Integrated Unit of Work: Travelling to Africa

Purpose Knowledge and Understanding Skills and General Capabilities

The purpose of this unit of work is to develop Year 4 students geographical skills as
they relate to:
-Collecting and recording relevant geographical data and information, for example, y
oserving, y interviewing, conducting surveys and measuring, or from sources such as
maps, photographs, satellite images, the media and the internet
-!eveloping geographical "uestions to investigate
-#epresenting the location of places and their features y constructing large-scale maps
that conform to cartographic conventions including scale, legend, title and north point,
and descrie their location using simple grid references, compass direction and
distance
-$earning aout the location of the ma%or countries of &frica and their main
characteristics, including the types of natural vegetation and native animals
in at least two countries from oth continents
This instructional focus is within the context of the development of students 'geography
knowledge and understanding and relating to the environment and culture of &frica to
&ustralia( )tudent will come up with their own "uestions for their research in regards to
geographical features of different parts of &frica(
*y considering the contrasting example of &frica and &ustralia, students will develop an
understanding of the differences of the environment and values of the two places(
The selection of this learning theme allows for a numer of integrations across
curriculum areas +literacy and numeracy, and arts(
Geograp!: )tudents will use various texts +internet sources, fiction, and non-fiction
ooks, in order to understand the different natural vegetation and geographical features of
different parts of &frica( )tudents will express their knowledge through eing ale to record
information to answer their in"uiry "uestions aout the topic and make a presentation of
their %ourney to the class covering all the re"uired criteria( -n addition, students will
demonstrate their knowledge y completing the map of &frica with appropriate map
symols(
"iterac!: )tudents will know how to use comprehension strategies and information
literacy strategies to uild content knowledge in the area of geography, demonstrating this
knowledge through planning +-ncluding the use of internet research engines, rehearsing
and presenting learned context to the class( )tudents will enhance their comprehension
strategies through reading various texts +internet sources, fiction and non-fiction ooks,(
They will also create their own text to demonstrate their understanding on fiction novels(
Arts #$edia%visual&: )tudents will know how prepare or make suitale costumes props
and sound effects to incorporate in to their documentary to enhance the "uality of the
documentary( They will also learn how to use video camera and various techni"ues to
create the effects they desire to incorporate( .inally, students will use numer of video
editing principles and tools and learn the significance of it(
(
Skills' Geograp!:
-Students mental maps of the world and their understanding of
place are further developed through learning the location of the
major countries in Africa and investigating their types of natural
vegetation and native animals on those continents.
- Develop inquiry skills through creating diferent geographical
questions to investigate for their research
- Selecting and applying efcient methods of searching the
internet for geographically relevant information about vegetation
and animals
- Annotating a map using the appropriate cartographic
conventions including map symbols, scale and north point to
show places and their features, in Africa. (Link to numeracy skills
for year fours)
Skills- Literacy:
-)tudents can hare and explain ideas, discuss concepts, work
collaoratively, participate in class discussions, write/talk aout
their work or other peoples work, and present or introduce work
- Students will be able to plan and present learned content
-Students will be able to use comprehension strategies to infer
meaning across a variety of text genres, for the purposes of
entertainment and to support their inquiry;
-Students will use range of software to construct, edit and publish
their presentation and documentary
Skills- Arts (Visual/Media)
-Students can plan media art works using preproduction tools
and formats
-Students can explore how to express ways of seeing and
imagining their word working with image forms, objects and
spaces
-)tudents can investigate and experiment with the "ualities of
different media and techni"ues to develop intended effects
-)tudents can investigate and experiment with the "ualities of
different media techni"ues to develop intended effects
-)tudents can create media artworks using codes and
conventions of story structures
General Capabilities:
Geograp! (nglis Arts
#AC)GK*+*&
The location of the
ma%or countries of
&frica
and
)outh
&meric
a in
relation
to
&ustrali
a, and
their
main
charact
eristics,
includin
g the
types
of natu
ral
vegeta
tion an
d
native
animals
in at
least
two
countri
es from
oth
contine
nts
#AC)GK*+,&
The types
of natu
ral
vegeta
tion an
d the
signific
ance of
vegetat
ion to
the env
iron-e
nt and
to
people
#AC)GS*+.&
Collect and record
relevant
geographical data
and information,
for example, y
oserving, y
interviewing,
conducting
surveys and
measuring, or
from sources such
as maps,
photographs,
satellite images,
the media and the
internet
#AC)GS*+/&
!evelop
geographical
"uestions to
investigate
#AC)GS*+0&
#epresent the
location of
places and
their
features y
constructing
large-scale
maps that
conform to
cartographic
conventions
including scale
, legend, title
and north
point, and
descrie their
location using
simple grid
references,
compass
direction and
distance
+&C0$&1423,
-ncorporate new
vocaulary from
a range of
sources into
students own
texts including
vocaulary
encountered in
research
(ACELT1603)
Discuss literary
experiences
with others,
sharing
responses and
expressing
a point of view
+&C0$&1433,
4nderstand that
social interactions
influence the way
people engage
with ideas and
respond to others
for example when
exploring and
clarifying the
ideas of others,
summarising their
own views and
reporting them to
a larger group
+&C0$Y1524,
6lan, draft and
pulish imaginative,
informative and
persuasive texts
containing key
information and
supporting details
for a widening
range of audiences,
demonstrating
increasing control
over text structures
and language
features
(ACELT1794)
Create literary texts
by developing
storylines, characters
and settings
$edia Arts
4(7 Create
media arts
works using
codes and
conventions
of story
structures
$edia Arts
4(4/8 6lan
media arts
works using
preproduction
tools and
formats
1isual Arts
4(1 0xplore
how to
express
ways of
seeing and
imagining
their world
working with
images
forms, o%ects
and spaces
1isual Arts
4(7 -nvestigate
and
experiment
with the
"ualities of
different
media
and
techni"ues to
develop
intended
effects
Introduction #Invitation to 2ourne! to Africa&
#AC)GK*+*& )tudents will e given a letter from a famous researcher from &frica where they are
invited to travel a %ourney through &frica and conduct a research( 0ach letter will come
with a compulsory %ournal( The letter explains that in order to successfully complete the
research, the students need to:
-.ill out different countries in &frica +.or travel purposes,
-#ecord important geographical features
-#ecord important facts, details and information they find as they travel
Teacher will have discussion with the students on what countries/geographical features and
characteristics they know aout &frica(+!iagnostic &ssessment: Teacher will make notes to find
out what the students know already, Conse"uently, using &tlas, students will fill out different
countries of &frica on their lank map in order to familiarise with the countries they go to travel(
9esites: https://www(youtue(com/watch:v;8<si26=vm3Y +The countries of &frica,
https://www(youtue(com/watch:v;gc4pg>?vw*k +The 9orld song of &frica,
$odelled 3eading: Africa is not a countr!4
#AC)GK*+*& @any students do not know that &frica is actually a continent which is comprised of
many different countries( Teacher will read the ook A&frica is not a countryB +>(9(
*ush, 7CC1, to the students as an introduction to travelling to &frica( The focus of the
session is to engage the students with the topic and give an insight to different
countries and cultures of &frica efore they explore the continents in their research( *y
reading this ook, students will e ale to come up with more variety of "uestions they
will e rainstorming for the -n"uiry "uestion chart
In5uir! 6uestions
#AC)GS*+/& .ollowing on from introduction, students will e divided into groups of four students(
-n groups, students will decide what countries in &frica +7-D countries, they would like to travel
hence conduct a research on( Conse"uently, each group will e given an &D sheet to rainstorm
any "uestions they regarding to the countries they are travelling to(
$apping :Wat is a -ap7
Teacher and students will have discussion on ased on the following "uestions:
-9hat are maps used for: -s it %ust for navigate purposes:
-9hat does a map show:
-9hat are some important features/characteristics of a map:
#AC)GS*+0& #AC)GK*+*& .or mapping sessions, students will learn how to read the map and
that map shows continents, countries, state, cities or roads and landmarks of a town
etc( )tudents will also learn that different map not only shows location ut also
demonstrates different landforms, kinds of natural resources and different
temperatures in specific areas( )tudents will learn the important featuress of a map
which includeE map key, scale and compass rose( Conse"uently, students will measure
the distance of their school and y using appropriate scaling, they will create a map of
their school and draw important features of the school(
&fter students are familiar with mapping, they will use the empty map the researcher has given
+from introduction, to correctly complete the map of &frica using the map key, scale, compass
rose and giving a appropriate title to the map( )tudents will e also asked to draw(
9esite: http://www(africa-games(com/africaFmapF"ui=(html
http://www(africa-games(com/africaFmapFgame(html +&frica @ap games,
Geograpical features in Africa #"ibrar! sessions&

#AC)GS*+/& #AC)GK*+*& )tudents will take part in guided reading session, using the text
A0xplore &fricaB +Galman and )%onger, 7CCH,( )tudents will read this ook as a group
and find out the relevant geographical features information of the parts of countries in
&frica +0(g( -f they have chosen Congo, they would identify as rainforest, that they
have chosen(
Conse"uently, using different wesites +some wesites will e provided y the teacher, and other
ooks in the lirary, students will find out the wide variety of terrains and climates of the relevant
areas they are planning to explore( )tudents will continue to write down in"uiry "uestions in the
&D paper as they continue their research on geographical features for them to figure out when
they are on their %ourney( )tudents will e informed that this session is %ust to riefly find out the
ackground information in order to perfectly e aware of where they are travelling,(
Introduction #1isiting friends in Africa&
)ow is life like for cildren in Africa7
Part A& Guided 3eading Session ,: A life like -ine
IThese lessons will follow on from when students are on their %ourney to &frica
(ACELT1603)+&C0$&1433, )tudents will meet Jincent and @ahasin +p(74-78, D7-DD, , through the
text '& $ife $ike @ineB +4K-C0., 7CC7,( The focus of the session is to engage the students with
culture/lifestyle of &frica y meeting the &frican children who actually live in &frica( Teacher will ask
the students how they feel after meeting the two children from &frica and what "uestions they want
to ask them( @oreover, students will talk aout what they know aout the places Jincent and
@ahasin live(+&s some students will already have some knowledge from the regions from their
research,
)tudents will then go in groups +same group as geography, to form an in"uiry sheet where they
have to rainstorm "uestions they have aout &frican culture( -n addition to the in"uiry "uestions
students come up with, teacher will also provide some "uestions for students to find out y reading
the ook A& life like mineB and visiting the wesite: http://www(our-africa(org/food( +0xplains different
food/history/culture in different regions of &frica,
-9hat is the daily life like for &frican children in &frica:
-9hat are the housings like in &frica:
-9hat kind of food do they eat:
Part 8: Guided 3eading Session + :A scool like -ine
(ACELT1603)9atch www(youtue(com/watch:v;ealGLkL?2Hu3 +6review from $atest !ocumentary
aout school of )t Mude, as introduction to how school is like in &frica(
Conse"uently, students will do guided reading using the ook A& school like mineB +4K-C0., 7CC7,
meeting .undi and )iusiso from )outh &frica( )imilar to the previous guided reading session,
students and teacher will talk aout how they feel after watching the video and meeting the two
&frican students from & school like mine(
+&C0$&1433, )tudents will add more in"uiry "uestions in groups they have aout the school life
and students in &frica( -n addition to the in"uiry "uestions, students will come up withE teacher will
also provide some "uestions for student to find out y reading the ook, A& school like mineB and
visiting different wesites(+)tudents are advised to write down the wesites for references,
?uestions from the teacher:
-9hat do &frican students ring to school:
-9hat language do they speak at school:
-!o they have school uniform: 9hat do they wear to school:
-!o lots of students go to the school: 9hy or 9hy not:
)ow is teir life different fro- ours7
Part A: )ow is life like in Australia7
+&C0$&1423, (ACELT1603))tudents will e informed that the children from &frica also want to find
out how life is like in &ustralia( )tudents and teacher will discuss the environment, daily life style and
school life in &ustralia prior to the main activity( &lso the meaning of AenvironmentB will e discussed
in the classroom( Conse"uently, students will e provided with another paper to answer the following
"uestions( +Teacher will explain that these are the "uestions from the children from &frica,
-9hat is &ustralian environment like:
-9hat do children -n &ustralia do daily: +$ifestyle,
-Now is school like in &ustralia: +)tudents need to give examples of their own schools,
Part 8: )ow is lifest!le in Australia different fro- Africa7
(ACELT1603)&fter students have researched and found answers for oth &frica and &ustralia,
students will have time to compare/contrast the lifestyle etween the two countries thus have small
discussion in the classroom(
9ocu-entar!
Part A: Wat -akes a docu-entar!7
+&C0$&142C, )tudents will learn that documentary tells stories aout what happened in real life
using real people with actual images and o%ects( )tudents will watch short documentaries on video
(:ploring sounds #In preparation for Part A&
)tudents will listen to different sound effects teacher provide,
concentrating on the loudness, pitch and the tone( Teacher will prepare
different pictures and ask the students to match the picture to the sound
effect that is most appropriate( Conse"uently, students will descrie how
each sound or songs made them feel and think of different situations
where such the sound/song could e used(
$aking a docu-entar!
Part A& 1isual%sound effects for te docu-entar! #Continuing fro-
scriptwriting&
+@edia arts 4(7,
+Jisual arts 4(1, -n order to make a mind-lowing documentary,
students also need to figure out the suitale visual images and music to
the script( -n groups, students will work together to decide what
costumes/materials/pictures/ ackground music they need to
incorporate to complete the documentary( )tudents will need to refer to
the images, videos, ooks they have encountered throughout the
lessons in order to recreate the image of &frica( Conse"uently, students
will have few sessions to either ring or make what they need for the
specific documentary they are creating(
I6arent helpers will e needed for this part
Part 8& 1ideo production ; editing
#$edia Arts 4(4/8,
+Jisual arts 4(7, )tudents will learn how to use video camera and
various techni"ues to create effects( Then, students will learn the
significance of video editing as people are ale to remove the parts they
do not want and modify parts of video to form another piece( )tudents
will further learn that y using a numer of video editing principles and
tools, they will e ale to enhance their "uality of the documentary and
catch peoples attention(
Part C& Presenting te docu-entar! to oter students
+)ummative &ssessment,
9esites: http://homeworkhelp(st%ohnssevenoaks(com/mountains(htm +@ountains in &frica,
http://www(ps(org/wnet/africa/explore/ +0xploring regions of &frica,
http://www(sheppardsoftware(com/&frica-rivers(html +0xploring rivers of &frica,
Te 3esearc: It is ti-e to go on te 2ourne!
A& Sort presentation
*efore students go on to their %ourney, each group will present which countries they are planning
to travel, rief ackground information on the regions, what they want to find out -n their %ourney
and finally how they will prepare for the extreme weather/geographical conditions to other
groups(
+Teacher will check the students %ournals and in"uiry "uestion to assess if the students have
found the appropriate information for the places they are travelling,,
8& 3esearc #<ollowing te presentation&
+&CN>GC71 , +&CN>)C7H, &fter the students have their in"uiry "uestions/ ackground
information checked y the teacher, each group will get the passport from the teacher to go on
their %ourney to different parts of &frica( )tudents will e mainly travelling:
-#ainforests
-)avannas
-$akes
-!eserts
-n groups, students will start researching aout the countries they are travelling( &s they travel
each country that they have chosen, students encouraged to mark cities, rivers and other
relevant features in the map( @oreover, in their %ournal, students needs to include:
-Characteristics of each geographical region
--nteresting facts they find in each region they travel
-Kative animals that live in specific geographical regions
-.ind pictures to add description to the information they find
-&nswers to the in"uiry "uestions they had efore they started travelling
I)tudents will e need to include iliography as they find information from wesites, ooks and
maga=ines(
9esite: http://www(our-africa(org/ +Jideos of the cultures/characteristics of different &frican
countries,
C& Power point Presentation #Su--ative assess-ent&
-n groups, y using the pictures and information they have recorded during their %ourney,
students will make a 6ower 6oint presentation addressing:
--n"uiry "uestions + 9ere these "uestions answered while during their %ournal:,
-The %ourney route
-Characteristics of the geographical region
-!istinctive animals in each region and their characteristics
--nteresting facts
-Conclusion + )tudents thoughts on the %ourney,
insight of how documentaries are supposed to look like( )tudents will learn that documentary films
help the viewers to see and learn what is happening around the world( &lso, students will learn the
different types of language they need to use depending on the targeted audience(
Part 8: $aking !our own docu-entar!
Scriptwriting
+&C0$Y1524, 6rior to making a documentary, students will need to prepare the script they will use
for the narration( -n order to accomplish this task, students will need to choose up to three children
they met from the texts, A& life like mineB and A& school like mineB and choose one or two students
from the group to e the interviewer for &ustralian lifestyle( *ased on the research they have
completed, students will write script for the documentary(
+#est will e in A&rtsB section of the 4nit overview,
Creating folk tale
$odelled reading session , : Stories fro- Africa
!uring the %ourney, students will meet a famous storyteller in &frica +Teacher will dress up and read
the story, read the text AThe .ire childrenB +@addern, 122D, which is a famous west &frican folk tale(
)tudents will learn the characteristics +language, setting, characters, and structure, of legends/folk
tales throughout the lessons and compare how it is similar and different to other famous legends that
they know of(
Guided reading session +=>: Stories fro- Africa
-n small groups, students will read stories from the text, AChasing the sunB +Tad%o, 7CC5, which is
comprised of various stories from different parts of &frica( )tudents will take turns to e the
storyteller with the costume( Conse"uently, they will discuss aout the stories and further identify the
setting, characters and structure of the stories(
Writing a folk tale

+&C0$Y1524, (ACELT1794)The storyteller +teacher, will tell the students that he has ran out of
stories to tell the children hence need the help from the students in order to tell other audiences to
tell &frican folk tales( )tudents will e asked to write a short folk tale of their own using real places
and cultural facts of &frica(
Word diar!
+&C0$&1423, )tudents will e given a word diary at the eginning of the %ourney for them to write
down and find the meanings of the words they do not understand throughout the %ourney to &frica