Assessment Three- Unit of Work

Nathalie Torres Lopez

Inquiry Unit Planner

Grade: Three
Term: Three
Duration: Three-Four Weeks
Domain/s: History & Civics and Citizenship.

Topic
Multiculturalism: Contributions made by different cultural groups and individuals to Australian society.

Stage of Learning Planned Learning Experiences Assessments/

in this Unit Resources
Tuning In
Lesson one Diagnostic
Duration: 2-3 hours assessment KWL
Introduction
Learning Intention: understand p
At the beginning of the term the classroom will be set up with knowledge, inter
To identify various and attitudes
adornments (streamers, balloons, banners with welcome back
customs and students before
to term three, pencils, bookmarks) and classroom Our
traditions important teaching or learn
Museum of Cultural Diversity Wall. Ask students how they
to students cultures (Reynolds, 20
know this is a celebration.
in Australia by To have an understanding on students prior knowledge on the Doing the Five
comparing and Who did w
diverse celebrations a KWL strategy of know, want to know
contrasting the where, when
and learnt will be executed in the classroom. In the want to
differences. why?
know column students will create a set of 4-5 questions of
what they want to investigate about other celebrations (The https://www.eduplac
Department of Education, 2013). m/graphicorganizer/p
As a class there will be an introduction to the concept of
kwl.pdf
celebrations.
A class brainstorm will be created on the ideas surrounding Chart/Calender
students knowledge on the concept of celebrations. What is a template to write
celebration? celebrations
cultures every ye
Development
http://www.calendarl
Using the strategy of circle talk (The Department of
.com/view/2015-year
Education, 2013). This will encourage active listening and calendar-template-
respect towards others traditions. 07/552
Students consider why they celebrate various traditions.
Formative
Focus Questions- Assessment using
Venn diagram
How and why do people celebrate special days?
template.
What special celebrations do people you know celebrate?
What events do you celebrate at school, home, in the https://www.eduplace

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Assessment Three- Unit of Work
Nathalie Torres Lopez
community and in Australia? m/graphicorganizer/
Why do we celebrate these traditions in Australia? venn.pdf
As a class these celebrations will be listed on a calendar/chart and o Students
pinned up on the classes of Our Museum of Cultural Diversity need to iden
Wall. celebrations f
Consolidation, practice, extension various
perspectives
In groups (4-5) students will then create a Venn diagram to why
show the significant events between their cultures looking at celebrate spec
aspects they have in common (similarities) and other various traditions
diverse celebrations (differences) that are distinct. elements
Students will converse, share ideas and thoughts on the have in comm
celebrations and traditions in there own cultures. o Assessment
Activity will emphasise the diversity between cultures in oral presenta
Australia and allows them to see the similarities and of V
differences of various cultural groups. Diagrams
They discuss significant events.
Why is it celebrated?
What traditions and customs does it incorporate?
Closure:
Bring students back together as a class and ask each group to
present their Venn diagram and post it on the wall.
As a class we will reflect on the interesting similarities and
differences children found and the new traditions they have
learnt.
Distinct significant events of students.
Why do you celebrate it differently or similar?
What traditions and customs does it incorporate?
Finding Out
Lesson two Formative
Duration: approx. 1
Assessment- Ven
week Introduction:
Diagram (templa
Learning Intention: In a circle talk, students are to predict how the local https://www.edup
Students are to community appeared in the past and share these ideas. e.com/graphicor
discover and Development: izer/pdf/venn.pdf
o Assessment
demonstrate an
understanding of one Students will be taken for a walk/mini excursion around Venn Diagra
the changes and the local community. Students will be encouraged to look see if they h
continuity in the around their surroundings and take photographs of the addressed k
community over local areas. focus questi
time. Provide students with hardcopy texts (magazines, books on similariti
and articles) from their local library, students also have and differen
the option to use the Internet to find old photographs of by comparin
places in the local community that they visited on their two distinct
walk. Therefore students can explore the past environment places in the
local

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Assessment Three- Unit of Work
Nathalie Torres Lopez
in the local community. community.
Consolidation, practice, extension:
Students will examine the old photographs compared to
the photos of the present they have taken. In groups of 4-5
students will choose one site/area visited and create a
Venn diagram (The Department of Education, 2013) either
by hand or on the computer of one place that has changed
and one that has stayed the same in the local community
and discuss:
o How has this place changed from the past?
o Why do you think the change happened?
o Do you think it will keep changing?
o How has this place continued to stay the same
since the past?
o Why has it not changed?
o Do you think in the future it will stay the same?
Why?
Closure:
Bring the students back together, ask students to display
their Venn diagrams created in their groups on the
changes and continuity in the local community.
Students will then explore each others Venn diagrams.
At the end, students will regroup together and share:
o What have you learnt about other places?
o Were you surprised about how things have
changed from the past?
o Do you think any aspect of change was important
in contributing to the life of the community?
Sorting Out
Lesson three Identity (key wo
Duration: 2-3 hours
education resour
Learning Intention: Introduction:
to show students
Students will need to Focus questions to the class: http://museumvictori
identify and sort out What is identity? om.au/immigrationm
key words that can Have students list influences on their identities um/discoverycentre/i
shape an individual Why do you wear certain clothing? tity/education/
identity in todays Why do you eat certain foods?
Formative
society. Students will
Development: assessment of Mi
demonstrate their
understanding by Map
Whole class discussion-
o Being creati
using the key words
Students will be provided with various images/photographs and
to show how it has
of what can symbolise their identity including clothing, imaginative
shaped them.
religions, food, sports, traditions or leisure groups. students wil
o Students will explore the types of cultural groups create a min
these specific items belong to. map using I

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Assessment Three- Unit of Work
Nathalie Torres Lopez
Consolidation, practice, extension: or hand writ
to show thei
Students will construct a mind map either by hand or
understandi
using Microsoft Word to show the groups they belong to
on what sha
(family, cultural, religion, social) using images or key
their own
words.
identity with
o Ask students to pick one of these groups and write a
key words
short sentence about the group they belong to and
developed i
how it has helped them become the person they are
whole class
today.
discussion.
Closure:
Bring the students together once they have completed
their mind maps (The Department of Education, 2013).
Allow each student to share their mind map with all the
rest of the class.
o When students have shared their mind map ask them
if there were any key phrases/words that describe their
identity. On cards, students can fill them out with
these words.
o These words will be displayed on the Our Museum
Wall of Cultural Diversity.
o After adding these to the wall, students will then
reflect on the differences of the key words and share
their interesting new learnings.
Display their mind maps on the museum wall.
Going Further
Lesson four Elder aboriginal
Duration: approx. 1 guest speaker
week Introduction:
(incursion)
Learning Intention: Invite guest speaker, an elder Aboriginal, to express their http://www.findschoo
stories and experiences of the life of the Aboriginal orkshops.com/Aborig
Students need to
community in Australia. l-Incursions/Aborigin
identify the Students have the opportunity to find out about the customs
contribution and Incursions
and languages of local Aboriginals in Australia.
importance of Discuss and compare changes and continuities to the lives of Excursion to
Aboriginal and Aboriginal in the local community. Melbourne Muse
Torres Strait Islander (education resou
Peoples have made Development:
to Australian and Class visit to the Melbourne Museum, Bunjilaka First http://museumvictori
local community. om.au/bunjilaka/educ
Peoples exhibition on/education-
o This excursion provides students with the opportunity
programs/first-peopl
for students to interact with stories, artworks and
our-shared-history/
artefacts of the past and present times.
o By allowing students to be involved in the museums Book creator Ap
educational program of the First People, Our Shared
https://itunes.apple.c
History, students can hear the Aboriginal stories of
au/app/book-creator-

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Assessment Three- Unit of Work
Nathalie Torres Lopez
their culture, identity and community. Students will ipad-
become aware of the diverse language groups, clans create/id442378070?
and cultural practices relationship between language, mt=8
place and country in todays Victorian society.
KWL reflecting
Consolidation, practice, extension: worksheet
o At the museum visit students will undertake a https://www.eduplac
scavenger hunt (The Department of Education, 2013). m/graphicorganizer/p
Students will be given an IPad or Book Creator app of kwl.pdf
their chosen artefact (provided by the museum) with
scavenger questions to locate a number of specific
artefacts in the gallery.
o Students will need to take a photograph on the IPad
answer questions such as:
What is it?
What does it look like?
Why is it an important object?
What did you learn from it?
(The Department of Education, 2013).
The information students have collated will be sent as a link and
can accessed by teachers and students.
Closure:
When returning back to class students will share their findings
with the class reflect using the strategy of unfinished
sentences (The Department of Education, 2013) students can
document their new learning experiences from the museum
visit using sentences starters that will allow them to reflect on
their experiences:
o I learnt....
o I was surprised...
o I felt...
o I wanted to find out...
(The Department of Education, 2013).

Making
Lesson five World map temp
connections
Introduction: https://fuse.education
Duration: 2-3 hours c.gov.au/primary/pag
View.aspx?id=fcc94b
Learning Intention:
Direct students to Our Museum of Cultural Diversity wall 0226-4c69-8d6c-
Students are to that the have created. Ask them to discuss what they see? 243348509877&Sou
explore the diversity =%252fPrimary
of their community As a class discuss:
%252fPages
within Australia and o Who lives here? %252fView.aspx
the role it has in o A large map will be placed on Our Museum %253fpin
developing their Cultural Diversity wall; students will place a pin %253dCFYMP4

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Assessment Three- Unit of Work
Nathalie Torres Lopez
local community. on their country of origin/nationality and attach it Summative
(using string) back to Australia to show a link and assessment on gr
connection. discussion assess
Development: by a rubric.
o Rubric will
Students will be regrouped on the mat and a brainstorm on assess stude
the white board of all the key concepts/words on the contribution
museum wall. the discussi
Key words that students come up with (e.g. various key
traditions/celebrations of cultures, distinct foods, religions, words/ideas
identity and indigenous individuals) they will be asked to students
discuss what these words mean believe mak
Consolidation, practice, extension: up diversity
from the
With these key words, in partners students will pick and create classroom w
a video about their culture. Discussing where their nationality, created with
traditions, celebrations and why they believe their culture is the unit and
important in the community and Australia? how they
Closure: collaborativ
conversed w
Students will be asked to return to their KWL (know, want to other studen
know, learnt) sheet that they filled out at the beginning of the
unit and fill in the learnt section (The Department of
Education, 2013). Students need to identify what they have
learnt in the roles cultured backgrounds have participated in
the development and contributions of the local community
with the involvement of the key words students have come up
with on the museum wall.
Taking Action
Lesson six Summative
Assessment of th
Duration: approx. 1 Introduction:
oral presentation
week
As a class revisit the key concepts in lesson five with evaluated by rub
Learning Intention: students about the diverse backgrounds, which have (appendix 1).
developed and contributed to the life of the local community. o Students are
Students are to
identify and Development: gathering all
demonstrate how their knowled
they can actively Discuss with students (focus questions): of what they
o What would happen if diverse backgrounds do havent learnt
participate and
contribute in the life not participate in the community? throughout th
o Do you think the community would be different? unit on cultur
of community.
As a class brainstorm and during ask students as a think- and groups th
pair-share to think and identify ways in which they can be have contribu
cooperative, responsible community members (The to the life of t
Department of Education, 2013). community an
These ideas will be written on the board so students can see Australia and
the diverse ways individuals contribute. how they can

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Assessment Three- Unit of Work
Nathalie Torres Lopez
Consolidation, practice, extension: take on roles
themselves to
In groups of 2-3 students, they will create and prepare a
participate.
presentation (poster or PowerPoint) on an aspect they
believe is important to maintain in the local community in
relation to diversity.
Students will include valuable aspects about the community
and their suggestions in improving and participating in the
wellbeing and multiculturalism of society.
This presentation can be presented to the parents and other
community members so students can express their voice as
active citizens in society.
Closure:
Ask students to display their presentations on the Our
Museum of Cultural Diversity for students to visually see
all the work they have contributed in creating the wall
throughout the unit.
As whole class students will be asked reflect on and revisit
all their contributions and role diverse background and
cultures have played in developing the local community and
Australia and their new knowledge on the diversity of
Australia.

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Nathalie Torres Lopez

References
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom's taxonomy of educational objectives. Retrieved from https://scholar.google.com.au/

Australian Curriculum and Reporting Authority (ACARA). (n.d.). General capabilities in the Australian
curriculum. Sydney: ACARA. Retrieved from: www.australiancurriculum.edu.au/

Banks, J. A. (2001). Cultural diversity and education. Foundations, curriculum, and teaching. Retrieved from
http://www.africanafrican.com/

Bennett, C. I. (1986). Comprehensive multicultural education: Theory and practice. Retrieved form
http://www.cc.kyoto-su.ac.jp/

Gilbert, R., & Hoepper, B. (Eds.). (2011). Teaching society and environment (4th ed.). South Melbourne,
Victoria. Cengage Learning.

Museum Victoria. (n.d.). First Peoples-Our Shared History. Education: Educational Programs. Bunjilaka.
Retrieved from http://museumvictoria.com.au/

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd ed.). Oxford:
Sydney.

The Department of Education. (2013). Teaching and Learning Strategies. School Drug Education and Road
Aware. Retrieved from http://leo.acu.edu.au/

Victorian Curriculum and Assessment Authority. (2014). AusVELS: The Australian curriculum in Victoria.
Retrieved from: http://ausvels.vcaa.vic.edu.au

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Assessment Three- Unit of Work
Nathalie Torres Lopez

Appendix 1.
Oral Presentation Rubric: Taking Action in
the Community
Teacher: Nathalie Torres Lopez
Student/s name:
________________________________________
Category Excellent Good Satisfactory Below
expected lev

Content Students have Students have Students have Students have

evidently shown in demonstrated somewhat limitedly shown
a high manner valuable aspects involved valuable aspects about the
valuable aspects about the aspects about the community and
about the community and community and their suggestions
community and
their suggestions their suggestions improving and
their suggestions
in improving and in improving and in improving and participating in th
participating in the participating in participating in the wellbeing and
wellbeing and the wellbeing and wellbeing and multiculturalism o
multiculturalism multiculturalism multiculturalism society.
of society. of society. of society.

Understanding Students clearly Students Students Students have

demonstrate a full demonstrate a demonstrate a limited
understanding of good satisfactory level understanding of
an issue they understanding of of understanding issue they believe
believe is an issue they of an issue they important to
important to believe is believe is maintain in the lo

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Assessment Three- Unit of Work
Nathalie Torres Lopez

maintain in the important to important to community.

local community. maintain in the maintain in the
local community. local community.

Organisation Students are Students seem Students are Students do not

noticeably very well prepared and somewhat seem well prepare
well prepared and seem to have prepared and lack and have clearly n
have clearly practiced. rehearsal. practiced.
practiced.

Teamwork Students have Students have Students seem to Students have not
highly evidently worked have worked demonstrated to
demonstrated to collaboratively collaboratively work
work and cooperatively and cooperatively collaboratively an
collaboratively as a team. as a team. cooperatively as a
and cooperatively team with lack of
as a team. communication.

Communication Students evidently Students Students evidently Students seem to

articulate with articulate their show great body lack confidence in
strong confident ideas with language with a body language an
body language and assertive body clear tone. unclear tone.
enthusiastic tone. language and
clear tone.

Presentation Students show a Students show Students show a Students lack a

high level of great use of good use of creative, inventiv
creative, inventive creative, creative, inventive and imaginative
and imaginative inventive and and imaginative form of presentati
form of imaginative form form of with no use of IC
presentation with of presentation presentation with
high use of ICT. with high use of high use of ICT.
ICT.

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