Grade 2/3

Monash University
Jessica Board
23390921
Identity- A Differentiated Unit of Study

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Contents
Introduction/rationale 2
Time Frame/ Unit Objectives .. 3
Unit Plan.. 4
Dimension One (Content) 5
Dimension Two (Contract and Differentiated Learning Activities Using
Williams Teaching Strategies). 7
Dimension Three (Assessment and Evaluation). 13
Resources .. 15
Appendix
Appendix 1 Assessment Rubric .. 16
Appendix 2 Peer-Assessment 18
Appendix 3 Unit and Teacher Evaluation 19
Appendix 4- Learning Contract 20
Appendix 5- Pre-test Brainstorming Sheet.. 21
Appendix 6- Bridge Building.. 22
Appendix 7- Lets Measure Our Bodies.. 23
Appendix 8- Crazy Map Investigation 24
Appendix 9- Example Lesson Plan for Bridge Building Activity. 26





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Introduction/rationale:
This unit will explore the topic of Identity, entailing an exploration into the development of ones
sense of national identity, but also its role in our wider sense of personal identity. Such a topic was
chosen to be a vehicle for learning (EDF4512, 2012), intending to provoke student intrapersonal
exploration, but also a crucial interpersonal investigation into other individuals and their alternate
views and opinions that collectively compose the wider national community. This exploration into
national identity further links to class investigations into the upcoming London 2012 Olympics.
This unit features pedagogical differentiation with the purpose of its implementation to facilitate
engagement and the development of unique abilities within specialised learning experiences for all
students in the classroom (EDF4512, 2012). This differentiated unit also endeavours to uphold the
critical VELS learning principles of learning for all, pursuit of excellence, engagement and effort,
respect for evidence, and openness of mind (EDF4512, 2012). The learning focus of this
differentiated study concentrates on Grade 2/3 students working towards the Victorian Essential
Learning Standards Level 2-2.5, particularly in the domains of Interpersonal Development; Personal
Learning; Civics and Citizenship; the Arts; English; Humanities; Communication; Design, Creativity
and Technology; and Thinking Processes (VCAA, 2007). Furthermore, this unit will exemplify the
Williams matrix model as a framework for differentiation. This model was selected due to its
comprehensive design and holistic approach to addressing the individual learning needs of students
(Gross et al, 1999, pp. 77). The Williams matrix model has been selected because it fosters higher
order thinking skills, emphasising the importance of divergent and evaluative cognition among all
students. Such a framework particularly stresses the importance of higher-order cognition
development in gifted students, and recognises that products developed by gifted pupils should
remain at a qualitatively different level (Gross et al, 1999, pp.77). The Williams model is
essentially comprised of three dimensions to be explored further in this unit plan;
o Dimension One: consisting of subjects in the school curriculum, and content which
acts as a vehicle for student learning, through thinking and feeling.
o Dimension Two: eighteen pedagogical strategies to be incorporated within learning
experiences to further develop and extend student cognition and creativity.
o Dimension Three: eight processes (affective and cognitive behaviours) crucial in
student higher-order thinking and creativity.
(New South Wales Department of Education and Training, 2004, pp.3)

For this particular unit, the nine strategies adopted from the Williams model has been utilised in the
generation of open-ended and provocative questions for use in small group discussions, whole-class
debates and differentiated active learning activities (see activities grid). Such a model has also been
used to foster creative thinking processes in higher-ability students (see Unit Objectives, and
Assessment and Evaluation sections)



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Time frame:
This differentiated unit of work will be implemented and completed over three weeks in the Grade
2/3 classroom.
Unit Objectives:
Many of the following unit objectives are adopted from the Williams model Dimension Three
creative processes of thinking, fostered through various strategies employed within differentiated
pedagogy (Gross et al, 1999, pp. 78).
Affective/behavioural objectives:
Students will
o Demonstrate an ability to take risks through exposing themselves to failure,
predication making, and guesswork within unstructured learning conditions.
o Develop a sense of curiosity, demonstrating an inquisitive nature and following
hunches.
o Demonstrate complexity of thinking, exploring elaborate issues of identity, and
seeking alternative solutions.
o Further develop their imagination, visualising, conceptualising and reaching beyond
reality in their exploration of issues of identity.
o Develop creativity through the production own texts, models, ideas and solutions to
identity-related prompts.
o Demonstrate ability to work and learn effectively independently, but also
cooperatively in small groups.
o Contribute to whole-class discussions and debates in a sensible and considerate
manner.
o Show sensitivity to a wide range of opinions and ideas present in text, but also in
their interactions with others.
o Accept responsibility for own learning through developing and following an
individual learning contract.
o Communicate effectively in an oral presentation to the whole class, speaking clearly
and fluently, utilising eye contact, appropriate hand gestures and tone of voice to
maintain audience interest.
Cognitive objectives:
Students will
o Develop cognitive fluency by producing a quantity of relevant Australian symbols,
emblems and icons associated with national identity, but also other prompts and
questions within the topic.
o Demonstrate flexibility through expressing a variety of ideas, viewpoints, and
opinions across the unit, but also, an ability to shift in direction of thought with
appropriate justification.

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o Develop an ability to elaborate and build upon pre-conceived ideas, opinions and
viewpoints concerning their sense of self, and the wider Australian identity.
o Reveal originality of work, demonstrating unique answers and ideas, and moving
away from the obvious solution.
o Actively interpret, analyse and evaluate the accuracy of various conceptualisations
of Australian identity through their reading, but also concerning other viewpoints
encountered across the unit.
o Attribute, organise and differentiate between different aspects of personal life and
wider national life in Australia.
Unit Plan
The topic of Identity will be integrated in both literacy and numeracy areas across the units
implementation over the three week period, however, time each afternoon will be also allocated for
individual differentiated active learning activities which will incorporate various pedagogical tools
such as Williams teaching strategies, Blooms taxonomy and Gardners Multiple Intelligences. A plan
for the implementation of the unit is provided below.
1. Introduction of the topic Identity. Information regarding student level of
knowledge and understanding will be provided through an informal pretesting
activity. Students will be given a blank mind-map with the prompts Personal
identity on one side, and National identity on the other. Students will be asked to
brainstorm all the information they can think of onto these blank mind-maps. These
will then be collected and referred to in negotiations for individual student
contracts, but also in differentiated literacy groups.
2. Whole-class literacy activities in the first week involving reading Wilfred Gordon
McDonald Partridge by Mem Fox. During several lessons, the class will be split into
two groups to discuss and debate the paradox Identity is something you only find
when it is lost. In the second week, whole-class literacy activities will include
reading Possum Magic by Mem Fox, and again the class is required to debate
for/against the provocative statement, Possum Magic gives a perfect picture of
Australias national identity, including all animals, foods and landmarks important to
the country. What do you think? In the last week a final debate will be conducted
with the question All Australians should wear flannelette shirts and thongs?-
Depth of these responses will be used in student assessment.
3. Other small groups literacy activities (grouped according to ability) will be
implemented, working on student reading, writing and comprehension activities
based on the topic, and featuring different levels of text difficulty. Lower ability
groups will complete activities on Wombat Divine by Mem Fox, and Wombat
Stew by Marcia K Vaughan. Higher ability groups will complete investigation
activities on the books Bushrangers by Anna Sheppard, Aboriginal People Then
and Now: Sharing Our Cultures by Alex Barlow and Marji Hill, and Who Did What
Then? Multicultural Australia by John and Jennifer Barwick.
4. After consulting the pre-test brainstorming information, the teacher and student will
have a short conference to develop a contract for learning, regarding the
differentiated activities, and higher-order thinking presentation (presentation of an

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activity chosen from the creating stream of activities). The activities featuring
Williams teaching strategies, Blooms Taxonomy and Multiple Intelligences, will be
chosen by the student and teacher in accordance to the individual childs learning
needs and abilities. Students will be encouraged to take risks in order to extend
their personal learning (one of the unit objectives specified by the Williams model),
and this development will be scaffolded by the teacher, acting as a facilitator rather
than instructor (EDF4512, 18/4/2012). These activities will continue across the three
weeks, incorporating tasks relevant to class investigations of both personal identity,
and national identity.
5. The topic of identity will be further integrated across the mathematics areas of the
curriculum. Students will complete an activity on individual characteristics,
measuring height, weight, foot/arm length, hand span, etc., and comparing physical
traits to a friend (See Appendix 6). Other activities include investigation of the
Australian national icon- the Sydney Harbour Bridge- specifically, regarding the
structure of bridges, and with a partner, construction of their own bridge made out
of newspapers and masking tape to hold the weight of a tennis ball (See Appendix 9
for an example lesson plan). Such an activity may be followed up with a literacy-
related writing task, regarding the results, and suggestions for improvements (see
Appendix 7). In the final week, students will also be involved in map-reading,
specifically compass directions, and measurement between cities/landmarks of
Australia (see Appendix 8). Such knowledge is later required in one of the
differentiated learning activities in the logical/mathematical stream.
6. In the last week, students will present their activity and relevant discussion in
accordance to an activity selected from the Blooms Taxonomy creating stream of
differentiated activities. Such a task will have been pre-negotiated with a teacher,
and set out in the individual students contract. Formal assessment of the students
presentation will take place, including peer assessment of the discussion/product.
Students will also complete a teacher evaluation, providing feedback concerning the
unit, and pedagogical strategies employed in its implementation.

Content: Dimension One
Dimension one of the Williams model identifies and lists the subject matter of the
school curriculum, using the unit content to extend student cognition and creativity
(NSW Department of Education and Training, 2004, pp.3) These unit activities will strive
to relate back to the VELS Key Learning Foci (Victorian Curriculum and Assessment
Authority, 2007), as specified below:
Domain Standard Teaching activity
Interpersonal development Working in teams v Bridge building
with partner
(Maths)
v Measurement
activity with
partner (Maths)
Building social relationships

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v Provocative
question/paradox
debates (Williams
teaching strategy,
Literacy)
Personal learner The Individual learner v Contract
consultation with
teacher.
v Self-assessment
critique
Managing personal
learning
Civics and citizenship Civic knowledge and
understanding
v Reading Possum
Magic and Wilfred
Gordon McDonald
Partridge:
identifying
Australian symbols,
emblems, icons.
v Differentiated
activities
associated with
national identity,
Indigenous culture,
and relevant
national issues.
Community engagement
The Arts Creating and making v Differentiated
activities
(particularly in
kinaesthetic, visual,
musical/rhythmic
streams)
v discussion and
presentation of
various
differentiated tasks
Exploring and responding
English Reading v Class reading of
Possum Magic
and Wilfred
Gordon McDonald
Partridge and
associated whole-
class literacy
activities
v Differentiated
activities (See Grid)
v Brainstorming (pre-
test).
v Presentation of
creating
differentiated task
(See Grid).
Writing
Speaking and Listening
Humanities Humanities knowledge and v Brainstorming

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understanding (National identity)
v Differentiated
activities relevant
to national identity
and Indigenous
culture (See Grid)
v Search for and use
of images, history,
biographies,
evidence in
differentiated
activities and
presentations (See
Grid)
Humanities skills
Design, Creativity and
technology
Investigating and designing v Bridge building
mathematics
activity
v Differentiated
activities (visual,
kinaesthetic- See
Grid)
Producing
Analysing and evaluating
Thinking processes Reasoning, processing and
inquiry
v Debating (literacy)
v Bridge building
(evaluation,
justification,
improvement)
v Differentiated
activities (see Grid)
Creativity
Reflection, evaluation and
metacognition

Dimension Two: Contract and Differentiated Learning Activities using
Williams Teaching Strategies
This unit will feature an active learning component incorporating various differentiated activities to
be undertaken by the students. In selecting tasks from the differentiated activity grid, the student
will consult with the teacher and sign a learning contract regarding their negotiations. A learning
contract is a written agreement between instructor and learner detailing various selected tasks to
be completed satisfactorily within a set amount of time or in accordance to the students own
learning initiative (Gray, Litchfield & Mata, 2007, pp.35). Learning contracts remain an important
tool in pedagogical differentiation, motivating students to achieve particular learning goals,
providing specific structure to learning experiences, but also maintaining enough flexibility to cater
for the individual abilities and differing needs of students (Gray, Litchfield & Mata, 2007, pp.35). For
this particular unit, students consult with teachers to select appropriate differentiated tasks for
completion by the end of the unit. Furthermore, the contract will act as a checklist of all selected
tasks, providing both the student and teacher continual information regarding their progression in
the unit (see Appendices 1).
The differentiated activity grid is composed of 48 different tasks across the topics of national identity
(symbols, emblems, flora, fauna, geography, Indigenous culture) and personal identity (hobbies,

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family history, self-reflection), incorporating both varying levels of Blooms taxonomy, and Multiple
Intelligences. Nine teaching strategies adopted from the Williams model have been used to
structure activities in the higher levels of Blooms Taxonomy (analyzing, evaluating and creating),
including:
Attribute listing (skills of analysis in listing the properties and attributes of
something)
Skills of search (investigating into the ways in which something has been
done before or its current status, analysing results, studying cause and
effect relationships, and drawing conclusions)
Study of creative process (studying biographies to analyse traits and
personalities of important figures)
Intuitive expression (sensitivity to ones internal senses)
Creative writing/listening (generating and communicating ideas through
listening and writing)
Evaluate situations (assessing solutions to issues in terms of their
consequences and implications- asking what if?)
Visualisation (ability to perceive self in different contexts and
circumstances)
Examples of change (understanding the dynamic nature of the world and
issues, including demonstrating an ability to make own modifications to
products)
Provocative question (challenging questions requiring in-depth
consideration and analysis; higher order thinking)
(Sourced from New South Wales Department of Education and Training (2004, pp.4-5)).
Tasks belonging to the lower levels of Blooms Taxonomy (knowing, understanding and applying) will
be each worth 5 points, and the higher level tasks worth 10 points. Each student will be expected to
accumulate 50 points worth of activities, and the teacher will determine how many activities from
the higher order categories are required in accordance to the individual needs and abilities of the
student. Higher ability students will be expected to complete at least three 10 point activities. Each
child is also expected to choose a task from the creating category and conduct a presentation to
the class (as specified on the activity grid).


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MULTIPLE INTELLIGENCES & BLOOMS TAXONOMY
OUTLINE FOR UNIT OF WORK- Identity (Grade 2/3)


Multiple
Intelligences
Blooms Taxonomy: Six Thinking Levels
Knowing Understanding Applying Analysing Evaluating Creating
Verbal/Written

Do an A-Z of all things
Australian. Keep
adding to it throughout
the unit!
After watching a Youtube
video, write a list of
instructions to help your
friend throw a
boomerang. You can
include some diagrams
too if you want.
Invent a game based on
Australian animals,
Australian foods, or
Australian places.
Skills of search and study
of creative process-
Research and write a
brief biography of a
famous Indigenous
Australian. Why are they
famous, and how have
they contributed to the
Australian national
identity?
Intuitive expression-
Imagine that you are told
that everyone in Australia
has to wear cork hats and
thongs. Write a letter to
the government supporting
or not supporting this new
national dress.
Creative writing- Write a
short story or poem
describing what it means
and doesnt mean to be an
Australian. Present this to
the class.
Logical/
Mathematical

Make a timeline for the
different events in
either Possum Magic or
Wilfred Gordon
McDonald Partridge.
Choose an Australian
food and draw the
different stages of
production. You can use a
flow chart to set out the
information.
Attribute listing-
Brainstorm as many things
as you can that make up
the Australian national
identity. Group them
together using a graphic
organiser such as a Venn
diagram, briefly explaining
your choices for grouping.
Skills of search-
Choose to focus on a
either Australian foods,
landmarks or animals,
and conduct a survey in
the class to find out
which one is seen to be
the best symbol of
Australian identity. Was
the information what you
expected, or was it
Evaluate situations- Did
Possum Magic do a good
job at describing animals,
food and landmarks which
make up the Australian
identity? Use a PMI chart
to list the good and bad
aspects, and then write a
brief book review giving
reasons for you choices as
well mentioning other
things you might have
Visualisation- design a map
of Australia using
landmarks and cities
mentioned in Possum
Magic. What would be the
shortest route taken by
Hush and Grandma Poss?
What would be the longest
route? Add in your own
landmarks, places of
importance to your own
identity, but also any other

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surprising? Construct a
graph in Excel to illustrate
the information you have
collected, and write a
summary about what you
have discovered.
added. places you think might be
missing in the story.
Present the map and your
reasons to the class.
Visual/Spatial

Make a mind map of all
the things you know
about Aboriginal places,
people, foods,
instruments, tools,
names, etc.
Make a cartoon strip
showing the Australian
foods and places
Grandma Poss had to find
to make Hush invisible
again. Dont forget to
include their names.
Examples of change- How
has the Australian identity
changed over time-
assemble a collection of
photos,
newspaper/magazine
articles to make a timeline
of the changes.
Attribute listing- List the
most important things
and events in your life
that make up your own
identity. Create a flow
chart to show these
things in order of
importance. Why have
you put them in that
order?
Intuitive expression- Take a
look at the Ned Kelly
paintings by Australian
artist Sidney Nolan. Are
they a good or bad
representation of
Australian life, and why?
Briefly write a review on
the painting and include
what you would add or take
away?
Visualisation- Imagine,
plan, create and present a
new national flag which
includes all different groups
in Australia. What is special
about Australia? Would you
keep any of the original
elements? Give reasons for
your choices of colours,
symbols and emblems.
Bodily/Kinaesthetic

Draw some Australian
icons, such as foods and
clothing, and act out
how they are eaten,
used or worn.
Cut out photos from
newspapers to illustrate
Australias sporting
national identity. How
important is sport to the
nation? How important is
sport in your own sense
of self?
Referring to an animal in
Possum Magic, act out how
that animal moves, eats
and protects itself from
danger. Is this different
from other Australian
native animals?
Attribute listing- make a
model of an Australian
animal and compare it to
a similar species in
another country. How is
it different or how is it
similar? Eg. Echidna and
hedgehog, or emu and
ostrich, etc.
Provocative question-
Should Australia Day be on
the 26
th
of January,
celebrating British people
stealing Aboriginal lands?
What other days could be
more appropriate? Write
and perform a play, puppet
show or TV program about
your opinion.
Skills of search and
examples of change- Like
Wilfred Gordon McDonald
Partridge make a Story in a
Shoebox, and collect a
number of objects which
would help you remember
your own identity. Find 5
things which show people
who you are, and present
them to the class. Why
have you chosen these over
others, and how have they
changed over time?

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Musical/ Rhythmical

Listen to some
Aboriginal music.
Brainstorm with a
partner as many
different instruments
you can hear as
possible. In a separate
column, add any other
Aboriginal instruments
you know about. Add
to this list during the
unit!
Using the famous
Australian foods in
Possum Magic, write a
song to help Grandma
Poss and Hush what they
were and where they
were found.
Listen to 15 famous
Australian songs and group
them according to their
genre, or style of music,
e.g. pop, rock, folk, anthem,
etc. Explain you choices.
Intuitive expression:
Listen to either I Still Call
Australia Home or I Am
Australian. How do
these songs make you
feel? Do you think this
would be different to
how other people feel
when they listen to
them? Add an extra to
verse to either of these
songs. What would you
include? What emotions
would you try to convey?
Provocative question-
Listen to the national
anthem. Is it the best
description of life as an
Australian? What is
missing? Do a PMI chart on
your evaluation of the
anthem.
Creative writing/listening-
Write and perform your
own national anthem based
on your evaluation of the
current version. How would
you include all groups of
people in Australia?
Interpersonal

With a partner, write
down as many words as
possible that can be
made from
BUSHRANGER.
How would you explain
Vegemite to your friend
visiting from overseas?
Write a note explaining
what it is, and how it is
used.
With a partner, invent a
flash card game to teach
people about Australian
landmarks.
Creative writing and
examples of change-
Create 10 questions
about national identity
and interview another
teacher, parent, or
grandparent. How have
they seen national
identity change in their
lifetime?
Evaluate situations- How is
being an Australian and
living in Australia different
to living in a poor, third
world country? List your
points down and write a
letter to a friend with a
picture comparing the two
situations.
Visualisation- Imagine you
are a tour guide in
Australia. Design and
present an informative
pamphlet, poster, webpage
or wiki discussing what it
means to be an Australian.
Intrapersonal

Start a learning log
about an Australian
landmark. Add new
facts, pictures and
diagrams to it
throughout the unit.
Aboriginal identity
involves special sacred
sites, and Wilfred Gordon
enjoyed visiting the old
peoples home next door.
Do you have a special
place that you like to go
to which is part of your
identity? Draw a map to
National identity often
includes an emblem, crest
or symbol associated with
the country. Create your
own emblem, crest, or coat
of arm for your family.
Skills of search- Family is
an important part of our
identities. Make a family
tree showing
relationships between
family members, and
discover how and when
your family came to
Evaluate situations- How
would you feel if you had
lost your memories like
Miss Nancy, or invisible like
Hush? Would it be good or
bad for your sense of self?
Write a journal article with
your responses.
Intuitive expression-
Pretend that you are on
holiday in Australia. What
will you do, where will you
go, and what will you eat?
Write an itinerary or
schedule for your trip and
present it to the class. Give
reasons for your choices,

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get to it, or invent your
own special place if you
dont have one yet.
Australia. and tell the class how you
would feel in each example.
Naturalist
What Australian
animals could you find
in Possum Magic? Mark
in where they can be
found on a map of
Australia.
Draw the life cycle of an
Australian animal or
plant. Include diagrams
and dont forget to
describe their habitat.
Large areas of Australia are
covered by deserts. Do you
know of any other places in
the world where deserts
can be found? Find four
other deserts in the world
and list one similarity and
one difference between
them and Australian
deserts.
Attribute listing- What
are Australian flora and
fauna? How are they
different from animals in
England? Use diagrams
and photos to make an
encyclopaedia article.
Provocative question-
Although in Possum Magic
Hush has to eat Australian
food to become visible, are
wildlife supposed to eat
human food? What are the
dangers to Australias
native wildlife from human
activities? Create a sign to
warn tourists about the
dangers of human activity
on wildlife and their
habitats.
Examples of change-
Investigate one of the
animals on Australias
Commonwealth Coat of
Arms (either the kangaroo
or the emu). How has the
environment changed for
these animals? Write and
perform a short play about
the difficulties facing these
animals in their natural
habitat, and what can be
done to fix the situation.

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Dimension Three: Assessment and Evaluation
According to the Victorian Curriculum and Assessment Authority (2007), the purpose of assessment
lies in collecting reliable information for teachers to make informed judgments about the progress
of students against specific task criteria and achievement against common standards. Assessment
(particularly, for high ability students) will include consideration of a students level of addressing
the eight creative thinking processes in the Williams model of differentiation, featuring earlier in the
Unit Objectives (adapted from New South Wales Department of Education and Training (2004,
pp.6)):
Creative thinking process: Demonstrated by:
Fluency A substantial number of relevant responses.
Flexibility Variance and adjustment of responses and
thinking processes in response to direct
questions and tasks.
Originality Unusual ideas and novel responses to prompts.
Elaboration Extra detail, insight and specificity in responses.
Risk-taking Willingness to try something new, investigate
the unknown, make estimations, and expose
oneself to failure and mistakes.
Complexity Elaboration, depth and sophistication of
response.
Curiosity Interest in exploring new ideas, problems and
situations.
Visualisation Ability to imagine, perceive and relate to
unknown situations and circumstances.

This unit will further exemplify the following methods of assessment, including a combination of
both formative and summative assessment practices (VCAA, 2007).
v Pretesting: information will be obtained from the introductory activity in groups, where
students will brainstorm all that they know about the topic identity. As assessment for
learning (VCAA, 2007), this information will be further utilised in the negotiation of
differentiated task selection for the students individual learning contract.
v Learning contract- the checklists involved in the learning contract will enable continual
information regarding individual student progression and completion of the differentiated
tasks, providing insight into the students learning behaviours and abilities.
v Summative assessment (judgement of student progress at a particular point in time
(Ferguson, 2011, pp. 401)) will be provided through informal teacher questioning and
observations, either in conferences with individual students across the unit, or within wider
class discussions/debates. Such information is crucial in assessing the students learning in
action; their ability to interact, develop and share ideas and work towards reaching the
learning objective (Ferguson, 2011, pp.399).
v Student workbook (unit portfolio)- formative assessment (provision of feedback for
improvement of future learning (Ferguson, 2011, pp.402)). Student workbooks should

14

contain all work and applicable tasks completed over the unit, as well as a self-assessment
sheet.
v Student oral presentation- formative assessment regarding student presentation of a
differentiated activity in the Blooms Taxonomy creating stream of tasks. Teacher
assessment of the task will also be accompanied with peer assessment.
v Teacher evaluation- students provided with the opportunity to provide feedback regarding
the unit, pedagogy, and teaching strategies employed in the classroom.


15


Resources
Barlow, A. and Marji, H. (2001). Aboriginal People, Then and Now: Sharing Our Cultures.
Heinemann Library. Port Melbourne. VIC.
Barwick, J., and Barwick, J. (2007). Who Did What When? Multicultural Australia. Heinemann
Library. Port Melbourne. VIC.
Fox, M. (1983). Possum Magic. Scholastic Press. Gosford. NSW.
Fox, M. (1984). Wilfred Gordon McDonald Partridge. Scholastic Press. Gosford. NSW.
Fox, M. (1995). Wombat Divine. Scholastic Press. Norwood. SA.
Gray, L., Litchfield, B. and Juan,M. (2007). Engaging General Biology Students With
Learning Contracts. Journal of College Science Teaching. Vol. 37(2).
pp.34.
Gross, Scrap & Pretarius (1999). Gifted Students in Secondary Schools: Differentiating the
Curriculum. NSW: Gerric.
New South Wales Department of Education and Training (2004). Gifted and Talented
Education. Differentiating the Curriculum for Stage 4 English Students:
Williams Model. Curriculum of K-6 Directorate.
Vaughan, M. (1984) Wombat Stew. Scholastic Press. Lindfield. NSW.
Sheppard, A. (2001). Colourful Characters of Australias Past: Bushrangers. Echidna Books. Port
Melbourne. VIC.
Victorian Curriculum and Assessment Authority (2007). Victorian Essential Learning
Standards. Accessed at: http://vels.vcaa.vic.edu.au (on 11/5/2012).
Victorian Curriculum and Assessment Authority (2007). Teaching, Learning and Assessment
Advice. Accessed at: http://vels.vcaa.vic.edu.au/support/tla/index.html (on
14/5/2012).




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Appendix 1
Unit topic- Identity : Assessment Rubric
Portfolio
Correct number of learning activities completed: Yes or No
Comments
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Oral Presentation
Beginning (1) Intermediate (2) Accomplished (3) Established (4)
Presentational
skills: interesting
tone of voice,
standing still,
clarity of voice,
appropriate
gestures

Fluency: quantity
of relevant
information and
discussion


Flexibility: ability
to vary and
adjust responses
and thinking in
accordance to
task demands


Originality:
Unusual ideas
and novel
responses to
prompts.


Elaboration: Extra
detail, insight and
specificity in
responses.


Risk-taking:
Willingness to try


17

Total score:
Comments
-
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

something new,
investigate the
unknown.
Complexity: detail
in task response
and depth of
discussion


Curiosity:
Interest in
exploring new
ideas, problems,
creations and
situations.


Visualisation:
Ability to imagine,
perceive and
create new and
unfamiliar
products


18

Appendix 2
Peer Assessment
Name:
Presentation/task activity:

Did you enjoy the presentation: Yes No Maybe
What did you enjoy?
____________________________________________________________
____________________________________________________________
____________________________________________________________
What did you learn from the presentation?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Was the presentation delivered in an interesting way: Yes No Maybe
What could be improved on for next time?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Draw the number of stars (out of five) that you would rate this
presentation and the students effort.


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Appendix 3
Unit and Teaching Evaluation
1. What did you like about the Identity unit of work (books,
resources, contract tasks, etc.)?
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. What didnt you like about the Identity unit of work (books,
resources, contract tasks, etc.)?
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. Was your teacher easy to understand? Yes No Maybe
4. Was your teacher helpful to your learning? Yes No Maybe
5. Did you feel supported and encouraged during the unit?
Yes No Maybe
6. Did you enjoy the whole class debates? Yes No Maybe
7. Did you enjoy working on your own with contract activities?
Yes No Maybe
8. Was the contract helpful for keeping you on track?
Yes No Maybe
9. Did you find any tasks too difficult? If so which ones, and why?
_______________________________________________________
___________________________________________________
10. Were any tasks too easy? If so which ones, and why?
_______________________________________________________
_______________________________________________________
11. Which activity would most like to do again in future, and
why?
_______________________________________________________
_______________________________________________________


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Appendix 4
Learning Contract
Topic: Identity Date:
I ___________________________ agree to complete the following work set out
in this contract which has been negotiated between myself and my teacher. I
have chosen to complete the following tasks from the Identity learning activity
grid worth 50 points, including a task from the creating category to present to
the class at the end of the unit:
1. Points___
2. Points___
3. Points___
4. Points___
5. Points___
6. Points___
7. Points___
8. Points___
9. Points___
10. Points___
(Oral Presentation task- from the creating list)
In this unit I agree to work cooperatively with others, respecting other views, and
listening effectively. I agree to do my very best, ask for help when I need it, and
obey the classroom rules in a safe and respectful way. I also understand that all
work and preparation for my oral presentation must be finished by -
____________, and failure to do so may result in consequences such as staying in
at recess and lunch, but also appropriate grades and failure of the unit.

_________________________ _______________________
Student signature Teacher signature

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Appendix 5











22

Appendix 6
Bridge Building
Bridges are an important icon for national identity
in many countries around the world. These famous
bridges all have different structures and features
which not only set them apart from other iconic
landmarks, but also provide different levels of
strength and stability.
With a partner your task is to investigate a
particular bridge structure which you believe is
the strongest. You and your partner will then
design and build a bridge using this structure,
which will hold the weight of one tennis ball.
However, in this activity you can only use one
whole newspaper and two metres of masking tape. The bridges
will be tested to see which group has the best design. In your
workbook you and your partner must draw a picture/plan of your
design, write down the results of the tennis ball test (including which design was the
best and why), but also list some ideas as to how your bridge could be improved for
next time.
GOOD LUCK!!!!
Different bridge structures to investigate may include:
v Arch and truss arch
v Beam
v Bowstring
v Box-girder
v Cable-stayed
v Cantilever
v Continuous span
v Suspension
v Trestle
And many more

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Appendix 7
Mathematics- Lets measure our bodies! Name:
Our physical features can be an important part of our personal identity. Using tapes measure and
scales, work with a partner to measure the following physical characteristics. Dont forget to use
kilograms (kg) and centimetres (cm), and estimate before you measure!
I am going to estimate and measure __________________s physical features.
Physical feature Estimation Actual Measurement
Height (cm)
Weight (kg)
Hand length (cm)
Around the head (cm)
Around the waist (cm)
Around the arm (cm)
Around the leg (cm)
Length of leg (cm)
Length of arm (cm)
Across the shoulder (cm)
Length of foot (cm)
Length of thumb (cm)
Arm span (length of one arm to
another when outstretched) (cm)

Width of fingernail on your
index finger (pointer) (cm)


The longest part of _______________s body is _________________
The shortest part of ________________s body is __________________
Were your estimations close? Explain which estimations were the closest, and which were the furthest
away.




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Appendix 8
CRAZY Map Investigation
On the blank map of Australia plot the following iconic Australian landmarks, as well
as including at least six of your own places importance (perhaps where you live,
favourite holiday destination, places you would like to visit):
v Worlds biggest monolith-
Uluru
v The lowest point in
Australia- Lake Eyre
v The highest mountain in
Australia- Mount Kosciuszko
v Longest river in Australia
v The Big Pineapple
v The largest desert in
Australia
v The Daintree rainforest
v The Big Golden guitar
v The national capital city
v The Big Merino
v The tallest tree in Australia
v Kakadu
v State Capital Cities
v The Worlds Largest Coral
Reef- The Great Barrier
Reef
v The Opal Capital of the
World- Cooper Pedy
v The Big Banana
v The northernmost and
southernmost points of
Australia
v The westernmost and
easternmost points of
Australia
AND
v At least five other locations
which are important to you
On your map dont forget to label the compass with N (North), E (East), S (South)
and W (West) and use these compass points to answer the following questions:
- Uluru is _______________ of Darwin, but ______________ of Adelaide.
- The Big Banana is _____________ of Sydney.
- Lake Eyre is _____________ of the Great Victoria Desert.
- The Big Golden Guitar is_____________ of Canberra.
- Melbourne is _______________of Adelaide.
- Kakadu is ____________of Darwin, but _______________ of the Daintree
rainforest.
- The Great Barrier Reef is _____________ of the Daintree Rainforest, but
____________ of Melbourne.
- Hobart is _____________ of Melbourne.
EXTENSION ACTIVITY
Rule a grid on your map with letters across the top and numbers down the side.
Create a set of instructions using grid positions and compass points (for example,
Go North to A6) following a route to your favourite destinations in Australia. See how
tricky you can make the journey and swap with a friend to see if they can follow the
directions!

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Blank Map obtained from http://geography.about.com/library/blank/blxaustralia.htm (accessed on
29/5/2012)

26

Appendix 9
Identity Unit Lesson Plan- Bridge Building.
Grade Level: 2/3
VELS Standards: Interpersonal development; Maths; Design, Creativity and Technology.
Refer to worksheet/handout (Appendix 6)
Prior knowledge/learning
At a VELS level two in Mathematics, students should be competent in:
- Recognising lines, surfaces and planes, corners and boundaries of structures
- Recognising two-dimensional shapes including rectangles, rhombuses and hexagons, and three-dimensional shapes and objects including pyramids,
cones, and cylinders. They should be also able to arrange a collection of geometric shapes.
- They recognise and describe symmetry, asymmetry, and congruence in these shapes and objects. They accurately draw simple two-dimensional
shapes by hand and construct basic models.

Learning Intention/Outcomes (What do I want the child/children to learn?) Include one or two specific goals which are clearly linked to your prior
knowledge of the child/children.

By the conclusion of this particular learning experience I want the child to:
1. Recognise various shapes and solids crucial in different bridge structures
2. Identify features and characteristics which strengthen constructions, but also which are the strongest.
3. Create a labelled sketch or design of proposed bridge

Next lesson:
1. choose appropriate tools, equipment and techniques assemble their designed bridge
2. Analyse, evaluate and revise their designs, products or simple systems in light of feedback they have gained from others.

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Lesson Plan (How will I achieve the learning intention?) Identify how you will engage, explore, explain, elaborate and evaluate the experience.
Engage
- Begin lesson with revision of Australian National Icons already learnt. Questions such as, Who can remember the Australian landmarks in Possum
Magic?
- Discuss the Sydney Harbour Bridge- what makes it different from other bridges, or similar. Distinctive features- has anyone been to Sydney and can
describe it to the class.
- Introductory Youtube video Constructing Australia: The Bridge.
- Explain that the nature of the task, involving the investigation, design and testing of their own bridge- also the important link back to student prior
knowledge and wider unit topic of identity (national identity).

Explore
- Brainstorm with partner other famous bridges, and their different designs- What makes the Sydney Harbour Bridge different from the Golden
Gate Bridge in San Francisco. Explore student prior knowledge and life experiences, What other types of bridges have you seen in the past?
Explain
- Students work together to investigate other bridge types including Arch and Truss Arch, Beam, Bowstring, Box-girder, Cable-stayed, Cantilever,
Continuous span, Suspension, Trestle designs. Learning will take place in pairs as teams, featuring a collaborative approach to research and design.
- Within student-driven inquiry, pupils will have to evaluate which structures are the strongest and most appropriate for the task (holding the weight
of a tennis ball).
- Resources available in books, online web-sites, Youtube videos. Students must navigate these different mediums to assist in gathering ideas for
their design.
- Teacher acts as a facilitator in learning, acting scaffold new knowledge where appropriate, but not dictating direction of ideas or concepts

Elaborate How will I get the children to apply their learning?
- Students will have to choose which structure type is best suited to the task (holding the weight of a tennis ball), given the resources provided (one
whole newspaper and two metres of masking tape.
- Students are then required to apply such learning through designing their proposed structure. Students are required to draw a diagram in their
workbook featuring appropriate labels, and directions. Students must also clarify the various bridge structures (arch, cable, truss, etc.) featured
within their design, suggesting other famous bridges which may have acted as inspiration for their ideas, as well as justification for their choices.
Next lessons
- Students will make their bridge from the design, and list any adjustments required to make it stronger- these suggestions should be recorded down

28

in their workbooks also.
- The bridges will all be tested, and the winners will be chosen among the strongest structures.
- Students will be expected to note the results of the test. They will be required to record these results down in their workbooks, noting which group
won, and specifically how their bridge was different (and stronger). Based on their observations, students will brainstorm and list several
suggestions for improving their structures.
- If there is time, students will be enabled the opportunity to alter their bridge with these improvements, and testing will be undertaken again to
observe their strength.

Evaluate How will I assess the learning that has occurred?
- Informal observations for the first lesson regarding student input in class discussions and brainstorming, but also progress made in investigations,
and cooperation with partner. This will provide summative assessment information. I will also check each design before the end of the lesson to
gauge the level of ideas and understanding for each group.
Next lessons
- Informal observations from design and testing (good indication of ideas through success/failure of structure).
- Formative assessment through collection of workbooks and providing feedback on student development of ideas, concepts and designs, in addition
to various improvements made. Comments will be provided to student, and also contribute to wider student evaluation.


29