Conditions+for+Success+6

**Key Inquiry Question: Who were the people who came to Australia and why did they come?** || || **Investigating with ICT** They plan, locate (using search engines and basic search functions), retrieve and organise information in meaningful ways, and assess the suitability of information using appropriate criteria. **Creating with ICT** Students use ICT effectively to record ideas, represent their thinking and plan solutions. They create ICT solutions, independently or collaboratively, for particular audiences and purposes, and use a range of software types and functions to edit a range of data types such as text, images (still and moving), audio and numbers. |||| **Critical & Creative Thinking** Analysing, evaluating and synthesising information Students identify gaps in knowledge and solutions and seek further information to interpret data. They gather pertinent information from a range of sources and look for logical relationships between propositions. They use concrete, pictorial and digital models to facilitate logical reasoning and test propositions against a range of criteria and standards. || **Literacy** **Comprehending texts through listening, viewing and reading** understand, interpret and analyse information and ideas in texts, comparing content from a range of sources. listen and contribute to discussions, evaluating information and opinions presented. ** Composing texts through speaking, writing and creating ** use talk as a key learning tool to provide valuable language interaction and rehearsal of ideas and information in preparation for creating texts plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences || **History / English** **Students are able to:** **//History//** //Australia// //as a Nation// || Teacher shows example of pre-created presentation of the migrations of Mexicans to theUnited Statesusing the Prezi software. The teacher models how to engage in the presentation and how to access appropriate information from resources like these. || ||  || identify motivations for the actions of past individuals and groups and the historical
 * **YEAR: WEEKS, TERM 2011 Teacher** ||
 * ** General Capabilities **
 * **ICT**
 * ** Achievement Standards **
 * identify a range of sources and locate relevant information and [|evidence] related to their inquiry.
 * compare and record relevant historical information and ideas from a range of sources.
 * examine sources to identify the views being expressed and the attitudes and values represented. Students identify and describe [|cause and effect] and significant changes and continuities over time.
 * identify motivations for the actions of past individuals and groups and the historical [|significance] of an individual, group or event.
 * compose historical texts, such as narratives and descriptions
 * present their information using combinations of written and spoken text, graphics and pictures and in a range of communication forms including digital technologies. |||| ** Content Descriptors **
 * Stories of groups of people who migrated to Australia(including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.
 * The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.
 * **Stimulus Activity:**
 * Scaffolding:**
 * Identify a range of sources and locate relevant information and [|evidence] related to their inquiry.
 * Create a mind-map using bubbl.us of what students could present for each category. ||  || Compare and record relevant historical information and ideas from a range of sources.
 * Students identify patterns in immigration toAustraliausing existing materials such as videos or timelines . ||
 * Examine sources to identify the views being expressed and the attitudes and values represented. Students identify and describe [|cause and effect] and significant changes and continuities over time.
 * Students are invited to share in the construction of the daily blog, sequencing their research and skills over the course of the project.
 * Recording information into a blog.
 * Students are invited to share in the construction of the daily blog, sequencing their research and skills over the course of the project.
 * Recording information into a blog.
 * To be continued at a later stage…… ||

** Summary of task ** Students were given a variety of sources to investigate historical events and circumstances that have influenced migration to Australia. They were then asked to: • identify at least five events or circumstances that influenced migration to Australia • provide details of the patterns of migration • identify the causes of migration • identify the nature and sources of migrants • communicate their findings using [|Prezi] ||
 * **Culminating Project:**
 * **Assessment**: ||