Intel® Teach Program Designing Effective Projects 1813: Destination Australia Unit Plan Unit Overview Unit Title 1813: Destination Australia Unit Summary This is an integrated unit that focuses upon learning and working as a team. In this unit, students learn about life aboard a 19th century sailing ship. Students role play the journey from England to Australia on a convict transport ship in the year 1813. Working in teams, they adopt the role of the captain, the navigator, the cook or the surgeon. They explore and evaluate the contribution these key crew members make to a successful and safe journey, and they research the issues faced by each member. They learn about decision making processes in this setting and compare those processes to the way society operates today. As they work together to solve the challenges that are presented to them, they learn the importance of cooperating as a team, and the value of the specialised skills that each key member brings to the team. As evidence of their responses to the curriculum framing questions, students will design and produce a range of products including personal logs, charts, inventories, instrument kits and other artefacts. During and at the conclusion of the “journey” students will present their reflections on the curriculum framing questions i) using a KWHL ii) through individual contributions to a class 1813 Wiki, iii) the construction of various learning products and iv) use the online Seeing Reason Tool to demonstrate their understanding of the relationship between their particular role and the success of the “journey” and, iv) showcasing artefacts from their “journey”. Curriculum Links Interpersonal Development, English, Mathematics, Humanities, ICT, Thinking Processes Year Level 7 & 8 (Victorian Essential Learnings Standards Level 5) Approximate Time Needed Two hours per week for one term. Unit Foundation Standards/Syllabus Outcomes Physical, Personal & Social Learning- Interpersonal development Discipline-Based Learning- English, Mathematics and Humanities Interdisciplinary Learning- Information & Communications Technology, Thinking Processes Interpersonal Development Level 5 Building social relationships Dimension Standards: At Level 5 students identify and use appropriate strategies to manage individual conflict and assist others in resolution processes. Working in teams Dimension Standards: At Level 5 students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a © 2000-2007 Intel Corporation. All Rights Reserved. Page 1 Intel® Teach Program Designing Effective Projects shared purpose within a realistic time frame. They reflect on individual and team outcomes and act to improve their own and the team's performance. English Level 5 Reading Dimension Standards: At Level 5, students infer meanings and messages in texts, analyse how social values or attitudes are conveyed. Writing Dimension Standards: At Level 5 students write extended narratives or scripts with attention to characterisation, consistency of viewpoint … They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject–verb and noun–pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors. Speaking and Listening Dimension Standards: At Level 5, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience. When listening to others, students ask clarifying questions and build on the ideas of others. They identify key ideas and take notes. Mathematics Level 5 Working Mathematically Dimension Standards: Working mathematically focuses on developing students’ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation. It involves students in the application of principled reasoning in mathematics, in natural and symbolic language, through the mathematical processes of conjecture, formulation, solution and communication; and … the historical heritage of mathematics through the discourse of working mathematically. Mental, by hand and technology-assisted methods provide complementary approaches to working mathematically. The Humanities: Geography Level 5 Geospatial skills Dimension Standards: At Level 5, students collect geographical information from electronic and print media, including satellite images and atlas maps, and analyse, evaluate and present it using a range of forms. They construct overlay theme maps using map conventions of scale, legend, title, and north point. They identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, oral, visual and graphic forms. Information and Communications Technology Level 5 ICT for visualising thinking Dimension Standards: At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas. They use rule-using software to assist with problem solving and decision making. They evaluate the strengths and weaknesses of their decisions and actions in the given situations. © 2000-2007 Intel Corporation. All Rights Reserved. Page 2 Intel® Teach Program Designing Effective Projects ICT for creating Dimension Standards: At Level 5 students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge. ICT for communicating Dimension Standards: At Level 5 students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness. Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose. Thinking Level 5 Reflecting, processing and metacognition Dimension Standards: At Level 5 students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time. Curriculum-Framing Questions Why Take Risks? Essential Question Unit Questions Content Questions What does history tell us about the human spirit? How do we decide what risks to take? How does technology impact on human endeavour and personal safety - then and now? Who decides who lives and who dies? What would life on the ship be like during the journey in 1813? How do human rights in 1813 compare to today? How did the navigator make decisions about which route to take? What did people on board eat? How did they keep their food fresh? What medical issues existed on board ships in 1813 and what treatments were available? What powers did the captain have and what skills did he need? Assessment Plan Assessment Timeline Before learning activities begin While students work on learning activities After learning activities end Wiki evaluation Rubrics Presentation feedback Self assessment Multimedia presentation checklist Final Seeing Reason map Newspaper checklist Group evaluation – presentation Website checklist Seeing Reason revisions Teacher evaluation presentation Wiki postings feedback K-W-H-L Chart Peer/teacher feedback Questioning Parent/adult feedback Responsibilities Rubric © 2000-2007 Intel Corporation. All Rights Reserved. Page 3 Intel® Teach Program Designing Effective Projects Assessment Summary Working in groups students receive verbal feedback from peers (Assessment for learning). Students reflect on their own learning and receive regular feedback from their teacher through the 1813 Wiki. (Assessment as learning). An assessment checklist will be provided for each learning product (Assessment of learning). Students receive written feedback from peers (Assessment for learning), and review their casual maps of the relationship between roles and a successful journey. Teacher assesses final maps (Assessment of learning). Prior to evaluations students will invite their peers from at least one other group to comment on their work. Some additional time will then be provided for revisions. Groups evaluate their own final presentation; teacher will also evaluate final presentation (Assessment of learning). Assessment Tools Multimedia Checklist Newspaper Checklist Responsibilities Rubric Website Checklist Student Wiki Evaluation Group Evaluation – Presentation Teacher Evaluation - Presentation Unit Details Prerequisite Skills Students Prior Knowledge Students will begin a KWHL to explore their collective knowledge of 19th century long distance voyages by ship and life on board these ships. Students will work in groups of 4 (max of 5) which comprise the key crew for each “ship”. “Captains” will be coached in leadership and how to write a log by the English teacher. “Navigators” will be coached by the mathematics teacher who will assist them with navigation techniques and how to keep accurate navigation charts. If possible “Surgeons” will be coached by a parent volunteer or member of the community on medical procedures and keeping a log of medical treatment. Often there are parents with nursing or other medical experience willing to assist. Setting up an email address for this purpose is an easy way for communication to take place if face to face discussions are impractical. “Cooks” will be coached by the food technology teacher who will support them in exploring food preservation techniques (without refrigeration), developing recipes with ingredients that would have been available on board, and in keeping an inventory. Students require regular access to the Internet and email. Teachers’ Processional Learning Learning Team consisting of the teaching team involved in the unit plus student representatives will work with the eLearning and Professional Learning coordinators to develop skills in using Wikis, social bookmarking, publication and multimedia presentation applications. Review Bloom’s taxonomy as a group. This will occur three weeks before the end of the term before the unit is undertaken. © 2000-2007 Intel Corporation. All Rights Reserved. Page 4 Intel® Teach Program Designing Effective Projects Professional Reading: Making Use of Information (Intel Education Website) Considers learning within the context of decision making, problem solving and experimental inquiry Writing units in Multiple Intelligences at http://www.huntington.edu/education/lessonplanning/Gardn er.html Review revised Bloom’s taxonomy (Intel Education website) Copyright changes: What does it mean for your teaching? http://www.copyrightaware.gov.au/pathways/teachers/mean .html Copyright changes: What does it mean for you? (Students) http://www.copyrightaware.gov.au/pathways/students/mean .html Teaching and Learning Strategies This unit incorporates Higher order curriculum framing questions. Graphic organisers (KWHL) Tasks which are open ended. Tasks which require collaboration between members of the group. Individual reflection in class 1813 Wiki. Online thinking tools. (Seeing Reason Tool) Students using multimedia to present tasks in written, visual (charts and drawings) and oral (sound recordings) formats. Self and peer assessment at critical stages (assessment as learning). Regular teacher feedback (assessment for learning) Feedback from parents at key points in the project (assessment for learning) An evaluation tool which will be provided for each task. Mentoring by specialists (teachers and experts in the community) Teaching and Learning Activities © 2000-2007 Intel Corporation. All Rights Reserved. Page 5 Intel® Teach Program Designing Effective Projects Describe teaching and learning activities and strategies in phases or activity-by-activity in order to give an idea of sequence. Use headings like Setting the Scene or Introducing the Unit, Learning Tasks or Checking for Understanding to divide the tasks or learning activities into natural sections. 1.Preparation for the unit A week before commencing this unit the teacher emails (or provides access through an electronic forum) the following documents to each student: Information Sources Website Content Planner Ask students to find out what they can about life aboard an early 19 th century sailing ship and convict transportation and to bring their findings to class for the beginning of the unit. 2. Introduction to the unit (4 x 50 minute periods, Internet access required) The teacher distributes a copy of a KWHL to each student. Students share their knowledge of the convict transportation period and of life aboard an early 19th century sailing ship. Teacher uses the Project Outline document to give an overview of the nature and scope of the tasks. The roles that students will adopt is discussed by distributing the Choose Your Role handout. Students discuss which role they each might be best qualified to undertake and form “ship groups” comprising of a Captain, navigator, cook and surgeon. A Role Resource Pack will assist in decision-making. 3. Working as a group (4 x 50 minute periods, Internet access required) During the first two periods the “Navigators” will work with a mathematics teacher who will assist them in understanding their role, research navigation methods, and support them in developing the mathematical skills required of a 19 th century ship’s navigator. Likewise, all the “surgeons”, “captains” and “cooks” will work with experts who will provide ongoing support throughout the unit. They complete the How can we find out what we want to know? column of their KWHLs. In the second two periods students work in their ship groups, clarifying their roles to each other and making a start to planning their journey. They share and evaluate their choices by comparing them with other “ship groups.” They complete the What did we learn? column of their KWHLs. 4. Collaborating to solve problems as a group ( 2 periods per week over 10 weeks, or 1 period per week over 20 weeks if a “real time” journey is feasible, ICT access required- individual and in ship groups) Students begin their journeys. Each week they are presented with scenarios that are prepared by teachers (or other interested individuals). These scenarios provide weather information, incidents that occur that must be responded to, and problems that must be solved. Review the Example Scenarios support document. In their personal logs, each student writes up each day/week of the journey reporting events on board along with their solutions to the problems that each must solve according to their role. During this period they will collaborate with each other, research their problems to make the solutions reflect the resources and thinking of people living in1813. They post in the 1813 Wiki their reflections on the question: What would life on the ship be like during the journey? (CQ) and How do human rights in 1813 compare to today? (CQ) © 2000-2007 Intel Corporation. All Rights Reserved. Page 6 Intel® Teach Program Designing Effective Projects 5. Learning Artefacts (if possible work with teachers across the curriculum, in particular in Mathematics, Humanities, Technology and English. Encourage the allocation of time for some of these tasks into these subject areas) As evidence of their responses to the curriculum framing questions, students will design and produce a range of learning artefacts including personal logs, charts, inventories and instrument kits. Each group as a whole will be responsible for the research, design and production of these artefacts. However, each member, in collaboration with the group, will take the lead in researching and coordinating the production of each artefact according to their particular role. These artefacts are as follows: 1. A captain’s log that reports all ship activity in detail and responds to the questions: What powers did the captain have? What skills did he need? Why weren’t there any female captains in 1813? (CQs) The log is to be prepared in Microsoft Word* and prepared as a bound document when completed. 2. Navigators will research and assemble a “Navigator’s Kit” comprising models of the instruments used by early 19th century navigators. They will also prepare and maintain navigations charts throughout the journey. They will also keep a personal log in which they will address the question: How did the navigator know where they were? Is the shortest route the best route? Would travellers in the early 19th century get some form of jetlag? (CQ) 3. Surgeons will research and assemble a “Surgeon’s Kit” comprising representations of the instruments used by early 19th century surgeons. They will also keep a personal log in which they will address the question: What medical issues existed on board ships in 1813? How were these treated? (CQ) Following this discussion students brainstorm their ideas on what they want to find out. They complete the What do we Know? and What do we want to find out? columns of their KWHLs. A poster of the curriculum framing questions is displayed in the classroom for student and teacher reference throughout the unit. 4. Cooks will research and prepare ship biscuits as a sample of a common ship food. They will also keep a running inventory of food and water supplies throughout the journey. They will also keep a personal log in which they will address the question: What did people on board eat? How did they keep their food fresh? (CQ) 5. A multimedia presentation that addresses the question: How do we decide what risks to take? (UQ) Captain is to coordinate this task. 6. An article for publication in a newspaper on the return to England that addresses the question: Who decides who lives and who dies? (UQ) Cook is to coordinate this task. 7. A website which addresses the question: How does technology impact on human endeavour and personal safety - then and now? (UQ) Navigator and surgeon are to coordinate this task. After reading the support document Planning_a_Web_Site.doc, students prepare a storyboard that will be used to create their website. 8. Using the online Seeing Reason Tool students will demonstrate their understanding of the relationship between their particular role and the success of the “journey”. In their groups students discuss the value of teams incorporating people with different skills and reflect on the relationship between cooperation within a group and successful achievement of group aims. © 2000-2007 Intel Corporation. All Rights Reserved. Page 7 Intel® Teach Program Designing Effective Projects Seeing Reason Elements Seeing Reason Project Name Exploring the importance of working in a professional team. Project Description (for the Seeing Reason workspace) Working in teams can significantly increase the likelihood of success and minimise risks. On a ship in 1813 the captain was in charge. However, he worked in a team that consisted of experts in different fields. Arriving at their destination, and safely achieving the aims of the voyage, required the cooperation of everyone. Each person, the captain, the navigator, the ship’s surgeon and the cook, all contributed in different ways to the success of the voyage. Use the Seeing Reason Tool to create a causeeffect map that explores the contribution that each of these persons made to the success of the voyage. For each role, list the skills they bring to the team and show how these increase or decrease the risks or assure the success of the voyage. Be sure to add comments explaining why you think each factor is important and include any links between your factors. Research Question (For the Seeing Reason workspace) How do we decide to take risks? (UQ) Practice Map (For your future quick reference) Teacher ID: athwaites Password: Practice Team ID 1: 1813A Password: 1813A Practice Team ID 2: 1813B Password: 1813B Practice Team ID 2: 1813C Password: 1813C Practice Team ID 2: 1813D Password: 1813D Practice Team ID 2: 1813E Password: 1813E (Students should work in their ship teams for this activity.) © 2000-2007 Intel Corporation. All Rights Reserved. Page 8 Intel® Teach Program Designing Effective Projects Accommodations for Diverse Needs Students with Special Needs English as a Second Language (ESL) Students Gifted Students Indigenous Groups Consideration will be given to the student abilities within the group and appropriate supportive combinations arranged. Other support will be provided through templates or partially completed storyboards/picture boards and support through peer mentoring and teacher coaches. Students are working in groups which will provide some support. More time will be permitted if required and students may negotiate the size of the writing tasks. If the language is translatable through Babel fish Internet translation tool http://babelfish.altavista.com/ then students may write in their first language and then use this tool to translate to English if preferred. Students will work with the First Fleet Fellowship Inc. or other maritime historical societies to create a database of the first fleet journey, demographics of the crew and convicts, ships’ manifest, navigational issues and course rationale Tasks can be negotiated. Others: Tasks can be negotiated. Materials and Resources Required for Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk Computer(s) Printer Digital Camera Projection System DVD Player Scanner Internet Connection Television VCR Video Camera Video Conferencing Equip. Other MP3 Player, Interactive Whiteboard, PDA Mobile Technologies Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Desktop Publishing Internet Web Browser E-mail Software Multimedia Encyclopedia on CD-ROM © 2000-2007 Intel Corporation. All Rights Reserved. Web Page Development Word Processing Other Editing software, Internet Web Browser, Animation Software, Digital learning objects Page 9 Intel® Teach Program Designing Effective Projects Printed Materials textbooks, story books e.g. Pole to Pole by P. Freeman and P. Blyth, manuals, reference materials etc. Supplies Internet Resources: 1813 Unit Wiki http://1813-kambrya.wikispaces.com/ First Fleet Fellowship Incorporated Victoria http://home.vicnet.net.au/~firstff/ Background graphic, pictures of Ships. Astronomical Applications Department of the U.S. Naval Observatory. http://aa.usno.navy.mil/faq/docs/world_tzones.html Time zones map Internet Resources/ Communication Tools National Maritime Museum Greenwich England http://www.nmm.ac.uk/ The Old Bailey Records http://www.oldbaileyonline.org/ Nautical Language http://www.mariner.org/educationalad/ageofex/vocab.php Others: Excursion on the Tall Ship Enterprise (http://www.enterprize.com.au/). The schooner Enterprise is a replica of the ship that brought the first settlers to Melbourne. This excursion involves a tour of the ship followed by a 90 minute sail on Port Phillip Bay. The excursion is scheduled to take place after students have chosen their roles but before their ships commence the voyage. The experience will assist students to better understand the conditions on a 19th century sailing ship, which will assist them in their role play. Other Resources Credit Alan Thwaites participated in the Intel Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here. © State of Victoria 2007 Alan Thwaites attended an Intel® Teach Essentials Course and provided the idea for this portfolio. Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002 The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made. * Other names and brands may be claimed as the property of others. © 2000-2007 Intel Corporation. All Rights Reserved. Page 10