5.+Lesson+Plans

=**MIGRATION - A BRAVE JOURNEY!**= An Integrated Inquiry Unit Examining Personal/National Identity



 What is migration and immigration?

 * Topic:** Geography/History
 * Learning Area**: Integrated studies
 * Year Level:** 5/6 
 * Duration:** 60 Minutes

**__ Learning Purpose: __** to introduce the topic, to understand the key concepts of migration and immigration.


 * __ VELS references: __**

//**Geographical knowledge and understanding (5-8)**//
In these years with increasing cognitive development and experience, students begin to develop a breadth of understanding about human activities beyond their immediate environment. Students apply their spatial awareness in a more sophisticated way to more complex questions and issues through the use of additional core concepts such as spatial interaction, __movement__, region and scale.

//Historical knowledge and understanding (Level 4)//
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history. They explain links between other countries and Australia.

**Engagement : ** Circle time: Move chairs if you were born in another country/ one parent/ both parents were born overseas/grandparents. Move chairs if you would like to live in another country.  Introduce topic, key vocabulary and key question. Activity: Ask children to complete K.H.W.L. chart.
 * Procedure:**

//Have you ever had to move? Have you ever wanted to move? How many times will you move in your lifetime? //(Talk/Pair/Share) Compare with somebody taking a holiday. //What are the differences between a holiday maker and a migrant?// (Talk/Pair/Share  Discuss class experiences with immigration/migration**.** Broadly introduce the concept of Australia as a multicultural nation made up of many groups - and the impact of immigration on this. Activity: Colour in an empty map to show countries of origin of people within the classroom. As a class, colour in enlarged map to be displayed on the wall.

Discuss: //How people might migrate and what they might bring with them?// (Talk/Pair/Share

Childern - in groups- to produce a short skits about migrating/moving
 * Pulling it together:**

To continue learning about migration/immgration by moving on to look at reasons for migration: push and pull factors Observations of students’ learning: __**  'Empty' World Maps - 25 A4 sized, one poster sized for wall display Powerpoint/Smartboard Presentation which includes all key questions/vocabulary Atlases/World map on display
 * __NEXT STEP:__**
 * __
 * Can the children understand the key concepts of migration and immigration?
 * Are children able to identify the location of their/their family's/their friend's country of origin on a map?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are the students able to work collaboratively to produce a short skit showing understanding of key concepts?
 * __ Teacher’s Resources: __**

**__ Catering for inclusion: __**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who have English as an additional language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to those who need peer conversation to introduce a topic and engage themselves.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who work well in pairs/groups to achieve a common goal.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to a variety of learning styles - visual, kinesthic and audio.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who learn most effectively through visuals.

=**<span style="color: rgb(0, 0, 255);">Lesson 3: **<span style="font-family: Arial,sans-serif;"> = <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 255);">**Design a questionnaire for class research into own family’s experience of migration.**
 * Topic:** Geography/History/Economics
 * Learning Area**: Integrated studies
 * Year Level:** 5/6
 * Duration:** 60 Minutes

**__ Learning Purpose: __** to create a series of questions for the purpose of interviewing as primary sourced research. to practise skills needed to conduct a successful interview (asking open ended questions/note taking)

<span style="color: rgb(0, 0, 255);">//**History: Historical reasoning and interpretation**// **(Level 4)** At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries.
 * __ VELS references: __**

//<span style="color: rgb(0, 0, 255);">Economics: Economic reasoning and interpretation (Level 4) //
At Level 4, students use the inquiry process to plan economics investigations about economic issues that affect the home, school or local community and form conclusions supported by evidence.

<span style="color: rgb(0, 0, 255);">//**Geography: Geospatial skills**//
Students develop skills in gathering information first-hand from fieldwork studies. They make observations, take field measurements, conduct surveys and interviews, map and record phenomena in a range of settings.

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-size: 12pt; color: rgb(0, 0, 0);">Engagement : ** Mystery Bag: Tell the children that inside the bags are clues to solving the mystery of the 'Missing Migrant'! One by one draw out the items. Talk Pair Share what these things might tell us about the migrant. //Where have they emigrated from? Where have immigrated to?// //What clues do these things give us about the migrant?// //Do these objects give us any clues as to the push/pull factors that encouraged the migrant to move?// Continue until the children guess who the migrant is (Me!) Discuss primary and secondary sources of information when researching. Complete 'Straght to the Source' worksheet to check comprehension of concepts.
 * Procedure:**<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">

Suggest that the class do a research project on ‘Our Family’s Immigration to the Australia’. //Can the children think up any ways of obtaining primary information on this topic?// (Think Pair Share)

Guide them towards formulating a questionnaire that they can use to interview someone (or many people) within their family/friendship group. Work in small groups to come up with a list of questions. Share these as a class. Come up with a class list of questions for the interview. Demo asking questions from the questionnaire and recording the information. Ask a child to use that set of questions to interview me as an immigrant. Demo taking notes while interviewing. Create a success criteria for good note taking. Encourage all the children to note take during the interview. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Children to peer assess a partners note taking, looking for good points and a point for improvement. Discuss homework, make sure that the task in understood. <span style="font-family: Arial,Helvetica,sans-serif;">**__NEXT STEP:__** <span style="font-family: Arial,sans-serif;"> **HW**: Children to go home and interview someone (Parents, Grandparents) using the questionnaire and recording the information they obtain. Encourage them to collect anything they can they might support their interview - eg. photos, old diary entries, tickets, etc. Children to be given time to prepare a multimedia presentation to support the oral presentation they'll be expected to give. <span style="font-family: Arial,Helvetica,sans-serif;">**__ Observations of students’ learning: __** <span style="font-family: Arial,Helvetica,sans-serif;"> Powerpoint/Smartboard Presentation which includes all key questions/vocabulary 'Straight to the Source' worksheet -assessing understanding of Primary/Secondary sources of information []
 * Pulling it together:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can the children create a series of focussed open ended questions?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are children able to take effective notes?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are the students able to distinguish between primary and secondary sources of information?
 * __ Teacher’s Resources: __**

**__ Catering for inclusion: __**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who have English as an additional language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to those who need peer conversation to introduce a topic and engage themselves.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who work well in pairs/groups to achieve a common goal.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to a variety of learning styles - visual, kinesthic and audio.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who learn most effectively through visuals.

=<span style="color: rgb(255, 0, 0);">Lesson 5: =

<span style="color: rgb(255, 0, 0);">**Presentations of research findings (Session One of Two)**

 * Topic:** Geography/History/Economics/ICT
 * Learning Area**: Integrated studies
 * Year Level:** 5/6
 * Duration:** 60 Minutes

**__ Learning Purpose: __** to give a successful presentation of research findings using mutlimedia support to demonstrate awareness of purpose and audience in presentation of research findings to listen attentively to each presentation and be able to recount main points (<span style="color: rgb(255, 0, 0);">ICT Opportunity : to use a video camera to successfully fim a short presentation)

<span style="color: rgb(255, 0, 0);">**INTERPERSONAL LEARNING: Building social relationships** At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying (in the context of being a push factor for migration). They accept and display empathy for the points of view and feelings of their peers and others. <span style="color: rgb(255, 0, 0);">//**HEALTH:** **Health knowledge and promotion**// At Level 4, students identify and discuss the validity of the ways in which people define their own and other people’s identity. They analyse and explain physiological, social, cultural and economic reasons for food choices. <span style="color: rgb(255, 0, 0);">//**ENGLISH: Speaking and Listening**// 3.25: awareness of purpose and audience in short presentations 4.25: use of some multimodal texts to support meaning in presentations for a variety of purposes and audiences <span style="color: rgb(255, 0, 0);">**//ICT: Years 5-8//** Early in this stage students become more proficient in the use of ICT for the purposes of sharing knowledge and acquiring information. They use ICT to visualise their thinking in order to make sense of ideas, concepts and issues from all domains, and to reflect on their learning.Students use a wider range of ICT tools, techniques and functions to support their thinking processes, to model systems, to solve problems and to create information products for a variety of purposes.
 * __ VELS references: __**

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-size: 12pt; color: rgb(0, 0, 0);">Engagement : **
<span style="font-family: Arial,Helvetica,sans-serif; color: black;">Circle time: //Did you learn something new/something surprising about your family/friend// //by doing this research?// <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> Children to take turns presenting their research findings (3 minutes long with multi media presentation) with 2 minutes to set up. At the same time, students take turns filming presentations (During the 2 minutes set up, camera is passed over to next student and previous camera person to ensure new camera person knows how to use the camera properly). During the 2 minutes set up, teacher to assess listening by asking randomly for the main points of each presentation.
 * Procedure:**

Childern - in small groups- to discuss things that they have learned from the presentations. Then share some of those learnings as a class. C omplete the presentations. Move on to writing a report to record the reserach findings and compile a class book called 'Moving to Australia' - good work to be published on the Immigration Museum's website story databank. <span style="font-family: Arial,Helvetica,sans-serif;">**__ Observations of students’ learning: __** <span style="font-family: Arial,Helvetica,sans-serif;"> Electronic Whiteboard/Data projector to show children's multimedia presentations Video Camera to film presentations **__ Catering for inclusion: __**
 * Pulling it together:**
 * __NEXT STEP:__**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can the children successfully give purposeful presentation that shows they are aware of their audience?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are children able to listen attentively and grasp main points from each presentation?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are the students able to successfully assess what makes a good presentation?
 * <span style="font-family: Arial,Helvetica,sans-serif;">(Opportunity: Can the children successfully capture a presentation on film?)
 * __ Teacher’s Resources: __**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who have English as an additional language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to those who need peer conversation to introduce a topic and engage themselves.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who work well in pairs/groups to achieve a common goal.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to a variety of learning styles - visual, kinesthic and audio.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who learn most effectively through visuals.

=<span style="color: rgb(0, 128, 0);">**Lesson 9:** =

<span style="color: rgb(0, 128, 0);">Current Issue: Boat People and Australia - Illegal immigrants or refugees?

 * Topic:** Geography/History/Literacy
 * Learning Area**: Integrated studies
 * Year Level:** 5/6
 * Duration:** 60 Minutes

**__ Learning Purpose: __** to understand that an issue may have many viewpoints to empathise with the difficulties others people face to formulate and justify a viewpoint on an issue

<span style="color: rgb(0, 128, 0);">**CIVIC AND CITIZENSHIP: Community engagement** At Level 4, students present a point of view on a significant current issue (boat people) and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making. <span style="color: rgb(0, 128, 0);">**INTERPERSONAL LEARNING: Building social relationships** At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying (in the context of being a push factor for migration). They accept and display empathy for the points of view and feelings of their peers and others.
 * __ VELS references: __**

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-size: 12pt; color: rgb(0, 0, 0);">Engagement : **
<span style="font-family: Arial,Helvetica,sans-serif;"> Watch video: [] Focused Listening Question: //Where do the people in this story come from? Why did these people leave their home country?// <span style="font-family: Arial,Helvetica,sans-serif;">Introduce topic, key vocabulary (boat people, illegal immigrants, refugees, asylum seekers) and key questions: //Are these people illegal immigrants or refugees/asylum seekers?// Watch the video again. (Talk pair share)
 * Procedure:**

Discuss: //How/Why are these people leaving their country and what they might take with them?// (Talk/Pair/Share) //Why would they come to Australia?// (Tal/Pair/Share)

Watch [] and discuss offical Australian government response to boat people. //Why might the Australian Government not want these people to enter Australia?// Discuss as a class. Show third video: [] and breifly discuss the idea of a dentention centre as a place to house boat people.

Activity: In small groups: Children to complete a plus/minus/interesting chart considering the idea of letting all boat people into Australia.Share these ideas as a class.

Children given time to write down what they think about the issue with an explanation justifying their opinion.

Children to swap text books and peer mark each others work - looking for a justification of an opinion.
 * Pulling it together:**

Children to divide in two (for and against letting boat people into Australia) and conduct a debate on the issue. Observations of students’ learning: __** <span style="font-family: Arial,Helvetica,sans-serif;"> Online News Video :[| http://www.youtube.com/watch?v=nyOO5vWyQDE] (Boat People from Burma fleeing governemnt persecution ) Online News Video : [] (Broadly shows official Australian response to boat people) <span style="font-family: Arial,Helvetica,sans-serif;">Online News Video : [| http://www.youtube.com/watch?v=XHuOs06pWsA&feature=related](Introduces Christmas Island Detention Centre) Powerpoint/Smartboard Presentation which includes all key questions/vocabulary
 * __NEXT STEP:__**
 * __
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can the children understand the key difference between being a refugee/asylum seeker versus being an illegal immigrant?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can the children express and opinion and justify it?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are the students able to show empathy for the plight of the boat people/difficulty the government faces in dealing with the issue?
 * __ Teacher’s Resources: __**

**__ Catering for inclusion: __**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who have English as an additional language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to those who need peer conversation to introduce a topic and engage themselves.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who work well in pairs/groups to achieve a common goal.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to a variety of learning styles - visual, kinesthic and audio.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Catering to students who learn most effectively through visuals.

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