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Unit plan: Who Are We?

Unit overview

Unit Plan Title: Who Are We?

Year Levels Years 5 – 6?

Curriculum – Framing questions

Essential Question
• What does ‘Australian’ mean?

Unit Questions
• What can we learn from History?
• Why is Australia a multicultural society?
• How has immigration affected Australia’s society and culture?
• What is Australia’s History – what has made us what we are today?
• Who are our heroes?

Content Questions
• Why do we have people from many different parts of the world living in Australia?
• Why would people leave the country in which they are born?
• What is a refugee and/or an asylum seeker?
• What was “The White Australia Policy?
• Australia has seen many waves of immigration throughout its history. From which
regions of the world have our immigrants come?

Unit Summary
Australia has seen several waves of immigration over its history. This unit aims to investigate
the effect this has had on the make up of the Australian population and its culture. We will
explore the circumstances and personal qualities that would induce someone to immigrate
and/or flee their country of origin, and the effect this may have upon the immigrant/refugee.

Teaching and Learning Strategies

This unit employs a range of teaching and learning strategies aimed at encouraging
independence, co-operation, and higher order thinking. A flexible timetabling organization
such as a contract based/negotiated system will allow for individualization of tasks and
expectations. Starting with a K-W-L session will help structure the class activities to focus on
the needs of this group. Small group/ whole group/small group patterns will allow the sharing
and reinforcing of research information. Asking students to finish this unit with a synthesis
task requires a good knowledge of our history, an understanding of the social and global
forces at play and also encourages them to hypothesis upon possible future scenarios.

Unit Plan: Who Are We? Page 1

Professional Learning
• Become familiar with the Learning objects to be used – and make sure they are
readily available for class use and suitable for your intended purpose..
• Become familiar with basic Kahootz skills. (See prerequisite skills section.)
• Become familiar with PowerPoint Producer and the skills involved in downloading
digital video footage, and the use of “Movie Maker” to edit video clips.
• Access appropriate Professional Development either within the school or regionally
available sessions, delivered through centres such as SERCT.
• To assist in the planning and implementation of this unit work with a team of teachers
across the year levels. When students are developing their weekly timetables and
negotiating the tasks they will carry out good record keeping and understandings of
individual students needs/weaknesses & strengths is important. The Librarian would
be a good team member to include as he/she may be able to locate a wide range of
source material.
• It would be an advantage to read the Multicultural Education policy of the Victorian
Education department located at:
• Browse the website http://rubistar.4teachers.org/index.php (accessible from the
educational channel) which will help you design an assessment rubric that may more
accurately reflect your objectives and reflect your students needs, for this and any
other project.
• The celebration/presentation at the end of this unit provides an opportunity to show
other teachers the level of students’ understandings and thinking developed as a
result of this unit. A flexible timetabling approach within the school for part of this unit
might allow learning team members to swap roles for a short period and provide
opportunity to gain ideas and understandings from each other.

Victorian Essential Learning Standards

This unit can be used to assess a range of Victorian Essential Learning Standards.
The table below is an example of how this unit may be used to assess some Level 4

Strand Domain Dimension Key elements of

the Standards
Students will:
… understand the
concept of
multiculturalism and
Civics and citizenship Civic knowledge &
describe the
contribution of
various cultural
groups …
… work
Physical, Personal
cooperatively to
and Social Learning
allocate tasks and
develop timelines.
Working with teams
… accept
Interpersonal Learning responsibility for
their roles and their
… respect for a
Building Social
diverse range of
people and groups.
... ask questions
about their own
Humanities/History Historical knowledge society.
and understanding

Unit Plan: Who Are We? Page 2

… sequence events
and describe their
significance in
bringing about
… interpret and
respond to a wide
range of literary,
Reading everyday and
multimedia texts in
English print and in
multimodal formats.
… produce in print
and electronic forms,
a variety of texts for
different purposes …
… independently
use a range of skills,
procedures and
functions to process
different data types
ICT for creating and produce
accurate and
Interdisciplinary Technologies (ICT)
suitably formatted
products to suit
different purposes
and audiences.

… generate
Thinking imaginative solutions
when solving

• Class Novel. Read one of the class novels (see suggested list in materials list) to the
class prior to commencing the main body of this unit. A subsequent novel should be
read throughout the implementation period of the unit.
• Whole class session discussing the essential question and what it means. Use an
appropriate method to record student’s ideas.
• Complete the first columns of a K-W-L-H chart on the topic.


See KWLH template below

• The K-W-L-H organiser provides students with a framework to explore their prior
knowledge on a topic and consider what they would like to know and learn. By
breaking into small groups to list what we would like to learn (2nd column) provides a
co-operative group opportunity for students to take on different roles.
• Complete the Digital learning Objects.
• Use of a data projector (& smart board if available) to allow whole group to work
through L0779 The Journey of the Long Hai, together.

Unit Plan: Who Are We? Page 3

Figure 1digiLearn LO779 The Journey of the Hong Hai

• Students interacting with the smart board allows the kinaesthetic learners to discover
where all the information is found on the page. Taking notes during the session will
allow the verbal linguistic learner to make use of the information while the visual
spatial learners are well catered for by the inherent format of the learning object.
• Stories (gathering more source material) Using the Immigration Museum’s website
(see Internet Resources), students access the “Stories” page, and use a worksheet to
take notes on the “waves” of immigration into Australia.
• Students will individually work through one of the following learning objects:
• LO0684: The Journey of the Hong Hai: Design a Museum Exhibition.

Figure 2digiLearn LO684 The Journey of the Hong Hai: Design a Museum
LO0614: Fiona Chiu: Chinese family tree

Figure 3digiLearn L0614 TFiona Chui: Chinese Family Tree

L0361 Nhu Minh: Multiculturalism in Australia

Unit Plan: Who Are We? Page 4

Figure 3digiLearn L0361 Nhu Minh: Multiculturalism in Australia.

This can be completed on classroom based computers and may be managed through
the use of flexible timetabling such as ‘contract’ based organisation. Students would
then need to book approx 1 hour on a work station, so as to complete the learning
object in one sitting.
• As part of the “contract based” timetabling students will also be undertaking a variety
of individual and small group activities, chosen from a selection developed using
Tony Ryan’s Thinkers Keys.

Thinkers keys.doc

See Thinkers Keys below

• If possible linking the students up with e-pals from a class in anther school that
perhaps has a broader mix of different cultural & ethnic backgrounds would be a
great benefit. This should not be viewed as a research task, but rather as an
opportunity to make friends and later meet up for a joint outing.
• Co-operative group discussion (with differentiated roles – as outlined in Joan Dalton’s
Adventures in Thinking) and completion of Y chart on various aspects of the personal
aspects of immigration. Y charts ask students to explore what a given situation:- feels
like/ looks like /sounds like. Eg.’s
o Arriving in a New Country,
o Leaving your homeland,
o Not Speaking the Language,
o Living in a situation where you are not safe/free,
o Being discriminated against – being unwelcome
o Etc

Sample Y chart.doc

See Y chart below

• By asking students within each group to use a different coloured felt markers the
teacher is able to differentiate the contributions made by individual team members,
and at a later time use an observational checklist or anecdotal notes as part of
ongoing assessment.
Producer for PowerPoint 2003
• Students choose an imaginary character from an historically appropriate country and
time and write a diary of their journey to Australia. (Students may if they choose add
their text directly into PowerPoint) Students could use PowerPoint Producer to
present their diary. They can then either re-enact their story on video with their written
work on slides or recount it to the camera and use pictures and maps etc as support.

Unit Plan: Who Are We? Page 5

• Prior to commencing the Kahootz project a whole group – small group – whole group
session be used to develop an issues map or a lotus chart. Lotus charts and issues
map are graphic organisers that can help identify the different dimensions or
perspectives that relate to a particular event or topic of concern


See Map below

Kahootz Tasks
• Students may work individually to produce an Xpression showing three scenes. Each
representing Melbourne in the 1950’s, today and how they think it might look in the

Figure 4 Kahootz Sample Xpression

• A mind map will be produced prior to commencing to help focus thinking and tease
out all the issues and possibilities.

\mind map
See mind map below

• It is envisaged that this unit would be conducted in conjunction with a whole school
integrated approach that would culminate in a celebration day. Cross age groups may
be employed with students rotating round to several different “countries” throughout
the day. Class performances and food from around the globe would feature at lunch
break. This class’s performance might be “We Are Australian” with the Kahootz
Xpression movie (See gifted Students section) playing at the same time.

Approximate time needed

It is envisaged that this theme will be conducted across approximately 5-10weeks with approx
3 hours a week. However it would be advantageous to have read one of the suggested class
novels prior to the commencement of the class work. A second novel could be undertaken
while the unit is underway.

Prerequisite skills
• Students and/or teachers should be familiar with the use of a digital video camera,
and the use of a fire-wire to download footage to computer.
• PowerPoint producer may be new to the students but they will require a good working
knowledge of PowerPoint and video editing software such as moviemaker.
• Kahootz skills: The skills involved in the Kahootz task are quite advanced and require
an ability to:
Kahootz Skills Required Useful

Unit Plan: Who Are We? Page 6

Navigate 3D worlds C
Inserting objects C
Resizing and repositioning objects C
Swatching worlds and objects C
Grouping objects C
Internal object animation C
Keypoint object animation C
Inserting 3d or notebook text C
Importing 2d images C
Linking scenes C
Adding sounds to objects
World Keypoint animation C
Attaching objects to camera C
Inserting 3d or notepad text C

Materials and resources

Technology – Hardware
Cdenotes requirement

Camera Printer C Video Camera C

Computers C Datashow Projector C Video Conferencing C

Digital Camera C Scanner Data logging equipment

DVD player Television Internet connection
VCR Fire wire card on one C

Technology – Software
Cdenotes requirement

CD-ROMs Editing Software WebPage Development

Database/Spreadsheet Internet Web Browser Word processing
Desktop publishing Multimedia C email software
Kahootz C Animation Software PowerPoint Producer C

Digital Learning Resources

L0779: The Journey of the Hong Hai
L0684: The Journey of the Hong Hai: Design a Museum Exhibition.
L0361 Nhu Minh: Multiculturalism in Australia
L0614: Fiona Chiu: Chinese family tree

Printed materials

Starke, Ruth.; Nips XI, Port Melbourne: Lothian, 2000.

Starke, Ruth.; Nips XI Go National; Port Melbourne: Lothian,
McHugh, Siobhan; My Story, Snowy; Sydney: Ashton Scholastic, 2003,
Savvides, Irini; My Story, A Marathon of Her Own ; Ashton Scholastic
Baillie, Allan; Adrift; Ringwood, Vic: Puffin, 1994

Unit Plan: Who Are We? Page 7

Baillie, Allan ; The Boss; Sydney: Ashton Scholastic, 1992.

It would be great to have a supply of blank cd’s so the students could burn a copy of their
PowerPoint to take home when they are finished. They could also do this for their Kahootz
Xpression if they own the program at home. Otherwise publishing to the school kahootz web
page would have to suffice.

Internet resources
Immigration Museum - Australia, Victoria, Melbourne
http://www.museum.vic.gov.au/sobs/ (online project)

An excursion to the Victorian Immigration Museum, would enhance this unit.

Accommodations for Differential Learning

Students with special needs

• Through the use of a “contract based” classroom organization and negotiated
curriculum/evaluation setting, the teacher will be able to adjust the task to suit the
needs of individual students. With the ‘Thinkers keys’ and Blooms activities the
teacher might include less activities for this child her be more prescriptive as to which
ones the child should complete. The special needs child might be included as an
actor, the director or film maker in the Producer tasks.
• By pairing students for the individual learning objects a more able student may read
aloud any sections that rely heavily upon text. In the learning objects L0361 and
L0641 the special needs child could be responsible for typing the scene setting while
his/her partner wrote the voice over, while completing the story board.

English as a Second Language (ESL) students

• ESL students would hopefully be seen as a wonderful resource within this unit.
• ESL student’s Kahootz task might be to create an Xpression that shows the
differences in everyday life in Australia and their country of origin. The visual nature
of the Kahootz task should be an advantage.
• ESL student’s might have a slightly differentiated task for the PowerPoint Producer
diary - if it is appropriate and they feel comfortable, they might like to document a
more realistic diary of their own journey to Australia. This could be undertaken with
other group members to help with re-enactment or story telling to video. Alternatively
they might be able to provide a voice over in their native language by translating that
written in English.

Gifted Students
• The following tasks could be included in a contract based class organization with a
points weighting that allowed for the extra time they might require.
• Capable ICT students will jointly produce a Kahootz movie of the song “I am
Australian” Each child will develop a scene to represent a line in the song. This can
made into a Kahootz movie, which can then be played while the class performs the
song at assembly as part of the celebration of this unit.
• A group of able and committed students might like to set up a class museum similar
to the model used in the DLO: The Long Hai. They could gather material from primary

Unit Plan: Who Are We? Page 8

sources (parents, friends, relatives) or produce copies of items from the stories we
research (immigration/ museum /websites /novels /etc).
• A debate on Australia’s refugee and asylum seeker policies could be researched and
conducted by interested and able students.

Student Assessment

• The Victorian Essential Learning Standards supports a combination of assessment

• assessment of learning (summative)
• assessment for learning (formative)
• assessment as learning (ongoing)
• The table below shows a range of assessment criteria, tool and strategies applicable
to this unit.

Victorian Essential Learning Assessment criteria Evidence

ICT for creating
Information Communication use a range of skills to Kahootz Xpression involving
Technologies (ICT) develop a multimedia product 3 scenes of Melbourne – in
that includes an interactive the 1950’s, today and in
element 2030.

Teacher assessment rubric

Humanities/History Historical knowledge and for the Kahootz Xpression.
make comparisons between
aspects of different cultures Assessment rubric -
and countries, in both the kahootz.doc
past and present, and ask
questions about their own See rubric below
society. The students Kahootz
Thinking Creativity Xpression is to be included in
generate imaginative their digital portfolio, which is
set up as a web page and is
solutions when solving
problems. burnt to CD twice a year and
sent home at report time.

Geospatial skills PowerPoint Producer to

students use atlases, street record a fictional but
directories and town plan historically plausible diary of
maps to accurately describe an immigrant’s journey to
the distance, direction and Australia.
location of places.
Assessment Rubric for the
PowerPoint Producer task.

Speaking & Listening Assessment rubric -

students plan, rehearse and PowerPoint Producer.
make presentations for See rubric below
different purposes. They Peer assessment on
adjust their speaking to take PowerPoint Producer
English account of context, purpose
and audience, and vary tone,
volume and pace of speech t

See PMI below

Unit Plan: Who Are We? Page 9

Building Social relationships Self assessment sheet on
Working with teams
co-operation self
Interpersonal Learning assessment.doc
See assessment rubric below

Teacher observational
checklist (including Y chart)

Key Word Search

Multiculturalism, culture, refugee, immigration, immigrant, Asian, asylum seekers, boat
people, white Australia, race, racism,

© State of Victoria 2004. This work has been created by the Department of Education and Training, Victoria and
copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or
training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale.
Reproduction for the purposes other than those indicated above requires the written permission of the Department of
Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the
Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility
for any modifications made.
Intel® Teach to the Future Unit Plan template used with permission. © 2004 Intel Corporation. All rights reserved.

Unit Plan: Who Are We? Page 10


The K-W-L-H organiser provides students with a framework to explore their prior knowledge
on a topic and consider what they would like to know and learn. This organiser can be used as
an individual or group strategy but is most effective when students are given the opportunity
to reflect individually before sharing with others.

K - Stands for helping students recall what they KNOW about the subject.

W - Stands for helping students determine what they WANT to learn.

L - Stands for helping students identify and reflect upon what they have LEARNT at the end
of a topic or activity.

H - Stands for HOW did we learn it and aids metacognition by assisting students to reflect
upon what they have learnt and how they have learnt it.


What We Know What We Want to What We How Did We

Find Out Learned Learn It
Choose from the following activities:
The Reverse Listing Key
Place words such as cannot, never or not in a sentence.
Eg. Name 10 things that you could not eat.
The What If Key
What If Australia was invaded and taken over by another country?

The Disadvantages Key

Think of boat list a number of its disadvantages. Then list some ways of
correcting or eliminating these.

The Combination Key

List the attributes of a mobile phone and a stove., then combine the
attributes into a single object.

The Alphabet Key

Compile a list of words from A- Z which have relevance to
“culture”. Expand on these.

The Variations Key

How many ways can you: make new friends?
The Picture Key

How many ways can you link this picture to the topic?
The Prediction Key
Predict what children will be like in 100 years. Make a list of 10

The Different Uses Key

Find 10 uses for empty detention centres.
The Ridiculous Key
No one new can come to Australia – substantiate!

The Commonality Key

Normally a refugee from Africa and the Queen have nothing in common,
and try to find common points between them.

The Question Key

The answer is chilli. List five questions that give that answer.

The Brainstorming Key

Many people who come to Australia as migrants do not feel welcome.
Brainstorm solutions.

The Brick Wall Key

“If people come to Australia to live – they should fit in with our culture!” is a
statement which would not generally be questioned or disputed, try to break
down the wall by outlining other ways of dealing with the situation.
The Forced Relationships Key
You need to dig a hole with a pair of chopsticks, a hair tie and a
chair. (Objects cannot be used for what they were intended.) You may
draw a diagram.
The Alternative Key
Work out three ways to clean your teeth without a toothbrush. You may
draw a diagram.

The Interpretation Key

The government decided half the people of Australia had to leave. Why?

It is recommended to use large
sheets of butcher’s paper for
this task as neatness and
presentation should not hinder
the flow of ideas.





An issues map can help identify the different dimensions or perspectives that relate to a
particular event or topic of concern. It is often helpful to have issues phrased as questions as
these can be answered differently depending on the point of view held by those who suggest
an answer. The responses can then be categorised as positive or negative.

Cost to rest of society?

Ethical Fragmented groups?
What are the ethical Increased diversity?
issues? Fear/suspicion?

How has
affected life in
Political Development &use of
Do the politicians make new technologies?
the policies or do they Skills?
reflect popular opinion?

Has immigration
had any ecological

Powerpoint Producer Show

Student’s feedback for ___________________________

Student’s feedback from__________________________


Plus / Minus / Interesting






Assessment rubric
What is Australian?
Kahootz Expression
TEAM: ______________________________________________________

Element x/x Basic Good Excellent Points
5pts 10pts 15pts
Understandings of
Great contrast between
cultural effects of
.Little difference Two scenes show the two scenes with at
immigration X2
between 2 scenes. several difference. least 5 “cultural”
Interactive element
Control of
Objects inserted, Keypoint animation included. (Eg “Find 10
X2 moved, resized & applied to at least differences between the
swatched. one object. two scenes.”
Output as movie.
Members have
difficulty Members work Members compare,
Working as a team
X1 accepting each independently and discuss and cooperatively
others then submit jointly. make decisions.
TOTAL: x/75
Assessment rubric
PowerPoint Producer Movie
“Journey to Australia”
NAME: _________________________
Element x/x Basic Good Excellent Points
16pts 18pts 20pts
students use atlases, street
directories and town plan maps
to Map/diagrams/ satellite pic
HUMANITIES/GEOGRAPHY X2 .Map included Map labelled. from more than one source.
Key and notation included.
(Geospatial skills)

students plan, rehearse and Understandable Clearly presented – obviously

Student read from
make presentations for different speech. Information rehearsed. Speech
presentation – little
purposes. chunked or summarises information and
X2 modulation of tone,
summarised. Some draws attention to main points.
ENGLISH volume too soft. May
volume, little variation Good volume, tone and pace
(Speaking & Listening) be wordy or too brief.
in tone or pace. to assist with meaning.
Consistent design theme
carried through throughout
Headings and
presentation. Multiple pictures.
Design Creativity/Technology Mainly only written subheading.
x.5 work, poorly set out. Backgrounds.
Use of paragraphs or bullet
points or other tool to make
Some pictures.
information clear and easy to
Story makes sense and
is in logical sequence. Many compound sentences.
Phrases and captions Full sentences, Descriptive passages.
English - writing x.5 only. including full stops. Includes impressions and
Adjectives and emotions.
Comment: TOTAL: x/100
Name: ___________________ Date: ______

This is how I would rate my behaviour when working in groups.

!0 is highest, 1 is lowest.

My Listening Sharing Taking Contributing Encouraging Doing Working Checking
rating to others things turns in ideas others my well with that the
speaking share everyone work is
of the in the done
work group properly

• I have a low rating for __________________________________________


• To improve I am going to ______________________________________


• I have a high rating for ________________________________________

because __________________________________________________

Comment on your group’s performance:

What star rating would you give yourself?