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Integrated Unit of Work The Dreamtime

Theme & Unit Description
The overarching theme for this integrated unit of work is that of the Aboriginal Dreamtime. Students will be exposed to a range of
Dreamtime stories to assist them in making connections between Indigenous Australian cultures, the dreamtime and the Australian environment
(local and national). The teaching and learning experiences are informed by the 8 Aboriginal Ways of Learning pedagogy (ECU, 2012) and
Gardners Multiple Intelligences model (Gardner, 2003) to ensure that all students both indigenous and non-indigenous are provided with the best
opportunities to learn. The strong community links that are incorporated into this unit allows all students to connect with their community, current
environmental issues, and promotes learning in a communal environment. Place-based learning, where students explore their local environment,
allows students to create personal relationships with the land and place, whilst being encouraged to draw on personal experiences of dreamtime
stories, important landforms and the importance of water, connecting their learning to their own lives. To ensure the authenticity of the content in
the unit and respect for the Indigenous Australian histories and practices being explored, the school works closely with the local Indigenous
community whilst striving to cater for the learning needs of Indigenous Australian students as outlined in the Aboriginal Education and Training
Strategy (NSW Department of Education, 2012).
In this integrated unit of work, students will explore landscapes, including the human-made and natural features of both the local school
and community environments. Students will be given the opportunity to communicate with another school in rural Australia, through the
Connected Classrooms Program (NSW Department of Education, 2010) to compare and contrast the various landscapes and features of their local
environment. This exploration is extended through the integration of Science, as students are able to investigate how landscapes have changed
over time (and why) and examine how water is used by a variety of communities. Students will be actively involved in understanding the process
of caring for the environment and its resources through exploring how water pollution occurs and the steps they can take to help minimise the
effects on the environment. As active citizens, students will develop an environmental campaign to create awareness for environmental issues such
as minimising waste and will communicate this through a variety of mediums.
Through a variety of integrated literacy activities, students are given the opportunity to deconstruct and reconstruct texts (narratives and
procedures), allowing students to understand texts holistically as well as their individual components, complementing their exploration of
Dreamtime stories and the environment. Enhancing and developing literacy competencies such as communication, comprehension, writing and
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evaluating texts, is at the forefront of this unit, ensuring students are equipped with the skills and knowledge to evaluate meaning through reading,
writing, listening, speaking, viewing and representing as outlined in the Literacy K-12 policy (NSW Department of Education, 2017).
In addition to catering for students of ATSI background and for the multiple intelligences of students, the inclusion and use of multimodal
texts and tasks ensure students with low english language/literacy abilities are able to access the content and meaning of texts and tasks, and are
able to communicate their understanding in a variety of forms. Additionally, through differentiation students individual learning needs are catered
for through accessible teaching, learning and assessment experiences, providing a range of alternative approaches to learning, encouraging
students to illustrate their knowledge and understanding in a flexible environment, where students can work at their own pace to develop these
skills (NSW Education Standards Authority, 2017).

Focus Questions - These questions overarch the whole unit and students will be able to answer them in detail as the unit progresses
1. What are the natural features of our local and national environment, how were they formed and how can we care for them?
2. How were the natural features of places identified in Dreamtime Stories created and what is their significance?
3. How can we ensure we are making sustainable choices when using the Earths resources such as water?
4. What actions can we take to ensure we are minimising waste and pollution in our environment?
Aims
The aim of this integrated unit is to allow students to understand and respect Australias Indigenous peoples and their culture, by
examining a range of Dreamtime Stories and the significance these hold both in the past and present, understanding their inextricable connection
to the land, and acknowledging the value of Indigenous cultures in today's society. At this stage, the NSW curriculum expects students to engage
in the world around them through interactions with people, places and environments, supporting their role and responsibility as active citizens. The
focus on exploring environments encourages students to apply a variety of inquiry based and scientific processes, to make sense of the natural and
man made environments around them, as well as providing opportunities to develop their understanding, interests and enthusiasm for caring for
the environment through Science, Geography, Literacy and the Creative Arts. This unit aims to cater for all students social, cultural and diverse
learning needs, therefore the tasks incorporated follow Gardeners multiple intelligences, allowing all students to access tasks in learning styles
they identify with and relate to.
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Unit of Work Overview

Stage 1 Year 1 Unit Topic: The Dreamtime

Key learning areas: Science, Geography, English & Creative Arts

Prior Experience: Ss have completed the other half of the Earth and Space Content in the 5 weeks prior to this integrated unit of work (ST1-8ES: observable changes occur in the sky
and landscape). Ss have learnt the structure of recounts and narratives in previous literacy lessons.

Syllabus Outcomes *see Appendix 1 for written description of outcomes

English:
EN1-1A, EN1-2A, EN1-4A, EN1-6B, EN1-8B, EN1-9B & EN1-10C
Geography:
GE1-1, GE1-2 & GE1-3
Science:
ST1-8ES, ST1-ES, ST1-4WS, ST1-2VA & ST1-5WT
Creative Arts:
VAS1.1, VAS1.2, VAS1.4 & DRAS1.3

Assessment:
*Ss will receive constructive feedback on all work, and the findings of ongoing assessment will be used to determine differentiation and ongoing teaching and learning.
Diagnostic: At the beginning of each new concept the Ss are to brainstorm what they already know about the subject, providing the teacher with an understanding of their prior
knowledge and directing future teaching.
Formative: Throughout the unit the teacher will observe student participation and assess work samples to gauge where each student is in their learning, using an iPad to take copies of
work samples, film students working, record their spoken explanations (particularly for students with writing issues) and to check off achieved outcomes on individual student
checklists.
Summative: To ensure students meet the outcomes to a high standard major pieces of work completed at the end of a specific concept will act as summative assessments (e.g. published
Dreamtime Story) which the teacher will assess in line with specific rubrics and national/state expectations, copies of both these pieces of work and their related rubrics will be saved in
each students individual folder using the Ts iPad.
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Week Overview of Learning

1. Features of the Land

Local Excursion: Class observes and draw features of the school and local park, comparing the manmade and natural features & compare their findings to those of their connected classroom peers
Natural artworks: Ss create a natural feature they observed using natural materials from their excursion
Writing: Introduction to Procedures
Literacy Groups (Appendix 2 - Group Organisation): Basis for literacy input and groups will be The Rainbow Serpent. Rotations: Summary (Comic Strip), Guided Reading with T, Readers
Theatre & Comprehension task.

2. Looking After Our Environment

Meet Ulurus Traditional Owners(http://splash.abc.net.au/home#!/media/2182479/Meet-Uluru%E2%80%99s-traditional-owners) - discuss significance (dreamtime) and how it is cared for.
Our World Bardi Jaawi, Life at Ardiyooloon Book - Use Google Earth to view the envts in the text and compare them to the local envt and the connected class envt.
How can we increase the natural features of our school? Procedural text: Plant More Trees (As Class - Scaffolded)
Literacy Groups : Comprehension (Watch the how to do a dot painting video and fill in blanks), Guided Reading with T, Online Manipulative Game (following instructions), and Anti-Climbing
Poster for Uluru.
Dot Painting: Ss to make their own dot painting of animals following instructions they completed during literacy groups

3 Water & Sustainability *see detailed description in unit of work teaching sequence
Dot Painting (Description) - Students write descriptive sentence(s) (Adjectives Focus) describing their dot painting animal.
Water Usage - compare use in the local community and the desert (http://splash.abc.net.au/home#!/media/30222/effects-of-dry-weather) & design water saving procedure posters
Landform Formation Write procedure & implement investigation into the effect of water on land & view the effect of the weather on features of the school environment.
Literacy Groups(Taddalick the Frog): Read with T (levelled readers), Comprehension, Readers Theatre, & Listening to Reading/Independent Reading.

4 Water Pollution *see detailed description in unit of work teaching sequence

Literacy groups: (How the Birds got their Colours): Guided reading with the T (levelled readers), Independent reading/ listening to reading, comprehension tasks and construction of a procedure
activity.
Guided Class Construction of a Dreamtime Story
Colourful bird artworks: Create artworks based on the weeks text incorporating dot painting tech.s from last week.
Water Pollution Lessons: Play Clean up the River, science investigation - water pollution, video on water pollution (http://www.abc.net.au/btn/story/s4301070.htm) & brainstorm of how we can
help to minimise waste ending up in our oceans
Minimising waste campaign - Ss work in groups of four to design a campaign to reduce waste in the school.

5 Individual Dreamtime Stories

Students Own Dreamtime Stories - Over 5 lesson students plan, write, edit, illustrate and share their own dreamtime stories.
Big Rain Coming by Katrina Germein - Class discussion about how important rain is for people, animals and the environment and how the changes in the weather affected them. (Bringing
together whole terms learning)
Indigenous Calendars: Ss work in groups and explore different indigenous seasonal calendars determining the weather in each season and predicting how the land will change.
Literacy Groups: Publishing Dreamtime Sentences (2 rotations), Reading with T, Reading with Parent/Carer & Comprehension (once sentences typed).
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Teaching Sequence
*The content outlined in this teaching sequence contains the plan for the majority of students (core), task differentiation is outlined below.

Week 3
* Written outcomes and indicators (O & I) linked to the below code are located in the Appendix 1

Lesson O&I Teaching Experiences Ass. Resources

1 EN1-4A.1 Tiddalick the Frog (Monday) - Literacy Input Diagnostic - Book: Tiddalick the Frog
45 min EN1-4A.2 Introduction: Ss recall the dreaming and what the dreamtime stories explain using examples. Recollection Per S: Illustrations & Sentences (with
EN1-4A. 3 Body: T reads Tiddalick the Frog to the class, post-reading the Ss are to fill in the blanks in the sentences from the blanks) from the text, glue, scissors &
story, then they are to match the sentences to the provided illustrations and order them. Formative - Eng. book), Smartboard
Closure: Discussion of main activity and strategies used. Matching Task iPads for Siena and Ethan

2 EN1-2A.2 Dot Painting Description (Monday) Video:https://www.youtube.com/watch?

45 min EN1-9B.1 Introduction: Watch the video Why Koala has a stumpy tail & discuss the story, the adjectives used and the Formative - v=itszep0duwI
EN1-9B.2 selfishness of taking all the water (connect to Tiddalick the Frog). Sentence Writing Smartboard
VAS1.4.1
Body: Joint (Class) and then individual construction of descriptive sentence(s) (Adjectives Focus) describing the Ss Dot Paintings
students own dot painting animal. Lined Paper
Closure: Small group then class discussion of artworks & sentences (3 stars & a wish) iPads for Siena and Ethan

3 ST1-9ES.1 Water Useage (1) (Tuesday) Diagnostic - Smartboard

45 min GE1-2.1 Introduction: Mixed ability pairs brainstorm the ways they use water Class Brainstorm Brainstorm Family in the Desert Video:
Body: Venn Diagram - Ss watch the video and complete a venn diagram comparing how they use water in their http://splash.abc.net.au/home#!/media/3
everyday life compared to a family living in the desert. Formative - Venn 0222/effects-of-dry-weather
Closure: Class discussion - Who uses more water?, Do we use more than our fair share? (relate to prior stories) Diagram HSIE Book, iPads for Siena and Ethan

4 ST1-9ES.2 Water Useage (2) (Wednesday) Smartboard

45 min ST1-9ES.4 Intro.: Class Brainstorm - How can we look after water and make sustainable choices? Poster Paper
GE1-2.2 Body: In mixed ability pairs students create mini posters with a procedure on how to save water when - brushing Summative - Pencils
EN2-1A.1
teeth, using the bubbler etc. and a corresponding picture to be displayed to raise awareness around the school. Procedure Textas
EN2-2A.1
EN2-2A.6 Closure: Ss share their posters and explain how their poster will help reduce water use. iPads for Siena and Ethan

5 ST1-9ES.2 Land Formation (1) (Thursday) Smartboard

1.5 hours ST1-9ES.4 Introduction: Recall Tiddalick the Frog and discuss how water created natural features of the environment. Formative - Class Trays
EN1-9B.1 Body: Class construction of a procedure for investigating the effect of water on land. In mixed ability groups the Discussion Soil, Rocks, Sticks & Leaves
EN1-9B.2
students then complete the investigation (Appendix 3) and draw (and label) the slope before and after water is Water
ST1-9ES.2
ST1-9ES.4 poured to observe changes. Small Watering Cans
ST1-8ES.1 Closure: Discussion - Discuss findings, explanations and connect to natural events and landforms. Science Books
ST1-8ES.2 iPads for Siena and Ethan
ST1-4WS.1
GE1-1.2
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6 ST1-8ES Land Formation (2) (Friday) Smartboard

45 min ST1-8ES.3 Introduction: Watch Summer Floods & identify the effect that the water had on both natural and manmade Formative - iPad Summer Floods Video:
GE1-1 features of the environment. videos, http://www.abc.net.au/btn/story/s342941
GE1-1.1
Body: Outdoors - Ss (in small groups) identify the effect the weather (water, wind etc.) has had on both natural commentary and 1.htm
GE1-1.2
EN1-1A and human features of the land, using iPads to record their observations and commentary. observation Hats
EN1-1A.1 Closure: Group videos shown on Smartboards, class discusses changes and provides feedback (two stars and a iPads
EN1-1A.2 wish. School Grounds

Daily EN1-1A.1 Literacy Groups (Appendix 2) (Tuesday - Friday: 9.45-10.30) Formative - Readers Theatre Scripts from:: Readers
45 min EN1-4A.1 Guided reading with T, Comprehension task on Tiddalick the Frog, Independent reading & listening to reading Observation and Theatre- Lower Primary Books 1 and 2
EN1-4A.2 & Readers Theatre (Appendix). Work Samples by Blake Education,
EN1-4A.3
iPads, Storyline Online, Leveled
DRAS1.3.1
DRAS1.4.1 Readers, LSO, parents/carers

Week 4
* Written outcomes and indicators linked to the below code are located in the Appendix 1

Lesson O&I Teaching Experiences Assessment Resources

1 EN1-8B.1 Literacy Input (Monday) Diagnostic : Brainstorm Whiteboard/smartboard

Read: How the Birds got Their Colours Text: How the Birds got Their
45 mins Brainstorm: Elements and language features of a narrative/Dreamtime Story Colours
Explanation: Comprehension task to be completed in literacy groups

2 EN1-2A Procedure Writing (Monday) Formative: Contribution Whiteboard/smartboard

(1, 3, 5, 7) Introduction: Construction of writing process checklist: plan, write, edit, read to joint construction Student workbooks
EN1-6B.2 Body: How to write a Dreamtime Story Scaffold of procedure
45 mins EN1-8B.1 Joint construction of a procedure How to write a Dreamtime story
EN1-8B.2
Closure: Review discussion recalling features of a procedure Narrative

3 VAS1.1.2 How the Birds got their Colours Artwork (Monday) Formative: Blank art paper, coloured paints,
VAS1.2.1 Introduction: Think, Pair, Share on colours in How the Birds got their colours Think pair share paint brushes, paint shirts
45 mins VAS1.4.1 Body: Creating artworks- hand print as body and dot painting features
Closure: Gallery walk of artwork

4 EN1-2A Writing a Dreamtime Story (1) (Tuesday) Formative: Constructed Dreamtime Story
(1, 3, 5, 7) Introduction: Review of writing a dreamtime story procedure and writing process checklist. Brainstorm Brainstorm and joint Writing process checklist
45 mins EN1-6B.2 information about features of rivers (Step 1: plan it) construction input whiteboard/smartboard
EN1-8B.1 Body: Joint construction of Dreamtime Story- (Step 2: Write it)
EN1-8B.2 Closure: Review and shared reading of written text
EN1-10C
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5 ST1-9ES Water Pollution (Tuesday) Formative: Smartboard, Jars, 4x different water

(2,3,4) Introduction: Interactive game Clean up the River (small groups on iPads) Observation sources, coffee filters, container of
45 mins ST1-2VA Body: Science Investigation- Water pollution (see Appendix 4) Summative: water, food dye, Ss workbooks
ST1-4WS.1 Closure: Polluted water demonstration by T- water and food dye. Discussion of findings Science Investigation, Game:http://www.cleanupaustraliad
ST1-4WS.2 discussion answers ay.org.au/about/resource-
ST1-5WT.1 centre/gncu-teacher-resource-centre

6 GE1-2.3 Connected Classroom Conference (Wednesday) Formative: Smartboard

ST1-9ES.2 Introduction: Brainstorm interview questions about caring for the environment for Connected classroom Brainstorm input Connected Classroom peers
45 mins ST1- 4WS peers Summative:
EN-1A.1 Body: Conference/interview with connected classroom peers Responses
Closure: Discussion/ review of responses and strategies to care for environment

7 EN1-2A Writing a Dreamtime Story (2) (Thursday) Formative: Constructed Dreamtime Story
(1, 3, 5, 7) Introduction: Shared reading of class Dreamtime story Input during joint Coloured pencils, textas etc
45 mins EN1-6B.2 Body: Joint construction- continue writing story. Move onto Step 3: editing story. Print off and Ss illustrate construction
EN1-8B.1 sentences in groups of 3
EN1-8B.2 Closure: Presentation- Step 4: Read it. Ss present story and illustrations in order
EN1-10C

8 GE1-2.2 Minimising Waste Campaign (Thursday) Formative: Blank paper, art supplies
GE1-2.3 Introduction: Brainstorm in small groups how we can minimise waste ending up in our oceans. Watch and Brainstorm Ipads or flip cameras, BTN video,
GE1-3 discuss BTN video Ocean Rubbish (http://www.abc.net.au/btn/story/s43
1.5 hrs ST1-9ES.2 Body: Design School Campaign- awareness about waste and recycling. Brainstorm features to include. Create 01070.htm),
ST1-9ES.3 poster or 30 sec video in small mixed ability groups.
ST1-2VA Closure: Ss to share their progress with the class
EN1-2A

9 GE1-2.2 Minimising Waste Campaign (Friday) Summative: Blank paper, art supplies (pencils,
GE1-2.3 Introduction: Discussion of how Ss have minimised waste during the week. Registration of school for Product of campaign and textas, paint etc)
GE1-3 Schools Recycle Right Challenge. presentation Ipads or flip cameras
45 mins ST1-9ES.2 Body: Continue on campaign design
ST1-9ES.3 Closure: Preparation for presentation of campaign at Assembly
ST1-2VA
EN1-2A

Daily EN1-1A.1 Literacy Groups (Appendix 2): (Tuesday-Friday: 9.45-10.30) Formative: Guided reading books,
EN1-4A.1 Guided reading with T, Comprehension task on How the Birds got their Colours, Independent reading & Observation and work comprehension text,, How the
45 mins EN1-4A.3 listening to reading, Construction of text (reconstructing procedural texts) samples Birds got Their Colours video,
LSO, parents/carers
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Differentiation
Note: For some tasks the activities & expectations have been modified depending on student abilities, in general the ability based differentiation involves modification of the Core
activities for the below groups , however these classifications (below) are fluid and alter depending on the task and subject undertaken.

High Ability Students Core Students Low Ability Students

Hugo, Thomas, Charlotte, Michaela, Laura, Jessica, Liam, Josh, Lachlan, Luca & Siena Ethan and 9 other Students Cherry, Chan, Olly, Tasha, Sara, Lucy, Maria, Sam & Oscar

Extension Low Ability Resource/Activity Modifications

- Expand on steps, adding in adverbs, adjectives
and provide more description for each step.
- Edit their work and add in more verbs, adverbs
and adjectives
- Expand on their findings and explain why they
think these findings occurred (investigations,
observations etc.)
- Record the questions and responses during the
interview
- High ability students are encouraged to produce
a greater quantity of work, and are encouraged to
think of synonyms for basic words to improve
their writing.
- If high ability students complete writing tasks
early they are encouraged to first check their own
work critically then swap with a partner and peer-
review.
- Have more difficult words to replace (W3L1)
- Ss are to write a sentence/s under their results
describing what happened. (W3L5)
-LSO is available) (always present during literacy groups) to
support EAL/D students and students of low ability.
-Ss who struggle to read work on the floor with the T, do not
have any blanks in their sentences and are encouraged to sound
out the words, read for meaning and match/order as a result
(W3L1).
-Ss with low-level writing abilities, reading abilities or simply
confusion surrounding the specific task can sit on the floor and
work with the T who will provide scaffolded guidance to allow
the Ss to complete their own individual piece of work.
-Ss of low ability are asked to just draw the results and try and
add at least one label. (W3L5)
-Scaffold of a procedure to assist in their organisation and
presentation of procedure
- Use a scaffold to prompt their writing and expose them to the
correct layout
- Record their experiment and findings on a scaffold with
prompts or illustrate steps instead of writing
Ethan and Sienna
- Use iPads to assist in their writing. Input information into scaffold on the iPad if required, use larger
paintbrushes they are able to grip, or use alternative materials.
-Siena and Ethan are to use iPads for cutting/pasting tasks (uploaded by T to iPads) (W3L1)
- Label their drawings/photographs of the results using their iPads. (W3L5)
- It is ensured that all areas visited by the class for filming are accessible to all students including Siena and
Ethan (Lesson 6)
- Extended tasks are broken into smaller sections for Ethan and he is provided with regular breaks
Hugo
-When he appears to be becoming overwhelmed he is provided with short breaks in which he can wash his
face, walk around, read, deliver a note to the office etc.
- T frequently engages him in conversation about his work to maintain his interest and encourages him to
integrate his own interests/skills into his work.
EAL/D
-LSO and EAL/D specialists will provide extra assistance and remove students from class for additional,
targeted support
-Visuals linked to written and spoken information/instructions etc to ensure understanding
-Simple, short and clear instructions beginning with the verb.
ATSI
-T ensures that their teaching and learning strategies align with the 8 ways of Indigenous learning pedagogy
-T encourages the incorporation of Indigenous languages in the classroom
-T understands and embraces Aboriginal English as a dialect
-T encourages Ss to share their own cultural knowledge, experiences, beliefs & dreamtime stories.

Evaluation Strategies:
- Daily critical reflection on success or issues with teaching and learning strategies
- Observational notes about how the strategies need to be modified based on outcome of lesson and formative assessments
- Performance of students in formative and summative assessment (meeting outcomes and indicators, rubrics for summative assessments)
- Student feedback during lesson and after integrated unit of work
- iPad used to take images, videos and recordings of student work samples, group work, performances and spoken work samples for verbal learners and students with
writing problems.
- iPad used to make continual observational notes and to check off student outcome achievement on individual checklists
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