the formative assessment.
Providing Multiple Means of Engagement: Students were given the opportunity to take direction of their
learning by choosing a country that they would like to focus their inquiry on. There is minimal
distraction when it comes to the use of ICT as all devices only have educational programs and
activities and the internet is locked so they wont run into any unnecessary troubles. Feedback is
given by the students to the teacher at the end of the lesson where they explain and answer different
questions of their discoveries and troubles.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

What questions will you ask to evaluate students learning, the design of the lesson and your
teaching effectiveness?

Were students able to achieve what was required of them?

Was their learning successful? How? If not, why?
Is their understanding and knowledge on the right path?
Are all students reaching the outcomes?
Are all students given equal time and opportunity to reflect, share and give feedback on
the tasks?
Are they prepared for the next sequence of learning?
Evaluate my demonstration. Did the lesson flow smoothly?
Did my introduction engage the students?
Were there any difficulties with the flow of the lesson?
What would I do differently another time?
Did I explain my demonstration effectively?
Did my teaching result in a good outcome and completed work from the students?
If not, why not?

APPENDIX 1. Design Brief

DESIGN BRIEF
STAGE: Stage 3
Topic: How diverse and connected is our world with other countries?
Task: Using what you have already discovered about diversity, use your prior
knowledge and new understandings from previous lessons as well as information
you have found on your chosen country: To create and design a PowerPoint
Presentation. For this final inquiry project you will work individually to put
together all of your discoveries on your chosen country and make a presentation.
This presentation will be presented at the end of the unit to the whole class.
Restrictions
The Country you have chosen must be different from everyone else in the class.
Task Requirements
You are required to do a 3-5 minute presentation to the class. Your presentation
must include specific details about your chosen country, for example: The
economy, social characteristics, where your country is situated, diversity,
comparisons to Australia table, a statistical graph (past and present statistics):
depicting your countries per capita income, health and energy consumption,
population size and any relevant data you wish to include (up to 2-3 extra
statistics if you wish). You must also include a brief summary of your Journal
Entries and some dot points of your question from assignment one (How diverse
and connected is our world, with what you have recently found out?).
Recommended Process:
Keep a record of your discoveries and information you have found on a
word document (this way you can edit and add to it throughout lessons).
Refer to the mind maps and brainstorming from the first lesson if needed
on Edmodo.
Have researched your country, following the guidelines (mentioned in task
requirements) and some significant information you wish to include to
further enhance your presentation and increase your knowledge and
learning of your country.

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Plan/design how you will set out your presentation (do this by
brainstorming some ideas and making a mind map if you wish) in Microsoft
PowerPoint.
Write a paragraph clearly defining your understanding of diversity, what it
means, how it affects your country, how youve developed respect for
cultural diversity, how it compares to Australia and what connections does
it have with Australia.
Describe how gathering statistical information has helped you broaden
your understanding of diversity and what it means.
Willingly seek feedback from your peers to make any adjustments or
improvements.
Include where you have sourced your information on the final slide.
Have met all criteria before presenting to the class.
Resources:
- Laptop/Computers - Microsoft Word, Microsoft Excel, Microsoft PowerPoint,
Internet use.
-Scootle Learning Path -Edmodo -iPad/Tablet -Australian Bureau of Statistics:
www.abs.gov.au

Assessment Rubric:
Criteria

Unsatisfact
ory

Satisfact
ory

Developi
ng

Proficie
nt

Maste
r

Explain the characteristics of

diverse place/s in different locations
at different scales from local to
global.
Describe the interconnections
between people and places,
identifying factors that influence
these interconnections and describe
how they change places and affect
people.
Interpret data and other information
to identify and compare patterns
and trends, infer relationships and
draw conclusions.
Present findings and ideas using
geographical terminology and
graphic representations in a range
of communication forms.
Name:..

Key

Teacher:

Unsatisfact
ory

Student is aware of what work is required but has failed to complete the work within
the given time frame. Unable to put their ideas to use effectively and has failed to
make any connections to the topics studied.

Satisfactory

Student shows they are not able to use statistics or create double column graphs and
2-way tables. They demonstrate little understanding of their chosen country and has

EDUC3625 Numeracy and ICT (2014)

Designer: Sarah
Anderson 2082577

Developing

Proficient

Master

very little understanding of diversity and interconnection between countries, showing

not enough research has been done. The PowerPoint presentation is of low quality,
displaying limited use of ICT. Student has not shown their ability to complete all tasks
within the lessons and set time.
Student shows they are somewhat capable of using and understanding statistics and
creating double column graphs and 2-way tables. They demonstrate some
understanding of their chosen country and have some understanding of diversity and
interconnection between countries, showing research has been done. The PowerPoint
presentation is of good quality, displaying good use of ICT. Student has mostly shown
their ability to complete all tasks within the lessons and set time.
Student shows they are proficient in the use and understanding of statistics and
creating a well-detailed and concise double column graph and 2-way table. They
demonstrate an understanding of their chosen country and have demonstrated an
understanding of diversity and interconnection between countries, showing thorough
research has been done. The PowerPoint presentation is of high quality, displaying the
great use of ICT. Student has constantly shown their ability to complete all tasks
within the lessons and set time.
Student shows they excel in the use and understanding of statistics and creating a
very in-depth and succinct double column graph and 2-way table. They demonstrate a
very deep understanding of their chosen country and are clearly knowledgeable in
diversity and interconnection between countries, showing detailed research has been
done. The PowerPoint presentation is of very high quality, displaying the best use of
ICT. Student has consistently shown their ability to complete all tasks within the
lessons and set time.