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EDSS428: MLC Topic Unit Overview

Unit Overview

School Name Unit Title Unit Duration

Australian Catholic University

Unit Goal Statement

By the end of this Unit, Students should be able to demonstrate new knowledge and skills which they constructed through the key unit inquiry questions. These Students will be able to demonstrate new learning about: Indonesia and Bali in particular, understand and take action on the gains and risks associated with Australia’s relationship with Bali in terms of social, cultural, religious, political and economic features from a

business and leisure perspective.

Unit Concepts Key Unit Inquiry Questions

Geography of Bali◦ Location, distance & direction

Features of Bali◦ Social, cultural, religious, economic and political

Gains and Risks◦ Associated with business and leisure travel

Australia’s relationship with Asia (Indonesia)◦ Key similarities and differences

Where is Bali in relation to Brisbane? What are the gains and risks associated with an Australian

travelling to Bali? Why are relationships important between Australia and

Indonesia? What are the key similarities and differences between Australia

and Asia?

MLC Topic Our Learners

Engagement with Asia is a strong influence in the Australian Curriculum. Many Australians holiday in places like Bali and Phuket. Consider the Core Curriculum Priority: Asia and Australia’s Engagement with Australia and outline the social, cultural, religious, political and economic gains and risk for Australia, Australians and the

Year 7 The class is comprised of students who have:

◦ Sound achievement in all KLA’s◦ However, some students demonstrate a low cognitive

ability to process new information on the spot.

1Alicia Griffiths, Ash Harland, Tyrone Reedy & Natalie Vickers


local people of these places as a result of this type of engagement with Asia. Inform your peers regarding this topic and plan a unit for Year 7 class that will enhance their knowledge of these places and the advantages and possible disadvantages of the interactions of people with different cultural, political, religious, social and economic backgrounds.

◦ Come from a middle class SES home environment

Cross Curriculum Priorities

A large portion of the cross-curricular priorities in the Australia curriculum involve Australia’s engagement with Asia. To this end, Indonesia and to a more specific point Bali was chosen as a country that students would get to explore.

Examples of ACARA’s mention of Engagement with Asia: Reflects Australia’s extensive engagement with Asia in social, cultural, political and economic spheres” (ACARA [a], 2014). Australian students should be able to be “active and informed citizens working together to build harmonious local, regional and global

communities” (ACARA [a], 2014). Students “will develop knowledge and understanding of Asian societies, cultures, beliefs and environments and the connections between

the peoples of Asia and Australia” (ACARA [a], 2014).

General Capabilities

Sequence of Lessons

Lesson Number

Social Investigation

Strategy Stage(s)

Lesson Length Lesson Overview Assessment Links Australian

Curriculum Links

1 Engage / Explore 45 minutes - Lesson begins with an online quiz on prior knowledge.

- Class then proceeds to go on a ‘blind

No assessment yet introduced.

(ACHHS211) (ACARA [b], 2014).



walk’ around the classroom.- Find out what they have learnt and/or

what opinions have changed.- Visual signs to be added to the ‘blind

walk’.- KWL Chart.- Business or Leisure approach.- ‘Something to think about task’.- Own inquiry question to guide their

investigation.

2 Frame & Identify / Gather Information 45 minutes

- Lesson introduces the geography element of the unit.

- Where is it?- Location in relation to Australia.- Google Earth and globe.- Island Size and difference to Australia.- Flight distance between both- Rotation Activities.- Paste worksheets/copy information to

books.

Gathering information for both Travel Brochure and Travel Recommendations Report.

(ACHGS047) (ACARA [b], 2014).

(ACHGS048) (ACARA [b], 2014).

3 Frame & Identify / Gather Information 45 minutes

- Lesson establishes brief history of Bali.- MindMap electronic activity that is new

and prior knowledge for students.- Photo arranging activity in small groups- Create electronic class Timeline- Printed and displayed around the

classroom.


(ACHHS205)(ACARA [b], 2014).

(ACHHS206) (ACARA [b], 2014).

4 Explore / Gather Information 45 minutes - Economics element of the unit.

- Introduce the Balinese currency Gathering information for Travel

(ACHEK017) (ACARA [b], 2014).



(Rupiah).- Establish the exchange Rate to AUD.- Key facts on Balinese economics (how

much of it relies on tourism).- Tourism facts.- Introduce the idea of the 1st assessment

piece. - Set up with students (as a class come up with a trip checklist) - Limit $2500. - Students must visit 4 attractions to suit purpose of travel: business and leisure.

Recommendations Report.Introduction of Travel Brochure.

(ACHES022) (ACARA [b], 2014).

5Gather Information / Analyse Information

45 minutes

- Go over Trip Checklist- Students begin to work on their first

piece of summative assessment (Travel Brochure) for the unit.

- Computer and Library access given- This lesson is more of a note taking

process.

Working on Travel Brochure.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

ACHHS208) (ACARA [b] 2014).

(ACHHS211) (ACARA [b], 2014).

6 Gather Information / Analyse Information

45 minutes - Students to continue working on first assessment piece should be well into the note-taking stage.- Students who have progressed past the note-taking stage will be able to start putting together their assessment piece.

Continued work on Travel Brochure.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHHS208)



(ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes

- Students to be creating Travel Brochure.

- Students still stuck in the note-taking stage can be assisted either by student partnerships or the classroom teacher (depending on their needs).

Gathering information for the final piece of summative assessment.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes Introduction of the cultural element of the unit:- Compare and contrast Bali cultural

lifestyle to the Australian cultural lifestyle.

- Research using a variety of sources- Gains and risks of holidaying (business

or leisure) in Bali.


(ACHES022) (ACARA [b], 2014).

(ACHHS214) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).



(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes

Introduction of the religious element of the unit:

- Compare and contrast Bali social lifestyle to the Australian social lifestyle.

- Look at the Bali Bombings and their effect on Australia and Bali’s relationships.




(ACHES022) (ACARA [b], 2014).

(ACHHS214) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes First in depth look at the social element of the unit.

- Compare and contrast Bali religious lifestyle to the Australian religious lifestyle.

- Teacher also explains the impact of religious reforms to Bali.




(ACHES022) (ACARA [b], 2014).

(ACHHS214) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).



(ACHHS211) (ACARA [b], 2014).


45 minutes

- Lesson dedicated to recapping the economic element of the unit.

- Look at the tourism industry and how Australia plays a major role in Bali’s tourism industry.

- Gains and risks of holidaying (business or leisure) in regards to Bali’s tourism economy.


(ACHES022) (ACARA [b], 2014).

(ACHEK017) (ACARA [b], 2014).

(ACHHS214) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes Political element of the unit:- Look at current and recent past political

news items that may be positively or negatively influencing the relationship between the two nations.

- Gains and risks of current political situations involving Australia’s and Indonesia’s relationship.

Gathering information for the final piece of formative assessment.

(ACHES022) (ACARA [b], 2014).

(ACHCS054) (ACARA [b], 2014).

(ACHEK017) (ACARA [b], 2014).

(ACHHS214)



(ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).


45 minutes - Teacher asks students to sum up the differences and similarities of what they have learnt between Bali and Australia

- Students are to collate their note-taking into a class Venn diagram, each of the students contributing as many interesting facts they have found over the course of the unit.

Gathering information for the final piece of formative assessment.

(ACHES022) (ACARA [b], 2014).

(ACHCS054) (ACARA [b], 2014).

(ACHEK017) (ACARA [b], 2014).

(ACHHS214) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).



(ACHES021) (ACARA [b], 2014).

14 Conclude & Review 45 minutes

Teacher goes back over the key inquiry questions and individual key inquiry questions and challenges the students ideas on what they have learnt.

Formative – seeing what the students have learnt or missed over the unit.

(ACHHS207) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHGS048) (ACARA [b], 2014).

(ACHHS205) (ACARA [b], 2014).

(ACHHS206) (ACARA [b], 2014).

(ACHEK017) (ACARA [b], 2014).

(ACHES022) (ACARA [b], 2014).

15 Apply & Take Action

45 minutes - Students use all previously gathered information to form a second piece of summative assessment

- Students are to write a Travel Recommendation report, advising first time business or leisure Australian tourists going to Bali.

Students are working on Travel Recommendations report.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHHS208)



(ACARA [b] 2014).

ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).

16 Apply & Take Action 45 minutes

- Students use all previously gathered information to form a second piece of summative assessment

- Students are to finish writing a Travel Recommendation report, advising first time business or leisure Australian tourists going to Bali.

Students are finishing working on Travel Recommendations report.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).

(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).

17 Apply & Take Action / Reflect

45 minutes - Students are to finish and hand in Travel Recommendation reports

- Students are to complete the online 5 question Unit Review quiz (linked to the key unit inquiry questions) to see what they have learnt without relying on gathered information

Students are to finish working on Travel Recommendations report.

(ACHES022) (ACARA [b], 2014).

(ACHGS047) (ACARA [b], 2014).

(ACHHS208) (ACARA [b] 2014).



(ACHHS210) (ACARA [b], 2014).

(ACHHS211) (ACARA [b], 2014).

Australian Curriculum Links Content Descriptions

Draw conclusions about the usefulness of sources (ACHHS211) (ACARA [b], 2014). Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts

(ACHGS047) (ACARA [b], 2014). Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary

sources (ACHGS048) (ACARA [b], 2014). Sequence historical events, developments and periods (ACHHS205) (ACARA [b], 2014). Use historical terms and concepts (ACHHS206) (ACARA [b], 2014). The ways consumers and producers respond to and influence each other in the market (ACHEK017) (ACARA [b], 2014). Gather relevant data and information from a range of digital, online and print sources (ACHES022) (ACARA [b], 2014). Identify and locate relevant sources, using ICT and other methods (ACHHS208) (ACARA [b] 2014). Locate, compare, select and use information from a range of sources as evidence (ACHHS210) (ACARA [b], 2014). The ways consumers and producers respond to and influence each other in the market (ACHEK017) (ACARA [b], 2014). Develop a range of questions to investigate Australia's political and legal systems (ACHCS054) (ACARA [b], 2014). Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)

(ACARA [b], 2014). Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary

sources (ACHGS048) (ACARA [b], 2014).

Assessment



The Bali Travel Brochure is a summative piece of assessment which will require students to take on a business or leisure approach to travelling to Bali from Australia. Students will create a visually attractive Brochure which will include flight information to and from Bali, visiting 4 Bali attractions, accommodation and food options all within $2 500.

The Bali Travel Recommendations Report is a summative piece of assessment which will require students to take on a business or leisure approach to give travel recommendations to Australian's travelling to Bali in terms of the gains and risks associated with Bali's social, cultural, religious, economical and political features.

Rubrics

CRITERIA A B C D4 Attractions Each of the 4

attractions are clearly labelled with relevant information for each

3 of the Attractions clearly labelled with relevant information for each

Only 2-3 Attractions with some relevant information for each

0-1 of the attractions are labelled. Some or no relevant information is supplied for each

Information Information clearly reflects a business or leisure approach.All information is relevant and correct with no errors

Information mostly reflects a business or leisure approach. Most Information is relevant with 1-2 errors

Information only slightly reflects intended approach. Some information is relevant with few errors

Information does not reflect intended approach. Little to no relevant information with many errors

Fonts and Colours Brochure visibly attractive. All headings clearly labelled and visible with correct font size. Brochure set out well

All headings clearly labelled. With almost all correct font size. Brochure set out well. 1-2 errors

Some fonts too fancy or big. Some variation in font sizes and colours. Brochure structure sound. 2-3 errors.

Font type distracts reader from intended message. Many variations in font size/colour. Many errors



Pictures/Graphics Pictures and graphics compliment information, and are visibly engaging, positioned well within brochure borders

One picture/graphic slightly too big or out of place. Visibly engaging. Information complimented.

2 graphics slightly too big or out of place. Slightly detracting from the message.

Graphics poorly positioned and used. Does not compliment information.

CRITERIA A B C DKey Features 4 key features clearly

outlined with relevant information detailed about each

3 key features clearly outlined with relevant information detailed about each

2-3 key features clearly outlined with relevant information detailed about each

Only 1-2 key features outlined with little or no information detailed about each

Gains Information clearly identifies 3-4 common gains, with supporting evidence

Information identifies 3 common gains with supporting evidence

Information identifies 2-3 common gains with little supporting evidence

Information identifies 0-1 common gains. With no supporting evidence or made up information

Risks Information clearly identifies 3-4 common risks, with supporting evidence

Information clearly identifies 3 common risks, with supporting evidence

Information identifies 2-3 common risks, with little supporting evidence

Information identifies 0-1 common risks, with no supporting evidence or made up information



Writing/Grammar Essay well written, is written in Report style, with well set out paragraphs. Little to no grammatical errors

Essay well written, is written in Report style, with well set out paragraphs. 2-3 spelling or grammatical errors

Essay is written mostly in report style, generally well set out paragraphs, some spelling and grammatical errors

Essay is poorly written, not in Report style. Paragraphs not clearly defined with many spelling and grammatical errors.

References:

Australian Curriculum, Assessment and Reporting Authority (ACARA) [a]. (2014). Asia and australia’s engagement with asia. Retrieved from http :// www.australiancurriculum.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia

Australian Curriculum, Assessment and Reporting Authority (ACARA) [b]. (2014). Year 7. Retrieved from http:// www.australiancurriculum.edu.au/Year7

Australian Government. (2014). Historical disasters – bali bombings. Retrieved from http:// www.em.gov.au/library/Onlineresources/Historicaldisasters/Pages/HistoricalDisastersBaliBombings.aspx

Bali Safari and Marine Park. (2014). Let your adventure in the wild begin with us. Retrieved from http:// www.balisafarimarinepark.com/home.asp

Fairfax Media. (2014). Schapelle corby parole: the background story. Retrieved from http://www.smh.com.au/national/schapelle-corby-parole-the-background-story-20140207-3273y.html Gittings, J. (2013). The indonesian massacres. Retrieved from http:// www.johngittings.com/id58.html

TravelSmart. (2014). Bali history facts and timelines. Retrieved from http:// www.world-guides.com/asia/indonesia/lesser-sunda-islands/bali/ bali_history.html


http://www.world-guides.com/asia/indonesia/lesser-sunda-islands/bali/bali_history.html



http://www.johngittings.com/id58.html

http://www.johngittings.com/id58.html

http://www.smh.com.au/national/schapelle-corby-parole-the-background-story-20140207-3273y.html

http://www.smh.com.au/national/schapelle-corby-parole-the-background-story-20140207-3273y.html

http://www.balisafarimarinepark.com/home.asp

http://www.balisafarimarinepark.com/home.asp

http://www.em.gov.au/library/Onlineresources/Historicaldisasters/Pages/HistoricalDisastersBaliBombings.aspx

http://www.em.gov.au/library/Onlineresources/Historicaldisasters/Pages/HistoricalDisastersBaliBombings.aspx

http://www.australiancurriculum.edu.au/Year7

http://www.australiancurriculum.edu.au/Year7

http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia




Volcano Discovery. (2014). Agung volcano. Retrieved from http://www.volcanodiscovery.com/volcanoes/indonesia/bali/agung / Wikipedia.(2014). Bali nine. Retrieved from http:// en.wikipedia.org/wiki/Bali_Nine


http://en.wikipedia.org/wiki/Bali_Nine

http://en.wikipedia.org/wiki/Bali_Nine

http://www.volcanodiscovery.com/volcanoes/indonesia/bali/agung/

http://www.volcanodiscovery.com/volcanoes/indonesia/bali/agung/

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tyronereedy.weebly.comtyronereedy.weebly.com/.../bali_unit_plan_final.docx · Web viewUnit Concepts Key Unit Inquiry Questions Geography of Bali Location, distance & direction Features