Integrated Australian Unit 2014

Stage Two, Integrated Unit
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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Unit Overview
This unit has been designed to deepen the students understanding of Australia and provide students with an opportunity to investigate some of Australias built and natural features. Students will develop an understanding that different places are considered famous or significant for various reasons. They will use maps to locate places and to aid in gathering information and they will develop an understanding of the fact that significant events and contributions made by ourselves and others contribute to our heritage, our values and our Australian identity.
Cross-Curriculum Priorities:
Cross-curriculum riorities
!boriginal and Torres Strait Islander "istories and cultures !sia and !ustralia#s engagement wit" !sia Sustainability
Connection Focus:
Students will be engaged in: Using maps to locate places and gather information. Recognise that sites can be famous or significant for different reasons. nterpret pictorial information. Summarising data nvestigating and comparing different heritage sites !uestioning, predicting, conducting, processing and analysing data from various e"periments.
$eneral ca abilities Critical and creati%e t"inking Et"ical understanding In&ormation and communication tec"nology ca ability Intercultural understanding
Students will be engaged in:
HSIE Link:
The students will use Atlases to locate Australia on a world map and discuss its position in relation to other places such as the e#uator. They will identify the different types of environments in Australia and will create a map with a $ey, which shows where these environments are. The students will be involved in researching information about some of the states of Australia identifying information such as cities, rivers, flag, emblems, natural and built features. The students will then use this information to write an information report on their chosen state. The students will then focus on built and natural features. They will choose one and write a description about it.
Literacy' (umeracy )ersonal and social ca ability *t"er learning across t"e curriculum areas Ci%ics and citi+ens"i ,i&&erence and di%ersity -ork and enter rise
History Link:
Throughout this unit the students will learn the emblems chosen to represent Australian states and territories. They will e"plore each state and territory flags, coats of arms, floral, gemstone and animal emblems. t also provides information about the buildings or natural attractions that have come to represent each state and territory. %uring this unit, students are engaged in the sub&ect of geology by being introduced to the character 'rofessor Ruby Stone, a geologist who shares with the students her passion for studying and collecting roc$s and gemstones. Students e"plore and e"amine geological processes and phenomena and how these change the (arths surface over time. Students are introduced to roc$ types and the roc$ cycle, in order to understand how roc$s weather and erode. Students e"amine roc$s and soil types and identify these in their local or school environment in order to assist in their understanding of how roc$s change over long periods of time.
Science Link:
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n order to consolidate their understanding of the (arths surface, roc$s and soils, students study types of weathering and how these affect landforms. Students also e"plore the cause and effect relationships of weathering and erosion on landforms. Students apply this $nowledge to conduct an investigation into how water affects landscapes and then consider ways that erosion can be minimised. Students discuss and consider how human activity influences changes to the (arths surface. Students e"plore erosion in their school grounds and suggest strategies to minimise or mitigate erosion. Students e"amine a case study of Uluru, investigating how weathering, erosion and human activity have affected its surface. Students also e"plore how the human activity at Uluru has affected and is addressed by the local ndigenous peoples ) the Anangu people. Students apply their $nowledge and understanding of these learning e"periences in order to research a local or significant landform, e"amining how weathering, erosion and human activity has affected their chosen landform over time and present their findings. Students will also develop an understanding of natural environments and various animal lifecycles through conducting research and interpreting written, visual and multimodal information.
C!)! Link: .at"/s Link:
Students will be given the opportunity to dabble with different media and to e"perience and build on a broad spectrum of techni#ues and s$ills, creating effects that will enhance their artistic wor$. Students will learn traditional Australian songs and dances which form part of the Australian culture Students will develop an understanding of how create and interpret simple grid maps to show position and pathways. They will also be involved in lessons where they are re#uired to read and interpret simple scales, legends and directions to comprehend information contained in basic maps Students will e"plore how te"ts on the same topic can differ according to purpose and audience. Students will read and respond to a variety of imaginative and informative te"ts on Australia, its Animals and landmar$s. *omposing and creating a variety of te"ts, including multimodal te"ts, with the purpose of informing their audience.
Englis" Link:
Written
Australian Wildlife and Plants by *ara Torrance State and Territory Emblems by Robert +ott. The Monster who ate Australia by ,ichael Salmon Lifecycle of Australian Animals Echidna Tasmanian !e"il #oalas $ed %angaroo by +reg 'yers Are we there yet& -y Alison .ester 'ariety of tra"el (rochures
Visual
.ife cycle diagrams / 0oala / 0angaroo / ,aps Atlases Songs
Spoken
am Australian 1alt2ing ,altida
Multimodal
*ow to read ma+s3
http344www.youtube.com4 watch5v6A*;s'80&-# (:feature6related
Song )ontinents of the world: http344www.youtube.com4 watch5v6p'78yy2898g: feature6related
information on each of the emblems:
http344www.australianfauna.com4faunaemblem.php http344www.australiangeographic.com.au4blogs4ag/ blog4<7=747>4australias/animal/emblems4
Science Website:
http344scienceweb.asta.edu.au4years/?/ 94unit?4lesson/one4yr?9/unit?/lesson/one.html
'ideo: Weathering and Erosion https344www.youtube.com4watch5v6e"S>g@Agib7
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Aboriginal !reamtime stories %ust (choes ,nformation on 'arious Australian Animals #ational $eographic %ids& %oala #ational $eographic %ids& Tasmanian 'evil #ational $eographic %ids& %angaroo ,nformation on Australia
Bational +eographic 0ids / Australia
!ssessment 0E%idence:
Assessment for .earning

Canecdotal records C comments or notations C conversations C mar$s : grades C feedbac$
CSelf/assessment of writing tas$s, including assessment of handwriting style of $ey letters covered and the use and correct spelling of topic words and high fre#uency words from te"ts. dentify s$ills that need further practise. C 'eer assessment C !uestioning C S$ill practise
Assessment as .earning
C C C C C
writing tas$s graded, based on set criterias student achievement against selected outcomes student achievement against set learning goals end of unit assessment tas$ achievement against .iteracy *ontinuum ,ar$ers
Assessment of .earning
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Australia
#ey )once+t-s: 1hat are maps and what information do they provide5 )urriculum Area-s: DS ( : *A'A .utcomes and related )ontent:
E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west 'AS010 4ses the forms to suggest the 5ualities of sub6ect matter e"periments with techni#ues in painting and drawing
)om+letion !ate
Learning ,ntention
=. To find out what $nowledge the students bring to the unit.
Teaching and Learning Acti"ities

Throughout first wee$, have the students complete their title pages.
$esources
Unit title page
Lesson 7ocus3 What %nowledge do students bring to the unit&

,ntroduction:
As a class3
Complete a KWL. Find out what the students already know about aspects of Australia natural ! built en"ironments in Australia# flora# fauna# states $ territories# capital cities# famous sites# tourist attractions# etc% Ask them what they would like to know more about.
,t is also suggested that a word ban% and-or glossary is begun in the classroom which students can add to throughout the unit1
.ist all the words that students predict they may come across durin& their learnin& about Australia. 'iscuss the role of word banks!&lossaries in learnin& e.&. Word banks help us to remember and spell new words. Using paired interview strategy, students as$ each other the following #uestions and listen for each others responses
*ard or butchers paper for word wall.
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7or students to %now: =. The purpose of maps. <. The different types of maps
!= 1hat is a map5 EA map is a drawn or printed representation of the earth, part of the earth or a particular area. ,aps show information through the use of lines, colours, shapes and symbols. The features on a map are reduced in si2e Eusing a scaleF in order to fit the map onto a piece of paper. ,aps are used to locate places, measure distances, plan trips and find our way.F !< Are there different types of maps5 f so, what are they5 EThere are many types of maps. Some of the more common types of maps are3 =.+eneral Reference ,aps/ designed to show various geographical features. These maps may include land features, bodies of water, political and state or territory boundaries, cities and towns, roads, hills and mountains. <.,obility map ) designed to help people find their way from one place to another. These maps include road maps, street maps, transit maps, aeronautical charts and nautical charts. ?.Thematic map/ designed to show the distribution of a feature. These maps show population, rainfall, surface features or a nature resource. These maps are used to study patterns. 9. nventory map/ designed to show the location of specific features. t could be used to show for e"ample, the national par$s in a specific country.F
Gariety of maps or images depicting various maps
!? 1hat information can we get from loo$ing at our using a map5

Dave students report bac$ to the group. Giew various maps E 1-F with the students and
Gideo3 Dow to read a map3
discuss the features, purpose and possible audience.

Giew the following video to reinforce how we can read maps.
http344www.youtube.com4watch5v6A*;s'80&-#(:feature6related
Lesson 7ocus: ,dentify Australia on a ma+ of the world and discuss the information found in an Atlas
Show the students a map of the world. %iscuss what it is. As$ the students to identify where they thin$ Australia is on the map.
7or students to %now: =. The purpose of an atlas.
As$ the students to thin$ of a boo$ that will help them identify where Australia is in the world. EAtlasF Show the students an Atlas 4 globe and discuss the types of information that an atlas may provide us with. http344www.mapsofworld.com4world/map.html
,aps of the world
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<. 1here Australia is in relation to the world.
As a whole group, use the atlas to identify3 1here Australia is on the map of the world 1here we are in relation to the e#uator 1here we are in relation to the tropic of *ancer and *apricorn 1here we are in relation to the Borth and South 'ole 1hat our neighbours are The names of the oceans which surround us
Seven *ontinents Song
.abel this on a large map. Giew the following video EsongF about the continents that ma$e up the world3
http344www.youtube.com4watch5v6p'78yy2898g:feature6related
Dave the students use the atlas to record this information on their own maps and paste in their wor$boo$s and record the following information underneath from the board Eas shown belowF.
Australia
*lass set of map of the world for student wor$boo$s.
There are se"en continents on the Earth1 They are: Africa8 Antarctica8 Asia8 Australia8 Euro+e8 /orth America and South America1 The se"en continents are the large masses of land on the Earth1 The continents are either com+letely8 or nearly8 surrounded by water1 Euro+e and Asia are sometimes considered as one continent8 which is called Eurasia1 The continents co"er about 09: of the Earths surface1 Australia is a country8 an island and a continent; it is the worlds smallest continent and the si3th largest country1 ,t is located in the Southern *emis+here and in the Western *emis+here1 ,t lies about <8=>> miles south east of Asia1 Australia is south of the e5uator1 ,t is surrounded by the ,ndian .cean on the south8 west and north1 The Pacific .cean is on the east1
nformation on 1- for students to copy into their wor$boo$s.
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7or students to %now: =. The different environments in Australia.
Lesson 7ocus3 ,dentify and name the different Australian en"ironments1 ?/1(: the first +art of this lessons is basically re"ision of the +re"ious unit8 students
should +resent with a lot of bac%ground information@1
1- 3 *ontaining pictures of the different environments in Australia
Show the students pictures of different parts of Australia, which highlight our different environments. E%esert, rainforest, temperate and semi/aridF http344www.pictureaustralia.org4 *reate a chart and as$ the students to identify what they see in each of the pictures. (.g. desert ) red sand, few plants. ("plain to the students that Australia has four ma&or types of environments, / desert, rainforest, temperate and semi/arid. %iscuss each of these environments with the students. %iscuss the types of vegetation, rainfall and climate found in each environment e.g. %esert3 there is little to no rainfall, the temperature is very hot, and therefore there is little vegetation. Hnly the plants, which have special features such as succulent leaves that store water, are able to survive in an environment such as this. Dave the students use an Atlas to locate Australias four ma&or environments and record this on a large map to paste in their wor$boo$. EDave the students complete the wor$sheet page =?, -oo$ ?, Science and TechnologyF
Atlases
wor$sheet Epage =?, -oo$ ?, Science and

TechnologyF
7or students to be able to: =. *reate a map of Australia using collage materials which depicts the various environments and features
("plain to the students that they are going to ma$e a map of Australia, which showsI The four different environments. ,ountains State borders The +reat -arrier Reef Show the students a $ey from an Atlas. %iscuss what a $ey is and how it is used to read a map.
.arge map4s of Australia for group or class collage
As$ the students to suggest what they could use to represent all the different information that needs to be shown on the map. These may include3 ,atch stic$s and cellophane to create trees in a rainforest Sand to represent the desert Sand and green paper to represent a semi/arid environment ,atch stic$s, cellophane and green paper to represent a temperate environment (gg cartons to represent the mountains 1ool to show the state borders @ish made from cardboard to represent the +reat -arrier Reef
collage materials Cmatch stic$s Ccellophane Csand Cegg cartons Cfish cut outs, stic$ers
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%ivide the students into ? groups. Dave each group design a map of Australia with an appropriate $ey, showing the above information EAlternatively you may li$e to do a class collage of the map of Australia to display in the classroomF
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#ey )once+t-s: Traditional Australian dances and songs )urriculum Area-s: *A'A .utcomes and related )ontent:
M4S01< Sings8 +lays and mo"es to a range of music8 demonstrating a basic %nowledge of musical conce+ts1 sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics !AS01< Performs dances from a range of conte3ts demonstrating mo"ement s%ills8 e3+ressi"e 5ualities and an understanding of the elements of dance1 moves with awareness of safe dance practice including movement s$ill J action in space, control, alignment, use of breath and with sensitivity to the sound accompaniment performs a dance devised from a cultural or historic conte"t Eeg discuss the theme and intention from an Australian -ush %anceF and create a dance using $ey features by varying the rhythmic movement, patterns and e"pressive #ualities to create a personal response.
)om+letion !ate
Learning ,ntention

Throughout the term teach the students the following songs and dance. These will be also consolidated during the *A'A +roup time throughout the term. 'rovide the students with a little history about each song3
$esources
=.
7or students to %now 3that 1alt2ing ,atilda is a well/$nown Australian bush ballad.
http344www.youtube.com4watch5v6*wva2,cK(f(
Slim %usty 1alt2ing ,atilda
,usic3 1alt2ing ,atilda 1ords
WaltAing MatildaB is AustraliaLs most widely $nown bush ballad. A country fol$ song, the song has been referred to as Mthe unofficial national anthem of AustraliaM. N=O The title is Australian slang for travelling by foot with oneLs goods in a M,atildaM EbagF slung over oneLs bac$.N<O The song narrates the story of an itinerant wor$er, or MswagmanM, ma$ing a drin$ of tea at a bush camp and capturing a sheep to eat. 1hen the sheepLs owner arrives with three police officers to arrest the wor$er for the theft, the wor$er commits suicide by drowning himself in the nearby watering hole, after which his ghost haunts the site. The original lyrics were written in =P>K by poet and nationalist -an&o 'aterson. t was first published as sheet music in =>7?. ("tensive fol$lore surrounds the song and the process of its creation, to the e"tent that the song has its own museum, the 1alt2ing ,atilda *entre in 1inton, !ueensland.N?O n <7=<, to remind Australians of the songLs significance, 1inton organised the inaugural 1alt2ing ,atilda %ay to be held on Q April, the anniversary of its first performance. N9ONKO
<. http344www.youtube.com4watch5v61Rls<uyD01 :feature6related

still *all Australia
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, still call Australia home 7or students to %now the words of the song in order to perform at the Hpen %ay and +rand friends day, *ommunity event , Still )all Australia *omeM is a song written and performed by 'eter Allen in =>P7. n it, Allen sings of Australian e"patriatesL longing for home. t has been used to suggest Australian patriotism and nostalgia for home. An e"ample is the series of !antas television commercials where it was sung either by individual Australian musicians or one of several Australian youth choirs. N=O n the =>P9 Summer HlympicsL Hpening +ala TG special Ein .os AngelesF, Hlivia Bewton/Sohn performed this song from Sydney, Australia with the choir in a medley with 1alt2ing ,atilda. .ater, both songs were used in the musical The -oy from H2, about AllenLs life in which Dugh Sac$man starred as Allen.
home with .yrics
,usic3 am, you are, we are Australian .yrics
?. http344www.youtube.com4watch5v6r&$r&8itgeA
7or students to %now that the Deel n Toe pol$a is a form of bush dance and $now the moves in order to perform at the Hpen %ay and +rand friends day, *ommunity event
am Australian
, am Australian Eor We are AustralianF is a popular Australian poem written in =>P; by -ruce 1oodley of The See$ers and %obe Bewton of The -ushwac$ers. ts lyrics are filled with many historic and cultural references, such as to the LdiggerL, Albert Bamat&ira and Bed 0elly, among others. ts popularity has allowed it to &oin the ran$s of other patriotic songs considered as alternatives to the Australian Bational Anthem ) Advance Australia @air. t is commonly taught in primary schools. n =>>Q the Salvation Army used the song in TG adverts for its Red Shield Appeal, raising funds to help people needing help.
The song also was released in =>>; by trio Sudith %urham Eof The See$ersF, Russell Ditchcoc$ Efrom Air SupplyF and 8othu 8indiLs ,andawuy 8unupingu. (, Australia released the single and it reached number =; on the Australian AR A *harts in Sune.
9. http344www.youtube.com4watch5v69Q09GQ"mHww
Deel n toe 'ol$a
Gideo3 Deel n toe 'ol$a
(ush dance is a style of dance from Australia, particularly where the music is provided by a bush band. The dances are mainly based on the traditional fol$ dances of the U0, reland and central (urope. Eras of bush dance in Australia (arly (uropean =;;7)=PK7 settlers came with their local dance traditions. +old rush =PK7)=PQ7 miners brought dances from (urope some via the American gold rush. 'astoral period =PQ7)=>K7 rural woolshed balls and dances in local halls. Revival =>K7)=>Q7 collectors and enthusiasts document and perform dances.
Recent popularity =>;7)=>P7 most areas and many social clubs have regular -ush -alls
#ey )once+t-s: 1hat ma$es up Australia5

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)urriculum Area-s: DS ( : ,athematics .utcomes and related )ontent:

E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and names the capital city of Australia and of each State4Territory, and ma&or regional centres locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west MA0 <CMD 4ses sim+le ma+s and grids to re+resent +osition and follow routes8 including using com+ass directions use given directions to follow routes on simple maps use and follow positional and directional language E*ommunicatingF use grid references on maps to describe position, eg LThe lion cage is at -?L identify and mar$ particular locations on maps and plans, given their grid references Use simple scales, legends and directions to interpret information contained in basic maps EA*,,+7>7F use a legend Eor $eyF to locate specific ob&ects on a map use a compass to find north and then east, south and west use B, (, S and 1 to indicate north, east, south and west, respectively, on a compass rose use an arrow to represent north on a map determine the directions north, east, south and west when given one of the directions use north, east, south and west to describe the location of a particular ob&ect in relation to another ob&ect on a simple map, given an arrow that represents north, eg LThe treasure is east of the caveL use B(, S(, S1 and B1 to indicate north/east, south/east, south/west and north/west, respectively, on a compass rose, eg
determine the directions B(, S(, S1 and B1 when given one of the directions use north/east, south/east, south/west and north/west to describe the location of an ob&ect on simple maps, given a compass rose, eg LThe tree is south/west of the signL
)om+letion !ate
Learning ,ntention
7or students to %now the names of states and territories that ma$e up Australia and their capital cities
$esources
Lesson 7ocus: (ame and locate the state boundaries of Australia and their capitals.
Show the students a large map of Australia. As$ the students what the capital city of Australia is.
As$ the students where they thin$ *anberra is. Use the atlas to verify this. 1ith the students, brainstorm a list of the states of Australia. Hn the large map of Australia, locate and mar$ in the state borders and their capital cities. %iscuss the map with the students. As$3 1hich is the largest state5 1hich is the smallest state5 1hich is the island state5 1hich state shares a border with the most states5
.arge map of Australia on 1- or a poster
Atlases
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,elbourne is the capital city of which state5

*lass set of ,aps of Australia for student wor$boo$s
Dave the students record on their own map the3 State borders *apital of Australia States4territories and capital cities
Dave the students stic$ their maps and record the following information in their wor$boo$ E as seen belowF
State
Gictoria South Australia !ueensland Borthern Territory 1estern Australia Tasmania Bew South 1ales Australian *apital Territory
)a+ital )ity
,elbourne Adelaide -risbane %arwin 'erth Dobart Sydney *anberra
nformation on 1- for students to copy into their wor$boo$s.
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Australia is the si3th largest country in the world1 ,t is the only continent that is not di"ided into more than one country1 (ecause Australia is such a big country it is di"ided into large sections called States and Territories. Australia is di"ided into E states EBew South wales, !ueensland, South Australia, Tasmania, Gictoria, 1estern AustraliaF and 0 territories EAustralian *apital Territory and Borthern TerritoryF. Australias ca+ital city is )anberra1 There are cities in all of the States and Territories1 Each state and territory has its own ca+ital city1 Sydney is famous in Australia and around the world1 ,t is AustraliaFs biggest and oldest city and is the ca+ital city of /ew South Wales1
1- 3 *apital *ities
7or students to be able to read grid coordinates on a map
Gideo3 Dow to read a map

http344www.youtube. com4watch5v6P!lSnUi,eAg
Wor%sheet Epage Q9,

'rimary Society and its (nvironment -oo$ (F TAn Australian Town
To conclude the lesson, view the 1-
TAustralian cities1
Lesson 7ocus3 $eading ma+s and using grid coordinates1

Giew the following Gideo TDow to read a map http344www.youtube.com4watch5v6P!lSnUi,eAg 'rovide students with a copy of the wor$sheet Epage Q9, 'rimary Society and its (nvironment -oo$ (F TAn Australian Town ERemind the students how to read coordinates on a mapF. ("plain to the students how maps are often set up in a grid with letters and numbers down the sides. 1e use these letters and numbers to pinpoint a particular part of the map. .etters always go before numbers. Giew various maps to identify $eys used to provide students with a base to complete !uestion =V on the wor$sheet. Dave students complete the wor$sheet. .+tional Acti"ity3 'lay Dit and points Epage <P Teachers resource +uide, ,athletics Space : +eometryF ,aps of the 2oo
*it and +oints
Epage <P Teachers resource +uide, ,athletics Space : +eometryF
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Taronga Goo E3cursion

At the 2oo provide students with a copy of the 2oos map. Throughout the day have students loo$ at the maps and give directions to the different animal enclosures, bathroom areas and so on. The ne"t day as part of ,aths as$ students #uestions relating to the map.
#ey )once+t-s: Australian (mblems )urriculum Area-s: DS (, *A'A : Distory .utcomes and related )ontent:
E/0 HA 4ses an increasing range of s%ills8 strategies and %nowledge to fluently read8 "iew and com+rehend a range of te3ts on increasingly challenging to+ics in different media and technologies %evelop and apply conte"tual $nowledge
draw on e"periences, $nowledge of the topic or conte"t to wor$ out the meaning of un$nown words
Understand and apply $nowledge of language forms and features

s$im a te"t for overall message and scan for particular information, eg headings, $ey words Respond to, read and view te"ts use comprehension strategies to build literal and inferred meaning to e"pand content $nowledge, integrating and lin$ing ideas and analysing and evaluating te"ts EA*(.8=QP7, A*(.8=Q><F summarise a paragraph and indicate the main idea, $ey points or $ey arguments in imaginative, informative and persuasive te"ts interpret te"t by discussing the differences between literal and inferred meanings &ustify interpretations of a te"t, including responses to characters, information and ideas
'AS01< $e+resents the 5ualities of e3+eriences and things that are interesting or beautiful by choosing among as+ects of sub6ect matter focuses on detail of sub&ect matter and areas of beauty, interest, awe, wonder and delight. 'AS010 4ses the forms to suggest the 5ualities of sub6ect matter e"periments with techni#ues in painting and drawing
*T0 < identifies celebrations and commemorations of significance in Australia and the world %ays and wee$s celebrated or commemorated in Australia Eincluding Australia %ay, ABRA* %ay, Darmony 1ee$, Bational Reconciliation 1ee$, BA %H* 1ee$, Bational Sorry %ayF and the importance of symbols and emblems EA*DD07Q?F identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo, Australian and Aboriginal and Torres Strait slander flags, coats of arms from states and Australia
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)om+letion !ate
Learning ,ntention
$esources
Lesson 7ocus3 @lora and @auna

7or students: / to $now the
difference between T@lora and @auna. / to be able to name some plants and animals native to Australia
("plore the front cover of the boo$, TAustralian 1ildlife and 'lants by *ara Torrance E,acmillian (ducationF loo$ing at the pictures and the title. As$ students to predict and &ustify3 f this will be fiction4non/fiction 1hat this boo$ might be about4who will the characters be 1hat the authors purpose might be
-oo$ TAustralian Wildlife and Plants
by *ara Torrance E,acmillian (ducationF on 1- Boteboo$
Remind students of W1ord 'redictionX strategy previously taught. n pairs, students predict words they will be come across in the boo$. E @lora, @auna, mammal, marsupial, monotreme, and so onF. Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new and interesting words. 1hen finished, discuss the authors purpose. %iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Dave students record in their wor$boo$s3 Australian 7lora and 7auna 7lora is a word that refers to plants while fauna is a word that refers to animals. The flora and fauna of a place, therefore, are the plants and animals that live there. AustraliaLs flora and fauna are uni#ue. They are very different from plants and animals found on other continents. This is largely because Australia is an isolated place Enot very near to anywhere elseF. About P7 percent of AustraliaLs flora species are only found on the Australian continent. These native plants include plants such as eucalyptus, acacias, casuarinas and hummoc$ grasses , (ucalypts, also $nown as gumtrees, are the most common plant on the Australian continent. Hf the ;77 eucalypt species found in Australia, only twelve of them are found on other continents. There are also a number of animals that can only be found on the Australian continent. n
1- with information for students to copy into their wor$boo$s
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Australia there are mammals, birds, reptiles and amphibians that are nowhere else on (arth. A mammal usually gives birth to live young and feeds their young with mil$. n Australia there are also special animals called marsupials and monotremes. Marsu+ials are mammals that give birth to their young and then care for them in a pouch. ,ost of the mammals in Australia are marsupials. %o you $now any animals that loo$ after their young in a pouch5 The $angaroo and $oala are both marsupials. Monotremes are animals that give birth by laying eggs. Two of the worldLs three monotremes are only found in Australia. They are the duc$/billed platypus and the echidna ,
Lesson 7ocus3 Art

1- Boteboo$ contains lesson outline and resources
See 1- Boteboo$ for lesson outline and list of resources for the above Art lessons.
7or students to %now that each state and territory has a faunal, floral and gemstone emblem.
Lesson 7ocus3 Australian (mblems

("plain to students that emblems are used throughout the world to represent ideas, history and characteristics of groups of people. %iscuss the concept of emblems and as$ students to suggest some emblems they $now, such as the school emblem, emblems on cars, the emblem of the football team they support. Giew emblems on 1- and discuss their significance. 1- Australian emblems
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Read aloud the introduction on pages 9)K of State and Territory (mblems by Robert +ott. Giewing the image of the Australian flag on page 9, as$ students to consider how the symbols on the flag are represented. %iscuss students understandings of symbols and how these are represented through flags and coats of arms. Dave students consider what might be on the coat of arms and flag of the different states and territories of Australia. !,S)4SS,./ I4EST,./S Dave students complete these #uestions orally to focus on the te"t. L,TE$AL: 1hat are the states and territories of Australia5 EAustralian *apital Territory, Bew South 1ales, Borthern Territory, !ueensland, South Australia, Tasmania, Gictoria, 1estern AustraliaF 1hat was Australia before @ederation in =>7=5 EA group of separate coloniesF 1hat is a coat of arms5 EA set of symbols that represent a person, family or larger organisationF Bame some state or territory animal emblems. E+ang/gang coc$atoo, $oo$aburra, red $angaroo, $oala, hairy/nosed wombat, Tasmanian devil, .eadbeaters possum, blac$ swanF 1hat is a motto5 EA short sentence or phrase that encapsulates a belief or ideal guiding an individual, family or institutionF ,/7E$E/T,AL: 1ho grants the right for a state or territory to have a coat of arms5 Dow do the coats of arms and flags differ between the states and territories5 1hy do you thin$ particular emblems have been chosen to represent the states and territories5 1hat is the significance of some of the unofficial emblems for the states and territories5 Dow do the coats of arms represent the relationship of the states and territories with +reat -ritain5 E'AL4AT,'E: 1hy are emblems important to the states and territories5 1hy do you thin$ the author selected the particular landmar$s as unofficial emblems for the states and territories5 %o you thin$ state and territory emblems are as important as national emblems5 1hy or why not5
(oo%: State and Territory (mblems by Robert +ott.
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'rovide students with -., =7 and inform them that they will be leading their own investigation to find out about the different symbols that are used on the coats of arms and flags from the different states and territories. (venly allocate states and territories across the class, and have students focus on one state or territory. ("plain to students that they will need to find eight different symbols that have meaning for the state or territory. Hn -., =7, students draw the symbols and record their meaning. Dave students report on their findings. As$ students to consider what symbols they would use if the class were to develop its own coat of arms and flag. As$ students to develop and design at least two symbols, and draw them. Dave students form groups and e"plain to them that they will use their symbols to create both a coat of arms and flag for the class. 'rovide poster paper to the groups and have them display their designs. (ach group presents their poster to the class and e"plains the symbols on the coat of arms and flag. .+tional Acti"ity Students create an electronic interactive diagram of the coats of arms or flags for the states and territories. They find images of the coats of arms or flags and paste them into a 'ower'oint document. (ach image can be hyperlin$ed with information te"t that appears when different parts of the image are clic$ed upon.
-., =7 Australian Symbols 'earson (ducation
Lesson 7ocus3 State and Territory (mblems

7or students to be able to name some of Australias faunal and floral emblems.
%iscuss how each state and territory has a number of emblems. ,ost have a flora, fauna Eanimal : birdF and a flag. See the following websites for more information on each of the emblems3 http344www.australianfauna.com4faunaemblem.php
http344www.australiangeographic.com.au4blogs4ag/blog4<7=747>4australias/animal/emblems4
'rovide each student a copy of the wor$sheet Epage Q7 Australian Distory, Understanding our shared past, -oo$ -F. Dave students read the table of information of animal emblems
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for each state. They then use this information to draw a line from each state or territory to its animal emblem
Lesson 7ocus3 Australias national floral emblem

("plain to students that Australias Bational floral emblem is the +olden 1attle. t is a resilient plant that represents the spirit of the Australian people and its colours when it is in bloom, are our national colours Egreen and yellow4goldF ("plain to the students that today they are going to create4ma$e wattle. 'rovide each student with a copy of the blac$ line master Epage Q=. Australian Distory, Understanding our shared past, -oo$ -F.
1or$sheet
Epage Q7 Australian Distory, Understanding our shared past, -oo$ -F.
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#ey )once+t-s: =1.ifecycles of Australian Animals )urriculum Area-s: Science : (nglish .utcomes and related )ontent:

.iving things have life cycles. EA*SSU7;<F
<. nformative te"ts ) @ocus on informational reports
ST0 <>LW: describes that li"ing things ha"e life cycles8 can be distinguished from non li"ing things and grou+ed8 based on their obser"able features observe first/hand one animal or plant as it grows and develops, and se#uence the stages in its life cycle identify ways that the environment can affect the life cycle of plants and animals communicates through spea$ing, listening, reading, writing, viewing and
.b6ecti"e A
representing
Writing J $e+resenting < E/0 0A +lans8 com+oses and re"iews a range of te3ts that are more demanding
in terms of to+ic8 audience and language1
!e"elo+ and a++ly conte3tual %nowledge C identify $ey elements of planning, composing, reviewing and publishing in order to meet the demands of composing te"ts on a particular topic for a range of purposes and audiences 4nderstand and a++ly %nowledge of language forms and features C plan, draft and publish imaginative, informative and persuasive te"ts containing $ey information and supporting details for a widening range of audiences, demonstrating increasing control over te"t structures and language features $es+ond to and com+ose te3ts Cplan, compose and review imaginative and persuasive te"ts Cdiscuss aspects of planning prior to writing, eg $nowledge of topic, specific vocabulary and language features Cplan and organise ideas using headings, graphic organisers, #uestions and mind maps
.b6ecti"e (:
conte"t
use language to shape and ma$e meaning according to purpose, audience and
Writing J $e+resenting 0
E/0 C( +lans8 com+oses and re"iews a range of te3ts that are more demanding in terms of to+ic8 audience and language
!e"elo+ and a++ly conte3tual %nowledge Cidentify : analyse the purpose : audience of imaginative, informative : persuasive te"ts 4nderstand and a++ly %nowledge of language forms and features Cdescribe how audience : purpose impact on language forms : features in imaginative, informative : persuasive te"ts $es+ond to and com+ose te3ts Ccompare and review written : visual te"ts for different purposes : audiences
Drammar8 Punctuation J 'ocabulary
E/0 H( uses an increasing range of s%ills8 strategies and %nowledge to fluently read8 "iew and com+rehend a range of te3ts on increasingly challenging to+ics in different media and technologies
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!e"elo+ and a++ly conte3tual %nowledge Cunderstand that choice of vocabulary impacts on the effectiveness of te"ts how does a change in the vocabulary choice impact te"t #uality, purpose and audience Cunderstand how te"ts vary in comple"ity and technicality depending on the approach to the topic, the purpose and the intended audience 4nderstand and a++ly %nowledge of language forms and features Cidentify organisational patterns and language features of print and visual te"ts appropriate to a range of purposes 4nderstand and a++ly %nowledge of "ocabulary Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbs and adverbs Cvocabulary choice for peers as opposed to younger audience Cvocabulary choice to convey meaning and enhance te"t #uality $es+ond to and com+ose te3ts Ccompose a range of effective imaginative, informative and persuasive te"ts using language appropriate to purpose and audience Cincorporate new vocabulary from a range of sources into studentsL own te"ts including vocabulary encountered in research
.b6ecti"e ):
thin$ in ways that are imaginative, creative, interpretive and critical
.b6ecti"e !:
e"press themselves and their relationships with others and their world
.b6ecti"e E:
learn and reflect on their learning through their study of (nglish
E/0 <>) thin%s imaginati"ely8 creati"ely and inter+reti"ely about information8 ideas and te3ts when res+onding to and com+osing te3ts
Engage )ersonally wit" te1ts & respond to te"ts by identifying : discussing aspects of te"ts that relate to their own e"perience !e"elo+ and a++ly conte3tual %nowledge / discuss how authors : illustrators ma$e stories e"citing, moving : absorbing : hold readers attention by using various techni#ues C what techni#ues have the authors used to sustain our attention5 4nderstand and a++ly %nowledge of language forms and features / identify and discuss how vocabulary establishes setting and atmosphere $es+ond to and com+ose te3ts Cma$e connections between the ways different authors may represent similar storylines, ideas and relationships E*omparing The monster who ate Australia with Are we there
E/0 <<! res+onds to and com+oses a range of te3ts that e3+ress "iew+oints of the world similar to and different from their own
Engage Personally with te3ts / recognise how personal perspective influence responses to te"ts C.oo$ at the te"ts studied Eie, literary, factual : visualF, which ones entertained5 Dow5 C.oo$ at the te"ts studied Eie, literary, factual : visualF, which one did you li$e best5 ("plain. / !e"elo+ and a++ly conte3tual %nowledge / discuss how people from different times and cultures may respond differently to characters, actions and events in te"ts 4nderstand and a++ly %nowledge of language forms and features / identify and compare the differences between te"ts from a range of cultures, languages and times $es+ond to and com+ose te3ts Ce"periment with visual, multimodal and digital technologies to
E/0 <0E recognises and uses an increasing range of strategies to reflect on their own and others learning
!e"elo+ and a++ly conte3tual %nowledge develop a criteria for successful completion of tas$s $es+ond to and com+ose te3ts / &ointly develop and use criteria for assessing their own and others presentations C 1hen completing &oint tas$s, discuss the strategies that have helped the students to now underta$e the tas$ independently. @or e"ample, word ban$s, brainstorming of ideas, planning charts etc. C 1hat strategies do you need to spend more time with to enhance your understanding5 Cdiscuss the roles and responsibilities when wor$ing as a member of a group and understand the benefits of wor$ing collaboratively with peers to achieve a goal
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yet5F Cuse visual representations, including those digitally produced, to represent ideas, e"perience and information for different purposes and audiences
represent aspects of e"perience and relationships Crespond to and appreciate how %reaming stories form part of an oral tradition for Aboriginal and Torres Strait slander peoples Crespond to short films, documentaries and multimedia te"ts that e"press familiar and new aspects of the broader world
)om+letion !ate
Learning ,ntention
7or students to %now the purpose of an informative te"t
$esources
Lesson 7ocus3 'urpose of nformation Reports

ntroduce the term, nformation Report and as$ the students to share what they $now about this te"t type. As$ the students3 1hy do we need information reports5 1ho would need to read information reports5 (.g.3 a vet would need to read information about different $inds of animals. Boteboo$ @ile .esson =
%iscuss the structure of an nformation Report. 'urpose3 To present information about something Structure3 A general statement to introduce the sub&ect of the report. +roups of information to describe the sub&ect. EAppearance, habitat, diet, life cycleF Use Boteboo$ .esson = to order the parts of an information report. Using those headings identify and order the included information report on fairy penguins.
Lesson 7ocus3 Summarising 0ey nformation

7or students to %now the purpose of the various te"t features of an informative te"t
-efore reading the te"t .ifecycles of Australian Animals )0oalas by +reg 'yers, loo$ at the te"t features eg. title page, contents page, glossary, photographs etc and discuss their purpose. Read the boo$, carefully pointing out the organisational features of the te"t %iscuss technical words within the te"t/ how do we find out what they mean5 glossary4 re/reading the te"t etc. Ema$e a technical word chart for the classroom that can be added to each lessonF
(oo%: .ifecycles of Australian Animals ) 0oalas by +reg 'yers,
#ational $eographic %ids& %oala
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Dave students as a whole class summarise $ey points from the te"t. Teacher records these on a mind map proforma Enoteboo$ lesson <F under the specific headings using dot points. Giew a different te"t on 0oalas E#ational $eographic %ids& %oala- and add additional points to the
pro orma,
7or students to be able to produce an informative te"t using their summary notes
Lesson 7ocus3 Using the plan and summarised information to write an information report
("plain to the students that each new idea is written as a paragraph. Teacher models writing the introduction using simple and compound sentences. ,odel leaving a line or two to indicate the start of a new paragraph. Sointly construct compound sentences using $ey points to write about the 0oalas appearance. %iscuss the grammatical features needed to enhance writing. These would include the use of Bouns and Boun groups Ad&ectives Action verbs : relating verbs. Use the prepared planning sheets to construct the information report one paragraph at a time. ndependent writers can complete the other components while less independent writers can continue this tas$ in a guided situation. .
Lesson 7ocus3 (diting

7or students to be able to edit their own wor$ to
Using the class set of editing cards and the class constructed information report, model editing procedures eg circling missed spelt words, inserting e"tra words to ma$e writing more interesting, does my writing ma$e sense5 nserting 4correcting punctuation etc.
(diting *harts
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ensure it ma$es sense
Students edit their own wor$ and then share with a friend before conferencing with a teacher.
Throughout the course of the unit ha"e students write a "ariety of information re+orts on Australian animals or states of Australia8 re+eating the ob"ious +rocess until students become more inde+endent1
7or students to %now the difference between physical and behavioural adaptations
Lesson 7ocus3 (chidnas have physical and behavioural adaptations that enable them to live and survive in their habitat.
Lesson sourced from 'earson 'lace
("plore the front cover of the boo$, T.ifecycles of Australian animals / (chidna by +reg 'yers loo$ing at the pictures and the title. As$ students to predict and &ustify3 f this will be fiction4non/fiction 1hat this boo$ might be about4who will the characters be 1hat the authors purpose might be
(oo%:
.ifecycles of Australian animals / (chidna by +reg 'yers
Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new and interesting words. 1hen finished, discuss the authors purpose. %iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Dave students record in their wor$boo$s3 !iscussion 5uestions Dave students complete these #uestions orally to focus on the te"t.
Literal: 1hy are echidnas different from other mammals5 EThey are monotremes )mammals that lay eggs rather than giving birth to live young.F 1hat does the female echidna do to prepare for the birth of a baby echidna5 EShe builds a
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burrow and nesting chamber.F 1hat changes occur to the female in preparation for the birth5 EA pouch forms on her belly.F 1hat happens after the echidna lays its egg5 EThe egg is in the pouch, a hatchling hatches from the egg using its egg tooth, the hatchling stays in the mothers pouch for up to three months while it suc$les on mil$ through a mil$ patch.F 1hen does the hatchling leave the pouch for the first time5 E-efore three months, but it stays in the nesting chamber while the mother goes out to feedF Dow does an echidna change as it grows5 EA hatchling echidna is born blind and hairlessI it grows rapidlyI its spines and fur start to grow at around three months oldI its eyes open at K months oldI it is an adult at three years.F
,nferential: 1hy does the hatchling stay in the pouch until it is three months old5 1hy doesnt the mother let the three/month/old echidna leave the burrow even though it can live outside the pouch5 Dow are echidnas adapted to their environment5 1hat dont scientists $now about echidnas5 1hy would it be difficult for scientists to find out more about the birth and growth of an echidna5 E"aluati"e: %o echidnas live in a family5 1hat do you thin$ was the most interesting fact about echidnas5
As$ students to e"plain the meaning of the word Tadaptation. .abel a class chart with the headings T'hysical features and T-ehavioural features. As$ students to suggest different ways in which echidnas are adapted to their environment. Dave students identify if the adaptation is physical or behavioural. As$ students to e"plain how each feature helps echidnas to survive in their environment, e.g. (chidnas have spi$es to protect them from predators. EphysicalFI @emale echidnas bloc$ the entrance to the burrow to protect the baby echidna. EbehaviouralF. %istribute -., =. As$ students to complete each sentence starter to e"plain how each feature enables the echidna to survive in its environment. Dave students cut out the statements and then paste them onto an A? sheet of paper in two groups to identify physical adaptations and behavioural adaptations to create a chart about echidna adaptations.
-., =
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Lesson 7ocus3 *hanges occur throughout the life of the echidna as it reproduces and grows.
Lesson sourced from 'earson 'lace
7or students to be able to research the main stages in the reproduction and growth of the echidna
Giew the following video on the ,eaning of a .ife cycle %istribute -., <. ("plain to students that they will need to research the main stages in the reproduction and growth of the echidna. Dave them draw a picture to represent each stage. Dave them write one interesting fact about each stage in the bo". Dave students use their diagrams to e"plain the life cycle of the echidna to another group of students. $eflecting Dow useful was this boo$ in providing information about the life cycle of the echidna5 1hat further information would you li$e to $now about echidnas5 'ideo: ,eaning of a .ife cycle
-., <
7or students to %now that all living things have a lifecycle
Lesson 7ocus3 .ifecycles of Australian Animals.

*hoose another two boo$s from +reg 'yers series to study. Refer to the following -lac$line ,asters for lesson ideas -.,. t is important to also loo$ at other sources of information. Refer to list at beginning of program .ifecycles of Australian Animals ) Activities and -., = .ifecycles of Australian Animals ) Activities and -., <
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#ey )once+t-s: =1%efining the terms Tweathering and Terosion and understand how these affect landscapes and landforms. )urriculum Area-s: Science .utcomes and related )ontent:

<. dentifying and discussing actions that e"acerbate erosion and how human activity may affect erosion of landscapes and landforms.
ST0 =ES: describes some obser"able changes o"er time on the Earths surface that result from natural +rocesses and human acti"ity (arthLs surface changes over time as a result of natural processes and human activity. EA*SSU7;KF use appropriate tools and e#uipment to collect and record data about some changes in natural conditions, eg tides, daily temperature, rainfall and wind investigate how change in the environment is used by Aboriginal and Torres Strait slander peoples to develop seasonal calendars describe some changes in the landscape that have occurred over time as a result of natural processes, eg erosion by wind and water research changes that have occurred in a local environment in Australia or an Asian region as a result of human activities, eg increasing erosion, construction of built environments and regeneration of an area ST0 HWS: in"estigates their 5uestions and +redictions by analysing collected data8 suggesting e3+lanations for their findings8 and communicating and reflecting on the +rocesses underta%en Students 5uestion and +redict by3
using curiosity, prior $nowledge, e"periences and scientific information with guidance, identifying #uestions in familiar conte"ts that can be investigated scientifically EA*S S7K?, A*S S7Q9F predicting what might happen based on prior $nowledge in an investigation EA*S S7K?, A*S S7Q9F
Students +lan in"estigations by: wor$ing collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to #uestions EA*S S7K9, A*S S7QKF suggesting appropriate materials, tools and e#uipment they could use in conducting their investigations and recording their findings, identifying appropriate safety rules identifying where 1or$ing Scientifically might inform or test elements of 1or$ing Technologically in relation to established criteria
Students conduct in"estigations by: following the planned method, ad&usting procedures as necessary, including e"ploration, fieldwor$, surveys and researching secondary sources safely using appropriate materials, tools or e#uipment to ma$e and record observations, using formal measurements and digital technologies as appropriate EA*S S7KK, A*S S7QQF This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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using a range of methods to record observations and measurements with care and honesty, including tables and formal units for length, time and mass
Students +rocess and analyse data and information by: using a range of methods including tables and simple column graphs to represent data and to identify patterns and trends, using digital technologies as appropriate EA*S S7K;, A*S S7QPF sharing their findings and reflecting on the investigation, including whether a test was fair or not EA*S S7KP, A*S S7Q>F describing patterns and relationships in data collected from investigations EA*SD(7K7, A*SD(7Q=F comparing results with predictions, suggesting possible reasons for findings EA*S S<=K, A*S S<=QF using their ideas and findings to identify what they could find out ne"t through the processes of 1or$ing Scientifically and 1or$ing Technologically
Students communicate by: representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual te"ts, e"planation and argument EA*S S7Q7, A*S S7;=F sharing what they did and found out, including identifying some strengths and limitations of the method they used and what could be done differently to improve their investigation, including fairness as appropriate
)om+letion !ate
Learning ,ntention
7or students to %now the difference between natural and built environments
$esources
Lesson 7ocus3 /atural and (uilt En"ironments

Read the students the boo$, WThe ,onster who ate AustraliaX by /,ichael Salmon %iscuss all the natural and built features of Australia in the te"t and where they are located. 1ith the students brainstorm a list of all natural and built features that they now about or have visited in Australia. These may have included3 Uluru The -arrier Reef Darbour -ridge Hpera Douse (oo%3
WThe ,onster who ate AustraliaX by /,ichael Salmon E 1-F
*ategorise these into natural and built. Science lessons
Lesson 7ocus3 $ole of geologists in science8 introductory information about roc%s and the roc% cycle
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7or students to %now what a geologist and the roc$ cycle is.
The following lessons were sourced from3 http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/ unit?/lesson/one.html ntroduce the conte"t of the unit to students by reading the email from 'rofessor Ruby (mail and showing them the photographic diary sent to the class by 'rofessor Ruby. nform students that during this unit of wor$, they will be e"ploring geology.
sourced from3 Science 1eb photographic diary
'rofessor Rubys email

Eclic$ on image in program for lin$F
'rofessor Ruby (mail ?)lic% on ob6ect to o+en lin%@ As$ students to ma$e suggestions about what they thin$ the science of geology is. .ist student responses and group similar ideas. ("plain that the science of geology is the study of the (arth, of the roc$s that comprise the (arth and how they change over time. nform students that studying roc$s helps us to understand more about the (arth and its landscapes. ("plain to the students that 'rofessor Ruby is a geologist. Bavigate through the learning ob&ect ,eet a scientist3 geologist to assist in the e"planation. ("plain to students that geologists3 o wor$ in a number of areas such as mining or on building development pro&ects o conduct field studies and collect samples such as roc$s and fossils o study landforms such as mountains to determine how they were formed o study local areas to determine their history o study roc$s to determine how they age. As$ students to ma$e suggestions about the types of tools and e#uipment a geologist might use when conducting their wor$. Bavigate through the first section of the learning ob&ect +et into geology. EThis learning ob&ect depicts photographs of e#uipment a geologist uses and an e"planation of their function.F nform students that 'rofessor Ruby lives in *entral !ueensland and en&oys wor$ing and studying in her local area, e"ploring for fossils, roc$s and gems and learning about the local
.earning ob&ect from Scootle
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landforms. Show students images of nationally significant Australian landforms Esee gallery belowF. ("plain why these landforms are interesting for geologists to study.
http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/unit?/lesson/one.html nform students that they are now going to e"plore types of roc$s. As$ students to share their ideas about roc$s that they may have seen or e"amined before. nform students that roc$s change over time and go through a cycle of building and brea$down called the Troc$ cycle. ("plain that this happens because there are different types of roc$s that age and wear differently according to their composition. Show students sample roc$s from each of the sedimentary, igneous and metamorphic roc$ groups. mages of Australian .andmar$s
Bote3 These can be roc$ specimens or images of roc$s if specimens are unavailable. Bavigate through the website Roc$ hound $ids gallery to show images of a selection of roc$s. http344www.roc$hound$ids.com4<gallery.htm ("plain to students that while there are many varieties of roc$s, most are categorised into one of three groups3 sedimentary igneous metamorphic. Bavigate through the first section of the interactive website nteractives3 roc$ cycle to give brief e"planations of each type of roc$ and how they are formed. Teacher note3 Students re#uire only a basic introduction to roc$ types in order to understand how roc$s weather and erode according to type.
Roc$ Dound 0ids gallery
http344www.learner.org4interactives4roc$cycle4types.html nform students that during the ne"t lesson, they will e"plore the concepts of weathering and erosion and how these affect roc$s and landscapes. .ist the new terms and $ey concepts onto a 1ord 1all for later reference. Roc$ *ycle nteractives
+ather students together and e"plain that they will be going outside into the school grounds to
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loo$ for roc$s. They will identify them in the following lesson. ,ove students through the school grounds e"amining roc$s and collecting samples for identification. Return to the classroom and store samples for use during the ne"t lesson. nform students that during the ne"t lesson they will be amateur geologists and e"amine types of roc$s and soil.
Lesson 7ocus3 Weathering and Erosion

Review the terms relating to roc$s and the roc$ cycle from the previous lesson. Review the different types of roc$s and e"plain that different roc$s have different properties such as crystal type and grain si2e. ,odel the classification of a roc$ using the learning ob&ect Start your roc$ collection. ("plain that geologists classify roc$ specimens in great detailI however, e"plain that they will only need to be able to understand simple classification of roc$s. Allocate a roc$ sample to each student or group of students. Show students the wor$sheet Roc$ hounds ) identifying types of roc$s E'%@, ?PP 0-F As$ each group to use a magnifying glass to identify their roc$ sample. Share information about the types of roc$s identified and the properties that were identified and discuss with students the different types of soil that they may be familiar with. ("plain to students that soil is formed from roc$s and that roc$ type and soil type is related. Use the learning ob&ect Soil types to assist in showing students the characteristics of soil. Show students samples of different types of soil and show how they can be classified according to their grain si2e and composition ) as per roc$s. ,i" water with each soil sample, sha$e and set aside to allow soil to settle into layers. ("plain how having a basic understanding of the different types of roc$s and soils assists in understanding how landscapes Eroc$s and soilsF weather and erode. ("plain that there are different types of weathering. 1atch the video 1eathering and erosion .earning ob&ectI Roc$ cycle
7or students to be able to:

classify different types of roc$s. /define Tweathering and Terosion and understand how these affect landscapes and landforms.
dentifying types of roc$s wor$sheet
http344study&ams.scholastic.com4study&ams4&ams4science4roc$s/minerals/landforms4weathering/and/ erosion.htm
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.ist the causes of physical weathering and show e"amples of each..ist the causes of weathering by naturally produced chemicals and show e"amples of each ("amine how weathering affects roc$ landscapes by showing e"amples of weathering on Uluru that clearly show varying types of weathering. Type TUluru into +oogle maps and then 2oom in to see weathering on the surface of the roc$. Review the term Terosion and clarify the difference between weathering and erosion. ("plain how erosion changes landscapes and landforms over time. This includes acute short/term and long/term effects. Revisit the images of Australian landforms used in .esson = to illustrate these effects. *onclude by watching video to consolidate students understanding of the difference between weathering and erosion3 Study6ams 'ideo: 1eathering and (rosion
Uluru +oogle maps
https344www.youtube.com4watch5v6e"S>g@Agib7 Ma%e me a genius "ideo: 1eathering and (rosion
Lesson 7ocus3 Erosion ,n"estigation

Review the terms Tweathering and Terosion from previous. f needed, re/view the video 1eathering and erosion to remind students of the concepts weathering and erosion.
carry out a science investigation
nform students that &ust as there are different types of weathering, there are a variety of forms of erosion that act in different ways on soil, roc$s and landscapes. %iscuss common causes of erosion such as wind and water. ("plain how these causes can result in dramatic conse#uences for beaches and coastal areas in particular due to the rough winds and seas. Show students images of eroded areas to e"plain the types of erosion. mages could include3
1ind erosion. Source3 @lic$r, 1ind (rosion, photo by loonyowl, ** -8/B* <.7
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Small scale water erosion. Source3 @lic$r, Streamban$ erosion, photo by Soil Science. ** -8 ?.7
*oastal erosion. Source3 @lic$r, *oastal erosion, S$ipsea, (ast 8or$shire, photo by -etween a Roc$. ** -8 <.7
.arge scale water erosion. Source3 @lic$r, +rand *anyon, photo by Arian Rwegers. ** -8 ?.7
+lacial erosion. Source3 1i$imedia *ommons, +lacial moraines above .a$e .ouise, Alberta, *anada, photo by ,ar$ A. 1ilson, public domain.
Simulate erosion by using sand and water to demonstrate how water can affect coastal landforms. nform students that erosion can be of varying degrees and be carried out over short and long periods of time. Show students images from the p revious lesson and e"plain how some erosion can be acute, li$e that caused by storms Eeg coastal erosionF or chronic, li$e that caused by rivers moving over landscapes Eeg the +rand *anyonF Teacher note3 See -ac$ground information E'%@, 9?< 0-F and the section entitled Lesson K: Erosion in"estigation to assist you in conducting an investigation into the effects of water on landscapes. nform students that in order to understand the effects of water on landscapes they will plan and conduct an erosion investigation using sandcastles. nform students that they will have instructions to follow to complete the investigation considering fair testing. %istribute the wor$sheet nvestigation planner E1ord, ?P> 0-F. Read (rosion nvestigation3 'rocedure and e#uipment
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through the sheet to show students how to conduct the investigation and enter their data. +ather e#uipment and move students to outside area to conduct the investigation. *onduct the investigation as per the investigation instructions. +ather students together to discuss the investigation. As$ students to identify actions that affected the sandcastles during the investigation and to thin$ about how their findings might relate to large/scale erosion of beaches and other landforms.
nvestigation planner
Lesson 7ocus3 Erosion )ase Study

nform students that during this lesson they will conduct research to prepare a simple case study of a landform. ("plain to students that a case study is a report of a specific ob&ect, person, group or event. Giew the video The changing face of Australia, =>;73 Uluru to introduce an e"ample case study of Uluru. ("plain to students that during this part of the lesson, they will e"amine pictures and information about Uluru and how it has been affected by weathering, erosion and human activity. The case study is an e"ample of how they could present the findings from their own research. %isplay and discuss the images of Uluru identifying obvious areas of weathering Esee gallery of images belowF. As$ students to ma$e suggestions about the causes of the weathering to the roc$. *reate a list of these factors. ("plain to students that these factors are naturally occurring so there is no real control over how the weather affects the roc$. As$ students to thin$ about and then record ideas about how human activity might affect erosion of Uluru. Teacher note3 See -ac$ground information E'%@, 9?< 0-F and the section entitled Lesson 2: *uman im+act on 4luru and #ata T6uta to assist you with this topic. Show students a selection of local landforms Eor an already prepared landformF for them to choose to study. Allow students to nominate a landform to study. ("plain to students that they are to present their case study in multi/modal format ) digital4poster4written. %istribute the wor$sheet *ase study of a landform E1ord ?>; 0-F to assist students in completing their research. 'rovide time for students to conduct their research and opportunities for students to engage with digital products to produce their case study.

conduct research to prepare a simple case study
'ideo: The changing face of Australia, =>;73 Uluru
-ac$ground information
Wor%sheet:
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*ase study of a landform
1aterhole at the base of Uluru Source3 @ree Aussie Stoc$, ,utit&ulu waterhole, photo by freeaussiestoc$.com ** -8 ?.7
1ave/shaped erosion, Uluru Source3 @ree Aussie Stoc$, Uluru wave shaped erosion, photo by freeaussiestoc$.com. ** -8 ?.7
Uluru summit climb trac$ ) human impact Source3 @ree Aussie Stoc$, Uluru summit climb trac$, photo by freeaussiestoc$.com ** -8 ?.7
Uluru erosion / cave. Source3 @ree Aussie Stoc$, (rosion Uluru, photo by freeaussiestoc$.com ** -8 ?.7
The face of Uluru eroded by the weather. Source3 @ree Aussie Stoc$, Uluru cliffs caves, photo by freeaussiestoc$.com ** -8 ?.7
Uluru erosion Source3 @lic$r, Uluru erosion, photo by She$ +raham. ** -8 ?.7
Page ") o 4!
Roc$ erosion on the side of Uluru Source3 @ree Aussie Stoc$, Dead shape in Uluru, photo by freeaussiestoc$.com ** -8 ?.7
Allow students to present their case studies to the class. 'rovide opportunities for students to present their case studies to a wider audience such as arranging a library display or an assembly presentation. *onsider presenting the findings of their field studies and the subse#uent actions they are ta$ing in the school grounds, to the school or local community.
Lesson 7ocus3 Aboriginal Uluru %reamtime Story
7or students to %now

the significance of Uluru to the Aboriginal people
("plain to students that for the Aboriginal people of Australia, %reamtime represents the essence of their society, culture, traditions and spirituality. t is a time when ancestors, gods and living mortals come together to learn about the heritage and customs of the Aboriginal people. %reamtime is the core of everything, and of the many sacred sites in Australia, few are as important as Uluru. Also $nown as Ayers Roc$, Uluru is believed to have been created at the beginning of time by =7 ancestors, or spirit people, of the Aboriginal people. The stories or Tdreamings communicate their history, origin and where they started from. They are not made up stories, they are factual events from long ago. Aboriginal people have made them into stories so that it is easier for children to understand. They form of $nowledge that guides all Aboriginal Socities.
t is the .aw. t is the history. t is e"pressed in the .ore E%reaming The %reaming means their The cultural teaching and
storiesF identity as people. everything, thatLs
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part of our lives here, you $now5 itLs the understanding of what we have around us. E,erv 'enrith (lder, 1allaga .a$e, =>>QF %uring the %reaming, ancestral spirits came to earth and created the landforms, the animals and plants. The stories tell how the ancestral spirits moved through the land creating rivers, la$es and mountains. Today we $now the places where the ancestral spirits have been and where they came to rest. There are e"planations of how people came to Australia and the lin$s between the groups throughout Australia. There are e"planations about how people learnt languages and dance and how they came to $now about fire. n essence, the %reaming comes from the land. n Aboriginal society people did not own the land it was part of them and it was part of their duty to respect and loo$ after mother earth. Read the story the Rainbow Serpent and e"plain its significance to Uluru. Giew following power point for nformation3 Dave students create their own artwor$ of the Rainbow Serpent and display in classroom or Baidoc 1ee$ ("hibition
(oo%: The Rainbow Serpent or 8outube Story
'owerpoint
.+tional Share with the students a traditional dreaming story from the website below before completing an artwor$ of your choice to compliment the story. !ust Echoes This website contains Ma series of twelve beautifully animated dreamtime stories from *entral Arnhem .and, telling stories of love, loyalty, duty to country and aboriginal custom and law. M E@rom the %ust
Art 'aper, pencils, crayons, paint, cotton buds to create picture
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(choes web pageF There are <0 animated stories altogether, each accompanied with information about the story, activities and study guides. http344www.abc.net.au4dustechoes4dust(choes@lash.htm htt+:--www1teachers1ash1org1au-6mresources-dreaming-stories1htmlLstories This lin% will also lead you to the same site1
%ust (choes
#ey )once+t-s: =1%escriptive : 'ersuasive language

<. Audience
)urriculum Area-s: (nglish .utcomes and related )ontent:

.b6ecti"e A
representing communicates through spea$ing, listening, reading, writing, viewing and
.b6ecti"e (:
conte"t
use language to shape and ma$e meaning according to purpose, audience and
Writing J $e+resenting < E/0 0A +lans8 com+oses and re"iews a range of te3ts that are more demanding
in terms of to+ic8 audience and language1
!e"elo+ and a++ly conte3tual %nowledge C identify $ey elements of planning, composing, reviewing and publishing in order to meet the demands of composing te"ts on a particular topic for a range of purposes and audiences 4nderstand and a++ly %nowledge of language forms and features C plan, draft and publish imaginative, informative and persuasive te"ts containing $ey information and supporting details for a widening range of audiences, demonstrating increasing control over te"t structures and language features $es+ond to and com+ose te3ts Cplan, compose and review imaginative and persuasive te"ts Cdiscuss aspects of planning prior to writing, eg $nowledge of topic, specific vocabulary and language features Cplan and organise ideas using headings, graphic organisers, #uestions and mind maps
Writing J $e+resenting 0
E/0 C( +lans8 com+oses and re"iews a range of te3ts that are more demanding in terms of to+ic8 audience and language
!e"elo+ and a++ly conte3tual %nowledge Cidentify : analyse the purpose : audience of imaginative, informative : persuasive te"ts 4nderstand and a++ly %nowledge of language forms and features Cdescribe how audience : purpose impact on language forms : features in imaginative, informative : persuasive te"ts $es+ond to and com+ose te3ts Ccompare and review written : visual te"ts for different purposes : audiences
Drammar8 Punctuation J 'ocabulary
E/0 H( uses an increasing range of s%ills8 strategies and %nowledge to fluently read8 "iew and com+rehend a range of te3ts on increasingly challenging to+ics in different media and technologies
!e"elo+ and a++ly conte3tual %nowledge Cunderstand that choice of vocabulary impacts on the effectiveness of te"ts how does a change in the vocabulary choice impact te"t #uality, purpose and audience Cunderstand how te"ts vary in comple"ity and technicality depending on the approach to the
Page "+ o 4!
topic, the purpose and the intended audience 4nderstand and a++ly %nowledge of language forms and features Cidentify organisational patterns and language features of print and visual te"ts appropriate to a range of purposes 4nderstand and a++ly %nowledge of "ocabulary Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbs and adverbs Cvocabulary choice for peers as opposed to younger audience Cvocabulary choice to convey meaning and enhance te"t #uality $es+ond to and com+ose te3ts Ccompose a range of effective imaginative, informative and persuasive te"ts using language appropriate to purpose and audience Cincorporate new vocabulary from a range of sources into studentsL own te"ts including vocabulary encountered in research
.b6ecti"e ):
thin$ in ways that are imaginative, creative, interpretive and critical
.b6ecti"e !:
e"press themselves and their relationships with others and their world
.b6ecti"e E:
learn and reflect on their learning through their study of (nglish
E/0 <>) thin%s imaginati"ely8 creati"ely and inter+reti"ely about information8 ideas and te3ts when res+onding to and com+osing te3ts
Engage )ersonally wit" te1ts & respond to te"ts by identifying : discussing aspects of te"ts that relate to their own e"perience !e"elo+ and a++ly conte3tual %nowledge / discuss how authors : illustrators ma$e stories e"citing, moving : absorbing : hold readers attention by using various techni#ues C what techni#ues have the authors used to sustain our attention5 4nderstand and a++ly %nowledge of language forms and features / identify and discuss how vocabulary establishes setting and atmosphere $es+ond to and com+ose te3ts Cma$e connections between the ways different authors may represent similar storylines, ideas and relationships E*omparing The monster who ate Australia with Are we there yet5F Cuse visual representations, including those digitally produced, to represent ideas, e"perience and information for different purposes and audiences
E/0 <<! res+onds to and com+oses a range of te3ts that e3+ress "iew+oints of the world similar to and different from their own
Engage Personally with te3ts / recognise how personal perspective influence responses to te"ts C.oo$ at the te"ts studied Eie, literary, factual : visualF, which ones entertained5 Dow5 C.oo$ at the te"ts studied Eie, literary, factual : visualF, which one did you li$e best5 ("plain. / !e"elo+ and a++ly conte3tual %nowledge / discuss how people from different times and cultures may respond differently to characters, actions and events in te"ts 4nderstand and a++ly %nowledge of language forms and features / identify and compare the differences between te"ts from a range of cultures, languages and times $es+ond to and com+ose te3ts Ce"periment with visual, multimodal and digital technologies to represent aspects of e"perience and relationships Crespond to and appreciate how %reaming stories form part of an oral tradition for Aboriginal and Torres Strait slander peoples
E/0 <0E recognises and uses an increasing range of strategies to reflect on their own and others learning
!e"elo+ and a++ly conte3tual %nowledge develop a criteria for successful completion of tas$s $es+ond to and com+ose te3ts / &ointly develop and use criteria for assessing their own and others presentations C 1hen completing &oint tas$s, discuss the strategies that have helped the students to now underta$e the tas$ independently. @or e"ample, word ban$s, brainstorming of ideas, planning charts etc. C 1hat strategies do you need to spend more time with to enhance your understanding5 Cdiscuss the roles and responsibilities when wor$ing as a member of a group and understand the benefits of wor$ing collaboratively with peers to achieve a goal
Page 40 o 4!
Crespond to short films, documentaries and multimedia te"ts that e"press familiar and new aspects of the broader world
)om+letion !ate
Learning ,ntention
7or students to be able to
ma$e connections between the ways different authors may represent similar storylines, ideas and relationships
$esources
Lesson 7ocus3 ma%ing connections between the ways different authors may re+resent similar storylines8 ideas and relationshi+s
("plore the front cover of the boo$, TAre we there yet5 by Alison .ester. .oo$ing at the pictures and the title. As$ students to predict and &ustify3 f this will be fiction4non/fiction 1hat this boo$ might be about4who will the characters be 1hat the authors purpose might be (oo%: Are we there yet5 by Alison .ester
Remind students of W1ord 'redictionX strategy previously taught. n pairs, students predict words they will be come across in the boo$. Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new and interesting words. 1hen finished, discuss the authors purpose. .oo$ closely at one double page spread of the boo$. 1hat different $inds of pictures do you notice5 1hat order do you Tread them in5 1hich $inds of story pictures are most important in this boo$5 .oo$ at the maps, diagrams, and drawings of a single ob&ect. Dow do they all combine together5 *hoose another double page from the te"t. As$3 1hat do you notice about the illustrations on this page5 Dow do they ma$e you feel5 1hat colours and shapes has Alison .ester used to give you that feeling5 1hat is special about this page for you5 *ompare how this story is similar4different to that of The ,onster who ate AustraliaX by ,ichael Salmon using a Genn diagram. (oo%: The ,onster who ate AustraliaX by ,ichael Salmon
Page 41 o 4!
7or students to #now

the difference between a natural and built feature / language needed to write an effective description
Lesson 7ocus3 !escri+tion of a chosen Landmar%

-rainstorm a list of natural and built features stated in the boo$s WAre we there yet5 and The monster who ate AustraliaX ("plain to the students that they are going to choose either a natural or built feature of Australia Etourist attractionF found in one of the states and are going to write a description of it. %iscuss with the students what the purpose of a description is. Suggest that it is to focus the readers attention on the characteristic features of a person, place or ob&ect. Suggest that there is a general structure that can be identified in a lot of descriptions, but that variations also occur. %escriptions usually include3 An introduction about what you are describing *haracteristics of what you are describing. (.g. what Ehe4she4 itF loo$s li$e, how Ehe4she4 itF behaves. Suggest that descriptions have some common grammatical patterns such as3 Gerbs Relating e.g. Soe is miserable Thin$ing and feeling (.g. thought it would ma$e me feel better Action (.g. She clapped her hands Bouns 'articular nouns (.g. The child was distraught %etailed noun groups (.g. Red weepy eyes 1ith the students brainstorm a list of the natural or built features of Australia Etourist attractionsF. dentify a one and brainstorm ad&ectives, and noun groups that may be used to describe the tourist attraction. *reate a chart and have the students suggest synonyms and antonyms for each ad&ective. ,odel using the chart of ad&ectives and noun groups to &ointly construct a description of the chosen tourist attraction. Dave the students write their own description about their chosen tourist attraction. The students could be divided into the following groups3 Students independently construct a description Students wor$ in a small group to brainstorm all the information needed to describe and
'ictures and nformation on various landmar$s 4 tourist attractions
Page 42 o 4!
Australian tourist attraction, but write their own description. Teacher wor$s with a group to &ointly construct a description for an Australian tourist attraction Students re/write a &umbled up description of an Australian tourist attraction
(ncourage the students to3 'lan their writing using the planning sheet 1rite a draft Self edit. EReading to ensure that it ma$es sense and is well se#uenced, underlining words they thin$ are misspelt and loo$ing them upF. *onference with a partner EDaving a partner read the draft and ma$ing comments on the structure, the content, the use of particular words and the spellingF %iscuss the ways that the students can publish their wor$.
7or students to be able to

publish facts in a creative way
Lesson 7ocus3 )reating a tra"el brochure

Show the students some tourist brochures and discuss the features. As$ students to choose a landmar$4location within Australia and create a travel brochure to promote it. %iscuss the possible audience for their advertisement and how this affects the language used. *onsider what images will be included. %esign a catchy phrase for their advertisement and how they can present it Edigital, collage, painting, drawingF. (mphasise the importance of the illustrations being reflective of the te"t.
Garious Travel -rochures
Lesson 7ocus3 $esearching states of Australia

("plain to the students that they are going to choose a state of Australia and research some of the special things about that state. Students should be given the opportunity to wor$ independently, with a partner, or in a small group with teacher assistance.
nformation on various states3 pictures, maps, information, travel brochures, etc.
7or students to be able to research and present a report on an Australian
Page 4" o 4!
state of their choosing
1ith the students brainstorm a list of things that they want to find out about the state. These may include3 1here the state is located The surrounding states At least three of the ma&or cities Any ma&or rivers The surrounding ocean The state flag The floral emblem The animal emblem The bird emblem Any natural features e.g. -arrier Reef Any built features (.g. Darbour -ridge Aboriginal terms for any natural features
%iscuss with the students where they may be able to find information. Sources may include3 nformation te"ts 1eb sites *harts Atlas (ncyclopaedias +o through each piece of information above and as$ the students where they thin$ they may find the information. (.g. where the state is located. 1here would they find this information5 Suggest that they loo$ at a map or the Atlas. ,odel describing its position. (.g. B.S.1 is located north of Gictoria but south of !ueensland. Show the students an information te"t. ,odel using the content page and inde" to locate relevant information. Show the students some information about one of the states, which describes their emblems. 1ith the students identify the $ey words such as floral, animal, bird, and emblem. ,odel3 Reading the te"t through .ocating the $ey words in the te"t Reading around the $ey words Recording the relevant information
Page 44 o 4!
("plain to the students that they are going to use the information that they found out in the previous sessions to write an information report about their chosen state.
(valuation
1hat would change in this unit5
Assessment:
1hich students needed to be encouraged to contribute to group discussions5
Hverall were the students engaged5 8(S4BH 1hat activities did the students en&oy5 1hich students, if any have presented with a deep $nowledge of the sub&ect content5
1ere the supporting wor$sheets : videos useful5 8(S4BH 1ere the assessment tas$s purposeful5 8(S4BH 1as the unit presentation easy to follow5 8(S4BH 1hat needs to change in the unit presentation5
1hich students, if any re#uiring e"tra scaffolding or assistance in completing set tas$s individually5
1hat other learning e"periences did
include in the unit5 1hich students, if any performed e"ceptionally well in the assessment tas$5
Page 4( o 4!
Additional )omments3
Additional .bser"ations3
INFORMATION REPORT PLANNING SHEET

GENERAL CLASSIFICATION Any natural features e.g. Barrier Reef Any built features E.g. Harbour Bri ge
!"ere t"e state is lo#ate
T"e state flag
Page 4) o 4!
T"e surroun ing states an o#eans
T"e floral$ ani%al an bir e%ble%
At least t"ree of t"e %a&or #ities an %a&or ri'ers
Aboriginal ter%s for any natural features
Page 4! o 4!

Integrated Australian Unit 2014

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Integrated Australian Unit 2014

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Stage Two, Integrated Unit

Students will be engaged in:

C!)! Link: .at"/s Link:

Song )ontinents of the world: http344www.youtube.com4 watch5v6p'78yy2898g: feature6related

information on each of the emblems:

http344www.australianfauna.com4faunaemblem.php http344www.australiangeographic.com.au4blogs4ag/ blog4<7=747>4australias/animal/emblems4

Assessment for .earning

Teaching and Learning Acti"ities

Lesson 7ocus3 What %nowledge do students bring to the unit&

*ard or butchers paper for word wall.

Gariety of maps or images depicting various maps

!? 1hat information can we get from loo$ing at our using a map5

Gideo3 Dow to read a map3

discuss the features, purpose and possible audience.

,aps of the world

<. 1here Australia is in relation to the world.

*lass set of map of the world for student wor$boo$s.

nformation on 1- for students to copy into their wor$boo$s.

7or students to %now: =. The different environments in Australia.

1- 3 *ontaining pictures of the different environments in Australia

wor$sheet Epage =?, -oo$ ?, Science and

Teaching and Learning Acti"ities

Slim %usty 1alt2ing ,atilda

,usic3 1alt2ing ,atilda 1ords

<. http344www.youtube.com4watch5v61Rls<uyD01 :feature6related

still *all Australia

home with .yrics

,usic3 am, you are, we are Australian .yrics

Deel n toe 'ol$a

Gideo3 Deel n toe 'ol$a

#ey )once+t-s: 1hat ma$es up Australia5

)urriculum Area-s: DS ( : ,athematics .utcomes and related )ontent:

Teaching and Learning Acti"ities

.arge map of Australia on 1- or a poster

,elbourne is the capital city of which state5

nformation on 1- for students to copy into their wor$boo$s.

7or students to be able to read grid coordinates on a map

Gideo3 Dow to read a map

Wor%sheet Epage Q9,

To conclude the lesson, view the 1-

Lesson 7ocus3 $eading ma+s and using grid coordinates1

*it and +oints

Epage <P Teachers resource +uide, ,athletics Space : +eometryF

Taronga Goo E3cursion

Understand and apply $nowledge of language forms and features

Teaching and Learning Acti"ities

Lesson 7ocus3 @lora and @auna

-oo$ TAustralian Wildlife and Plants

by *ara Torrance E,acmillian (ducationF on 1- Boteboo$

Lesson 7ocus3 Art

Lesson 7ocus3 Australian (mblems

(oo%: State and Territory (mblems by Robert +ott.

-., =7 Australian Symbols 'earson (ducation

Lesson 7ocus3 State and Territory (mblems

Lesson 7ocus3 Australias national floral emblem

Epage Q7 Australian Distory, Understanding our shared past, -oo$ -F.

<. nformative te"ts ) @ocus on informational reports

Drammar8 Punctuation J 'ocabulary

thin$ in ways that are imaginative, creative, interpretive and critical

learn and reflect on their learning through their study of (nglish

Teaching and Learning Acti"ities

Lesson 7ocus3 'urpose of nformation Reports

Lesson 7ocus3 Summarising 0ey nformation