Cities Taking Shape Grade/Level 4/5 Description

Where do visitors to Australia come from? Year level: 4

M007946 International visitors to Australia - dataset. Data reproduced with permission of the copyright holder, Commonwealth of Australia. About the unit

Unit description Students complete a data investigation by planning and undertaking surveys as well as representing data and reporting the results. Data representation includes constructing, reading, interpreting and making connections between tables and graphs. Students use class-based data and explore a dataset about international visitors to Australia with the data visualisation tool DataGenie. Students can complete the activities by hand or with further use of ICT.

Knowledge, understandings, skills, values  Students plan and undertake surveys.  Students represent data and report the results.  Students construct, read, interpret and make connections between tables and simple graphs.  Students interpret and use basic maps.

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 1 Focus questions  How can we collect information and/or data?  How can we represent information and/or data?  What does our information and/or data tell us?

Resources Digital curriculum resources L3512 Bar chart DataGenie: M007946 International visitors to Australia - dataset: http://www.datagenie.edu.au/ivs R10629 'See Australia!', 1930-59 Software  MS Excel (or similar spreadsheet software)  MS Publisher (or similar publishing software)  Presentation software (such as MS PowerPoint or Windows Movie Maker)  Video software

Print Books  Selection of books on different countries

Other  Travel brochures

Other resources  Poster paper  Graph paper  Video camera or computer camera (optional)  Library access

Attached printable resources The following worksheets referred to in the unit of work are available for you to modify, print and use in your own teaching and learning context:

 Visiting survey  Campaign feedback

Setting the scene Resources  Visiting survey (page 11)  MS Excel (or similar spreadsheet software)  L3512 Bar chart

Teaching and learning activities Who is a visitor? Explore the idea of a visitor and the different locations students may have visited.

What does visitor mean?

What about a visitor to another place such as a city or state or country?

A visitor is someone who makes a visit or changes location.

Have you been a visitor? Where?

Collect students’ comments on the board. Include information such as the students’ name and the location they visited.

Organising the data Examine the collected information with the students.

Is there a better way of organising the information we have collected?

Guide the discussion towards creating a table. Guide students in the organisation of categories and start constructing a table on the board. For example:

Location Tally Total City III 3

Countryside IIII III 8

Overseas

The groupings will depend on the locations the students have actually visited. A suggestion may be city, countryside, state or overseas. Alternatively you may wish to group via local locations or destinations. You may wish to allow students to create their own categories so the created tables and graphs will be unique to each group.

Have students, in pairs, survey each other and complete Visiting survey (page 11). Discuss the different elements of the table, such as what to write in the column under locations, explain what a tally is, and how to find the totals. You may model an example on the board or as a handout. (Note: you may wish to increase the handout to A3 size.)

When the table is complete, have students regroup to examine how the data could be represented graphically.

Is there another way of representing the information we collected?

You may wish to use L3512 Bar chart to show students how to create a bar chart, and to illustrate which labels to use on the axes. Alternatively this could be modelled on the board.

Diagram 1

Totals

Category

Have students complete a bar chart of their collected information on the Visiting survey worksheet. Then have them write three sentences below their graphs about what their information illustrates. Invite students to share and compare their graphs and findings.

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 4 Extension activities Students could complete this activity using MS Excel or similar spreadsheet software for the data collection and display, and then complete their work in a Word document.

Assessment The handout (or completed Word document) can be used as assessment. Assess students’ abilities to:

 complete the tally table  correctly form the graph  make correct statements about their collected data. Investigating Resources  DataGenie ‘International visitor survey: dataset’ > Where do they come from?  Poster paper  Graph paper  MS Excel (or similar spreadsheet software)  MS Publisher (or similar publishing software)  Presentation software (such as MS PowerPoint or Windows Movie Maker)

Teaching and learning activities Visitors Visitors to your local area Discuss and collect students’ ideas of why people (visitors) might come to visit their local area, eg tourism, shopping, sport, holidays or business.

Why would people come to visit your local area?

Do you think people visiting your local area all come from the same place, or same country?

Discuss with students why they might like to know where their visitors come from. You may wish to collect ideas on the board. Introduce the term ‘tourism’.

Visitors to Australia In DataGenie select the Where do they come from? folder, then the World regions data visualisation. Explain that the data visualisation contains information collected about people visiting Australia and their country of origin.

Examine the World regions map. (Note: you can change the view to Satellite.)

What do you see? What information can you see on the map? What information can you see in the table?

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 5 Draw students’ attention to the different sizes of the circular representations on the maps. Direct the students’ attention to the visitor number data in the table.

How many people visited Australia from Europe?

Have students compare the table data to the map.

Does this match what the map is showing us?

Do you think the same number of people visit Australia from the same country each year?

Change the year in the Year selection. Have students examine the changes for a particular region, eg Asia.

In DataGenie select the Where do they come from? folder, then a region data visualisation.

Show students the different region maps, eg Europe, and discuss.

What is similar between the world map and this map?

What is different between the world map and this map?

Investigating a world region Allocate to groups of students a specific world region, eg Africa, Asia or Europe. Have them use the data visualisations from DataGenie. Select the Where do they come from? folder, then ask students to collect and collate information to create bar charts of the number of visitors to Australia for a specific region. You may wish to provide students with the graph paper handout.

You may wish to consider:

 the amount of direction in the collection and presentation of the data, ie building on from the previous activity, so the use of tally tables and bar charts  a limit on the number of countries students include in their data collection, eg top five or ten countries, or the countries that have the most people visiting Australia  a limit on the time period, eg December 2008, or a number of time periods.

Alternatively, you could leave the activity completely open-ended.

Once the data has been collated and graphs completed, have students create a poster of their world region. On the poster have them include:

 the title of their region  the bar chart  a print out of their map. When complete, have student groups share posters with the rest of the class.

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 6 Extension activities Students may wish to create their whole poster using publishing software such as MS Publisher or alternatively they may wish to use presentation software such as MS PowerPoint or Windows Movie Maker.

Assessment You can use the poster as an assessment. Assess students’ abilities to:

 identify the relevant data required for the task  create an accurate bar chart  present their work in a logical format.

Have students consider group work. Use a four-point scale and ask them to rate how the group worked together, and how students worked as team members.

As a group we worked together:

Always Mostly Sometimes Never

As a team member I contributed:

Always Mostly Sometimes Never

Alternatively, you could use a rubric such as the following. I have always I have mostly I have sometimes I have sometimes I have never worked towards worked towards worked towards worked towards worked towards group goals and group goals and group goals and group goals. I group goals and listened to what usually listened to listened to what found it difficult to did not listen to other members of what other other members of listen to other other members of the group had to members of the the group had to members of the the group or make say. I suggested group had to say. I say. I did not group. I did not any suggestions possible actions suggested some suggest possible suggest possible for change. for change. possible actions actions for change. actions for change. for change.

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 7 Communicating Resources  Posters from previous section  Internet access  Book collection on different countries  Library access  R10629 'See Australia!', 1930-59  Travel brochures  Poster paper  Video recorder or computer camera and relevant software (optional)  Campaign feedback (page 12)

Advertising to countries Do you think Australia is advertised to China in the same way it is advertised to the USA? Why? Why not?

Investigate and discuss with students if they think the way Australia is advertised is the same or different when targeted at particular countries.

Advertising campaign Allocate posters created in the previous section to different groups.

Have students interpret the information on the poster, and identify a country or location that they would like to create an advertising campaign for (in English) to invite those people to visit Australia.

What might you need to include in your campaign if you are trying to attract people to visit Australia?

Have students use the internet, books, library etc to find information about their particular country and what the people from the particular country might be interested in.

You could show students a collection of travel posters in R10629 'See Australia!' 1930-59, and ask them what these show and convey as a message.

Do you think these brochures would attract people to Australia from overseas?

What do you think you need to include now?

You could also collect and show students some current advertising such as travel brochures.

What do you think might be the elements of an advertising campaign?

Discuss with students what elements they may see in an advertising campaign, such as brochures, posters, and television/internet commercials.

© Education Services Australia Ltd, 2010, except where indicated otherwise Where do visitors to Australia come from? 8 Working together In groups, have students work together to plan and create their advertising campaign. Tell students they will be creating a display for the rest of the school to look at. Provide students with a specific time limit to complete their work, eg between two and three sessions, so they can factor this in their planning.

Have you created a plan?

Does everyone in your group have something to do?

What might be the most suitable materials for your advertising campaign?

Will you have time to get everything finished?

Allow students to select the formats they feel appropriate to display their work, eg posters or publishing software such as MS Publisher or a video.

Extension activities Students could present their advertising campaigns to a school assembly.

Assessment Have students present their advertising campaigns.

Have the other students assess the campaigns. They could list three elements they liked and one aspect they felt needed more detail. You could use the template Campaign feedback (page 12). Collect the feedback and use it to guide the teacher assessment. Provide groups with some constructive feedback.

Drawing conclusions Teaching and learning activities What worked? Have students list three aspects that they liked about their own advertising campaigns.

Have students list three things they learnt during the unit.

What did you learn about people who come to visit Australia?

Ask students to write one thing they would like to learn more about resulting from the unit.

Sharing Invite students to share their written comments, and hold a class discussion to complete the unit.

The material in this unit of work may contain links to internet sites maintained by entities not connected to Education Services Australia Ltd and which it does not control (‘Sites’).

Education Services Australia Ltd:  provides the links for ease of reference only and it does not sponsor, sanction or approve of any material contained on the Sites; and  does not make any warranties or representations as to, and will not be liable for, the accuracy or any other aspect of the material on the Sites or any other matter connected to the use of the Sites.

While the material in this unit of work is not remunerable under Part VB of the Copyright Act 1968, material on the Sites may be remunerable under Part VB of the Copyright Act 1968. It is your responsibility to read and comply with any copyright information, notices or conditions of use which apply to a Site.

Name Class Date

Your survey question:

Complete the table:

Locations Tally Total

Draw your graph:

Write your three sentences:

Name Class Date

Campaign title:

Target country:

What I liked about the campaign:

One aspect that needed more detail:

Campaign title:

Target country:

What I liked about the campaign:

One aspect that needed more detail: