Unit Cover Page

Unit Title: Australia Grade Level: 6th

Subject/Topic Areas: Social Studies

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

Designed by: Renée Jackson Time Frame: 1 Week

Stage 1 – Desired Results
Content Standard(s):
Geographic Understandings

SS6G12 The student will be able to locate selected features of Australia.

a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea,
Ayers Rock, and Great Victoria Desert.

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

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

English Language Arts and Reading

ELA6RC4 The student establishes a context for information acquired by reading

across subject areas. The student
a. Explores life experiences related to subject area content.

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

ELA6LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
When delivering or responding to presentations, the student:
e. Uses electronic media for presentations.

QCC Technology
Topic: Productivity
Standard: Uses multimedia to tools to express ideas.

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

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

21st Century Learner Standards

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

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

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

Students will understand that:

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

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

Colonization affects language and religion of a country.

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

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

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

Information must be organized for practical applications.

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

Essential Question(s):
How would Australia be different if English colonists had not been sent to settle there?

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

How does geography influence the history of a country?

Student objectives (outcomes):

Knowledge
Students will know:

Australia is a country and a continent.

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

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

The climate and population distribution of Australia.

How to present organized and coherent information.

How to use information legally and ethically.

How to use Google maps.

Skills
Students will be able to:

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

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

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

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

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

Compare the cultural characteristics of the people of Australia and how their view of the world
might be the same or different from someone from the United States.
Evaluate information for relevancy, accuracy, usefulness and bias.

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

Apply computer skills to develop a creative product.

Stage 2 – Assessment Evidence

Performance Task(s):

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

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

Student produced PowerPoint presentation of persuasive travelogue on Australia which

includes the language, climate, points of interest, cultural influences, and population
distribution. Small group activity.

Other Evidence:

Pre-Assessment: KWHL chart on Australia.

Daily Ticket Out the Door

What one idea did you learn today? What did you still have questions about?

Quiz

Follow up:

End of Unit Ticket Out the Door

What did you learn in this unit? What did you still have questions about?

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

Self-Assessment

Rubric evaluating participation in group travelogue presentation.

Stage 3 – Learning Plan

Learning Activities:

WHERETO
W – Where are students headed:
To the final product of a Travelogue on Australia that includes information on
climate, language, points of interest, cultural influences, and population distribution.
Why? To satisfy GPS geographical understandings for Australia.
What is required of them? Research Australia using maps, computers, and resources
to create a persuasive Travelogue.
H – How will students be hooked and held?
 The teacher will introduce the KWHL chart
 The students will complete the KWHL chart as a group.
 The teacher will introduce Video Podcast on Australia
 The students will complete a Venn Diagram comparing colonization in the US
to Australia’s colonization
 The teacher will introduce Google maps
 The students will work with Google maps to find points of interest
 The students will produce a Travelogue in PowerPoint as a small group project
E - What activities, instruction, and guidance will be provided to enable and equip
students to explore and experience the important ideas in this unit?
Instruction and Guidance to equip and enable
 The teacher will introduce the EQ
 The teacher will model PowerPoint Travelogue by introducing Video Podcast
 The teacher will introduce all activities, assessments, and rubrics
 The teacher will introduce all software to be used for student activities and products
 The teacher will provide guidance and review of student work prior to submission
Explanation, Interpretation and Application
 Students will explore: Australia through maps, videos, print and multimedia
resources
 Students will experience: using Google maps, PowerPoint, and various online
resources
Perspective, Empathy, and Self-Knowledge
 Demonstrate self-knowledge by using self-assessment checklist
 Demonstrate empathy when completing Venn Diagram
 Demonstrate perspective through persuasive Travelogue
R - What activities, products and performances will be designed to provide students
with the opportunity to reflect, rethink, and revise?
 KWHL Chart
 Ticket Out the Door – daily and weekly
 Self-assessment Participation rubric
 Revision on Travelogue
Journal Prompt: reflect on what Australia would be like if it had not been colonized
by Great Britain?
E - What self-assessments and self-evaluations will students participate in to allow for
reflection and transfer of learning?
 KWHL Chart
 Ticket Out the Door – daily and weekly
 Self-assessment Participation rubric
T - How will instruction and activities be tailored to provide for the various learning
needs, styles, knowledge and interests of students?
 Most information will be delivered in multimedia format
 Students will work in small groups to create a persuasive Travelogue
 Resources will be on students reading level
O - How will learning experiences be organized/sequenced to provide for greatest
acquisition/understanding

See Unit Learning Plan Below:

Australia Unit Learning Plan – One Week

Monday Tuesday Wednesday Thursday Friday

 Introduce  Teacher will  Teacher will  Students  Students will

lesson with introduce introduce will divide take Quiz
KWHL chart Google Travelogue into groups  Students will
 Students will Maps small group and continue present
contribute to  Students assignment to work on Travelogues
KWHL chart will work  Students Travelogue  Students will
as a group with Google will divide  Students complete
 Teacher will Maps to find into groups will Weekly
present location of and begin to complete TOD
Australia Great plan and Daily TOD
Video Barrier Reef, research for
Podcast Coral Sea, Travelogue
 Students will Ayers Rock,  Students
complete Great will
Daily TOD Victoria complete
Desert Daily TOD
 Students
will
complete
Daily TOD Homework:
Reflect on
Homework: Homework: Homework: colonization of
Venn Diagram Work on Travelogue Self-Rubric Australia in journal
comparing the Complete KWHL
colonization of chart
Australia and US
Name: ____________________

KWHL Chart

K W H L
What I Know What I Want to Know How I’ll Learn It What I Learned
Daily Ticket Out the Door

Name: _______________________________

What one idea did you learn today?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What did you still have questions about?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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

End of Unit Ticket Out the Door

Name: _______________________________

What did you learn in this unit?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What did you still have questions about?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
Venn Diagram

Name: ________________________________________

Compare the English colonization of Australia and the United States

Australia United States

Rubric for Group Travelogue PowerPoint

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

e Level
Purpose and Purpose is unclear and Purpose is clear and the Purpose is very clear /3
Organization information is not information in the and the information in
presented in a coherent Travelogue is presented the Travelogue is
manner in the in an adequately coherent presented in a very
Travelogue. way. coherent way.
Presentation Travelogue is not Travelogue is adequately Travelogue is /3
presented in an presented in an artistically presented in a
artistically pleasing pleasing manner. significantly artistically
manner. pleasing manner.
Technology Travelogue is an Travelogue is an effective Travelogue shows an /3
ineffective use of use of PowerPoint format. especially effective
PowerPoint format. use of PowerPoint
format.
Main Ideas Travelogue does not Travelogue includes most Travelogue includes all /3
include the 5 of the 5 characteristics of the 5 characteristics
characteristics asked for. asked for. asked for.
Persuasive Travelogue does not use Travelogue shows limited Travelogue features /3
Language persuasive language. perception of persuasive very perceptive use of
language. persuasive language.
Storyboard No storyboard is Storyboard is incomplete. Complete storyboard /3
included. is included.

Resources Travelogue reflects a Travelogue reflects a use Travelogue reflects a /3

use of only 1 resource of 2 resources that are use of 3 resources
that is clearly clearly documented in the that are clearly
documented in the specified way. documented in the
specified way. specified way.
/21
Poor score means Adequate score means Total:
teacher must reteach teachers needs to review
lesson. lesson with student

Score Rating
9 or < Poor
10-16 Adequate
17-21 Capable
Self Assessment Rubric for Participation in Group PowerPoint

Name: __________________________________

Score: 1 = I did not

2 = Sometimes
3 = I did

I listened when I respected the ideas I remained focused I contributed

others spoke of others on the task resources and ideas
to the project

Total Score:_____________
Name: __________________________

Australia Quiz

1. Who claimed Australia for England? _____________________________________________

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

3. Give a reason Great Britain colonized Australia? ___________________________________

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

5. What language is most prevalent in Australia? _____________________________________

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

_______________________________________________________________________

7. In what months does Australia experience Summer? ________________________________

8. Describe Australia’s climate: ___________________________________________________

9. What is the predominate religion of Australia? _____________________________________

10. Name 3 natural resources of Australia: ___________________________________________

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

______________________________________________________________________________

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

13. Name 2 cultural influences on Australia: __________________________________________

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

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

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

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

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

Answer Key

1. Captain James Cook

2. Convicted criminals
3. a). The more colonies England had the more wealth and power they had. b). It was a
convenient place to house prisoners away from England.
4. East coast
5. English
6. West coast of Africa to coast of Good Hope, east to Indian Ocean
7. December, January, February
8. Generally arid to semiarid; temperate in south and east; tropical in north
9. Catholic
10. Bauxite, coal, iron ore, copper, tin, gold, silver, uranium, nickel, tungsten, mineral sands,
lead, zinc, diamonds, natural gas, petroleum are all acceptable
11. Great Barrier Reef, Coral Sea, Ayers Rock, Great Victoria Desert
12. Along the eastern and southeastern coasts
13. Aborigines, English colonists, convicts, gold miners, bushrangers
14. Sixth
15. Wool and Beef
16. Opals
17. Affect on the Aborigines, affect on convicts and other settlers left by the British to
colonize Australia, affects on Great Britain, affect on being part of global community.

2 3

4
 Resources Used to Write Lesson

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

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

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

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

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

Barrier Reef Australia. (2009). Retrieved November 21, 2009, from

http://www.barrierreefaustralia.com/reef-pics.htm

Coral Sea. (2009). In Britannica Concise Encyclopedia. Retrieved November 27, 2009, from

Encyclopædia Britannica Online School Edition: http://www.school.eb.com

Firth Media. (n.d.) Retrieved November 27, 2009, from

http://www.firthmedia.co.uk/blog/wp-content/uploads/2007/06/coral-sea-osprey-reef-
australia.jpg

Global Virtual University. (2009). Globalis. Retrieved November 27, 2009, from

http://globalis.gvu.unu.edu/

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

Great Victoria Desert. (2009). In Britannica Concise Encyclopedia. Retrieved

November 27, 2009, from Encyclopædia Britannica Online School Edition:
http://www.school.eb.com

National Library of Australia. (2009). Retrieved November 27, 2009, from

http://www.nla.gov.au/

Picture Australia. (n.d.). Retrieved November 27, 2009, from

http://www.pictureaustralia.org/trails/history.html

Screen Australia Digital Learning. (2008). Mabo the native title revolution. Retrieved
November 27, 2009, from http://www.mabonativetitle.com/info/SydCove.jpg
Sports Ears. (2009). Retrieved November 21, 2009, from
http://www.sportsears.co.nz/show_stockists.php?countryId=16

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

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

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

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

Zastavki. (n.d.) Retrieved November 21, 2009, from http://www.zastavki.com/zoom.php?

item=8975&res=9

Krossbow, (2007). Australia 2003. Retrieved November 27, 2009, from

http://www.flickr.com/photos/krossbow/460676757/ attribution url
<div xmlns:cc="http://creativecommons.org/ns#"
about="http://www.flickr.com/photos/krossbow/460676757/"><a
rel="cc:attributionURL"
href="http://www.flickr.com/photos/krossbow/">http://www.flickr.com/photos/krossbow
/</a> / <a rel="license" href="http://creativecommons.org/licenses/by/2.0/">CC BY
2.0</a></div>

Moonjazz. (2007). Swimming in the Coral. Retrieved from

http://www.flickr.com/photos/moonjazz/1173678876/
<div xmlns:cc="http://creativecommons.org/ns#"
about="http://www.flickr.com/photos/moonjazz/1173678876/"><a
rel="cc:attributionURL"
href="http://www.flickr.com/photos/moonjazz/">http://www.flickr.com/photos/moonjazz
/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-sa/2.0/">CC BY-
SA 2.0</a></div>

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

Zamora, A., (2007). Travel Australia. Retrieved November 27, 2009, from

http://www.scientificpsychic.com/alpha/travel/australia.html
 Additional Student Resources

Research

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

CIAThe World Factbook https://www.cia.gov/library/publications/the-world-

factbook/geos/as.html

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

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

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

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

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

Sydney_Webcam.htm#wWebCam

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

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

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

Games and Fun

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

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

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