Promoting learning international (48 grid) planning matrix



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PROMOTING LEARNING INTERNATIONAL (48 GRID) PLANNING MATRIX

(This matrix was devised by Ralph Pirozzo in 1997 & updated in 2004)


Settlement and Exploration

K. Hopkinson Stage 2: Year 4

Promoting Learning International


www.pli.com.au

Bloom’s Taxonomy: Six Thinking Levels


Knowing

Understanding

Applying

Analysing

Creating

Evaluating

Verbal

I enjoy reading, writing & speaking

Brainstorm all you know about the Aboriginal people.
Carry out a mind map on Australian Settlement.


  • List the basic needs of the first settlers.

Read a selection of Aboriginal dreamtime stories .What are the common features of the stories you read




Read and retell Information about the arrival including details about hardships


Describe the experiences of an early Australian Explorer
Discuss Aboriginal resistance to the establishment of a British colony


Make a poster of Early Australian Settlement
TAP

Design a travel brochure for Sydney Town


Read Lizzie Nonsense Jan Ormernd the make a poster comparing Lizzie’s life to your own.



  • Investigate the reasons why people were transported to Australia

BROW

Investigate the literature that describes the culture of the

Aboriginal people and has meaning for them.


Establishing a New Colony
Design and create a multimedia advertising campaign to educate people and to encourage them to move to your new colony before disaster strikes.
The year is 2020. Antarctica is melting. The sea level is rising and all the settlements located along the Australian Coastline will disappear. You have been selected as part of a group to find a suitable place to start a new colony in Central Australia. What will you need to take and do to set up a colony in a sparsely populated area?
Your group needs to:-

  • Organise what they would take and be able to explain why they chose the item

  • Select a site and explain why the location would be suitable for the new colony

  • Discuss how you would work with the indigenous people




Mathematical

I enjoy working with numbers & science

Search a database of information on the convicts who were on the First Fleet


Convert the travelling time of the first fleet from months to weeks and days

Use this information about Rations of the First Fleet to calculate the rations for a day.

Arrange the ships of the First Fleet according to size and cargo

Visual/Spatial

I enjoy painting, drawing & visualising

Discuss how you feel if someone turns up when you are playing a game and wants to take the play area away from you.


Draw pictures showing life as a convict, soldier, aboriginal, free settler or government official.

What is special about Aboriginal Art?



Make a model of a house in the Settlement
http://shorncliss.eq.edu.au/early_australia/housing.asp

  • Compare how needs were met in 1790 and in the present. Venn Diagram




Kinaesthetic

I enjoy doing hands-on activities, sports & dance

Look at posters, photos and pictures of Early Australian Settlement




  • Construct a Timeline showing changes to people and places as a result of colonisation






Design a board game related to Australian colonisation.
Create a headline for a newspaper article about the first fleet



Present to the class providing details on how the game is played and the type of information about the first settlement that has been included

Musical

I enjoy making & listening to music

Read "Bound For Botany Bay" and other Early Australian songs

Why is music important in the Aboriginal culture?
Why is music important in the Aboriginal culture?
Express the feelings of the fist Settlers through percussion, rhythm or song



Listen to "tapes" of stories of the time. Listen to the language of the time

Listen and analayse pieces of music with a settlement or transportation theme.

Create your own traditional Aboriginal musical instrument
In a group compose a "Convicts Rap”


Perform songs/dance/rap at Assembly

Interpersonal

I enjoy working with others

In groups list all the feelings you think the Aboriginal people would have had when the British arrived.

Rake


Explain the consequences of British invasion for the Aboriginal people


  • Describe the hardships encountered by the first settlers in New South Wales.




Show how the British and Aboriginal people could have helped each other.
Significant people including achievements, events and places


  • Prepare a report on the Aboriginal people before the white settlers arrived in Australia.






Organise the experiences of these people into hardship and opportunities in the new settlement.
Compare the similarities and differences between the Aboriginal people and the colonists.



Research punishment, work options in the colony, prospects for release and treatment of convicts.
Reflect on what life would have been like if the British did not settle at Sydney Cove.

Prioritise and give reasons for your list of feelings the Aboriginal people would have had when the British arrived.
Discuss how relations could have been different between the British and Aboriginal people.





Intrapersonal

I enjoy working by myself

Describe the life of the Aboriginal people.

Visualise sharing a meal with an aboriginal tribe.
Rake


  • describe the routes taken by explorers and hardships faced




Examine how you would react if your were sentenced to transportation

Australian invasion or settlement? Interview some children and adults about their views on this.

Venn Diagram



Construct a newspaper story related to an incident in the life of a settler or convict.
Imagine you are a convict, write a poem about your life and misery.


  • Create your own Dreamtime story. This may be a PowerPoint presentation, a play or re-told to the class

Complete this activity which requires that you pardon 3 convicts.

Naturalist

I enjoy caring for plants & animals

Look at sketches by Joseph banks of Australian plants and animals

Write a description of the animal or plant species, its

appearance, habits and habitat




Illustrated and label an animal or plant species, its appearance, habits and habitat


  • Investigate the culture of the Aboriginal people and their relationship with the land, plants and animals



Create a presentation to share what you know with your class and to raise awareness that the species is threatened and to inspire members of the community to act.



RESOURCES

WEB LINKS

EVALUATION / VARIATIONS




  • Posters and photographs about First Fleet, Convicts , Colonisation and Explorers

  • Factual texts

  • Atlases

  • Internet access

  • Maps

  • Photocopied sheets

  • Large map of Australia




http://www.manlwestss.eq.au/webtrek/web60/photo
http://www.cedir..uow.edu.au/programs/firstfleet/search
http://www.cedir..uow.edu.au/programs/firstfleet//s_rations
http://www.cedir..uow.edu.au/programs/firstfleet/search/s_ballad
http://home.vicnet.net.au/~firstff/ships
http://home.vicnet.net.au/~firstff/story
http://cap.nsw.edu.au/bb_site_intro/stage2_Modules/Convicts/Convicts



.


Learning Outcomes

English

HSIE

PD/H/PE

Talking and Listening

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.

TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts

Reading and Viewing Texts

RS2.5 Reads independently a wide range of texts and justifies own interpretation of main points, information and events.

RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.



RS2.8 Discusses the structure and language features of the text types students create and interpret

RS2.7 Reading and using texts that include visuals such as maps, charts and diagrams

Writing


WS2.9 Drafts, revises, proofreads and publishes well-structured texts.

WS2.10,Writing information texts such as factual descriptions, reports about significant people and events and factual recounts of tasks

WS2.13 Discusses how texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes

WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.

Grammar and Punctuation

WS2.10 Produces texts clearly, effectively and accurately.

Spelling

WS2.11 Uses knowledge to spell familiar and unfamiliar words.

Computer Technology

WS2.12 Demonstrates basic desktop publishing skills on the computer.



Environments

CCS2.1: Describes events and actions related to the British Colonisation of Australia and assesses changes and consequences

CCS2.2: Explains changes in the community and evaluates the effects of these on different individuals, groups and environments.

CCS2.1 CCS2.2

Communicating COS2.1 Uses a variety of ways to communicate with and within groups.

Decision-making DMS2.2 Makes decisions as an individual and as a group member.

Interacting INS2.3 Makes positive contributions in group activities.

Problem-solving PSS2.5 Uses a range of problem-solving strategies

Personal Health Choices PHS2.12 Discusses the factors influencing personal health choices.

Safe Living SLS2.13 Discusses how safe practices promote personal well-being



Mathematics

Creative Arts

SS2.4 Describes the position of objects in relation to one another and uses simple maps and informal grids to represent this relationship.

WMS2.3 Represents, interprets and explains mathematical situations using everyday language with some mathematical terminology, including simple graphs and diagrams.

SGS2.3 Using compass points to describe the location of places on discovered by explorers

DS2.1 Gathering, organising and displaying data using an appropriate graph, e.g. a comparison of distances traveled, time taken etc

SGS2.1 Sketching three-dimensional objects from different views including top, front and side views

.


VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

VAS2.2 Uses the forms to suggest the qualities of subject matter.

VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible.

VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.

DRAS2.1 Takes on and sustains roles in a variety of drama forms

DRAS2.3 Sequences the action to create meaning

MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices

MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire.



Science & Technology

Assessment Strategies

Living Things LTS2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment

Using Technology UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. Products and Services PSS2.5 Creates and evaluates products and services, considering aesthetic and functional factors.



  • Outcomes based checklist

  • RAT rubric

  • Anecdotal records

  • Analyse of marked tasks 

  • Photographs

  • Peer and self assessment



Establishing a New Colony  Criteria


Name

Date of Presentation:

Presentation Format

 Poster  Play  PowerPoint  Video  Photo story  Charts  Model  Music

 Rhyme/Rap  Report 






1d

2f

3A

Effort

  • Headings, writing and pictures rushed and messy

  • Less than 4 main points

  • Headings, writing and pictures completed

  • 5 to 10 main points

Neatness

  • Writing illegible

  • Writing legible

  • Writing legible and neatly and attractively presented

Spelling

  • Words spelt incorrectly, even on common words

  • Most words spelt correctly

Punctuation


  • Punctuation is often missing or incorrect.

  • Sentences don’t make sense




  • Punctuation is usually correct

  • Most sentences make sense




  • All punctuation is accurate, even creative

  • Sentences are detailed and make sense

Picture

  • Pictures include some detail

  • Some colour used

  • Detailed pictures

  • A variety of colours used

  • Pictures coloured in

Understanding

  • Does not understand information

  • Cannot answer questions

  • Shows good understanding of topic.

  • Answers questions in detail

Presentation

  • Speaks too quietly to be heard

  • Little or no expression

  • Incorrectly pronounces words

  • Voice is clear.

  • Some expression

  • Pronounces most words correctly

  • Uses a clear voice

  • Expressive and interesting

  • Correct pronunciation of words

http://www.shorncliss.qld.edu.au/early_australia/


mkelly9@optusnet.com.au


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