GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation

Transcription

1 Created by: L. Robertson Title of Unit: Australia Curriculum Area: Gifted English/Social Studies GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation Grade Level: 6 th Time Frame: (50 minute periods) STANDARDS/ELEMENTS: SS6G12 The student will be able to locate selected features of Australia. a.locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert. SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia s location, climate, and natural resources have affected where people live. b. Describe how Australia s location, climate, and natural resources impact trade. SS6G14 The student will describe the cultural characteristics of people who live in Australia. a. Explain the impact of English colonization on the language and religion of Australia. b. Evaluate how the literacy rate affects the standard of living. SS6CG6 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG7 The student will explain the structure of the national government of Australia. a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms. SS6E8 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Describe the economic system used in Australia. SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos. c. Explain why international trade requires a system for exchanging currency between nations. SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country s economy. d. Describe the role of entrepreneurship. SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans. a. Describe the origins and culture of the Aborigines. SS6H9 The student will explain the impact European exploration and colonization had on Australia. a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists. b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.

2 Common Core Literacy Standards in Social Studies: Key Ideas and Details L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources. Craft and Structure L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally). L6-8RH6: Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text. L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. Standards for Writing in Social Studies: Text Types and Purposes L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. L6-8WHST3: (See note; not applicable as a separate requirement) L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. production, distribution, and consumption of goods/services produced by the society are affected by How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries?

3 Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? INSTRUCTIONAL STRATEGIES Direct Instruction Compare and Contrast Reading for Meaning - Association - Summarizing - Context Connections Teams Games Tournament Task Rotation Literacy Integration Graphic Organizers Short answer response Analyzing and interpreting literature Notetaking Reading comprehension (finding main idea, key terms/concepts) Technology Integration Promethean Board Classroom Desktop Computers LCD Projector Classroom Laptop Computers Video Clips ipad/tablets Performance Task(s): - Visualization - Student-created choice - Presentation Writing Focus: Production and Distribution of Writing ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4 Reading Focus: Range of Reading and Level of Text Complexity ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently Academic & Content Vocabulary: VOCABULARY: Great Barrier Reef Coral Sea Ayers Rock Great Victoria Desert colonization standard of living literacy rate Australia indigenous Aborigines political-physical map location climate distribution of natural resources population distribution unitary confederation federal citizen participation autocratic oligarchic democratic parliamentary presidential constitutional monarchy parliamentary democracy federation voting personal freedoms economic systems continuum pure market

5 pure command economic questions: (1) what to produce, (2) how to produce, and (3) for whom to produce voluntary trade buyers sellers specialization trade barriers tariffs quotas embargoes currencies economic growth human capital (education and training) gross domestic product (GDP) capital goods (factories, machinery, and technology) natural resources entrepreneurship literacy rate standard of living investment traditional mixed economy

6 If Learning Does Not Occur (Intervention): Re-teaching of topics. Extended time and correction of unit assignments. Tutorial How Will Learning Be Extended Or Remediated? Extension Activities: Daily Lesson: [MC] = Media Center [LG] = Large Group [IND] = Independent [SG] = Small Group [Ps] = Pairs [NH] = Numbered Heads [TU/TD] = Thumbs Up/Down [TPS] = Think/Pair/Share [HOA] = Hands-on Activity [LC] = Learning Center [PR] = Partner Reading [CL] = Computer Lab [PP] Power Point Presentation {Time} Resources Textbook, UnitedStreaming, Graphic Organizers CONTENT RESOURCES: Teachers can find detailed Teacher Notes on this unit at There is detailed information about individual European countries in this document. Unit Checklist * See for Assignments/Activities Materials Needed: Graphic Organizer Performance task and rubrics Film clip (optional) Internet/Web Access MS Word or other word processing program INTERNET RESOURCES: CIA World Fact Book ( and the State Department s Background Notes ( Literacy Integration Resources (Print Materials) Title Author Corresponding Standard(s) BBC SS6G9 NPR SS6G9 Discovery.com SS6G9 USGS SS6G9

7 Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Resources: CCGPS: APS Gifted Standards: Videos: CNN Student News History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 1 Enduring Essential Question(s): How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained?

8 Hook: Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} Learning Experience: 1. Students view the Video: Australia Revealed. The teacher pauses the video to highlight and discuss key terms. 2. Students will be introduced to the vocabulary for the unit and will be expected to create vocabulary cards for each term (term, picture). [LG] {30} Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5} Wrap Up: Activity: Essential Question [LG] {5} Assess Homework: Assessment: Informal [IND/LG] {5} Closing: Informal Class Disscussion - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Resources: CCGPS: APS Gifted Standards: Videos: CNN Student News History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 2 Enduring

9 Essential Question(s): Hook: Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} Learning Experience: 1. Students will take detailed notes on a video discussing The Great Barrier Reef. 2. Students will continue to be introduced to the vocabulary for the unit and will be expected to create vocabulary cards for each term (term, picture). Students will be introduced to the geography of Australia and will discuss how location and climate influence where people choose to live. Students will work in differentiated groups will work to complete and analyze the map of Australia (political/physical features). Assess Wrap Up: Activity: Essential Question [LG] {5} Assessment: Informal [IND/LG] {5} Closing: Informal Class Disscussion Homework: - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Resources: Videos: CNN Student News History/:

10 CCGPS: APS Gifted Standards: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 3 Enduring Essential Question(s): Hook: How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective

11 Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} (2 Days) Learning Experience: 1. Students will continue to be introduced to the vocabulary for the unit and will be expected to create vocabulary cards for each term (term, picture). 2. Students will work in differentiated groups on the Australian weekly assignment reading activities. [LG] {30} Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5} Wrap Up: Activity: Essential Question [LG] {5} Assessment: Informal [IND/LG] {5} Closing: Assess Informal Class Disscussion Homework: - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Videos: CNN Student News Resources: History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs CCGPS: APS Gifted Standards: Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 4 Enduring

12 Essential Question(s): Hook: Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} (2Days) Learning Experience: 1. Students will continue to be introduced to the vocabulary for the unit and will be expected to create vocabulary cards for each term (term, picture). 2. Students will work in differentiated groups on the Australian weekly assignment reading activities. [LG] {30} Assess Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5} Wrap Up: Activity: Essential Question [LG] {5} Assessment: Informal [IND/LG] {5} Closing: Informal Class Disscussion Homework: - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Videos: CNN Student News

13 Resources: CCGPS: APS Gifted Standards: History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 5 Enduring Essential Question(s): Hook: How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective

14 Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} Learning Experience: 1. Students will continue to be introduced to the vocabulary for the unit and will be expected to create vocabulary cards for each term (term, picture). 2. Students will take detailed notes (Cornell) and analyze the video Australia s Short Stories. 3. Students will take detailed notes (Cornell) on the Geography/History/Government of Australia. [LG] {30} Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5} Wrap Up: Activity: Essential Question [LG] {5} Assessment: Informal [IND/LG] {5} Closing: Assess Informal Class Disscussion Homework: - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Canada Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Resources: CCGPS: APS Gifted Standards: Videos: CNN Student News History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. Objectives: STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Opening: Starter: Daily Starter[LG] {5} Day 6 Enduring

15 Essential Question(s): Hook: Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective Work Period/Lesson Framework: New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} Learning Experience: Students will be issued a Motion Picture Analysis form to fill out during the 2 day presentation of Australia. [LG] {30} Graphic Organizer: While watching the video, students complete the activity: Motion Picture Analysis activity [IND] {} Wrap Up: Activity: Essential Question [LG] {5} Assess Homework: Assessment: Informal [IND/LG] {5} Closing: Informal Class Disscussion - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated) Unit: Australia Subject: SS Grade: 6 th Teacher: L. Robertson Time: 50 mins. Materials/ Videos: CNN Student News Resources: History/: Unit Checklists (class set) Activity: UnitedStreaming BrainPOP Answer Cards (class set) Day 7

16 CCGPS: APS Gifted Standards: Objectives: Students Learning Logs Advanced Communication Skills: (ACS) Formulates and poses questions to engage others in meaningful discussion and reflection. STANDARDS/ELEMENTS: The student will be able to locate selected features of Australia. The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. The student will describe the cultural characteristics of people who live in Australia. The student will compare and contrast various forms of government. The student will explain the structure of the national government of Australia. The student will analyze different economic systems. The student will give examples of how voluntary trade benefits buyers and sellers in Australia. The student will describe factors that influence economic growth and examine their presence or absence in Australia. The student will describe the culture and development of Australia prior to contact with Europeans. The student will explain the impact European exploration and colonization had on Australia. Starter: Daily Starter[LG] {5} Opening: Enduring Essential Question(s): Hook: How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce? How do most countries strike a balance between having a pure market and pure command economy? What is the economic system used in Australia? How does specialization enhance Australia s ability to trade with other countries? How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries? Why is it necessary to exchange currencies for nations to trade? What is the relationship between human capital, capital investment, and gross domestic product (GDP)? How does the unequal distribution of resources affect Australia? What is an entrepreneur? How did Aborigines migrate to Australia? What impact did the migration of the Aborigines have on the development of society and culture in Australia? Why did the British colonize Australia, and what was the impact of British colonization on Australia s indigenous peoples? How are the origins of the Aborigine people explained? How have the traditions and beliefs of the Aborigine people shaped their cultures over time? * CNN Student News discussion linked to daily objective Work Period/Lesson Framework:

17 Strategy: Guided/ Independent Practice: [IND/SG/LG] {30} New American Lecture Unit Introduction: Teacher will introduce the Australia unit by distributing and discussing the unit checklist, assignments and project choices. [LG] {5} Learning Experience: Students will be issued a Motion Picture Analysis form to fill out during the 2 day presentation of Australia. [LG] {30} Graphic Organizer: While watching the video, students complete the activity: Motion Picture Analysis activity [IND] {} Wrap Up: Activity: Essential Question [LG] {5} Assessment: Informal [IND/LG] {5} Assess Homework: Closing: Informal Class Disscussion - Read a Novel (20 mins.) Select project choices. Continue to work on Unit (Differentiated)