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INTEGRATED VELS UNIT: Agriculture in Australia VELS Level 3 Mossgiel Park Primary School

Enquiry/Theme/Topic Title: Agriculture in Australia Level(s): 3 & 4

Term/Date: Term 2 2007 Duration: 10

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Strands and Domains Dimensions Teaching & Learning Strategies

Structures for Effective Collaborative Learning

ICT Learning Focus Key Understandings for Assessment Focus Questions

Supporting Resources Standalone Units Assessment Rubrics Other Info

Bloom/Gardner Matrix Evaluation Information Search Process

Activity LinksTuning In Activity Cluster 1 Activity Cluster 2 Activity Cluster 3Activity Cluster 4 Activity Cluster 5 Activity Cluster 6 Activity Cluster 7Activity Cluster 8 Wrapping up & review

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Dim

ensi

ons

English Geography Economics Communication

Speaking & Listening Reading Writing

Geographical knowledge & understanding

Geospatial skills

Economic knowledge & understanding

Economic reasoning & interpretation

Listening, viewing & responding

Presenting

ICT Thinking Interpersonal development

Personal Learning

ICT for visual thinking ICT for creating ICT for communicating

Reasoning, processing & enquiry

Creativity Reflection, evaluation &

metacognition

Building social relationships Working in teams

The Individual learner Managing personal learning

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Teaching and Learning strategiesTeacher Planning Frameworks & Tuning In Strategies Graphic Organisers Questioning

Three Storey Intellect PBL (Problem-based learning) Bloom's Taxonomy Multiple intelligences Thinker's Keys Six Thinking Hats CoRT Inquiry based learning

Brainstorming Think, Pair, Share T or Y Chart Placemat Graffiti Wall A-Z Sunshine wheel

Concept map Mind map Venn diagram Issues map Flow diagram Storyboarding Fishbone diagram Gantt chart (Projects Planning) Cause & Effect Wheel Affinity diagram (Sorting data) K-W-L-H T or Y Chart Spider Map Force Field Analysis (Action planning) Sunshine wheel

Closed (Skinny) Questions Open questions Hypothetical/Scenario-based questions Socratic questioning Reflective questioning Thinking/content questions Interpersonal or collaborative questions Personal learning questions Question matrix The 5 Whys

DATT tools: See Planning Matrix

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Structures for Effective Collaborative Learning

Collaborative Learning Strategies Personal Learning Generic skills & competencies Establishing roles Inside/Outside Circles Four Corners Three Step Interview Jigsaw Fishbowl Debate Discussion Role play & drama Code of cooperation Action planning Classroom meetings Multi-voting technique Nominal group technique Expert groups

Reflective questioning Share time Reflection circles Reflective journals Capacity matrix Learning journals Whole brain learning Habits of mind Goal setting Design brief Problem solving

Collecting, analysing & organising information Communicating ideas & information Planning & organising activities Working with others and in teams Using mathematical ideas & techniques Solving problems Using technology

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ICT/eLearning Word Processing Templates Graphics Desktop Publishing Databases Spreadsheets/Graphs Interactive Multimedia Multimedia Presentation

Graphic organisers Using digital objects Using a digital camera Scanning Video capture and editing Animation Data-logging Blog

Simulation HotLists Scrapbook Web Quest Web Search Paperless product Paperless assessment Digital profiles

Web Authoring Other authoring tools Video-conferencing Sound editing Programming E-Mail Global classroom project Library Catalogue skills

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Learning Focus

EnglishAs students work towards the achievement of Level 3 standards in English, they speak, listen, read and write with some critical awareness, using a growing variety of text types and show some appreciation of the role of formal discourses in English. Students read an increasing range of texts including imaginative texts such as… informative texts, in print and electronic form. Texts typically have varied sentence patterns, written language structures and some specialised topic-related …, and ideas and information extending beyond students’ immediate experience.GeographyStudents investigate the human and physical characteristics of … other parts of Victoria and…learn about … major land uses…They begin to make some simple comparisons between local and other Victorian environments: natural features, climate, land use and types of human activities. Students develop awareness and understanding of the effects of people’s interactions with their environment and the ways in which these affect their lives. Students begin to visualise and describe location and direction using simple alphanumeric grids and compass points. EconomicsStudents learn to distinguish between basic needs and wants (for example, food, clothing, shelter, and affection), saving and spending, buyers (consumers) and sellers (producers), and goods and services. They examine and compare different types of work and specific jobs. CommunicationStudents explore a range of aural, written and visual communication forms such as the Internet…[and] texts …which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it.ICTThey also use simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising thinking. In particular they use tools that assist in sequencing, and in identifying relationships between, ideas, facts and concepts.ThinkingWith thinking tools to assist them, students … develop skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for conclusions.

Personal LearningStudents reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed to by the class. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with, and from, peers. They practise providing constructive feedback to peers.With support, students develop strategies for managing their own learning, and identify the need for resource and time management. They also explore various tools, such as portfolios, to help them reflect on the effectiveness of their learning strategies and to set future learning goals.Interpersonal LearningIn teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. … Using provided criteria, they reflect on the effectiveness of the teams in which they participate.

Information Search Process

Initiation: Understanding of how a discipline builds knowledge; Building engagement; Developing curiosity and motivation; Understanding the real world relevance and importance of the inquirySelectionSelecting content based on reading ability and content requirementsSystematic recording, organising and evaluating initial ideas (not just random stockpiling of facts)ExplorationBuilding a bigger picture and establishing interconnections Developing self-discipline to work alone or in teams as neededCollectionIdentifying information matched to specific focusPresentationRepresenting new knowledge; Structuring ideas into a coherent, integrated body of knowledge; Using tools to construct appropriate representations of new knowledgeAssessmentDeveloping competencies to self-evaluate and monitor one’s understanding; Understanding what helped/ hindered

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Key Understandings for Assessment Focus QuestionsInformation Literacy UpIL 3.1 Defining: select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan IL 3.2 Locating: identify and locate resourcesIL 3.3. Selecting: select & record information relevant to a specific topic IL 3.4 Processing and Organising: process and organise information IL 3.5 Creating and Sharing: present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information IL 3.6 Evaluation strategies: review appropriateness and acceptability of presentation in relation to the original task

How does the food get from the farm to the plate? What steps are there in between?What foods are grown and processed in Victoria? In other parts of Australia? What jobs does a farmer do?

Disciplinary Standards Inter-disciplinary StandardsEnglishAt Level 3 students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and

CommunicationNo standard till level 4. ICT

Key Understandings for Assessment Focus Questionsinformation, vocabulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative texts about plot and setting and about characters’ qualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes. They use several strategies to locate, select and record key information from texts.GeographyStudents draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. EconomicsFrom direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of Victoria. They describe how people use and affect different environments in Victoria.

ICT for visualising thinking At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations. ThinkingReasoning, processing and inquiry At Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.

Physical, Personal and Social Learning Standards Assessment products including portfolio itemsPersonal LearningThe individual learnerAt Level 3 students identify personal learning style preferences and actively seek assistance as required. They contribute to the development of protocols that create a positive learning environment in the classroom. Students work cooperatively with peers, seeking and giving relevant feedback.Interpersonal LearningWorking in teams At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

Group project comprising a poster with the following components Inspiration 6 diagram showing the sequence of events from

raw product to food on the plate, using the Inter-relationship template

Graphic organisers e.g. Y-chart, sunshine wheel describing a selected occupation in agriculture

Map of Victoria showing areas where agriculture takes place e.g. where cereals are grown

Bibliography Illustrations Heading and borderStudent notes and plans

Design plan Note taking sheets Personal learning reflections journal

Planning sequence What students do Teaching points and

questions Grouping Special needs Assessment

Tuning InInitiation

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Listen to Sausage, From Farm to You (641 JON)

Introduce topic using Sausage, From Farm to You (641 JON). Explore what students already know about the production process. Read pages 4-9 (history & kinds of sausage). Introduce project ‘Agriculture in Australia’ Explain tasks & project

format Students negotiate tasks

& roles within groups.Introduce Personal Learning Reflections Journal Students complete week

1 of journal.

individual pairs groups whole class

Teacher intervention during negotiating tasks.Three Storey Intellect used to plan the project so that there are tasks suitable for different ability levels.

Establishing what is already known by the group.

Activity Cluster 1InitiationSelectionExplorationUp

Teams choose who’s doing what focus & record it on their plan.Contribute to developing rubric.Complete learning journal.

Begin reading A Year on the Farm to p15 (Introduction & Types of Farms) Select focus1 for food on the plate i.e. lunch – bread (grains & cereals) butter (dairy); sliced beef (beef cattle) tomato (vegetables); orange juice (fruit)Review & model taking notes using note-taking sheet for (a) flow chart and (b) farm-work.Develop rubric for taking notes.


ESL & Integration / Language disorder students have been allocated easier tasks i.e. using a graphic organiser, illustrations & bibliographies.

Monitor completion of learning journal, with feedback.

1 Five foci for the five expert groups to research. 3-4 children research to construct the flow chart diagram; 1-2 research to construct the graphic organiser of their choice to show farm workers for an industry. So there could be two children from the same team on the same expert groups table if there are 6 children in the team e.g. one is researching the sequence for beef production and the other is researching the farmer’s role.

Activity Cluster 2SelectionExplorationFormulationCollectionUp

(2 weeks.)In expert groups, students select texts and enter publishing details on note-taking sheet; develop keywords & begin taking notes on their topic sequence of events from farm to

plate the farmer’s work.

Share time in teams. Learning journals.

Week One Read A Year on the Farm p16-23 (Buildings & Machinery)Week TwoRead A Year on the Farm p24-31 & p56 (Preparing the Soil, Seeding, Feeding & Protecting the Crops, Main Types of Crops, Harvesting



Monitor completion of learning journal, with feedback.Observe for students’ ability to locate & record relevant information; & to seek help from peers.

Activity Cluster 3SelectionExplorationFormulationCollectionUp

(2 weeks)In expert groups, students select texts and enter publishing details on note-taking sheet; develop keywords & begin taking notes on their topic sequence of events from farm to


Share time in teams. Learning journals. Selected students record their generalisations using the Inspiration sequence template or draft a graphic organiser about the farmer’s work.

Week One Read A Year on the Farm p33-37, p50-53, p60-63 (Cattle and Sheep farming)Week TwoRead A Year on the Farm p41-45 & p72 (Soil and Water; Making Hay; Harvesting Cereal Crops, Feeding & protecting crops)




Activity Cluster 4SelectionExplorationFormulationCollectionPresentationUp

In expert groups, students select texts and enter publishing details on note-taking sheet; develop keywords & begin taking notes on their topic sequence of events from farm to


Share time in teams. Learning journals. Selected students record their generalisations using the Inspiration sequence template or draft a graphic organiser about the farmer’s work.Clinic: designing the poster: size & colour of graphics, placement of headings, sub-headings, articles & illustrations.

Read A Year on the Farm p46-49 & p58 & p71 & p76(Fruit and Vegetable Farming, Harvesting, Fruit farming)





Mapping skills: Jacaranda Primary Atlas p2 (bird’s eye view) p4 what is a map? P6 using symbols

Students record their generalisations using the Inspiration sequence template, edit/publish a graphic organiser about the farmer’s work & complete illustrations for the poster.

Clinic for students doing the map : Introduce using symbols to show types of agriculture using Reading Map 5 (comparing) T/Ref: RIC Reading Maps, Reading & Interpreting (Middle)Learning journals.

Using grid references to Locate farming (market gardens in Heatherton & Werribee; Victoria’s Farm Shed; dairying at Korumburra, & apple orchards at Bacchus Marsh around Melbourne using Mastering Maps (Jacaranda) p14-15

Read A Year on the Farm – read remaining pages about poultry & specialty farms.



Monitor completion of learning journal, with feedback.Observe for students’ ability to locate & record relevant information; & to seek help from peers.Observe map group for ability to locate places using grid references.


Students record their generalisations using the Inspiration sequence template or edit/publish a graphic organiser about the farmer’s work.Designers, illustrators etc complete the poster. Learning journals.

Roving & individual assistance.


Individual assistance& extra monitoring for ESL & Integration / Language disorder students

Monitor completion of learning journal, with feedback.Observe for students’ ability to generalise relevant information; & to seek help from peers.

Activity Cluster 7PresentationAssessmentUp

Complete posters. Share Time. (the best thing about our poster is…)Complete individual self-assessment sheets.Contribute to developing a rubric for assessment of the group sheet. Score the poster using the rubric and write the reasons why on the back.Learning journals.

Roving & last minute assistance.


Individual assistance& extra monitoring for ESL & Integration / Language disorder students

Observe for team work & honest self-assessment.

Wrapping up & reviewPresentationAssessmentUp

Return of posters and individual self-assessment sheets with teacher assessments completed also.In group, discuss ways to improve the project next time – share reflections with whole class.

Individual counselling for at-risk students.


Supporting Resources and MaterialsPrint Media A Year on the Farm, by Linda Watters, Brimax 2002, (Kingston Library J630WATT)

BreadAustralian Primary Industries series by David Morrissey: Grain Foods; MacMillan, 1988 (338 MOR)Grains by Gary & Shelley Underwood (How Australia Works) Cardigan St Publishers 1996Primary Industries series: Grains, Oilseed and Cotton; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)Farming Australia series: Grain Farming by Angela Crocombe, Echidna Books 2006 (Kingston Library J636.00994CROC)ButterAustralian Primary Industries series by David Morrissey: Beef and Cattle; MacMillan, 1988 (338 MOR)Primary Industries series: Cattle and Other Livestock; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)

Supporting Resources and MaterialsFarming Australia series: Dairy and Beef Farming; by Angela Crocombe, Echidna Books 2006 (Kingston Library J636.00994CROC)Sliced beefAustralian Primary Industries series by David Morrissey: Beef and Cattle; MacMillan, 1988 (338 MOR)Primary Industries series: Cattle and Other Livestock; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)Farming Australia series: Dairy and Beef Farming; by Angela Crocombe, Echidna Books 2006 (Kingston Library J636.00994CROC)TomatoAustralian Primary Industries series by David Morrissey: Vegetables and Flowers; MacMillan, 1988 (338 MOR)Primary Industries series: Vegetables, Flowers and Gardening; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)Orange juiceAustralian Primary Industries series by David Morrissey:; Fruit; MacMillan, 1988 (338 MOR)Primary Industries series: Fruit, Sugar and Honey; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)AppleAustralian Primary Industries series by David Morrissey: Fruit; MacMillan, 1988 (338 MOR)Where does it come from? Apple by Anna Sheppard, Echidna Books 2001 (Kingston Library J634.11SHEP) Hooray for Orchards, A Bobbie Kalman Book, Crabtree Publishing, 1998 (Kingston Library, J634KALM)Primary Industries series: Fruit, Sugar and Honey; by Bruce McCLish, MacMillan, 1999 (Kingston Library J338.173MCCL)MapsReading Map 5 (comparing) T/Ref: RIC Reading Maps, Reading & Interpreting (Middle)Life in the Outback, Communities in Australia by John & Jennifer Barwick, Heinemann 2001 (307 BAR)Mastering Maps (Jacaranda 1987) p14-15 (to locate Werribee & Heatherton Market Gardens) (REF 912 BUT)Jacaranda Primary Atlas (undated, but post 2001), Wiley (REF 912 JAC)Assorted student project & lettering books e.g. The Project Book (745 PRO)

Software Teacher-made Inspiration 6 Sequence template. The Story of Vegetables (COMP 636 KON)Internet Sites www.nippys.com.au (orange juice)

Other Stencils for headings & sub-headings. Calligraphy handbooks, gel pens etc.Up

Assessment Rubrics used

Rubric for Taking Notes (Years 3 & 4) Whole class developed rubric for poster

http://www.nippys.com.au/

VERBAL LINGUISTIC

LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSICAUDITORY INTERPERSONAL INTRAPERSONAL

KNOWLEDGE

Record facts about topicRead non fiction textsList resources for a bibliography

Make a chart (bibliography)Make a concept map (basic)

COMPREHENSION

Summarise from researchDescribeResearch topicInterpret textsDefine what the topic is with keywords

Make a poster Discuss in a group

APPLICATION

Draw plans for poster Draw a mapInterpret a map

Work in a groupMake a group decision

Self-assessment using proforma

ANALYSIS

Develop a sequence showing how produce gets from the farm to the plate and the steps in between.

Do a decorative border using elements from theme

Peer tutor in expert groups on topicOrganise others to complete their tasks. Give feedback to others about their contribution to the project.

Self-reflection using personal learning journal.

SYNTHESIS

Draw ideas together from research in either a graphic organiser or a concept map using Inspiration.

Create a design for the project components to fit on the poster paper.

Plan strategies for getting people to cooperate in the group

EVALUATION

State conclusions about sequence of events or a farmer’s job

Find evidence for POV about a farmer’s job

Review visual effects of headings and borders etc. Evaluate the final project and own contributions

Review performanceReview presentation to classEvaluate as a group

Set personal goals for & evaluate successReflectionsSelf-assessments

DATT TOOLS

PMI: CAF: C&S: OPV APC Other OtherT or Y chartSunshine Wheel about a Farmer’s work

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Term planner and sequence of activities Week Activity Clusters Incidental teaching/Stand-alone Units Special events

Term 2 Week 1 Tuning In2 1 Anzac Day3 2 Curriculum Day4 3 Numeracy Week5 3 Year 3 & 4 Camp6 4 (Canberra Tour)7 48 59 5 Queen’s Birthday10 611 6 Pantomime

Term 3 Week 1 6 - 7 Lisa on Long Service Leave Thu - Fri

2 6 - 73 74 75 Wrapping up Book Week67891011

EvaluationThis was a good unit and the children were interested in it, but I need to scaffold it a bit more as some children had difficulty with developing the sequence from produce on a farm to the plate. I also need to develop a PPT or website to support the at-risk students more than I did. (I did try to do this beforehand, but couldn’t find the right pictures on the web – I need to go out to a farm and take some photos?). It also took a long time to get through it all, which meant I didn’t start my book week unit until a bit late in term 3. I shall have to think about what to do about this for next time. Up

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