pialbastateschool.files.wordpress.com · Web viewUnit Plan . Managing Australian communities. In this unit, students: examine how Australian communities are affected by the interconnection

OneSchoolUnit Plan

Name: Unit 2 - HASS Year 5 (V8)Duration: 16 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Humanities and Social Science

Unit Plan

Managing Australian communitiesIn this unit, students:

examine how Australian communities are affected by the interconnection between people, places and environments investigate the importance of laws and regulations in managing people and environments in Australian communities explore the influence of people on the human characteristics of places, including the organisation of space through zoning recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management investigate environmental challenges such as natural hazards and their effect on Australian communities explore the principles involved in minimising the harmful effects of natural hazards interpret data to evaluate the ways citizens responded to an Australian natural hazard propose ways in which citizens can respond to natural hazards and describe the possible effects of actions.

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

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 23

Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)

Year: 5Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Managing Australian communities (Yr 05)Students identify how legal and environmental issues in Australian communities can be managed.

Supervised assessment

Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Describing roles Proposing action

Resources Attachments Plan Resource Bank

Assessment Supervised assessment - Managing

Australian communities (Yr 05)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS- Year 5

Year 5 Achievement StandardBy the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101)

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Analysing

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer

Civics and citizenship

Why regulations and laws are enforced and the personnel involved (ACHASSK117)

Geography

The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)




Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understandingrelationships (ACHASSI100)

Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with 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) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 6:

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI133)




Duration: 16 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 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

Ethical understanding Reasoning in decision making and actions

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

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice




Duration: 16 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 and 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 http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas

Assessing student learningAssessment name: Managing Australian communitiesAssessment description: Students identify how legal and environmental issues in Australian communities can be managed.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.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.FeedbackEstablish 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: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

8 Lessons Describing roles Lesson 1: Australia's rural and urban communities Lesson 2: The role of law in Australian communities Lesson 3: Responsibilities of legal personnel Lessons 4-5: Managing issues in urban communities Lessons 6-7: Managing issues in rural communities Lesson 8: Assessment checkpoint: Part A and Part B

8 Lessons Proposing action Lesson 9: Natural hazards in Australia Lesson 10: Floods in Australia Lesson 11: Case study: Queensland floods 2011 Lesson 12: The role of citizens in Queensland floods Lessons 13-14: Managing floods Lessons 15-16: Assessment checkpoint: Part C

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Describing roles Topic Duration 8 Lessons

Overview Throughout this lesson series, students will describe the roles of different people in Australia's legal system identify the effects of interconnections on the characteristics of place and environments sort, record and represent data in different formats, including large scale maps, using basic conventions.

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Australia's rural and urban communities

Lesson objectivesStudents will:

Understand the human and environmental characteristics of Australian communities.

Evidence of learningCan the student:

Identify and define characteristics of places as human and environmental?

Example learning sequence Explore the unit focus Identify and describe the characteristics of local community as

human or environmental Examine differences in the characteristics of rural and urban

communities in Australia

Resources Supported learning resource - HASS Glossary Year 5 Unit 2 Slideshow - Human characteristics Sheet - Human characteristics of places Sheet - Human and environmental characteristics of local area

Attachments Lesson plan

Lesson 2

The role of law in Australian communities


Understand the role of laws and regulations in managing Australian communities.


Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities.

Example learning sequence Explore the role of laws and regulations in managing

Australian communities Analyse sources to identify reasons for laws and different

types of laws

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 - Types of law: How they affect our lives Sheet - Types of laws and how they affect our lives





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Draw conclusions about the role of laws and regulations in

Australian communities

Lesson 3

Responsibilities of legal personnel


Understand the roles and responsibilities of legal personnel in managing communities.


Describe the roles and responsibilities of key people in law enforcement and the legal system.

Example learning sequence Explore the roles of people working in law enforcement and

the legal system. Organise information to identify the roles and responsibilities of

key people in law enforcement and the legal system. Infer relationships between the reasons for laws and the work

of key people in law enforcement and the legal system.

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.

Slideshow - Roles and responsibilities of key people in law enforcement and the legal system

Sheet - Key personnel in law enforcement and the legal system Sheet - Key personnel in Australia's law enforcement and legal system:Sorting

activity Sheet - Concept map to show the relationship between key personnel in law

enforcement and the legal system


Lessons 4-5

Managing issues in urban communities


Understand the effects of urbanisation on Australian communities.

Understand how local government planning regulations help manage space in Australian communities.


Describe the influence urbanisation has on the human characteristics of Australian communities?

Explain how spaces can be managed in Australian communities through zoning?

Resources Video - Urbanisation Video - Urban planning Sheet - Urban spaces Sheet - Design a town

Helpful information Website - Brisbane City Plan 2014 (Brisbane City Council)

http://eplan.brisbane.qld.gov.au/





Duration: 16 Weeks

Teaching Sequence





Example learning sequence Examine how the process of urbanisation influences the

human characteristics of places Interpret images to describe trends in urban growth in

Australian communities Evaluate the impact of urbanisation on the human

characteristics of Australian communities Examine how the needs and wants of people influence the

way spaces are organised and managed Interpret maps to describe how local governments regulate

land use through zoning Represent land use zones on a large-scale map Present findings about factors that influence the way urban

spaces are managed

Lessons 6-7

Managing issues in rural communities


Understand how people have influenced the environmental characteristics of Australia's rural places.

Understand the traditional land use practices of Aboriginal peoples and Torres Strait Islander peoples.

Understand ways of managing environmental issues in rural communities.


Identify and describe traditional and current land use practices?

Describe the ways people have responded to environmental changes in rural communities?

Example learning sequence Examine traditional and current land use practices in Australia


Slideshow - How do people influence environmental characteristics of places? Sheet - Impacts of people on the environment

Helpful information Website - Aboriginal fishing methods (Aboriginal Culture, David M. Welch)

http://www.aboriginalculture.com.au/fishing_methods.html





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcesto identify environmental issues

Interpret images to explain the causes and effects of key environmental issues in Australia's rural communities

Evaluate information about ways of managing environmental issues in Australia's rural communities

Lesson 8

Assessment checkpoint: Part A and Part B

Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Managing Australian communities Assessment task - Managing Australian communities: Model response Assessment task - Managing Australian communities: Teaching notes Assessment task - Managing Australian communities: Source





Duration: 16 Weeks

Teaching Sequence

Topic Proposing action Topic Duration 8 Lessons

Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.


Lesson 9

Natural hazards in Australia


Understand the difference between natural hazards and natural disasters.

Understand that Australian communities are affected by a range of natural hazards.


Explain the difference between natural hazards and natural disasters?

Recognise the impacts of natural hazards on Australian communities?

Example learning sequence Define natural hazards and natural disasters Represent the location of recent natural hazard events in Australia Interpret data to describe and classify the social, economic and

environmental impacts of a natural hazard


Slideshow - Natural disasters and natural hazards Slideshow - Cyclones Sheet - Impacts of Cyclone Tracy on people Sheet - Location of cyclone events in Australia

Helpful information Website - Behind the news: Wild weather (3:46) (ABC)

http://www.abc.net.au/btn/story/s3681044.htm Video - The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892 Website - BOM: Tropical Cyclone Warning Services (Commonwealth of Australia)

http://www.bom.gov.au/cyclone/about/warnings/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)

http://www.ses.org.au/839004.html?3


Lesson 10

Floods in Australia


Understand the location, frequency and severity of floods in Australia.

Understand the impact of floods on communities.Evidence of learningCan the student:

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.Note: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.

Sheet - Effects of flooding Sheet - Floods Slideshow - Floods




Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Explain the location, frequency and severity of floods in Australia? Recognise the impact of floods on communities?

Example learning sequence Identify the potential causes of flooding events Interpret maps to describe the spatial distribution of flood events in

Australia Evaluate the social, economic and environmental impacts of

floods and methods of responding to these events

Helpful information Website - The Queensland flood crisis 2010-2011 (News Ltd)

http://media01.couriermail.com.au/multimedia/floodcrisis/index.html Website - Brisbane floods: Before and after (ABC)

http://www.abc.net.au/news/specials/qld-floods/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)

http://www.ses.org.au/839004.html?3 Website - BOM: Flood Warning Services (Commonwealth of Australia)

http://www.bom.gov.au/water/floods/floodWarningServices.shtml


Lesson 11

Case study: Queensland floods 2011


Understand the causes and effects of the 2011 Queensland floods.

Understand the responses to the event (including the role of the law and other citizens).


Explain the impacts of the Queensland floods on communities and environments?

Describe the role of the law and government in responding to flood events?

Example learning sequence Examine the causes, effects and experiences of people involved

ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.

Slideshow - Floods Sheet - Case study: Queensland floods 2011

Helpful information Website - The Queensland flood crisis 2010-2011 (News Ltd)


http://www.abc.net.au/news/specials/qld-floods/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)

http://www.ses.org.au/839004.html?3

Attachments




Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcesin the 2011 Queensland floods

Evaluate evidence about the social, economic and environmental impacts of the event

Draw conclusions about the role of the law in responding to the event

Lesson plan

Lesson 12

The role of citizens in Queensland floods


Understand the role and values of citizens working together to respond to the flood event.


Explain the contribution of citizens who worked together in response to the flood event?

Example learning sequence Examine the reasons for and values of citizens in Australian

communities that work together to achieve civic goals Examine viewpoints about the role of volunteers in the community Collect information from sources about the contributions of the

'Mud Army' in the Queensland floods Present findings about the values and beliefs of citizens who

worked together to respond to the Queensland floods


Slideshow - People work together in groups: Reasons people work in groups Sheet - People work together in groups: Reasons people work in groups Sheet - Mud Army

Helpful information Website - The Queensland Flood crisis 2010-2011 (News Ltd)


http://www.abc.net.au/news/specials/qld-floods/ Website - State Emergency Service (ABC, Behind the News)

http://www.abc.net.au/btn/story/s3148195.htm Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/ Website - Australian Red Cross (Australian Red Cross)

http://www.redcross.org.au/default.aspxWebsite - Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/


Teaching Sequence




Duration: 16 Weeks

Teaching Sequence









Lessons 13-14

Managing floods


Understand the principles involved in minimising the harmful effects of natural hazards.


Explain the principles of prevention, mitigation and preparedness?Example learning sequence

Develop appropriate questions about ways that communities can manage the future impacts of natural hazards

Locate information from sources about the role of citizens, law and governments in hazard management

Present findings about ways communities can manage the effects of natural hazards


Sheet - Management of natural hazards: InquiryHelpful information

Website - The Queensland Flood crisis 2010-2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html

Website - Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/

Website - State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm

Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/

Attachments




Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Lesson plan

Lessons 15-16

Assessment checkpoint: Part C

Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Managing Australian communities Assessment task - Managing Australian communities: Model response Assessment task - Managing Australian communities: Teaching notes





Duration: 16 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Describing roles Lesson plan - HASS_Y05_U2_LP01.docx

Lesson plan - HASS_Y05_U2_LP02.docx


Lesson plan - HASS_Y05_U2_LP04-05.docx



Sequence - Proposing action Lesson plan - HASS_Y05_U2_LP09.docx






Sequence Sheet - Case study: Queensland floods 2011

Sheet - Concept map to show the relationship between key personnel in law enforcement and the legal system

Sheet - Design a town Sheet - Effects of flooding




Duration: 16 Weeks


Sheet - Floods

Sheet - Human and environmental characteristics of local area

Sheet - Human characteristics of places

Sheet - Impacts of Cyclone Tracy on people

Sheet - Impacts of people on the environment

Sheet - Key personnel in Australia's law enforcement and legal system: Sorting activity

Sheet - Key personnel in law enforcement and the legal system

Sheet - Location of cyclone events in Australia

Sheet - Management of natural hazards: Inquiry

Sheet - Mud Army

Sheet - People work together in groups: Reasons people work in groups

Sheet - Types of laws and how they affect our lives

Sheet - Urban spaces

Slideshow - Cyclones

Slideshow - Floods

Slideshow - How do people influence environmental characteristics of places?

Slideshow - Human characteristics Slideshow - Natural disasters and natural hazards




Duration: 16 Weeks


Slideshow - People work together in groups: Reasons people work in groups

Slideshow - Roles and responsibilities of key people in law enforcement and the legal system

Slideshow - Types of law: How they affect our lives

Supported learning resource - HASS Glossary Year 5 Unit 2

Video - Li'L Larikkins Natural Hazards Children's Program (ACSES) http://www.ses.org.au/839004.html?3

Video - The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892

Video - Urban planning

Video – Urbanisation

Website - Aboriginal fishing methods (Aboriginal Culture, David M. Welch) http://www.aboriginalculture.com.au/fishing_methods.html

Website - Australian Red Cross (Australian Red Cross) http://www.redcross.org.au/default.aspx

Website - Behind the news: Wild weather (3:46) (ABC) http://www.abc.net.au/btn/story/s3681044.htm

Website - BOM: Flood Warning Services (Commonwealth of Australia) http://www.bom.gov.au/water/floods/floodWarningServices.shtml

Website - BOM: Tropical Cyclone Warning Services (Commonwealth of Australia) http://www.bom.gov.au/cyclone/about/warnings/

Website - Brisbane City Plan 2014 (Brisbane City Council) http://eplan.brisbane.qld.gov.au/

Website - Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/

Website - Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/

Website - State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm




Duration: 16 Weeks


Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/

Website - The Queensland Flood crisis 2010-2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html

Assessment Planner - Managing Australian communities

Assessment task - HASS_Y05_U2_AT_ManAusCom.docx

Assessment task - HASS_Y05_U2_AT_MR_ManAusCom.docx

Assessment task - HASS_Y05_U2_AT_SH_ManAusComSource.docx

Assessment task - HASS_Y05_U2_AT_TN_ManAusCom.docx

Assessment Assessment task - Managing Australian communities

Assessment task - Managing Australian communities: Model response

Assessment task - Managing Australian communities: Source

Assessment task - Managing Australian communities: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Managing Australian communities (Yr 05)Type Supervised assessment

Date

Description Students identify how legal and environmental issues in Australian communities can be managed.

Learning Area Humanities and Social Sciences

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

Identify the effects of interconnections on the characteristics of place and environments.Describe the roles of different people in Australia's legal system.

Sequence information about selected phenomena in chronological order using timelines.

Sort, record and represent data in different formats, including large-scale maps, using basic conventions.Independently propose action.Describe the possible effects of their proposed action.

Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

A ◄

Details characteristics of places to explain logical interconnections.Explains the roles of different people.

◄ Categorises information accurately in chronological order. ◄

Evaluates needs to propose effective actions.Justifies the effectiveness of proposed actions.

◄Familiar and unfamiliar contexts are considered to draw logical conclusions.

B ◄

Describes the effects of interconnections.Describes the roles of people in the legal system.

◄ Logically sequences most information on a timeline. ◄

Interprets data to draw conclusions.Explains the effectiveness of proposed actions.

◄ Uses discipline-specific terms to enhance presentation of information.

C ◄

Identifies the effects of interconnections on the characteristics of place and environments.Identifies the roles of different people in Australia's legal system.

◄Sequences information about an extreme event in chronological order using timelines.

◄

Represents data accurately on a map using basic conventions.Independently proposes action.Describes the possible effects of proposed actions.

◄Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.

D ◄Identifies a characteristic of a place.Lists the characteristics of a role.

◄ Places all relevant information on a timeline. ◄

Uses basic conventions to record information.Identifies appropriate actions.

◄ Provides information in response to familiar contexts.

E ◄ Recalls familiar facts relating to a role. ◄ Lists events. ◄ Identifies a familiar action relevant to

the event being considered. ◄ Communicates information and preferences.




Duration: 16 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.

Written requests for permission should be addressed to the:

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pialbastateschool.files.wordpress.com · Web viewUnit Plan . Managing Australian communities. In this unit, students: examine how Australian communities are affected by the interconnection