Title of unit of work:

Making connections with people and their places

Produced by Jessica Bedson, Jenny Burnet, Heather Charlton, Natasha Proctor

About the unit

Unit description:

This unit of work provides activities to encourage students to think geographically and use
geographical concepts to identify how individuals are connected to different places. In this unit
students work to build their content knowledge through a range of inquiry based, interactive
and engaging lessons that aim to include all students unique learning needs, context and
styles. Students explore the connection people share with places as well as making
connections between various places of significance. Students will explore collect and record
geographical data and information about places in their local area as well as further afield. By
the end of the unit students will have a strong understanding of the different features that
connects people and community to places and the power of places to create a sense of
belonging for groups of people and individuals. The unit integrates learning in geography,
literacy and IT.

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Description of Classroom:

The classroom is located in a primary school in the outer eastern suburbs that has become a
large multicultural community with an influx of new immigrants and refugees moving into the
area. The year 2 class is filled with 29 students who come from a collection of 10 different
countries. Although the primary school practices a catholic faith, there are many students
who follow different religious and this is celebrated in the classroom. The teacher of the
classroom is a graduate teacher who is passionate about providing students with activities
that suit a wide range of learning needs within the classroom. She promotes a positive
learning environment where students are encouraged to take risks and make mistakes so that
they can become better learners.

Knowledge, understandings, skills, values:

Geography
Year level 2
Victoria Curriculum: Geographical Concepts and Skills
Sub strand: Place, space and interconnection
Elaborations: Identify how people are connected to different places (VCGGC059)
Achievement standards: They identify how people are connected to different places and
explain the value of places to people. They describe different ways that places can be cared
for. They collect and record geographical data and information. They represent data and
information in tables, plans and labelled maps and interpret it to draw conclusions.
Aims: The ability to think geographically, using geographical concepts
Structure: Geographical knowledge - Places and our connections to them
Concepts they need to know: That places are important to our security, identity and sense of
belonging, and they provide us with the services and facilities needed to support and enhance
our lives. Where people live can influence their wellbeing and opportunities.
Scope and sequence: Identify how people are connected to different places.
Cross curriculum priority: English: creating literature, creating literary texts, create events and
characters using different media that develop key events and characters from literary texts

Inquiry Focus Questions:

-How are people connected to places?
-What are some connections people have with places?

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 -How do places add to our sense of belonging and interconnectedness?
-What are places that are important to us?
-Why are these places important/ what makes these places significant/important?
-Where do we come from?
-What are the similarities and differences between places that people around the world are
connected to?
-Does everyones home look the same?

Resources
Digital curriculum resources
- https://www.youtube.com/watch?v=QrcOdLYBIw0

Internet sites
- You tube
- Google

Software
- IPad

Print
- My Place by Wheatley N. and Rawlins, D. (Chapter 1987)
- Mirror by J Baker

Other resources
- Large image of a world map
- Postcard template
- Pencils/ coloured markers
- Letterbox
- Picture word checklist
- Pins
- Images of students faces
- A3 pieces of paper
- Sticky notes
- A4 pieces of paper

Teaching the unit

Setting the scene
Resources:
- https://www.youtube.com/watch?v=QrcOdLYBIw0
- Large image of a world map
- Pins
- Images of students faces

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 - My Place by Wheatley N. and Rawlins, D. (Chapter 1987)
- A4 pieces of paper
- Sticky notes

Teaching & learning activities:

Activity one: Where do we come from?
Duration of lesson: 60 minutes

Conduct a classroom discussion about how students in our classroom have come from
different places around the world. Tune students in using the following probing questions:
- Who knows where they were born?
- Was anyone born in a country other than Australia?
- What makes countries/places different from one another?
- What different countries have you been too?
- What can you remember about that country?
- What made it different from Australia?

Following group discussion play the video: If the world were a village

Once video is completed conduct the following tasks:

Post- It Note task:
Each student given 4 post its. Ask students to write down 4 interesting facts from the video.
Then get the students to find a pair and share their facts. As a pair get the students to choose
any 2 facts (from their 8) to share with the class.

Map task:
Show students the World map display. Each student is given a picture of their face on a piece
of bluetack then asked to place their face on the country they were born. As a class the
educator will summarise the number and variance of countries all the students come from.
Also noting how everyone is connected to place in a unique way.

Enabling Educator aids students to place their face in the correct area if they are unsure of
the location

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Extending Students who are finished early can create a class tally of the different countries
the students in the class are from.


Activity two: My place and community
Duration: 60 minutes

Conduct a Read Aloud of Chapter 1968 from the text My Place (Appendix 1) Following the
reading conduct a whole class discussion using the following questions in a Think, Pair, Share
format:
- Where do you live?
- What suburb do you live in?
- Have you lived anywhere else?
- What are some of the places that you visit often?
- What are some important places to my family?

Once the discussion is finished complete the following task:

My Place Task:
Put the map from chapter 1968 onto the interactive whiteboard (Appendix 2). As a class
brainstorm key places shown on the map. Ask the students to think about places of
significance to them in their local area. This could include places such as; Their home, local
shops, relatives homes, school, religious places of worship, and recreational areas. Following
discussion students ask students to draw map of their place. Students must include at least 5
places of significance and all students must include their home as a point of reference.
Students are to complete map on A4 piece of paper which can be used as a classroom
display.

Enabling Provide students with a map template
Extending Encourage students to add more places to their map and encourage the use of
scale.

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Assessment:

Activity one: Target 3-4 focus children while completing post it note task Use observation
rubric (Appendix 3)

Activity two: Work sample of students mapping activity assessing whether they can identify at
least 5 places of significance within their community.

Investigating
Resources
- Mirror By J Baker
- A3 pieces of paper
- Coloured pencils/ coloured markers
- IPads

Teaching & learning activities

Activity one: Mirror Book Activity
Duration: 60 minutes

Conduct a Read Aloud of the text Mirror. Once the Read Aloud is complete discuss with
students the similarities and differences between pictures. Then ask the students what they
believe is happening in the pictures, and what they are representing. Then complete the
following task:

Research a country:
Students are to select a country from the list provided (Appendix 4) Students are to work
individually on their iPads to research the traditional housing of their chosen country and fill
out the prompt sheet (appendix 5) Once research is completed students are to compare (by
creating an annotated drawing) their chosen countries traditional housing to their own. They
are to complete this on an A3 piece of paper folded in half, mimicking the layout of the book
Mirror (Appendix 6)

Enabling Give students a copy of the book Wonderful houses around the world to complete
their research.
Extending Ask students to write a short sentence explaining what they have drawn

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 Activity Two: Mind Mapping
Duration: 60 minutes

Students are to build on the knowledge they gained from the previous lesson by researching
further their chosen country from activity one. Students are to focus on their selected countries
attributes e.g. flag, food, language, religion, holidays, events etc. To guide students research
these attributes can be displayed on the interactive whiteboard. Students should record their
research on an A3 piece of paper, displayed as a mind map. Students should be encouraged
to use both pictures and words.

Enabling Let students use the pre-made mind map table to structure their mind map
Extending Students are to create summary sentences based on the facts found during the
mind map activity.

Assessment

Activity one: Collect work sample, assessing whether students are able to identify the different
features of houses from both their own and another countries.

Activity two: Students are to conduct a self-assessment based on their research and mind
map that they have created (Appendix 7)

Bringing it all together

Resources
- Postcard template
- Pencils/ coloured markers
- Letterbox
- Picture word checklist


Teaching & learning activities

Activity one: Postcard Activity
Duration 60 minutes

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Have a class discussion on the purpose of writing a postcard, then conduct a modeled writing
lesson including key components such as; image, place for the stamp, address, ect..
Students are then to create their own postcard on the template provided (Appendix 8) and
write a piece of text as though they have visited the place, and they are describing the
particulars of the place to someone who has never visited it before. They are to use
information they have gathered during their inquiry lessons.

Enabling Students are to be provided with a copy of key words to include in their postcard
(Appendix 9)
Extending Annotate and label the picture draw on the back of their postcard.

Activity two: Mailbox activity
Duration 30 minutes:
Students are to post their postcards into a class letter box. Students post cards are selected
at random by the educator, and then the student has the opportunity to read and explain their
postcard to the class. After reading students are to receive feedback from the audience. This
feedback should include:
1. What they liked about the postcard.
2. What could be done better next time.
3. One thing that they are still wondering about.

Assessment:
Activity one: Evaluate the students work sample using the rubric provided (Appendix 10)

Activity two: While students read their postcards complete a checklist (Appendix 11)

Unit Analysis

This unit aims to develop students understanding of the connection between people and place
with a focus on the unique, multicultural context within the classroom, whilst also ensuring
curriculum outcomes are met for all students. This unit works to ensure that all students are
included meaningfully in all activities, providing enabling and extending prompts as well as
catering for all students learning styles (Pritchard, 2008). In this way, we aim to create a safe,

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secure and supportive learning environment and provide an inclusive and needs based
curriculum (Forman & Arthur-Kelly, 2014). Throughout these lessons, students learning is
scaffolded whereby the teacher acts as a facilitator of learning and guides students inquiry
(McLachlan, Fleer & Edwards, 2013). For example, each lesson leads on from the next and
allows students to take control of their own learning. This therefore reflects the constructivist
model of teaching and learning (Singer & Moscovici, 2008).

Upon reflection of our lessons we feel that there may be possible issues related to the time
frame outlined for each task. In an ideal world the students would likely need more time to
complete their research this may therefore ensure that students delve more deeply into the
topic thereby have a deeper understanding of the content. A resolution to this problem could
be integrating this topic into other areas of the curriculum to allow for more time in a weekly
planner.

Another potential pitfall of our lesson could be the focus on multiculturalism. Students whos
cultural background is less diverse or vastly different may feel disconnected from some tasks
as they could feel that they have little to share or may be uncomfortable discussing their
connections to place. A potential resolution for this could be reminding students that everyone
is different as well as encouraging but not forcing students to share. Thereby reinforcing a
safe, secure and supportive classroom environment.

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Reference list:

Forman, P., & Arthur-Kelly, M. (2014). Inclusion In Action (4th ed.). South
Melbourne, Australia: Cengage Learning Australia.

McLachlan, C., Fleer, M., & Edwards, S. (2013). Early Childhood Curriculum:
planning, assessment and implementation (2nd ed.).Port Melbourne,
Australia: Cambridge University Press.

Pritchard, A. (2008). Ways of Learning. Taylor and Francis. Retrieved from:

http://www.ebrary.com.ezproxy1.acu.edu.au

Singer, M & Moscovici, H. (2008). Teaching and Learning Cycles in a Constructivist

Approach to Instruction. Teaching and Teacher Education: An International
Journal of Research and Studies, 24(6), 1613-1634.

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Appendix 1 - Chapter 1968 from the text My Place

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Appendix 2 - Map from chapter 1968

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 Appendix 3 Observation rubric

Student Name: Student can Students Student works Students share

identify 4 discuss facts collaboratively with their facts
interesting with their partner to choose 2 competently with
facts partner facts to share the class

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Appendix 4 List of countries:

Argentina
Belgium
Brazel
Chile
Egypt
Fiji
Greece
Germany
Iceland
Japan
Kenya
Malaysia
Nigera
Sweeden
Syria
Turkey
Vietnam
Zambia

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Appendix 5 Prompt sheet for research task



1. What country have you chosen?


2. What are the key features of the home?


3. What are the features are different to Australian homes?


4. Describe the overall appearance



5. What other things are around/near the house?

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Appendix 6 Example of the Mirror format

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Appendix 7 - Self assessment rubric

Criteria Yes No

Did I use more than one

source of information?

Did I use my time

effectively?

Was I able to find

answers to everything
required?

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Appendix 8 Post card template

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Appendix 9 Key words

- Visitor
- It looks like
- Place
- Located
- Homes & Houses
- Big
- Small
- Differences
- Same
- Australia
- Feelings

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Appendix 10 - students work sample rubric for post card task

Criteria Below Standard Above Standard Well above standard

Information Isn't able to link all Links all Links all information
information information cohesively and
cohesively. cohesively appropriately

Factual Use little to no Use some factual Uses factual

information factual information information information in a
throughout their sophisticated manner
text

Format and Format is unclear Uses correct format Uses correct format
terminology and terminology has and terminology for and extensive
some mistakes text type terminology for the text
type

Illustrations Uses no illustrations Uses an illustration Uses a detailed

to match their illustration to match
writing their writing

Comments:

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 Appendix 11 Post card checklist

Student Name: Can articulate Is able to Has a clear Has good Uses facial
their thinking listen to and slow posture and expressions, body
behind their feedback speaking maintains language well and
creation of their effectively voice eye contact appears
postcard enthusiastic

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Declaration

We declare that all of the members of our group contributed equally to this assignment.

Name Student Number Signature

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Time Sheet:
Date: Duration: Signature:

20/9/16 50 minutes

2/10/16 30 minutes

3/10/16 4 hours

4/10/16 50 minutes

10/10/16 3 hours

17/10/16 3 hours

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Assignment cover sheet
Note: (1) The attention of students is drawn to: the Academic Regulations, the Academic Honesty Policy and the
Assessment Policy, all of which are accessible via http://students.acu.edu.au/309246
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.

Student ID Number/s: Student Surname/s: Given name/s:

S00141829 Bedson Jessica

S00163043 Proctor Natasha

S00171756 Charlton Heather

S00171779 Burnet Jennifer

Course: Bachelor of Early Education and Primary Teaching School: St Patricks

Unit code: EDFD260 Unit title: Teaching and managing learning environments

Due date: 24/10/16 Date submitted: 24/10/16

Lecturer-in-Charge: Stewart Robinson Tutorial Group/Tutor: Stewart Robinson

Assignment Title and/or number: Assignment 3 (Curriculum unit of work)

DECLARATION OF ORIGINALITY
By submitting this assignment for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the Universitys Academic Regulations, Assessment Policy
and Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as
plagiarism) and the penalties attached to being found guilty of committing such offences.
2. no part of this assignment has been copied from any other source without acknowledgement of the source.
3. no part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed
previously and which has been counted towards satisfactory completion of another unit of study or credited
towards another qualification, unless the Lecturer in Charge has granted prior written consent to do so.
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