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 * "Because We Love Our Vegemite" - ** Teachers guide of the unit

**Tuning In** In order to introduce the central focus of the unit, Australian Icons, in an engaging manner, reflective thinking is encouraged as students’ view YouTube clips of familiar songs and film clips (that can be accessed in Online Resources) that represent the Australian culture. They are encouraged to use their prior knowledge to interpret these audio and visual sources of information to recognise features that represent Australia. Students think logically and critically as they work with their partner to build on their own knowledge by sharing and discussing their ideas, opinions and beliefs of what they value as icons that are significant to the identity of our country. A concept map is created using __[|Gliffy]__ to demonstrate students ways of thinking and their prior knowledge of the topic. As students have prior experiences with this computer software, minimal teaching will be required. However, for you or the students to remind themselves of how to use Gliffy and the features of it, an [|Easy-to-use online diagramming tool]is a valuable tool. Questions to consider asking students to develop understanding and knowledge recall of Australian icons: - What do you think of when you hear the word 'Australia'? - What do you think of when you hear the word 'Australian'? - How would you describe an ‘Aussie?’ - What is common between each of the clips? (eg. Types of people, animals, environments) - Do these clips represent you and your lifestyle at all? Why? (eg. Play the same sport, see those types of animals or environments often, dress the same as the characters seen) - What was the most recognised Australian symbol? Why? (eg. The Kangaroo appeared in more than one clip) - Why do we recognise this as an Australian symbol? (eg. Constructed over time from different groups and cultures within our country) - How do we know this symbolises Australia? (eg. Media, parents?) - What sub headings could be used in your concept map? (suggestions could include: animals, places, people, environments, sport, leisure activities, language, clothes) - What features can we use on Gliffy to personalise our concept maps? (eg. Colours, fonts, layouts-encourage students to inquire, create and communicate with the ICT software)

**Finding Out** To find out what students know and to identify points of view and perspectives of others, students have their concept maps out, that were created in to previous lesson and, as a class, a discussion is generated to compare and contrast ideas. You, as the teacher guides the discussion by writing key words on the board that are expressed through ideas given as the students reflect on the knowledge they have acquired (you can also increase a weak framework (Vincent, 2007) by giving a more hands-on learning experience and instructing students who answer to write the key word on the board. This is a very effective pedagogical practice to motivate indivual student contribution). To identify patterns of knowledge, when a key word is identified, ask the students to raise their hands if they had the same idea and place a tally beside the word. Therefore, at the conclusion of the discussion, students will be able to identify patterns of similarities and differences of what they value as Australian icons. This teaching pedagogy is a form of monitoring students understanding and ensuring they are on the right track. This information will be used by each student to create a word cloud using the Web 2.0 tool ‘__[|Wordle’]__. As the words in this textual image appear bigger the more frequent the same word is written, students use the key words from the board and write them as frequently as the tally marks indicate. Students now have the opportunity to experiment with the ICT features offered in this software to personalise their word cloud (eg. colours, fonts and layouts). Encourage students to refer to the [|Wordle Tutorial]clip available on Online Resources to develop their knowledge and skills of available features of this software. The final products will be printed out and laminated to be displayed throughout the room as a reflective piece of what they believe represents Australia. This activity is an effective way of using technology as a form of communicating ideas. Questions: - //Explain// which was the most common Australian symbol recognised by the class? - //Compare// how much was this symbol more common than that? (encourage students to recognise the numeracy involvement in the activity and use the correct processes for working out). - //Describe// why do you think this symbol was recognised more than that? (eg. it was seen more times on the film clips)

**Sorting Out** Students are to prepare factual texts using the knowledge they have acquired of Australian icons in the unit so far. They are to represent their ideas of Australian icons using the Web 2.0 tool ‘[|__280 Slides__’]to design a slide show of five slides. Each slide is to entail a picture or YouTube clip of an Australian icon, its name and an interesting fact about the icon they have chosen. They are encouraged to use internet resources to find textual information to support their facts (eg. the [|'Aussie Icons']online resource). They then have the option to also use internet resources or their own personal pictures to find images to complete this task. This lesson encourages the development of student skills including organisation, representation of ideas, making choices, creating, explaining and presentation by working with ICT software. It is also a form of construstivism learning as they construct their own knowledge as they incorporate new knowledge from resources into what they already know. The teacher will draw an example on the board of what each slide should look like and using a weak framework to encourage student contribution in the construction of the content to be placed in it. This pedagogical practice encourages deep understanding as students are constructing their understanding using their own knowledge they have gained as a result of the unit. They also construct their own knowledge of how to use 280 Slides by listening and referring to the clip [|'280 Slides-Presentations Made Easy']clip that explains the steps and features they can use. Questions: - What search tools could you use to find information to back up your interesting facts? - What search tools could you use to find images to //illustrate// your slides? <span style="display: block; margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;">- How will you transfer your personal photos onto your slide if you choose to do so? (eg. have them on a USB and follow the correct uploading procedures that are explained)

**Making Conclusions** Students reflect on their learning experiences gained throughout the unit by writing a blog on what they value as the most significant Australian icon and why. They are to use the Web 2.0 tool __[|bloggers.com]__. (<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[|Blogger Tutorial - How to Start Blogging with Blogger] is suggested for students to develop their understanding of how to use this software). Internet resources may be used to further demonstrate understanding of their chosen icon; it could be an elaboration of one they have already used in the previous lesson that contributed to making their slide show or another altogether. The blog is expected to be written in six to eight sentences. It is then a follow up requirement to comment on at least two other blogs and share discussion about their chosen icon as a strategy for adapting ideas and therefore developing knowledge and understanding between students. The discussion could be because another student has had experiences with that icon or are just generally interested in the information that has been presented. This lesson is to further accentuate the collaboration of students’ knowledge and understanding in meaningful ways (Lenoy, 2010) whilst developing literacy skills in a social context. You will remind students that this piece of writing is an assessment piece and therefore, the literacy requirements are expected to be considered in the writing of the blog. These will include sentence structure, spelling and punctuation. Questions: <span style="display: block; margin: 0cm -2.3pt 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;">- What search tools did you use in the previous lesson to find interesting facts about your chosen icons? <span style="display: block; margin: 0cm -2.3pt 10pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;">- What other tools could you use to create your blog?

**Reflecting and Taking Action** As a form of reflection as a class, a presentation morning will be had in the classroom where students will present their presentation they created using the Web 2.0 Tool 280 Slides in the ‘Sorting Out’ phase of the unit. The oral presentation will be made by having the accompaniment of the Interactive White Board to display their slide show. Students will be presenting to a familiar audience which will include invited staff members, parents and their peers. As an oral presentation, remind students of their use of language and for tips to follow the site available on the Online Resources: __[|Making an Oral Presentation.]__ To demonstrate their learning experiences, students are required to come dressed as a character that represents Australia where ideas will be discussed prior to the event. The presentations will be followed by ‘smoko’ where everyone is invited to stay for a ‘cuppa billy tea’ and some damper. Questions: <span style="display: block; margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;">- What are some forms of clothing that would be appropriate for this presentation morning to show how we represent our country? (eg. thongs (‘pluggers’). Blue singlet (‘jacky-how’) Akubra hat) <span style="display: block; margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;">- What skills should we consider when making an oral presentation? (eg. eye contact, speaking clearly, practice their presentation)

__**Curriculum Documents**__ **Essential Learnings by the end of Year 5** · Studies of Society and Environment // Ways of Working // Students are able to: - Plan investigations based on questions and inquiry models - Collect and organise information and evidence - Draw and justify conclusions based on information and evidence - Communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose - Share opinions, identify possibilities and propose actions to respond to their findings - Reflect on learning to identify new understandings and future applications // Knowledge and understanding // Time, continuity and change <span style="display: block; margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -18pt;"> è Changes and continuities are represented by events and people’s contributions, and are viewed differently by people - Individuals and groups have made significant contributions to change and maintain Australian communities, heritages and identities Culture and Identity <span style="display: block; margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -18pt;"> è Communities contain cultures and groups that contribute to diversity and influence cohesion - Groups in Australian communities contribute to cultural diversity by celebrating differences and commonalities

· Technology // Ways of Working // Students are able to: - identify and analyse the purpose and context for design ideas - generate design ideas that match requirements - communicate the details of their designs using 2D or 3D visual representations - select resources, techniques and tools to make products - plan production procedures by identifying and sequencing steps - make products to match design ideas by manipulating and processing resources <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - evaluate products and processes to identify strengths, limitations, effectiveness and improvements

// Knowledge and Understanding: // Information, materials and systems (resources) <span style="display: block; margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -18pt;"> è The characteristics of resources are matched with tools and techniques to make products to meet design challenges. <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - Resources have particular characteristics that make them more suitable for a specific purpose and context <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

** Information Communication Technologies (ICTs) – Cross Curriculum Priority by the end of Year 5 ** Inquiring with ICTs Students explore, select and use ICTs in the processes of inquiry across key learning areas. They: <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - identify the inquiry focus and match appropriate ICTs and possible digital information sources and ways of gathering data and information - plan, conduct and manage structured searches for data and information - organise and identify relationships between data and information from a variety of sources - evaluate the data and information gathered for usefulness, credibility, relevance and accuracy <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - reflect on and analyse how ICTs have assisted in meeting the inquiry purposes and in developing new understandings

Creating with ICTs Students experiment with, select and use ICTs to create a range of responses to suit the purpose and audience. They use ICTs to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas. They: <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - develop simple plans to create imaginative responses <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - express and represent ideas, information and thinking <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - create imaginative responses that demonstrate required features <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - reflect on their use of ICTs as creative tools and evaluate their choice of ICTs, their ICT responses, and the effectiveness of the ICT features in meeting requirements.

Communicating with ICTs Students experiment with, select and use ICTs across key learning areas to collaborate and enhance communication in different contexts for an identified purpose and audience. They: <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - collaborate and communicate ideas, understandings, information and responses <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - use a variety of digital media to improve communication

Operating ICTs <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - experiment with operational processes and use the basic capabilities of a range of ICT devices <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -18pt;"> - access appropriate network, personal system and device information

** Education Queensland Scope and sequence ** // Ways of Working // <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Use inquiry process to apply their understandings in familiar an unfamiliar contexts - Communicate using different types of texts to share ideas and findings <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">- Use ICT as an integral component of their learning to inquire, create and communicate within social and environmental contexts Inquiry <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Collaboratively plans responses to class investigation findings - Plans an investigation for a topic by preparing a step-by-step plan linked to the process of inquiry - Gathers a range of evidence showing different perspectives <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">- Organises information by note-taking, sketching, audio-taping, video-taping and photographing Time Continuity and Change <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">- Knows that Australians’ perception of themselves has been shaped by factors including Australia’s Indigenous past, contributions of Australia’s Indigenous and non-Indigenous people including founders and leaders of local communities, convicts and settlers, miners from China and other countries, immigrants and refugees, rural Australians and political leaders Place and Space <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">- Knows that physical features of environments influence the ways in which people live and work in communitie