Brynn Beavers
Title of Unit
Curriculum Area
July 13, 2008
A Trip through the Pacific: A
Study of Australia, New Zealand,
and Oceania
Social Studies
World Region: Australia, New
Zealand, and Oceania
ITEC 7430
Grade Level
6th grade
Time Frame
Three to Four Weeks
Stage 3: Learning Plan
Where, Why & What
GOALS:
Standards:
SS6G11 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on
Australia and Oceania.
a. Describe how Australia’s location, climate, and natural resources have affected where people live and where agricultural and industrial
regions are located; and describe their impact on trade, especially the importance of deserts, the river system, and the many good harbors.
b. Explain the unique challenges in Oceania as a collection of islands and how that has affected where people live, development of agriculture,
and types of industry or jobs.
SS6G12 The student will describe the cultural characteristics of Australia and Oceania.
a. Explain the aboriginal culture that existed in Australia prior to the arrival of Europeans; include aboriginal art, religious beliefs, customs, and
traditions and how that culture is still evident in Australia today.
b. Describe the modern culture of Australia; include prominent Australian authors, musicians, and artists.
c. Describe the culture of Oceania; include the customs, traditions, and religious beliefs of the original population and how they have influenced
modern Oceania.
To have understanding of the following essential questions/ideas:
 How does location impact people?
 In what ways do people adapt to suit their environment?
 What impacts culture?
 What physical features are located in Australia (deserts, rivers, and mountains) and how have they impacted the people who live there?
 How has isolation impacted people, plants and animals in Australia and New Zealand?
 Why is Oceania divided into three areas?
 How do the trade barrier and trade corridors impact trade in Australia and Oceania?
 What is it like to live on a high island? A low island?
 What are the beliefs of the indigenous groups in Oceania and how has this impacted life there today?
 What are the beliefs of the Aborigines in Australia and how has this impacted life there today?
 How has modern culture in Australia today been impacted by European settlers and the Aborigines?
Students will complete KWL chart to activate prior knowledge and discuss their own questions that they wish answered.
Students will write two personal goals that he or she would like to accomplish before the end of the unit. Students will also come up
with a plan to accomplish meeting these goals as well.
Students will be shown the calendar of events for the unit as well. A copy will be placed on website for reference as well.
EXPECTATIONS:
Students will be given a synopsis of the culminating activity:
Role Playing Simulation: Where to live? Students will role play an immigrant that is migrating to Australia or
Oceania. Students will choose their new home from a list of locations: the eastern coast of Australia, Central
Australia (the Outback), New Zealand, a high island in Polynesia, or a low island in Micronesia. After choosing
their new home, the students will work together in groups with other immigrants moving to the same place.
The students will have to fill out an activity sheet that details their new lives; including, occupation, housing,
clothing, surrounding culture, and at least two tourist sites near his or her home. After completing the activity
sheet, students will create a PowerPoint presentation about their new home. Students will then be put into
new groups with a settler from each location. The students will present their “life” to the rest of the group
and prove to the rest of the group that their new home is the best place to live.
Students will also be given the Rubric that will be used as assessment for the Where to Live? Role playing
simulation. Students will be shown an exemplary product of a role playing simulation in review so as to have
an idea of an appropriate product.
Other learning activities will also be used to enable students to understand these goals also:
 Map activity
 Island graphic organizer describing the types of islands
 Venn diagram comparing cultures
 Modern Economics Activity
 Journal
 Australian Animals Web Quest
RELEVANCE AND VALUE:
To gain information about Australia and Oceania’s geography and cultural groups.
Students will use this new information to analyze why people chose to live where they do and study the cultural groups of
the given areas.
In addition,
Students will learn the following:
 Key Terms: trade barriers, trade corridors, geyser, High Island, Low Island
 Physical Features: Great Barrier Reef, Great Dividing Range, the Outback, Antarctica, the Coral Sea, tropic of Capricorn, North Island and
South Island, Micronesia, Melanesia and Polynesia
 Natural Resources and climate regions of Australia, New Zealand and Oceania
 Location of industrial and agricultural regions in Australia
 Animals and plants indigenous to only Australia and New Zealand
 Trade barriers and trade corridors found in Australia, Oceania and New Zealand
 Religious beliefs, customs and traditions of the Maori in New Zealand, and the Aborigines in Australia
 Prominent authors, musicians, and artists found in Australia today
Students will gain the following skills:
 Interpret data (physical features, natural resources, and climate regions) from physical map of Australia in order to analyze the most
populated areas.
 Roles play an immigrant settling in Australia, New Zealand, or Oceania.
 Describe the importance of the isolated location of Australia and New Zealand and the impact of this on people, animals, and plants.
 Interpret data regarding specific islands in Oceania in order to classify the sub region that they belong in.
 Simulate life on a high island and a low island.




Compare and Contrast industries located in Australia with those in Oceania.
Determine trade routes found in the Pacific and relate what goods are being exported and imported.
Analyze the culture of Australia, New Zealand and Oceania today and compare/contrast with cultures of indigenous ethnic groups.
Evaluate pieces of literature, music and art from Australia.
Students will use KWL chart to identify things that they want to learn. (McTighe & Wiggins, 2004)
DIAGNOSIS:
Students will be given an anticipation guide as a pretest to determine their current level of content knowledge. Students that are
unable to complete the specified requirements of this assignment will be given an alternate anticipation guide. (LOGICALQUANTATATIVE ENTRY)
Students will also be given a mental mapping assignment to test current level of knowledge of the Australia and Oceania area.
(Education, 2008)
Mental Map of the Region (AESTHETIC ENTRY)
On a blank 81/2 x 11 piece of paper, test your brain’s image of this part of the world:
1. Draw Australia, New Zealand, and Antarctica on your paper.
2. Divide the three regions of Oceania: Melanesia, Micronesia, and Polynesia
3. Draw the following islands with their correct region: Papua New Guinea, Solomon Islands, Fiji, and Vanuatu
4. Draw and label the following physical features: Great Barrier Reef, Great Sandy Desert, Great Victoria Desert, Coral
Sea
5. Draw and label the Equator and the International Date Line on you map.
After completing the test, work with a peer to share an atlas and self-correct your mental map.
Alternate Mental Map Activity
Students will be given a blank map of area with all of the countries, islands and physical features shown. The students
will be expected to label map using a word bank.
Students will use a KWL chart to determine what they think they know.
The class will review KWL in order to correct any faulty information.
Hook & Hold
GEOGRAPHY INTRODUCTION:
Begin by asking students “How do people choose where they live?” Then allow students to look at slides of pictures of different
parts of Australia and Oceania. Working in pairs, students will list the pros and cons of each living in each place. When the students
have finished with the looking at the different areas, the class will discuss what the best places were and what the most difficult
places to live were. Lastly, the students will decide what outside factors may influence were people live. (EXPERENTIAL ENTRY)
Students will be given article to read about the Killer Toads of Australia. (EXPERENTIAL ENTRY) Students will read and discuss with a
partner. (Squires, 2004)
CULTURAL INTRODUCTION:
Students will be given a Maori myth, Rona and the Moon (Unknown), to read and discuss with a partner. Students will write their
own reader’s theater that depicts the myth. (NARRATIONAL ENTRY)
Explore & Equip

Discuss content vocabulary terms. Students will preview vocabulary in a PowerPoint presentation that includes definition, picture,
sentence and examples. Students will then complete a vocabulary foldable for terms. Foldable should include definition, sentences and
a picture that represents the word for the student. ALTERNATE ACTIVITY: Students that need an alternate activity will be given a
foldable already made with definitions, students will only be expected to draw a picture and sentences can be taken from text.
(FOUNDATIONAL ENTRY)

Map Activity: Students will complete map activity and answer questions regarding map.

Complete graphic organizer with information about the types of islands found in Oceania, using information in textbook. ALTERNATE
ACTIVITY: alternate graphic organizer

Using web resources below and textbook, students will complete Venn diagram comparing Aborigines of Australia and the Maori of New
Zealand. ALTERNATE ACTIVITY: Students will be given reading materials on their reading level and will complete a shortened
assignment, listing fewer facts. Students that have difficulty with writing summaries will be provided with a writing graphic organizer
(skeleton) to plug their facts in. Web Resources: Aborigines- http://www.survival-international.org/tribes/aborigines, Maori-
http://www.virtualoceania.net/newzealand/culture/maori/. Students will also complete a written summary of information as well.

Students will complete modern economics activity (page 7 of unit) using CIA Factbook. (Education, 2008) ALTERNATE ACTIVITY:
Students will only have to list 2 of the exports and imports instead of 5. Students will also work in pairs to facilitate the activity.

Students will complete Australian animals web quest. (Mentzer, 2004) After web quest, there will be a teacher led lecture about the
effect of isolationism on Australian animals and plants. Students will view United Streaming video: Jeff Corwin, Marsupials. ALTERNATE
ACTIVITY: Students will be given materials for research on their reading level and will complete a shortened assignment.

Most students have already acquired the skills needed for PowerPoint in the computer applications class. Any student that still needs
assistance with learning these skills will be allowed to attend mini tutoring sessions in PowerPoint with a small group of students. There
will also be “cheat sheets” for various PowerPoint applications.

Role Playing Simulation: Where to live? (RUBRIC) Students will role play an immigrant that is migrating to Australia or Oceania.
Students will choose their new home from a list of locations: the eastern coast of Australia, Central Australia (the Outback), New
Zealand, a high island in Polynesia, or a low island in Micronesia. After choosing their new home, the students will work together in
groups with other immigrants moving to the same place. The students will have to fill out an activity sheet that details their new lives;
including, occupation, housing, clothing, surrounding culture, and at least two tourist sites near his or her home. After completing the
activity sheet, students will create a PowerPoint presentation about their new home. Students will then be put into new groups with a
settler from each location. The students will present their “life” to the rest of the group and prove to the rest of the group that their
new home is the best place to live. RESOURCES: Activity Sheet and Alternate Activity Sheet.
Performance Task:
Assume the role of an immigrant moving to Australia or Oceania. Research what life would be like, complete
PowerPoint presentation, and present new life to class. Student will also be asked to prove that their new home is the best place to live.
To successfully perform, the student will know:
 How to create PowerPoint presentation
And be able to
 Present information concisely and with an
authoritative tone
 Use appropriate public speaking skills
THEN
What teaching and learning experiences will be needed to
equip her/him for a successful performance?
 Review PowerPoint presentation procedures
 Show excerpts from public speakers
 Teach public speaking skills
(McTighe & Wiggins, 2004)
Rethinking , Reflection, & Revision
Students will review other maps and compare the population to geographic features, industries and climate zones. Reflect on if the
generalizations remain the same in other areas.
Students will write in their journals to review essential questions and enduring understandings.
Students will review the topic of culture by creating their own culture pizza, which would depict different parts of their own culture. The class
would then reflect on how these cultures live together and how they impact each other.
Students must revise any learning activities that are not acceptable after conferencing with teacher to correct any misconceptions about content
or assignment.
Students will refine public speaking skills before presentation.
Students will review trade barriers and corridors around the world. Discuss impact of both on imports and exports.
Students will review the geography theme of ENVIRONMENT (adapting to environments).
Students that finish early can complete extension lesson.
Evaluation & Self-Evaluation
Students will complete Peer Review Form to help with self evaluation.
Students will answer the following questions in their journals:
 How does location impact people?
 In what ways do people adapt to suit their environment?
 What impacts culture?
 What physical features are located in Australia (deserts, rivers, and mountains) and how have they impacted the people who live there?
 How has isolation impacted people, plants and animals in Australia and New Zealand?
 Why is Oceania divided into three areas?
 How do the trade barrier and trade corridors impact trade in Australia and Oceania?
 What is it like to live on a high island? A low island?
 What are the beliefs of the indigenous groups in Oceania and how has this impacted life there today?
 What are the beliefs of the Aborigines in Australia and how has this impacted life there today?
Tailor to student needs
SLOW READERS: Materials will be chosen or adapted to meet the needs of specific readers. Reading materials will be on the appropriate level
for specific readers.
ATTENTION DEFICIT DISORDER: Student will have to preferential seating, assignments will be given in chunks, student will repeat instructions
back to teacher, and groups will be chosen to meet needs of student with ADD.
HEARING IMPAIRED: Teacher will provide materials/lectures in print prior to class.
BLIND: Provide worksheets and materials in Braille.
SLOW LEARNERS: Students with difficulty will be given alternate assignments, shortened assignments, and may be allowed to complete
assignments with partners utilizing peer tutoring.
STUDENTS WITH LEARNING DISABILITIES: Teacher will collaborate with special education teacher for appropriate modification of rubrics and
assignments. SPED teacher will conference with LD students to complete assignments.
Organize Learning
See attached Calendar of Learning experiences.
EXTENSTION ACTIVITY: Immigrants from the community can be invited in to speak to the class about the reasons for migrating and how their
lives have changed since moving to the area. Students can also investigate the number of immigrants in the area and brainstorm their possible
reasons for moving to the area. This data can be incorporated into a math lesson on data and probability, as well as the different methods of
displaying data.
Monday
Tuesday
Wednesday
Thursday
Friday
Classroom Activity
Journaling
WEEK 1
Day 1: What do you want to
learn from this unit?
Day 2: Why is it important to
know where places are on the
Earth?
Day 3: How do people choose
where they live?
Day 4: How are myths formed in
different cultures?
Day 5: What happens when
animals are introduced to
new environments?
Students will complete
anticipation guide.
Diagnostic: Mental Mapping
Activity
Students will read Maori myth,
Rona and the Moon.
Students will complete KWL
chart on their own. Class will
compile information into class
KWL.
Students will compare maps with
neighbor and check maps with
atlas.
Students will view slides of
geographical features and places
found in Australia and Oceania.
Working in pairs, students will list
the pros and cons of each living in
each place. When the students
have finished with the looking at
the different areas, the class will
discuss what the best places were
and what the most difficult places
to live were. Lastly, the students
will decide what outside factors
may influence were people live.
Students will read the article
on Invasion of the Killer
Toads, in pairs and discuss
situation, possible problems
and solutions. Share with
class.
Review questions,
expectations, and
performance task.
Homework
Computer lab
Activity
Teacher will correct
misconceptions or faulty
information.
Students will create reader’s
theatre using myth.
Discuss public speaking skills,
performing in a role and making
performances believable
Students will perform reader’s
theater skits for class.
NONE
NONE
NONE
Students will use computer to
type reader’s theater in Microsoft
Word.
NONE
Think about our upcoming unit
of study: Write out at least
two personal goals that you
would like to accomplish after
the unit is over.
Correct map using atlas.
List the pros and cons of your
environment.
Think of another myth you have
heard of.
Fire ants are not indigenous
to Georgia, What problems
have they caused here?
How do you think they got
here?
Monday
Tuesday
Wednesday
Thursday
Friday
Homework
Computer lab
Activity
Classroom Activity
Journaling
WEEK 2
Day 6: Which physical
features do you think would
help trade goods and which
would slow trade down?
Why?
Day 7: What physical features
are located in Australia (deserts,
rivers, and mountains) and how
have they impacted the people
who live there?
Day 8: Why is Oceania divided
into three different areas?
Day 9: In what ways do people
adapt to their environment?
Day 10: What are the pros
and cons of living on high
islands and low islands?
Teach content vocabulary
terms. Students will preview
vocabulary in a PowerPoint
presentation that includes
definition, picture, sentence
and examples. Students will
then complete a vocabulary
foldable for terms. Foldable
should include definition,
sentences and a picture that
represents the word for the
student.
Students will work in groups to
complete map activity, but will
work alone to answer questions
regarding map. Maps and
questions must be answered with
at least 85% accuracy. If not, it
must be reworked.
Students will view video: “How
Islands are Formed”
Students will review geographic
theme: Environment.
Using textbook, students will
work in pairs to complete island
graphic organizer.
Students will be divided into
groups and each group will be
given a packet of pictures of
houses, clothes, and vehicles.
Each group will state what type
of environment each picture
exists in.
Students will draw slips out
of hat; slip will be labeled
high or low. Using the slip
students will answer writing
prompt.
NONE
NONE
NONE
NONE
Students will type writing
with Microsoft Word.
Create flashcards for
vocabulary.
Study map for all the physical
features. Quiz on Friday.
Study map for all the physical
features. Quiz on Friday.
Study map for all the physical
features. Quiz on Friday.
No Homework
Class will use blank wall map to
post answers on, map will stay
posted throughout unit.
On wall map, post colored stars
next to high islands and use
another color for low islands on
major islands in Oceania.
Writing prompt: Imagine
you live on a
_____________ island; write
about one day in your life.
Students will peer edit and
offer suggestions for
classmates.
Monday
Tuesday
Wednesday
Thursday
Friday
Homework
Computer lab
Activity
Classroom Activity
Journaling
WEEK 3
Day 11: How do trade
corridors and trade barriers
impact imports and exports?
Day 12: How has isolation
impacted people, plants and
animals in Australia and New
Zealand?
Day 13: What impacts culture?
Day 14: What are the beliefs of
the indigenous groups in Oceania
and how has this impacted life
there today?
Day 15: What are the beliefs
of the Aborigines in Australia
and how has this impacted
life there today?
Students will complete
economics activity using CIA
Factbook. After completing
assignment the class will
review answers to activity.
Students will complete web quest
of Australian animals.
Students will review the aspect of
culture by creating a culture pizza
that depicts the students’ own
culture.
Students will use web resources
to complete Venn diagrams
comparing cultural groups of
Australia and Oceania.
Students will use diagrams
to write summaries.
Students will use wall map to
draw arrows connecting
imports and exports to places.
View Video from United
Streaming: Jeff Corwin,
Marsupials
Teacher led lecture about the
effects of isolationism and
animals and plants of Australia.
Use computers to access CIA
Factbook.
Use computers to access Web
Quest.
NONE
Use computers to access web
resources
Use computers to type
summaries with Microsoft
Word.
Write down at least two
imports and exports from our
area.
Complete a sketch page of your
favorite Australian animal.
Bring in one item that shows your
culture.
Based on what you have learned
about the cultural groups of
Australia and Oceania, complete
a Venn diagram comparing their
cultures to your own.
No Homework
Monday
Tuesday
Wednesday
Thursday
Friday
Classroom Activity
Journaling
WEEK 4
Day 16: What is your plan for
completing a successful role
simulation?
Day 17: What questions do you
have regarding the activity sheet?
Day 18: What can you do to
make your presentation better?
Day 19: What will make your
presentation more believable?
Day 20: Grade yourself on
your presentation. What
could you have done better?
Present performance task
again and answer any
questions regarding
simulation.
Complete activity sheet using
web resources, textbook and
journal.
Use activity sheet to create a
PowerPoint presentation.
Complete presentation.
Present role-simulations.
Review public speaking skills.
They will be videotaped for
students to evaluate
themselves.
Review PowerPoint procedures
and what is expected from
presentation.
Review rubric.
Homework
Computer lab
Activity
Review target example of role
simulation.
NONE
NONE
Use Microsoft PowerPoint to
complete presentation.
Use Microsoft PowerPoint to
complete presentation.
NONE
Review Journal entries.
Complete activity sheet if not
done already.
Begin to write out speaking
portion of presentation.
Bring in costumes/props for
presentation. Be ready for
questions!
No Homework
Know Want to know Learned Chart: Australia and Oceania
Name___________________________________ Date _________________________ HR _____________________________________________
Directions: Take a few minutes and complete the KWL chart. After we share all of our observations as a class, we will post the class KWL on the
wall (your own KWL will stay in your journal). At the end of the unit, we will revisit the chart and complete the learned section with all the new
information we have gained from the unit.
What I
Know
What I
Want to Know
What I have
Learned
Alternate Anticipation Guide: Australia and Oceania
Name ________________________________________ Date ________________ HR _________________________________________
Directions: Place an X in the correct blank to show whether the given statement is True or False.
TRUE
STATEMENT
1.
People choose to live in areas with a harsh climates and rough terrain for geography.
2.
The population of areas is higher in areas with favorable climates and geography.
3.
Oceania is divided into two areas.
4.
The only difference in high and low islands is elevation.
5.
Cultural groups are impacted when outside groups came to settle in their homes.
6.
Industries and trade occurs where there are natural resources located.
7.
Physical features can either be trade barriers or trade corridors.
8. Animals and plants have not been affected by Australia’s isolated location.
9. There are cultural groups indigenous to the areas of Australia and Oceania.
10. People cannot adapt to their environments, their environments must adapt to the people who
live there.
FALSE
Anticipation Guide: Australia and Oceania
Name ________________________________________ Date ________________ HR _________________________________________
Directions: Place an X in the correct blank to show whether the given statement is True or False. After you have marked your answer, write why
you think it is true or why you think it is false.
TRUE
STATEMENT
1.
People choose to live in areas with a harsh climates and rough terrain for geography.
WHY:____________________________________________________________
2.
The population of areas is higher in areas with favorable climates and geography.
WHY:____________________________________________________________
3.
Oceania is divided into two areas.
WHY:_____________________________________________________________
4.
The only difference in high and low islands is elevation.
WHY:_____________________________________________________________
5.
Cultural groups are impacted when outside groups came to settle in their homes.
WHY:_____________________________________________________________
6.
Industries and trade occurs where there are natural resources located.
WHY:_____________________________________________________________
7.
Physical features can either be trade barriers or trade corridors.
WHY:______________________________________________________________
8. Animals and plants have not been affected by Australia’s isolated location.
WHY:______________________________________________________________
9. There are cultural groups indigenous to the areas of Australia and Oceania.
WHY:________________________________________________________________
10. People cannot adapt to their environments, their environments must adapt to the people who
live there.
WHY:_______________________________________________________________
FALSE
MAP ACTIVITY:



Label physical features found in Australia using
map in textbook.
Color climate regions found in Australia.
Label natural resources found in Australia using
symbols to represent resources. Include a key
that shows what each picture represents.
After completing activity 1, answer the following
questions:
1. Where do most of the people in Australia live?
2. Find the physical features in Australia; are there
cities near these features? Why do you think
this is?
3. What do you notice about the climate
surrounding most of the cities?
4. What do you notice about the climate in the
rest of Australia?
5. Find the Tropic of Capricorn, what is the climate
like here?
6. What industries are located in the central part
of Australia?
7. What does this tell you about these industries?
8. What is the relationship between geography,
climate and population centers based on the
map?
* IF YOU SCORE LESS THAN 85% ON THE MAP ACTIVITY ,
YOU HAVE
TO CONFERENCE WITH ME AND
REWORK THE ASSIGNMENT!
Oceania Sub region Chart
Island Group
Meaning of
Name
Major
Islands
Types of
Islands
Cultural
groups found
(High or Low Islands)
Micronesia
1.
2.
3.
Melanesia
1.
2.
3.
Polynesia
1.
2.
3.
Look at the map of Oceania. Locate the three sub regions from the chart above.
Why do you think the islands of Oceania are divided into three subregions?_________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Alternate Activity: Oceania Sub region Chart
Island Group
Micronesia
Meaning of
Name
Micronesia means
____________
islands.
Major
Islands
1.
Types of
Islands
Cultural
groups found
(High or Low Islands)
(list the name of the
group)
Most of the islands in
this group are high OR
low islands.
(circle one)
Melanesia
Melanesia means
_____________
islands.
1.
Most of the islands in
this group are high OR
low islands.
(circle one)
Polynesia
Polynesia means
____________
islands.
1.
Most of the islands in
this group are high OR
low islands.
(circle one)
Look at the map of Oceania. Locate the three sub regions from the chart above.
Why do you think the islands of Oceania are divided into three subregions?_________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Ocean Sub Region chart Assessment: Rubric
Knowledge
Gained
Accuracy of
Information
Required
Elements
UNACCEPTABLE
(1 POINT)
Student’s chart shows very
little knowledge of the
characteristics of each sub
region of Oceania, student
does not understand the
reasoning behind creating sub
regions of Oceania, student
cannot answer questions
regarding the content of the
chart
ACCEPTABLE
(2 POINTS)
Student’s chart shows some
knowledge of the
characteristics of each sub
region of Oceania, student
has some understanding of
the reasoning behind
creating three sub regions of
Oceania, student has
difficulty answering
questions regarding the
content of the chart
TARGET
(3 POINTS)
Student’s chart shows a working
knowledge of the characteristics of
each sub region of Oceania, student
understands the reasoning behind
creating three sub regions of
Oceania, student can answer
questions regarding the content of
the chart
There are more than three
incorrect or incomplete
answers.
There are 1-2 incorrect or
incomplete answers.
All of the answers are complete and
accurate.
The chart is missing more than
two answers.
The chart is missing one
answer.
The chart is fully completed.
* IF YOU SCORE LESS THAN 6 POINTS ON THE ASSIGNMENT, YOU HAVE TO CONFERENCE WITH ME AND REWORK THE ASSIGNMENT !
SCORE EARNED
/3
/3
/3
Total Score:
____/9
Venn diagram
Directions: Compare the cultural beliefs of the Maori in New Zealand and the Aborigines in Australia. In the portion of the circles that overlap,
you should write the similarities between the two cultural groups. After you have finished the Venn diagram, you must use this information to
write a two paragraph summary of the similarities and differences. The Venn diagram must include information about each cultural group:
religious beliefs, clothing, housing, area of origin, where the live now, history, and any other information you find interesting. After completing
the writing summary, you may trade papers with your neighbor for peer editing.
Maori of New
Zealand
Aborigines
of Australia
Venn Diagram Assessment: Rubric
Knowledge
Gained
UNACCEPTABLE
ACCEPTABLE
(1 POINT)
(2 POINTS)
The diagram is not a visual
The diagram is a visual representation
representation of the similarities and
of the similarities and differences of
differences of the cultural groups, the
the cultural groups, the student has
student has no knowledge of the
some knowledge of the characteristics
characteristics of the cultural groups, of the cultural groups, and the student
and the student cannot answer
has difficulty answering questions
questions regarding the information
regarding the information in the
in the diagram.
diagram.
TARGET
(3 POINTS)
The diagram is a visual representation of
the similarities and differences of the
cultural groups, the student has a working
knowledge of the characteristics of the
cultural groups, and the student can
answer questions regarding the
information in the diagram.
There are more than three incorrect
or incomplete answers.
There are 1-2 incorrect or incomplete
answers.
All of the answers are complete and
accurate.
Required
Elements
The Venn diagram is missing more
than one piece of the required pieces
of information; or more than one of
the pieces of information is in the
incorrect place.
The Venn diagram is missing one of
the required pieces of information; or
one of the pieces of information is in
the incorrect place.
The Venn diagram has all the required
information in the correct place, depending
on if the answer is a similarity or a
difference.
Writing
Summary
The writing summary has more than
2 grammatical errors and the
summary does not explain the
similarities and differences of the
cultural groups.
The writing summary has 1-2
grammatical errors and the student
has had some difficulty writing a
cohesive summary of the similarities
and differences of the cultural groups.
The writing summary is grammatically
correct and is an informative summary of
the similarities and differences of the
cultural groups.
Accuracy of
Information
* IF YOU SCORE LESS THAN 8 POINTS ON THE ASSIGNMENT , YOU HAVE TO CONFERENCE WITH ME AND REWORK THE ASSIGNMENT !
SCORE
EARNED
/3
/3
/3
/3
Total Score:
____/12
Where to Live? Alternate Activity Sheet
Name_________________________________ Date ___________________________ HR_________________________________________
Directions: Use your resources to fill out the activity sheet for your new home.
I have chosen to move to ____________________________________________.
My new job is _______________________________. The reason why I chose this job is ___________________________________.
My house is made of _____________________________. This works with the climate because _____________________________.
The types of clothes I wear are _____________________________________________. This works with the climate because
_______________________________________________.
The cultural group found near my new home is ___________________________________. They have many traditions like
______________________________________________, ____________________________________________, and
____________________________________. This changes my life because_________________________________________.
There are tourist attractions near my home. There is _________________________________ and ___________________________________.
People come to see these attractions because ______________________________________.
**Think of how you will put this information into the PowerPoint presentation. Also, you will have to present to the class in your role, so what
can you do to make this believable? Are there any costumes or props that will help you become more believable?
Where to Live? Activity Sheet
Name_________________________________ Date __________________ HR _____________________
Directions: Fill out the activity sheet for your new home.
Answer
(Make sure you include WHY you chose the answer you did!)
Occupation
(Should match industries in your new
location)
Housing
(Should match climates/geographical
features)
Clothing
(Should match climates/cultural
features)
Cultural Groups
(Should include different groups,
traditions, and how this impacts your
new life in your new home)
Tourist Attractions
(should include different attractions
and why these are attractive to
people coming to visit)
**Think of how you will put this information into the PowerPoint presentation. Also, you will have to present to the class in your
role, so what can you do to make this believable? Are there any costumes or props that will help you become more believable?
PEER REVIEW FORM
DIRECTIONS: AFTER WATCHING YOUR CLASSMATES PRESENTATIONS, FILL OUT THE FOLLOWING QUESTIONS . REMEMBER, YOU MUST BE HONEST AND PROVIDE
CRITIQUES THAT WILL HELP YOUR CLASSMATES IMPROVE THEIR PERFORMANCE AND KNOWLEDGE OF THE MATERIAL . DO NOT BE RUDE OR DISPARIGING OF
THE PRESENTER! IF THIS OCCURS, IT WILL AFFECT YOUR GRADE!
NAME OF PRESENTER :__________________________________________
1.
WHAT WAS THE BEST PART OF THE PRESENTATION?______________________________________________________________________
__________________________________________________________________________________________________________
2. WHAT COULD HAVE MADE THE PRESENTATION BETTER?____________________________________________________________________
__________________________________________________________________________________________________________
3. USING WHAT YOU KNOW ABOUT THE RUBRIC, WHAT GRADE DO YOU FEEL THAT THIS PERSON EARNED?___________________________________
4. WHY DID YOU CHOOSE THIS GRADE ?________________________________________________________________________________
__________________________________________________________________________________________________________
References
Education, G. D. (2008, February 25). Sixth Grade Social Studies Unit 12 – “Modern Australia/Oceania”. Retrieved July 13, 2008, from Georgia
Stangards: http://public.doe.k12.ga.us/DMGetDocument.aspx/6th%20grade%20unit%2012%20final%202-2508.pdf?p=6CC6799F8C1371F666EF91C2DF7719284343F6CBEBC6B4ED9AA9AC515DDEE01C&Type=D
McTighe, J., & Wiggins, G. (2004). Understanding by Design Professional Development Workbook. Alexandria: Association for Supervision of
Curriculum Development.
Mentzer, D. (2004, June 30). Australian Animals Web Quest.
Squires, N. (2004, May 30). Killer Toads March on Town. Retrieved July 13, 2008, from Telegraph.co.uk:
http://www.telegraph.co.uk/news/worldnews/australiaandthepacific/australia/1463292/Killer-toads-march-on-city.html
Unknown. (n.d.). Stories of Old-Rona and the Moon. Retrieved July 13, 2008, from Maroi.org.nz:
http://www.maori.org.nz/korero/default.asp?pid=sp67&parent=55