pialbastateschool.files.wordpress.com · Web viewUnit Plan . Exploring places near and far. In this unit students will explore the following inquiry question: How and why are places

OneSchoolUnit Plan

Name: Unit 2 - HASS Year 3 (V8)Duration: 32 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Exploring places near and farIn this unit students will explore the following inquiry question:

How and why are places similar and different?

In this unit, students:

identify connections between people and the characteristics of places describe the diverse characteristics of different places at the local scale and explain the similarities and differences between the characteristics of these places interpret data to identify and describe simple distributions and draw simple conclusions record and represent data in different formats, including labelled maps using basic cartographic conventions describe the importance of making decisions democratically and propose individual action in response to a democratic issue explain the role of rules in their community and share their views on an issue related to rule-making communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 36

Unit Plan Plan Name: Unit 2 - HASS Year 3 (V8)

Year: 3Learning Areas/Subjects: Humanities and Social Sciences

Duration: 32 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Exploring places near and far (Yr 03)Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.

Collection of Work Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Representing places Identifying similarities and

differences Making decisions

Resources Attachments Plan Resource Bank

Assessment Collection of Work - Exploring places

near and far (Yr 03)




Duration: 32 Weeks

Australian Curriculum

F-6/7 HASS - Year 3

Year 3 Achievement StandardBy the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Draw simple conclusions based on analysis of information and data (ACHASSI058)

Interact with others with respect to share points of view (ACHASSI059) Reflect on learning to propose actions in response to an issue or challenge

and consider possible effects of proposed actions (ACHASSI060)

Analysing

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)

Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)

Researching

Locate and collect information and data from different sources, including observations (ACHASSI053)

Civics and citizenship

The importance of making decisions democratically (ACHASSK070) Who makes rules, why rules are important and the consequences of rules

not being followed (ACHASSK071)

Geography

The location of Australia's neighbouring countries and the diverse characteristics of their places (ACHASSK067)

The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)

The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people's perceptions of these places (ACHASSK069)




Duration: 32 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding Record, sort and represent data and the location of places and their

characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)

Questioning

Pose questions to investigate people, events, places and issues (ACHASSI052)

Communicating

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)




Duration: 32 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 2:

Pose questions about past and present objects, people, places and events (ACHASSI034) Collect data and information from observations and identify information and data from sources provided (ACHASSI035) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041) Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 4:

Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate

conventions (ACHASSI075) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Draw simple conclusions based on analysis of information and data (ACHASSI079) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)




Duration: 32 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Recognising and using patterns and relationships Using spatial reasoning Interpreting statistical information

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness

Ethical understanding Understanding ethical concepts and issues Reasoning in decision-making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.




Duration: 32 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples' cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Exploring places near and farAssessment description: Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.Students pose questions and locate and collect information from sources, including observations to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.




Duration: 32 Weeks

FeedbackFeedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.




Duration: 32 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

11 Lessons Representing places Lesson 1: Characteristics of place Lesson 2: Climate types of the world Lesson 3: Australia's states and territories Lesson 4: Aboriginal and Torres Strait Islander Country and Place Lesson 5: Grid references and the Torres Strait Lessons 6-7: Australia's major human and natural features Lesson 8: Climate in Australia Lesson 9: Diversity of Australian communities Lesson 10: Australia and its neighbours Lesson 11: Assessment checkpoint: Part A

6 Lessons Identifying similarities and differences Lesson 12: Natural features of Australia's neighbouring countries Lesson 13: Communities in Australia's neighbouring countries Lesson 14: How places differ Lesson 15: Comparing school communities Lessons 16-17: Assessment checkpoint: Part B

15 Lessons Making decisions Lesson 18: How people feel about places Lesson 19: Australia's World Heritage sites Lessons 20-21: Protecting places: A local case study Lesson 22: Case study: Fraser Island Lessons 23-24: Democratic decision-making Lessons 25-26: Places where democratic decisions are made Lessons 27-28: Rules in our communities Lessons 29-30: Assessment checkpoint: Part C Lessons 31-32: Reflecting on our exploration of places near and far

32 Lessons Total Unit




Duration: 32 Weeks

Teaching Sequence

Topic Representing places Topic Duration 11 Lessons

Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms

Lessons Teaching and Learning Sequence Resources

Lesson 1

Characteristics of place

Lesson objectivesStudents will:

Understand the concept of place and recognise the human and natural characteristics of places.

Evidence of learningCan the student:

Define place and explain how places can be represented? Identify and classify characteristics of places?

Example learning sequence Explore the unit focus Examine information to describe and classify characteristics of

places as human or natural Explore methods of representing places and their characteristics

Resources Supporting learning resource - HASS Glossary Year 3 Unit 2 Slideshow - Human and natural characteristics of places Sheet - Retrieval chart: Characteristics of places Sheet - Methods of representing places

Attachments Lesson plan

Lesson 2

Climate types of the world


Understand that climate is a natural characteristic of places and that the world is made up of different climate zones.


Recall the names and boundaries of the world climate zones? Identify the climate zones for different places around the world?

Example learning sequence Explore climate as a natural characteristic of places Locate information about world climate zones on a map Sort and record information about the characteristics of world

climate zones

Resources Sheet - Map: World climate zones (colour) Sheet - World climate zones Sheet - Examples of different places in the world climate zones





Duration: 32 Weeks

Teaching Sequence




Lesson 3

Australia's states and territories


Understand that maps have cartographic conventions. Understand that Australia's states are places at the regional scale. Understand that Aboriginal peoples and Torres Strait Islander

peoples have a different perspective on how land areas are divided within Australia.


Locate and label the states and territories on a map of Australia? Apply the cartographic conventions (BOLTSS) to maps? Identify natural and human features on a map using a legend?

Example learning sequence Examine the cartographic conventions of a map Locate and record information about place at the regional scale

using maps Explore different perspectives of place at the regional scale Explore how features can be represented on maps

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Find and prepare - Student access to digital maps or atlases and materials (scissors, glue, paper) for jigsaw map activity.

Slideshow - Mapping with BOLTSS Sheet - Australia: Jigsaw puzzle Slideshow - Map legends: Representing natural and human features on a map

Helpful information Website - The AIATSIS map of Aboriginal Australia (ABC)

http://www.abc.net.au/indigenous/map/





Duration: 32 Weeks

Teaching Sequence




Lesson 4

Aboriginal and Torres Strait Islander Country and Place


Understand that Aboriginal peoples and Torres Strait Islander peoples have connections to Country/Place throughout Australia.

Understand that symbols can be used to represent features of places.


Identify that Aboriginal peoples and Torres Strait Islander peoples have connections to Country/Place throughout Australia?

Recognise the significance of symbols in representing places?Example learning sequence

Examine the meaning and significance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples

Locate information in sources to identify how traditional Aboriginal symbols represent places and features

Explore Place for Torres Strait Islander peoples Record features of a known local place using symbols

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - A sense of Country and Place Sheet - Aboriginal symbols Sheet - Torres Strait Islands: Location and geographical features

Helpful information Video - Painting Country, 2000: Maps of country (meaning of symbols in Aboriginal

artwork) http://aso.gov.au/titles/documentaries/painting-country/clip2/ Website - Aboriginal art symbols (Aboriginal Dreamtime)

http://www.aboriginal-dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm


Lesson 5

Grid references and the Torres Strait


Understand how to use simple grid references to determine and describe the location of places on a large-scale map.

Understand how to use cardinal compass points to describe direction and location.


Use simple grid referencing and cardinal compass points to locate places on a map and describe relative location?


Sheet - Exploring the Torres Strait Islands Slideshow - Alphanumeric grid referencing Sheet - Simple grid references





Duration: 32 Weeks

Teaching Sequence




Example learning sequence Record and represent data about direction and distance Examine the simple grid reference system Interpret data to determine and describe the location of places

using simple grid references

Lessons 6-7

Australia's major human and natural features


Understand how to describe, locate and represent Australia's major human and natural features on a map.


Use geographical terms and mapping conventions appropriately? Describe and represent major human and natural features of

Australia?Example learning sequence

Examine major human features of places throughout Australia Examine major natural features of places throughout Australia Record and represent data about major human and natural

features and their locations on a map Interpret data about major natural features of Australia

Resources Find and prepare - Atlases/digital sources to locate places. Also required for

research task. Slideshow - Major human features of Australia Sheet - Australia's major human and natural features Slideshow - Major natural features of Australia Sheet - Research task: Major Australian natural features Sheet - Research task information


Lesson 8

Climate in Australia


Understand how to represent rainfall data of Australia by constructing column graphs.

Understand how to interpret temperature data.Evidence of learningCan the student:

Record rainfall data in a table? Interpret temperature data to explain differences between places?

Resources Slideshow - Column graphs Sheet - Representing and interpreting rainfall data Sheet - Representing and interpreting temperature data Supporting learning resource - Climate in Australia

Attachments

Lesson plan




Duration: 32 Weeks

Teaching Sequence




Example learning sequence Review climate as a characteristic of place Locate information to identify climate types in Australia Explore column graphs Interpret data to identify seasonal rainfall variations between

places Interpret temperature data to identify and explain differences

between places

Lesson 9

Diversity of Australian communities


Understand that Australian communities differ in terms of their characteristics and lifestyles.


Recognise that diverse human characteristics influence where and how people live?

Select and record data to show similarities and differences?Example learning sequence

Explore the human characteristics that make places similar or different

Locate information in provided sources about communities located in different parts of Queensland

Sort and record information about the characteristics of different communities in a table

Interpret data to draw conclusions about similarities and differences between places and lifestyles

Resources Slideshow - Australian settlements and lifestyles Sheet - Michael lives in a mining town Sheet - Sam lives in a city suburb Sheet - Ben lives in south-western Queensland Sheet - Diversity of Australian communities

Helpful information Stimulus pictures - Queensland country houses

https://learningplace.eq.edu.au/cx/resources/items/e9f605e3-5cc9-22fc-aaf5-9636753ab184/0/ Website - Houses in Australia by state or territory (Wikimedia Commons)

http://commons.wikimedia.org/wiki/Category:Houses_in_Australia_by_state_or_territory Stimulus pictures - North West Queensland scenery

https://learningplace.eq.edu.au/cx/resources/items/0640c578-7e9a-8fdd-bc7f-52bf9889b599/0/


Lesson 10

Australia and its neighbours


Understand how to represent the location of Australia's neighbouring countries.

Resources Find and prepare - Student access to an atlas, globe or digital tool Sheet - Australia and its neighbours




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Understand how to use a compass to identify N, S, E and W and

to describe the location of one place relative to another, with compass points.

Understand the relative location of Australia's neighbouring countries.


Describe relative location using a four-point compass and represent Australia's neighbouring countries on a map?

Example learning sequence Examine place at the world regional scale using maps Identify information in maps about the locations of Australia's

neighbouring countries Represent Australia's neighbouring countries on a map Interpret information on a map to describe the location of places


Lesson 11

Assessment checkpoint: Part A

Assessment purposeTo identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes Assessment task - Exploring places near and far: Sources





Duration: 32 Weeks

Teaching Sequence

Topic Identifying similarities and differences Topic Duration 6 Lessons

Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places


Lesson 12

Natural features of Australia's neighbouring countries


Understand how to interpret data to identify features and draw conclusions about the similarities and differences between places in Australia's neighbouring countries.


Interpret information from maps and other sources to develop appropriate conclusions about similarities and differences?

Example learning sequence Explore the characteristics of places in Australia's neighbouring

countries Locate information in maps to compare features of places in

Australia's neighbouring countries Sort and record information from provided sources about human

and natural features of selected neighbouring countries Interpret information to draw simple conclusions about the

distribution of features in two places

Resources Sheet - Stimulus set: Natural features of in Indonesia and New Zealand Sheet - Comparing countries


Lesson 13

Communities in Australia's neighbouring countries


Understand how to interpret data to draw conclusions about the similarities and differences between places in Australia's neighbouring countries.


Interpret data from sources to develop appropriate conclusions

Resources Slideshow - Comparing places: Australia and its neighbours Sheet - Comparing the facts about places: Australia and its neighbouring countries Sheet - Australia's neighbours (map) Supporting learning resource - Comparing the facts about places: Australia and its

neighbouring countries (Answers)Helpful information

Website - Census (Australian Bureau of Statistics)




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesabout similarities and differences?

Example learning sequence Examine similarities and differences between communities in

different countries Select and record information from provided sources about the

characteristics of communities in different countries Interpret information to draw simple conclusions about the

diversity of communities

http://www.abs.gov.au/websitedbs/censushome.nsf/home/data Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/ Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx


Lesson 14

How places differ


Understand the similarities and differences between places in terms of human characteristics, and how this influences the way people live.


Recognise the diverse human characteristics that influence where and how people live?

Select and record data to show similarities and differences?Example learning sequence

Review how the human characteristics of places are similar and different

Interpret information about the human characteristics of selected places and the similarities and differences between them

Interpret information to identify reasons for similarities and differences between selected places

Resources Slideshow - Similarities and differences between places: Diversity of human

characteristics: Images of Fiji and New Zealand Sheet - Living in Fiji Sheet - Living in New Zealand Sheet - Comparing communities

Helpful information Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/ Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx


Lesson 15 Lesson objectives Resources




Duration: 32 Weeks

Teaching Sequence




Comparing school communities

Students will: Understand how to interpret data to identify the spatial distribution

of human and natural features. Understand how to interpret information to draw conclusions about

the similarities and differences between places at the local scale.Evidence of learningCan the student:

Interpret information to identify the spatial distribution of features and develop appropriate conclusions about similarities and differences?

Example learning sequence Examine provided sources to identify characteristics of different

school communities Sort and record data about the characteristics of different school

communities Interpret information to identify distributions and draw conclusions

Sheet - Schools in Queensland and Papua New Guinea (colour) Sheet - Comparing school communities Supporting learning resource - Comparing school communities (Answers)


Lessons 16-17

Assessment checkpoint: Part B




Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes Assessment task - Exploring places near and far: Sources


Teaching Sequence




Duration: 32 Weeks

Teaching Sequence




Topic Making decisions Topic Duration 15 Lessons

Overview Throughout this lesson series, students will: interpret data to identify and describe simple distributions describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms


Lesson 18

How people feel about places


Understand what makes a place significant and how different people feel about places.

Understand that purpose can influence how a person feels about a place.


Describe what makes a place significant? Interpret how different people feel about places and draw

conclusions about reasons for similar and different viewpoints?Example learning sequence

Explore what makes a place important Interpret information in provided sources to identify different points

Resources Sheet - Significant places Sheet - The significance of a place Sheet - Views about a significant place





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesof view about the importance of places

Draw simple conclusions about similarities and differences in how people view places

Teaching Sequence




Lesson 19

Australia's World Heritage sites


Understand that people may have regional and national connections to significant places in Australia and different views about their purpose.


Recognise that people may have regional and national connections to significant places in Australia and different views about their purpose?

Example learning sequence


Sheet - Map of Australia's World Heritage sites Slideshow - Australia's World Heritage sites Sheet - Role-play cards Sheet - Role-play interview questions Sheet - Role-play reflection Supporting learning resource - Using role-plays





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Examine World Heritage sites in Australia Explore how people's feelings about places influence their views

about the protection of places Draw conclusions about similarities and differences in people's

perception of places

Lessons 20-21

Protecting places: A local case study


Understand how to respond to data and describe what action needs to be taken to protect a place of significance.


Describe different points of view from a newspaper article? Suggest action for protecting a place of significance?

Example learning sequence Examine provided sources to identify different points of view about

an issue in a local community Interpret information from sources to draw conclusions Interact with others respectfully to share points of view about an

issue in a local community Reflect on learning to propose actions in response to an issue in a

local community

Resources Sheet - Newspaper article Sheet - Map of Beachville Skate Park (no labels) Supporting learning resource - A local case study


Lesson 22

Case study: Fraser Island


Understand how to develop a proposal for action for protecting a significant place.



Slideshow - Fraser Island Sheet - Location of Fraser Island Supporting learning resource - Case study: Fraser Island




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Propose action for the care of a significant place?

Example learning sequence Pose questions to frame a short inquiry to investigate Fraser

Island Locate and record information from provided sources to answer

questions posed Interpret data to draw simple conclusions about the reasons for

protecting Fraser Island Reflect on learning to propose actions for the care of Fraser Island


Lessons 23-24Democratic decision- making


Understand the reasons for and features of a democratic decision-making process.


Use information to share views on the importance of fairness in decision-making?

Present ideas about the steps involved in making a decision democratically?

Example learning sequence Explore why decisions are made democratically in communities Interpret information from sources to distinguish between facts

and opinions Interact with others respectfully to share points of view about the

importance of fairness in decision-making Explore how decisions are made democratically in communities Locate information in provided sources about the steps involved in

Resources Slideshow - Democratic decision-making Sheet - Fact or opinion? Sheet - Democratic decision-making





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesmaking a decision democratically

Reflect on the purpose and features of democratic decision-making

Teaching Sequence




Lessons 25-26

Places where democratic decisions are made


Understand the steps involved in making a decision democratically.


Pose questions to find out information about the steps involved in democratic decision-making?

Share views through a class meeting to show how democratic decision-making processes can be used to devise possible solutions and a plan for action for a classroom issue?

Resources Slideshow - Democratic decision-making in my community Sheet - Role-play script questions: Posing questions about democratic decision-

making Sheet - Role-play scenarios: Fact or opinion? Sheet - Apply the process: Democratic decision-making Sheet - Democratic decision-making role-play scenarios Supporting learning resource - Role-play scenarios





Duration: 32 Weeks

Teaching Sequence




Example learning sequence Explore how decisions are made democratically in places

throughout the community Examine an issue and possible solutions Interact with others respectfully to role-play the steps involved in

democratic decision-making

Lessons 27-28

Rules in our communities


Understand why people make rules. Understand how people make rules.


Share their views and develop a point of view on the importance of rules?

Present ideas and opinions on how people make rules?Example learning sequence

Explore the reasons for rules in the classroom and school community

Examine information to distinguish between facts and opinions Locate information in a range of sources to develop a point of view

about the importance of rules Present ideas and opinions on why rules are important Explore ways rules are made in the classroom and school

community Interact with others respectfully to identify where a new rule for the

class community is needed Present ideas and opinions on how people make rules

Resources Slideshow - Classroom rules Sheet - Rules: Fact or opinion? Sheet - Creating classroom rules: Sharing views on the importance of rules Supporting learning resource - Process for creating classroom rules





Duration: 32 Weeks

Teaching Sequence




Lessons 29-30

Assessment checkpoint: Part C




Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes





Duration: 32 Weeks

Teaching Sequence




Lessons 31-32Reflecting on our exploration of places near and far


Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: How and why are places similar and different?


Reflect on their learning from the unit? Share points of view with peers about similarities and differences

between the various characteristics or places?Example learning sequence

Reflect on learning in response to the unit inquiry question Explore points of view about how places near and far are different

or similar Draw a simple conclusion about how people are connected to

places near and far, and why important places should be protected

Resources Supporting learning resource - Yarning circles





Duration: 32 Weeks

ResourcesUnit Plan Section Resource Attachments*

Sequence - Representing places Lesson plan - HASS_Y03_U2_LP01.docx

Lesson plan - HASS_Y03_U2_LP02.docx




Lesson plan - HASS_Y03_U2_LP06-07.docx





Sequence - Identifying similarities and differences






Sequence - Making decisions Lesson plan - HASS_Y03_U2_LP18.docx Lesson plan - HASS_Y03_U2_LP19.docx




Duration: 32 Weeks

Unit Plan Section Resource Attachments*








Sequence Find and prepare - Atlases/digital sources to locate places. Also required for research task

Find and prepare - Student access to an atlas, globe or digital tool

Find and prepare - Student access to digital maps or atlases and materials (scissors, glue, paper) for jigsaw map activity.

Sheet - Aboriginal symbols

Sheet - Apply the process: Democratic decision-making

Sheet - Australia and its neighbours

Sheet - Australia: Jigsaw puzzle

Sheet - Australia's major human and natural features

Sheet - Australia's neighbours (map) Sheet - Ben lives in south-western Queensland




Duration: 32 Weeks


Sheet - Comparing communities

Sheet - Comparing countries

Sheet - Comparing school communities

Sheet - Comparing the facts about places: Australia and its neighbouring countries

Sheet - Creating classroom rules: Sharing views on the importance of rules

Sheet - Democratic decision-making

Sheet - Democratic decision-making role-play scenarios

Sheet - Diversity of Australian communities

Sheet - Examples of different places in the world climate zones

Sheet - Exploring the Torres Strait Islands

Sheet - Fact or opinion?

Sheet - Living in Fiji

Sheet - Living in New Zealand

Sheet - Location of Fraser Island

Sheet - Map of Australia's World Heritage sites

Sheet - Map of Beachville Skate Park (no labels) Sheet - Map: World climate zones (colour)




Duration: 32 Weeks


Sheet - Methods of representing places

Sheet - Michael lives in a mining town

Sheet - Newspaper article

Sheet - Representing and interpreting rainfall data

Sheet - Representing and interpreting temperature data

Sheet - Research task information

Sheet - Research task: Major Australian natural features

Sheet - Retrieval chart: Characteristics of places

Sheet - Role-play cards

Sheet - Role-play interview questions

Sheet - Role-play reflection

Sheet - Role-play scenarios: Fact or opinion?

Sheet - Role-play script questions: Posing questions about democratic decision-making

Sheet - Rules: Fact or opinion?

Sheet - Sam lives in a city suburb

Sheet - Schools in Queensland and Papua New Guinea (colour) Sheet - Significant places




Duration: 32 Weeks


Sheet - Simple grid references

Sheet - Stimulus set: Natural features of places in Indonesia and New Zealand

Sheet - The significance of a place

Sheet - Torres Strait Islands: Location and geographical features

Sheet - Views about a significant place

Sheet - World climate zones

Slideshow - A sense of Country and Place

Slideshow - Alphanumeric grid referencing

Slideshow - Australian settlements and lifestyles

Slideshow - Australia's World Heritage sites

Slideshow - Classroom rules

Slideshow - Column graphs

Slideshow - Comparing places: Australia and its neighbours

Slideshow - Democratic decision-making

Slideshow - Democratic decision-making in my community

Slideshow - Fraser Island Slideshow - Human and natural characteristics of places




Duration: 32 Weeks


Slideshow - Major human features of Australia

Slideshow - Major natural features of Australia

Slideshow - Map legends: Representing natural and human features on a map

Slideshow - Mapping with BOLTSS

Slideshow - Similarities and differences between places: Diversity of human characteristics: Images of Fiji and New Zealand Stimulus pictures - North West Queensland scenery https://learningplace.eq.edu.au/cx/resources/items/0640c578-7e9a-8fdd-bc7f-52bf9889b599/0/

Stimulus pictures - Queensland country houseshttps://learningplace.eq.edu.au/cx/resources/items/e9f605e3-5cc9-22fc-aaf5-9636753ab184/0/

Supporting learning resource - A local case study

Supporting learning resource - Case study: Fraser Island

Supporting learning resource - Climate in Australia

Supporting learning resource - Comparing school communities (Answers)

Supporting learning resource - Comparing the facts about places: Australia and its neighbouring countries (Answers)

Supporting learning resource - HASS Glossary Year 3 Unit 2

Supporting learning resource - Process for creating classroom rules

Supporting learning resource - Role-play scenarios

Supporting learning resource - Using role-plays Supporting learning resource - Yarning circles




Duration: 32 Weeks


Video - Painting Country, 2000: Maps of country (meaning of symbols in Aboriginal artwork) http://aso.gov.au/titles/documentaries/painting-country/clip2/

Website - Aboriginal art symbols (Aboriginal Dreamtime) http://www.aboriginal-dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm

Website - Census (Australian Bureau of Statistics) http://www.abs.gov.au/websitedbs/censushome.nsf/home/data

Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx

Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/

Website - Houses in Australia by state or territory (Wikimedia Commons) http://commons.wikimedia.org/wiki/Category:Houses_in_Australia_by_state_or_territory

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/

Assessment Planner - Exploring places near and far

Assessment task - HASS_Y3_U2_AT_ExplorePlaceNearFar.docx

Assessment task - HASS_Y3_U2_AT_MR_ExplorePlaceNearFar.docx

Assessment task - HASS_Y3_U2_AT_SH_ExplorePlaceNearFarSources.docx

Assessment task - HASS_Y3_U2_AT_TN_ExplorePlaceNearFar.docx

Assessment Assessment task - Exploring places near and far

Assessment task - Exploring places near and far: Model response

Assessment task - Exploring places near and far: Sources

Assessment task - Exploring places near and far: Teaching notes




Duration: 32 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring places near and far (Yr 03)Type Collection of Work

Date

Description Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Describe the diverse characteristics at the local scale and the similarities and differences.Identify connections between people and the characteristics of places.Explain the role of rules in their community and the importance of making decisions democratically.

Locate and collect information from observations.Record and represent data in different formats, including labelled maps using basic cartographic conventions.

Interpret data to identify and describe simple distributions.Draw simple conclusions and share their views on an issue.Suggest individual action in response to an issue or challenge.

Communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

A ◄

Describes how the characteristics of places impacts local communities.Makes inferences about the connections people have with the characteristics of places.Identifies factors that influence the process of making decisions democratically.

◄ Accurately interprets data to justify responses. ◄

Explains simple distributions using data to support response.Multiple factors are identified to support their views on an issue.Identifies impact of an individual action in response to an issue.

◄ Extended use of more complex discipline-specific terms.

B ◄

Identifies and compares multiple characteristics of places.Explains how people are connected to the characteristics of places.Connects ideas to explain the importance of making decisions democratically.

◄ Consistently applies cartographic conventions when recording data. ◄ Describes actions taken in response

to an issue.◄ Logically organises ideas, findings

and conclusions.

C ◄ Describes the diverse characteristics of different places at the local scale.

◄ Locates and collects information from observations.Records and represents data in

◄ Interprets data to identify and describe simple distributions.Draws simple conclusions and shares

◄ Communicates their ideas, findings and conclusions using simple discipline-specific terms.




Duration: 32 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Exploring places near and far (Yr 03)Type Collection of Work

Date

Description Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identifies and describes a similarity and difference between the characteristics of places.Identifies connections between people and the characteristics of places.Describes the role of rules in their community.Demonstrates an understanding of the importance of making decisions democratically.

different formats.a view on an issue.Suggests individual action in response to an issue or challenge.

D ◄

Describes a characteristic of a place.Identifies a similarity or a difference between characteristics of places. Identifies a rule.

◄Identifies information from observations.Records relevant data.

◄

Interprets data to identify a simple distribution.Identifies an issue.dentifies an action.

◄Communicates their ideas, findings or conclusions using simple terms.

E ◄

Identifies familiar places.Identifies a feature of a place.Acknowledges that rules exist in communities.

◄ Represents data. ◄Interprets data.Identifies an action or issue.

◄ Shares an idea.




Duration: 32 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

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Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Exploring places near and far. In this unit students will explore the following inquiry question: How and why are places