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Stage Two, Integrated Unit
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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Unit Overview
Connection Focus:
This unit has been designed to deepen the students understanding of Australia and provide students with an
opportunity to investigate some of Australias built and natural features. Students will develop an understandingthat different places are considered famous or significant for various reasons. They will use maps to locate
places and to aid in gathering information and they will develop an understanding of the fact that significantevents and contributions made by ourselves and others contribute to our heritage, our values and our Australian
identity.
Cross-Curriculum Priorities:
Students will be
engaged in:
Students will be engaged in:
Using maps to locate places and gather information. Recognise that sites can be famous or significant for different reasons.
nterpret pictorial information. Summarising data
nvestigating and comparing different heritage sites !uestioning, predicting, conducting, processing and analysing data from various e"periments.
HSIE Link:
The students will use Atlases to locate Australia on a world map and discuss its position in relation to otherplaces such as the e#uator. They will identify the different types of environments in Australia and will create a
map with a $ey, which shows where these environments are. The students will be involved in researchinginformation about some of the states of Australia identifying information such as cities, rivers, flag, emblems,
natural and built features. The students will then use this information to write an information report on theirchosen state. The students will then focus on built and natural features. They will choose one and write a
description about it.
History Link:
Throughout this unit the students will learn the emblems chosen to represent Australian states and territories. They will e"plore each state and territory flags,
coats of arms, floral, gemstone and animal emblems. t also provides information about the buildings or natural attractions that have come to represent eachstate and territory.
Science Link:
%uring this unit, students are engaged in the sub&ect of geology by being introduced to the character 'rofessor Ruby Stone, a geologist who shares with thestudents her passion for studying and collecting roc$s and gemstones.
Students e"plore and e"amine geological processes and phenomena and how these change the (arths surface over time. Students are introduced to roc$ types
and the roc$ cycle, in order to understand how roc$s weather and erode. Students e"amine roc$s and soil types and identify these in their local or schoolenvironment in order to assist in their understanding of how roc$s change over long periods of time.
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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Cross-curriculum riorities
!boriginal and Torres
Strait Islander
"istories and cultures
!sia and !ustralia#s
engagement wit" !sia
Sustainability
$eneral caabilities
Critical and creati%e t"inking
Et"ical understanding
In&ormation and communication
tec"nology caability
Intercultural understanding
Literacy'
(umeracy
)ersonal and social caability
*t"er learning across t"e curriculum areas
Ci%ics and citi+ens"i
i&&erence and di%ersity
ork and enterrise
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n order to consolidate their understanding of the (arths surface, roc$s and soils, students study types of weathering and how these affect landforms.
Students also e"plore the cause and effect relationships of weathering and erosion on landforms. Students apply this $nowledge to conduct an investigation intohow water affects landscapes and then consider ways that erosion can be minimised. Students discuss and consider how human activity influences changes to the
(arths surface. Students e"plore erosion in their school grounds and suggest strategies to minimise or mitigate erosion.
Students e"amine a case study of Uluru, investigating how weathering, erosion and human activity have affected its surface. Students also e"plore how thehuman activity at Uluru has affected and is addressed by the local ndigenous peoples ) the Anangu people. Students apply their $nowledge and understanding of
these learning e"periences in order to research a local or significant landform, e"amining how weathering, erosion and human activity has affected their chosenlandform over time and present their findings.
Students will also develop an understanding of natural environments and various animal lifecycles through conducting research and interpreting written, visualand multimodal information.
C!)! Link:
Students will be given the opportunity to dabble with different media and to e"perience and build on a broad spectrum of techni#ues and s$ills, creating effectsthat will enhance their artistic wor$.
Students will learn traditional Australian songs and dances which form part of the Australian culture
.at"/s Link:
Students will develop an understanding of how create and interpret simple grid maps to show position and pathways. They will also be involved in lessons where
they are re#uired to read and interpret simple scales, legends and directions to comprehend information contained in basic maps
Englis" Link:
Students will e"plore how te"ts on the same topic can differ according to purpose and audience. Students will read and respond to a variety of imaginative andinformative te"ts on Australia, its Animals and landmar$s. *omposing and creating a variety of te"ts, including multimodal te"ts, with the purpose of informingtheir audience.
Written
Australian Wildlife and Plants
by *ara Torrance State and Territory Emblems
by Robert +ott. The Monster who ate
Australiaby ichael Salmon
Lifecycle of AustralianAnimals
Echidna
Tasmanian !e"il
#oalas
$ed %angaroo by +reg 'yers
Are we there yet&-y Alisonester
'ariety of tra"el (rochures
Visual
ife cycle diagrams/ 0oala
/ 0angaroo/
aps
Atlases
Spoken
Songs am Australian 1alt2ing altida
Song )ontinents of the
world:
http344www.youtube.com4
watch5v6p'78yy2898g:feature6related
Multimodal
*ow to read ma+s3http344www.youtube.com4 watch5v6A*;s'80&-#
(:feature6related
information on each of the emblems:http344www.australianfauna.com4faunaemblem.php
http344www.australiangeographic.com.au4blogs4ag/blog44australias/animal/emblems4
Science Website:
http344scienceweb.asta.edu.au4years/?/
94unit?4lesson/one4yr?9/unit?/lesson/one.html
'ideo: Weathering and Erosionhttps344www.youtube.com4watch5v6e"S>g@gib7
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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https://www.google.com.au/search?q=koala+life+cycle+diagram&tbm=isch&tbo=u&source=univ&sa=X&ei=YThYU9ejOMmViAe_5IDoBw&sqi=2&ved=0CCkQsAQ&biw=1600&bih=767#facrc=_&imgrc=x9SzBvSk3HpdDM%253A%3BZ_oZsBGmoz_N0M%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fsites%252Fdefault%252Ffiles%252Fimages%252Fkoalalifecycle1.jpg%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fabout-koalas%252Flife-cycle-koala%3B600%3B810http://animaldiversity.ummz.umich.edu/collections/contributors/Grzimek_mammals/Macropodidae/kangaroo_birth/http://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttps://www.youtube.com/watch?v=exS9gFXgib0https://www.google.com.au/search?q=koala+life+cycle+diagram&tbm=isch&tbo=u&source=univ&sa=X&ei=YThYU9ejOMmViAe_5IDoBw&sqi=2&ved=0CCkQsAQ&biw=1600&bih=767#facrc=_&imgrc=x9SzBvSk3HpdDM%253A%3BZ_oZsBGmoz_N0M%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fsites%252Fdefault%252Ffiles%252Fimages%252Fkoalalifecycle1.jpg%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fabout-koalas%252Flife-cycle-koala%3B600%3B810http://animaldiversity.ummz.umich.edu/collections/contributors/Grzimek_mammals/Macropodidae/kangaroo_birth/http://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttps://www.youtube.com/watch?v=exS9gFXgib07/22/2019 Integrated Australian Unit 2014
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Aboriginal !reamtime stories%ust (choes
,nformation on 'arious Australian Animals#ational $eographic %ids& %oala
#ational $eographic %ids& Tasmanian 'evil
#ational $eographic %ids& %angaroo
,nformation on AustraliaBational +eographic 0ids / Australia
!ssessment
0E%idence:
Assessment for earning
Canecdotal records
C comments or notationsC conversations
C mar$s : gradesC feedbac$
Assessment as earningCSelf/assessment of writing tas$s, includingassessment of handwriting style of $ey
letters covered and the use and correctspelling of topic words and high fre#uency
words from te"ts. dentify s$ills that needfurther practise.
C 'eer assessmentC !uestioningC S$ill practise
Assessment of earningC writing tas$s graded, based on set criteriasC student achievement against selected outcomes
C student achievement against set learning goalsC end of unit assessment tas$
C achievement against iteracy *ontinuum ar$ers
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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http://www.abc.net.au/dustechoes/dustEchoesFlash.htm.http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/kangaroos/http://kids.nationalgeographic.com/kids/places/find/australia/http://www.abc.net.au/dustechoes/dustEchoesFlash.htm.http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/kangaroos/http://kids.nationalgeographic.com/kids/places/find/australia/7/22/2019 Integrated Australian Unit 2014
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Australia
#ey )once+t-s: 1hat are maps and what information do they provide5
)urriculum Area-s: DS( : *A'A
.utcomes and related )ontent:
E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west
'AS010 4ses the forms to suggest the 5ualities of sub6ect matter
e"periments with techni#ues in painting and drawing
)om+letion
!ate
Learning
,ntention
Teaching and Learning Acti"ities $esources
=. To find out what
$nowledge thestudents bring to
the unit.
Throughout first wee$, have the students complete their title pages.
Lesson 7ocus3 What %nowledge do students bring to the unit&
,ntroduction:
As a class3 Complete a KWL. Find out what the students already know about aspects of Australia
natural ! built en"ironments in Australia# flora# fauna# states $ territories# capital cities# famous sites#tourist attractions# etc% Ask them what they would like to know more about.
,t is also suggested that a word ban% and-or glossary is begun in the classroom which students canadd to throughout the unit1
ist all the words that students predictthey may come across durin& their learnin& aboutAustralia. 'iscuss the role of word banks!&lossaries in learnin& e.&. Word banks help us toremember and spell new words.
Using paired interview strategy, students as$ each other the following #uestions and listen for eachothers responses
Unit title page
*ard or butchers paper
for word wall.
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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7or students to
%now:
=. The purpose ofmaps.
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7or students to%now:
=. The different
environments inAustralia.
7or students to
be able to:
=. *reate a map of
Australia usingcollage materialswhich depicts the
variousenvironments and
features
Lesson 7ocus3 ,dentify and name the different Australian
en"ironments1 ?/1(: the first +art of this lessons is basically re"ision of the +re"ious unit8 studentsshould +resent with a lot of bac%ground information@1
Show the students pictures of different parts of Australia, which highlight our differentenvironments. E%esert, rainforest, temperate and semi/aridF
http344www.pictureaustralia.org4
*reate a chart and as$ the students to identify what they see in each of the pictures. (.g. desert )
red sand, few plants.
("plain to the students that Australia has four ma&or types of environments, / desert, rainforest,temperate and semi/arid. %iscuss each of these environments with the students. %iscuss the types of
vegetation, rainfall and climate found in each environment e.g. %esert3 there is little to no rainfall, thetemperature is very hot, and therefore there is little vegetation. Hnly the plants, which have special
features such as succulent leaves that store water, are able to survive in an environment such as this.
Dave the students use an Atlas to locate Australias four ma&or environments and record this on alarge map to paste in their wor$boo$. EDave the students complete the wor$sheet page =?, -oo$ ?, Science
and TechnologyF
("plain to the students that they are going to ma$e a map of Australia, which showsI The four different environments. ountains
State borders The +reat -arrier Reef
Show the students a $ey from an Atlas. %iscuss what a $ey is and how it is used to read a map.
As$ the students to suggest what they could use to represent all the different information thatneeds to be shown on the map. These may include3
atch stic$s and cellophane to create trees in a rainforest Sand to represent the desert
Sand and green paper to represent a semi/arid environment atch stic$s, cellophane and green paper to represent a temperate environment
(gg cartons to represent the mountains 1ool to show the state borders
@ish made from cardboard to represent the +reat -arrier Reef
1- 3 *ontaining pictures of
the different environmentsin Australia
Atlases
wor$sheetEpage =?, -oo$ ?, Science andTechnologyF
arge map4s of Australia forgroup or class collage
collage materials
Cmatch stic$s
CcellophaneCsand
Cegg cartonsCfish cut outs, stic$ers
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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http://www.pictureaustralia.org/http://www.pictureaustralia.org/7/22/2019 Integrated Australian Unit 2014
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%ivide the students into ? groups. Dave each group design a map of Australia with an appropriate $ey,
showing the above information EAlternatively you may li$e to do a class collage of the map of Australiato display in the classroomF
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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#ey )once+t-s: Traditional Australian dances and songs
)urriculum Area-s: *A'A
.utcomes and related )ontent:
M4S01< Sings8 +lays and mo"es to a range of music8 demonstrating a basic %nowledge of musical conce+ts1
sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure
moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics
!AS01< Performs dances from a range of conte3ts demonstrating mo"ement s%ills8 e3+ressi"e 5ualities and an understanding of the elements of
dance1
moves with awareness of safe dance practice including movement s$ill J action in space, control, alignment, use of breath and with sensitivity to the
sound accompaniment
performs a dance devised from a cultural or historic conte"t Eeg discuss the theme and intention from an Australian -ush %anceF and create a dance
using $ey features by varying the rhythmic movement, patterns and e"pressive #ualities to create a personal response.
)om+letion
!ate
Learning
,ntention
Teaching and Learning Acti"ities $esources
7or students to%now3that
1alt2ing atilda
is a well/$nownAustralian bushballad.
Throughout the term teach the students the following songs and dance. These will be also consolidated during the *A'A +roup time throughout the term.
'rovide the students with a little history about each song3
=. http344www.youtube.com4watch5v6*wva2cK(f( Slim %usty 1alt2ing atilda
Walting MatildaBis AustraliaLs most widely $nown bush ballad.A countryfol$ song,the song has beenreferred to as Mthe unofficial national anthem of AustraliaM.N=O
The title is Australian slang for travelling by foot with oneLs goods in a MatildaM EbagF slung over oneLs
bac$.
NK by poet and nationalist -an&o 'aterson. t was first published assheet music in =>7?. ("tensive fol$lore surrounds the song and the process of its creation, to the e"tentthat the song has its own museum, the 1alt2ing atilda *entre in 1inton, !ueensland.N?On
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7or students to
%nowthe words ofthe song in order
to perform at theHpen %ay and
+rand friends day,*ommunity event
7or students to%nowthat the
Deel n Toe pol$a isa form of bush
dance and $now
the moves in orderto perform at theHpen %ay and+rand friends day,
*ommunity event
, still call Australia home
, Still )all Australia *omeM is a song written and performed by 'eter Allenin =>P7. n it, Allen sings ofAustralian e"patriatesL longing for home. t has been used to suggest Australianpatriotismand nostalgia
for home. An e"ample is the series of !antastelevision commercials where it was sung either by individualAustralian musicians or one of several Australian youth choirs.N=O
n the =>P9 Summer HlympicsL Hpening +alaTG special Einos AngelesF,Hlivia Bewton/ohnperformedthis song from Sydney, Australiawith the choir in a medley with 1alt2ing atilda.ater, both songs were
used in the musical The -oy from H2,about AllenLs life in which Dugh ac$manstarred as Allen.
?. http344www.youtube.com4watch5v6r&$r&8itgeA am Australian
, am AustralianEor We are AustralianF is a popular Australianpoem written in =>P; by -ruce 1oodleyof
The See$ersand %obe Bewton of The -ushwac$ers. ts lyrics are filled with many historic and culturalreferences, such as to the LdiggerL, Albert Bamat&iraand Bed 0elly,among others. ts popularity has
allowed it to &oin the ran$s of other patriotic songs considered as alternatives to the Australian BationalAnthem ) Advance Australia @air. t is commonly taught inprimary schools. n =>>Q theSalvation Army
used the song in TG adverts for its Red Shield Appeal, raising funds to help people needing help.
The song also was released in =>>; by trio udith %urhamEof The See$ersF, Russell Ditchcoc$EfromAir
SupplyF and8othu 8indiLs andawuy 8unupingu.(Australia released the single and it reached number=; on the AustralianARA *hartsin une.
9. http344www.youtube.com4watch5v69Q09GQ"mHww Deel n toe 'ol$a
(ush danceis a style of dance from Australia,particularly where the music is provided by a bush band.The dances are mainly based on the traditional fol$ dancesof the U0, reland and central (urope.
Eras of bush dance in Australia (arly (uropean =;;7)=PK7 settlers came with their local dance traditions.
+old rush =PK7)=PQ7 miners brought dances from (urope some via the American gold rush.
'astoral period =PQ7)=>K7 rural woolshed balls and dances in local halls.
Revival =>K7)=>Q7 collectors and enthusiasts document and perform dances.
Recent popularity =>;7)=>P7 most areas and many social clubs have regular -ush -alls
home with yrics
usic3 am, you are,
we are Australian
yrics
Gideo3 Deel n toe 'ol$a
#ey )once+t-s: 1hat ma$es up Australia5This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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http://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Australianhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Nostalgiahttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/I_Still_Call_Australia_Home#cite_note-InspirationRoom-0http://en.wikipedia.org/wiki/1984_Summer_Olympicshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Sydney,_Australiahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/Hugh_Jackmanhttp://www.youtube.com/watch?v=rjkrjYitgeAhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bruce_Woodleyhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Digger_(soldier)http://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Advance_Australia_Fairhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Judith_Durhamhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Russell_Hitchcockhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/ARIA_Chartshttp://en.wikipedia.org/wiki/ARIA_Chartshttp://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Folk_dancehttps://www.youtube.com/watch?v=WZls2uyHKWI&feature=relatedhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttp://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/https://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Australianhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Nostalgiahttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/I_Still_Call_Australia_Home#cite_note-InspirationRoom-0http://en.wikipedia.org/wiki/1984_Summer_Olympicshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Sydney,_Australiahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/Hugh_Jackmanhttp://www.youtube.com/watch?v=rjkrjYitgeAhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bruce_Woodleyhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Digger_(soldier)http://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Advance_Australia_Fairhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Judith_Durhamhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Russell_Hitchcockhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/ARIA_Chartshttp://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Folk_dancehttps://www.youtube.com/watch?v=WZls2uyHKWI&feature=relatedhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttp://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/https://www.youtube.com/watch?v=46K4V6xmOww7/22/2019 Integrated Australian Unit 2014
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)urriculum Area-s: DS( : athematics
.utcomes and related )ontent:
E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and names the capital city of Australia and of each State4Territory, and ma&or regional centres
locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west
MA07F use a legend Eor $eyF to locate specific ob&ects on a map
use a compass to find north and then east, south and west use B, (, S and 1 to indicate north, east, south and west, respectively, on a compass rose
use an arrow to represent north on a map determine the directions north, east, south and west when given one of the directions
use north, east, south and west to describe the location of a particular ob&ect in relation to another ob&ect on a simple map, given an arrow that representsnorth, eg LThe treasure is east of the caveL
use B(, S(, S1 and B1 to indicate north/east, south/east, south/west and north/west, respectively, on a compass rose, eg
determine the directions B(, S(, S1 and B1 when given one of the directions
use north/east, south/east, south/west and north/west to describe the location of an ob&ect on simple maps, given a compass rose, eg LThe tree is south/west ofthe signL
)om+letion
!ate
Learning
,ntention
Teaching and Learning Acti"ities $esources
7or students to
%nowthe names ofstates and
territories thatma$e up Australia
and their capitalcities
Lesson 7ocus: (ame and locate the state boundaries of Australia
and their capitals. Show the students a large map of Australia. As$ the students what the capital city of Australia is.As$ the students where they thin$ *anberra is. Use the atlas to verify this.
1ith the students, brainstorm a list of the states of Australia.
Hn the large map of Australia, locate and mar$ in the state borders and their capital cities. %iscussthe map with the students. As$3
1hich is the largest state5
1hich is the smallest state5 1hich is the island state5
1hich state shares a border with the most states5
arge map of Australia on
1- or a poster
Atlases
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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elbourne is the capital city of which state5
Dave the students record on their own map the3 State borders *apital of Australia
States4territories and capital cities
Dave the students stic$ their maps and record the following information in their wor$boo$ E as seenbelowF
*lass set of aps of
Australia for studentwor$boo$s
nformation on 1- for
students to copy into theirwor$boo$s.
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
Page 1" o 4!
State )a+ital )ity
Gictoria elbourne
South Australia Adelaide
!ueensland -risbane
Borthern Territory %arwin
1estern Australia 'erth
Tasmania Dobart
Bew South 1ales Sydney
Australian *apital Territory *anberra
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7or students tobe able toread
grid coordinateson a map
Australia is the si3th largest country in the world1 ,t is the only continent that is not
di"ided into more than one country1(ecause Australia is such a big country it is di"ided
into large sections called States and Territories.
Australia is di"ided into statesEBew South wales, !ueensland, South Australia, Tasmania,
Gictoria, 1estern AustraliaF and 0 territoriesEAustralian *apital Territory and Borthern
TerritoryF. Australias ca+ital city is )anberra1There are cities in all of the States and
Territories1 Each state and territory has its own ca+ital city1
Sydney is famous in Australia and around the world1 ,t is AustraliaFs biggest and oldest
city and is the ca+ital city of /ew South Wales1
To conclude the lesson, view the 1- Australian cities1
Lesson 7ocus3 $eading ma+s and using grid coordinates1
Giew the following Gideo Dow to read a map
http344www.youtube.com4watch5v6P!lnieAg
'rovide students with a copy of the wor$sheet Epage Q9, 'rimary Society and its (nvironment
-oo$ (F An Australian Town
ERemind the students how to read coordinates on a mapF. ("plain to the students how maps
are often set up in a grid with letters and numbers down the sides. 1e use these letters
and numbers to pinpoint a particular part of the map. etters always go before numbers.
Giew various maps to identify $eys used to provide students with a base to complete
!uestion =V on the wor$sheet.
Dave students complete the wor$sheet.
.+tional Acti"ity3 'lay Dit and points Epage
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15/47
Taronga Goo E3cursion
At the 2oo provide students with a copy of the 2oos map. Throughout the day have
students loo$ at the maps and give directions to the different animal enclosures,
bathroom areas and so on.
The ne"t day as part of aths as$ students #uestions relating to the map.
#ey )once+t-s: Australian (mblems
)urriculum Area-s: DS(, *A'A : Distory
.utcomes and related )ontent:
E/0HA 4ses an increasing range of s%ills8 strategies and %nowledge to fluently read8 "iew and com+rehend a range of te3ts on increasingly
challenging to+ics in different media and technologies %evelop and apply conte"tual $nowledge
draw on e"periences, $nowledge of the topic or conte"t to wor$ out the meaning of un$nown words
Understand and apply $nowledge of language forms and features s$im a te"t for overall message and scan for particular information, eg headings, $ey words
Respond to, read and view te"ts
use comprehension strategies to build literal and inferred meaning to e"pand content $nowledge, integrating and lin$ing ideas and analysing and evaluating te"tsEA*(8=QP7, A*(8=Q>
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)om+letion
!ate
Learning
,ntention
Teaching and Learning Acti"ities $esources
7or students:/ to $now thedifference between@lora and @auna.
/ to be able to namesome plants and
animals native toAustralia
Lesson 7ocus3 @lora and @auna
("plore the front cover of the boo$, Australian 1ildlife and 'lants by *ara Torrance
Eacmillian (ducationF loo$ing at the pictures and the title. As$ students to predict and &ustify3
f this will be fiction4non/fiction
1hat this boo$ might be about4who will the characters be
1hat the authors purpose might be
Remind students of W1ord 'redictionX strategy previously taught. n pairs, students predict
words they will be come across in the boo$. E @lora, @auna, mammal, marsupial, monotreme, and
so onF.
Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new
and interesting words.
1hen finished, discuss the authors purpose.
%iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Dave
students record in their wor$boo$s3
Australian 7lora and 7auna
7lorais a word that refers to plants whilefaunais a word that refers to animals. The flora and
fauna of a place, therefore, are the plants and animals that live there.
AustraliaLs flora and fauna are uni#ue. They are very different from plants and animals foundon other continents. This is largely because Australia is an isolated place Enot very near to
anywhere elseF.
About P7 percent of AustraliaLs flora species are only found on the Australian continent. These
native plants include plants such as eucalyptus, acacias, casuarinas and hummoc$ grasses
(ucalypts, also $nown as gumtrees, are the most common plant on the Australian continent. Hf
the ;77 eucalypt species found in Australia, only twelve of them are found on other continents.
There are also a number of animals that can only be found on the Australian continent. n
-oo$ Australian
Wildlife and Plantsby*ara Torrance Eacmillian
(ducationF on 1- Boteboo$
1- with information forstudents to copy into their
wor$boo$s
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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7or students to
%nowthat each
state andterritory has a
faunal, floral andgemstone emblem.
Australia there are mammals, birds, reptiles and amphibians that are nowhere else on (arth.
A mammalusually gives birth to live young and feeds their young with mil$. n Australia there
are also special animals called marsupials and monotremes.
Marsu+ialsare mammals that give birth to their young and then care for them in a pouch. ost
of the mammals in Australia are marsupials. %o you $now any animals that loo$ after their young
in a pouch5 The $angaroo and $oala are both marsupials.
Monotremes are animals that give birth by laying eggs. Two of the worldLs three monotremes
are only found in Australia. They are the duc$/billed platypus and the echidna
Lesson 7ocus3 Art
See 1- Boteboo$ for lesson outline and list of resources for the above Art lessons.
Lesson 7ocus3 Australian (mblems
("plain to students that emblems are used throughout the world to represent ideas, history
and characteristics of groups of people.
%iscuss the concept of emblems and as$ students to suggest some emblems they $now, such
as the school emblem, emblems on cars, the emblem of the football team they support. Giew
emblems on 1- and discuss their significance.
1- Boteboo$
contains lesson outline
and resources
1- Australian
emblems
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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Read aloud the introduction on pages 9)K of State and Territory (mblems by Robert +ott.
Giewing the image of the Australian flag on page 9, as$ students to consider how the
symbols on the flag are represented. %iscuss students understandings of symbols and how
these are represented through flags and coats of arms. Dave students consider what might
be on the coat of arms and flag of the different states and territories of Australia.
!,S)4SS,./ I4EST,./S
Dave students complete these #uestions orally to focus on the te"t.
L,TE$AL:
1hat are the states and territories of Australia5 EAustralian *apital Territory, Bew South
1ales, Borthern Territory, !ueensland, South Australia, Tasmania, Gictoria, 1estern
AustraliaF
1hat was Australia before @ederation in =>7=5 EA group of separate coloniesF
1hat is a coat of arms5 EA set of symbols that represent a person, family or larger
organisationF
Bame some state or territory animal emblems. E+ang/gang coc$atoo, $oo$aburra, red
$angaroo, $oala, hairy/nosed wombat, Tasmanian devil, eadbeaters possum, blac$ swanF 1hat is a motto5 EA short sentence or phrase that encapsulates a belief or ideal guiding an
individual, family or institutionF
,/7E$E/T,AL:
1ho grants the right for a state or territory to have a coat of arms5
Dow do the coats of arms and flags differ between the states and territories5
1hy do you thin$ particular emblems have been chosen to represent the states and
territories5
1hat is the significance of some of the unofficial emblems for the states and territories5
Dow do the coats of arms represent the relationship of the states and territories with +reat-ritain5
E'AL4AT,'E:
1hy are emblems important to the states and territories5
1hy do you thin$ the author selected the particular landmar$s as unofficial emblems for the
states and territories5
%o you thin$ state and territory emblems are as important as national emblems5 1hy or why
not5
(oo%:State and
Territory (mblems by
Robert +ott.
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
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7or students to
be able tonamesome of
Australias faunaland floral
emblems.
'rovide students with - =7 and inform them that they will be leading their own
investigation to find out about the different symbols that are used on the coats of arms
and flags from the different states and territories. (venly allocate states and territories
across the class, and have students focus on one state or territory. ("plain to students
that they will need to find eight different symbols that have meaning for the state or
territory. Hn - =7, students draw the symbols and record their meaning. Dave students
report on their findings.
As$ students to consider what symbols they would use if the class were to develop its own
coat of arms and flag. As$ students to develop and design at least two symbols, and
draw them. Dave students form groups and e"plain to them that they will use their
symbols to create both a coat of arms and flag for the class. 'rovide poster paper to
the groups and have them display their designs. (ach group presents their poster to the
class and e"plains the symbols on the coat of arms and flag.
.+tional Acti"ity
Students create an electronic interactive diagram of the coats of arms or flags for the
states and territories. They find images of the coats of arms or flags and paste them
into a 'ower'oint document. (ach image can be hyperlin$ed with information te"t thatappears when different parts of the image are clic$ed upon.
Lesson 7ocus3 State and Territory (mblems
%iscuss how each state and territory has a number of emblems. ost have a flora, fauna
Eanimal : birdF and a flag.
See the following websites for more information on each of the emblems3
http344www.australianfauna.com4faunaemblem.php
http344www.australiangeographic.com.au4blogs4ag/blog44australias/animal/emblems4
'rovide each student a copy of the wor$sheet Epage Q7 Australian Distory, Understanding
our shared past, -oo$ -F. Dave students read the table of information of animal emblems
- =7 Australian
Symbols 'earson
(ducation
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014
Page 1+ o 4!
http://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGI7/22/2019 Integrated Australian Unit 2014
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for each state. They then use this information to draw a line from each state or territory
to its animal emblem
Lesson 7ocus3 Australias national floral emblem
("plain to students that Australias Bational floral emblem is the +olden 1attle. t is a
resilient plant that represents the spirit of the Australian people and its colours when it isin bloom, are our national colours Egreen and yellow4goldF
("plain to the students that today they are going to create4ma$e wattle.
'rovide each student with a copy of the blac$ line master Epage Q=. Australian Distory,
Understanding our shared past, -oo$ -F.
1or$sheet Epage Q7Australian Distory,Understanding our shared
past, -oo$ -F.
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 20 o 4!
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#ey )once+t-s: =1ifecycles of Australian Animals
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!e"elo+ and a++ly conte3tual %nowledge
Cunderstand that choice of vocabulary impacts on the effectiveness of te"tshow does a change in the vocabulary choice impact te"t #uality, purpose and audience
Cunderstand how te"ts vary in comple"ity and technicality depending on the approach to thetopic, the purpose and the intended audience
4nderstand and a++ly %nowledge of language forms and features
Cidentify organisational patterns and language features of print and visual te"ts appropriate toa range of purposes
4nderstand and a++ly %nowledge of "ocabulary
Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbsand adverbsCvocabulary choice for peers as opposed to younger audience
Cvocabulary choice to convey meaning and enhance te"t #uality
$es+ond to and com+ose te3ts
Ccompose a range of effective imaginative, informative and persuasive te"ts using language
appropriate to purpose and audienceCincorporate new vocabulary from a range of sources into studentsL own te"ts including
vocabulary encountered in research
.b6ecti"e ): thin$ in ways that are imaginative, creative,interpretive and critical
E/0) thin%s imaginati"ely8 creati"ely and
inter+reti"ely about information8 ideas and te3tswhen res+onding to and com+osing te3ts
Engage )ersonally wit" te1ts
& respond to te"ts by identifying : discussing aspects of te"ts
that relate to their own e"perience
!e"elo+ and a++ly conte3tual %nowledge
/ discuss how authors : illustrators ma$e stories e"citing,moving : absorbing : hold readers attention by using various
techni#uesC what techni#ues have the authors used to sustain our
attention5
4nderstand and a++ly %nowledge of language forms and
features
/ identify and discuss how vocabulary establishes setting andatmosphere
$es+ond to and com+ose te3ts
Cma$e connections between the ways different authors may
represent similar storylines, ideas and relationshipsE*omparing The monster who ate Australia with Are we there
.b6ecti"e !:e"press themselves and their relationshipswith others and their world
E/0that e3+ress "iew+oints of the world similar to anddifferent from their own
Engage Personally with te3ts
/ recognise how personal perspective influence responses tote"ts
Coo$ at the te"ts studied Eie, literary, factual : visualF, whichones entertained5 Dow5
Coo$ at the te"ts studied Eie, literary, factual : visualF, which one did you li$e best5 ("plain.
/!e"elo+ and a++ly conte3tual %nowledge
/ discuss how people from different times and cultures mayrespond differently to characters, actions and events in te"ts
4nderstand and a++ly %nowledge of language forms and
features
/ identify and compare the differences between te"ts from a
range of cultures, languages and times
$es+ond to and com+ose te3ts
Ce"periment with visual, multimodal and digital technologies to
.b6ecti"e E:learn and reflect on their learning throughtheir study of (nglish
E/0
7/22/2019 Integrated Australian Unit 2014
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yet5F
Cuse visual representations, including those digitally produced,to represent ideas, e"perience and information for
different purposes and audiences
represent aspects of e"perience and relationships
Crespond to and appreciate how %reaming stories form part of an oral tradition for Aboriginal and Torres Strait slander
peoplesCrespond to short films, documentaries and multimedia te"ts
that e"press familiar and new aspects of the broader world
)om+letion
!ate
Learning
,ntention
Teaching and Learning Acti"ities $esources
7or students to
%nowthe purposeof an informativete"t
7or students to
%nowthe purposeof the various
te"t features ofan informative
te"t
Lesson 7ocus3 'urpose of nformation Reports
ntroduce the term, nformation Report and as$ the students to share what they $now
about this te"t type. As$ the students3
1hy do we need information reports5
1ho would need to read information reports5
(.g.3 a vet would need to read information about different $inds of animals.
%iscuss the structure of an nformation Report.
'urpose3 To present information about something Structure3
A general statement to introduce the sub&ect of the report.
+roups of information to describe the sub&ect. EAppearance, habitat, diet, life
cycleF
Use Boteboo$ esson = to order the parts of an information report. Using those
headings identify and order the included information report on fairy penguins.
Lesson 7ocus3 Summarising 0ey nformation
-efore reading the te"t ifecycles of Australian Animals )0oalas by +reg 'yers, loo$ at
the te"t features eg. title page, contents page, glossary, photographs etc and discuss
their purpose.
Read the boo$, carefully pointing out the organisational features of the te"t
%iscuss technical words within the te"t/ how do we find out what they mean5 glossary4
re/reading the te"t etc. Ema$e a technical word chart for the classroom that can be
added to each lessonF
Boteboo$ @ile esson =
(oo%:ifecycles of
Australian Animals )0oalas by +reg 'yers,
#ational $eographic %ids&
%oala
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2" o 4!
http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/7/22/2019 Integrated Australian Unit 2014
24/47
7or students to
be able toproduce aninformative te"t
using theirsummary notes
7or students to
be able toedit
their own wor$ to
Dave students as a whole class summarise $ey points from the te"t. Teacher records
these on a mind map proforma Enoteboo$ lesson
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ensure it ma$es
sense
7or students to
%nowthedifference
between physical
and behaviouraladaptations
Students edit their own wor$ and then share with a friend before conferencing with a
teacher.
Throughout the course of the unit ha"e students write a "ariety of information re+orts on
Australian animals or states of Australia8 re+eating the ob"ious +rocess until students
become more inde+endent1
Lesson 7ocus3 (chidnas have physical and behavioural adaptations
that enable them to live and survive in their habitat.
Lesson sourced from 'earson 'lace
("plore the front cover of the boo$, ifecycles of Australian animals / (chidna by +reg 'yers
loo$ing at the pictures and the title. As$ students to predict and &ustify3 f this will be fiction4non/fiction
1hat this boo$ might be about4who will the characters be
1hat the authors purpose might be
Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new
and interesting words.
1hen finished, discuss the authors purpose.
%iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Davestudents record in their wor$boo$s3
!iscussion 5uestions
Dave students complete these #uestions orally to focus on the te"t.
Literal:
1hy are echidnas different from other mammals5 EThey are monotremes )mammals that lay
eggs rather than giving birth to live young.F
1hat does the female echidna do to prepare for the birth of a baby echidna5 EShe builds a
(oo%:ifecycles of
Australian animals /
(chidna by +reg 'yers
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2( o 4!
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGI7/22/2019 Integrated Australian Unit 2014
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burrow and nesting chamber.F
1hat changes occur to the female in preparation for the birth5 EA pouch forms on her belly.F
1hat happens after the echidna lays its egg5 EThe egg is in the pouch, a hatchling hatches
from the egg using its egg tooth, the hatchling stays in the mothers pouch for up to three
months while it suc$les on mil$ through a mil$ patch.F
1hen does the hatchling leave the pouch for the first time5 E-efore three months, but it
stays in the nesting chamber while the mother goes out to feedF
Dow does an echidna change as it grows5 EA hatchling echidna is born blind and hairlessI it
grows rapidlyI its spines and fur start to grow at around three months oldI its eyes open atK months oldI it is an adult at three years.F
,nferential:
1hy does the hatchling stay in the pouch until it is three months old5
1hy doesnt the mother let the three/month/old echidna leave the burrow even though it
can live outside the pouch5
Dow are echidnas adapted to their environment5
1hat dont scientists $now about echidnas5
1hy would it be difficult for scientists to find out more about the birth and growth of an
echidna5
E"aluati"e:
%o echidnas live in a family5
1hat do you thin$ was the most interesting fact about echidnas5
As$ students to e"plain the meaning of the word adaptation. abel a class chart with the
headings 'hysical features and -ehavioural features. As$ students to suggest
different ways in which echidnas are adapted to their environment. Dave students
identify if the adaptation is physical or behavioural. As$ students to e"plain how each
feature helps echidnas to survive in their environment, e.g. (chidnas have spi$es toprotect them from predators. EphysicalFI @emale echidnas bloc$ the entrance to the
burrow to protect the baby echidna. EbehaviouralF.
%istribute - =. As$ students to complete each sentence starter to e"plain how each
feature enables the echidna to survive in its environment. Dave students cut out the
statements and then paste them onto an A? sheet of paper in two groups to identify
physical adaptations and behavioural adaptations to create a chart about echidna
adaptations.
- =
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2) o 4!
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGI7/22/2019 Integrated Australian Unit 2014
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7or students to
be able to
research the mainstages in the
reproduction andgrowth of the
echidna
7or students to
%now that all living
things have alifecycle
Lesson 7ocus3 *hanges occur throughout the life of the echidna as
it reproduces and grows.
Lesson sourced from 'earson 'lace
Giew the following video on the eaning of a ife cycle
%istribute -
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#ey )once+t-s: =1%efining the terms weathering and erosion and understand how these affect landscapes and landforms.
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using a range of methods to record observations and measurements with care and honesty, including tables and formal units for length, time and mass
Students +rocess and analyse data and information by:
using a range of methods including tables and simple column graphs to represent dataand to identify patterns and trends, using digital technologies as appropriate EA*SS7K;,
A*SS7QPF
sharing their findings and reflecting on the investigation, including whether a test was fair or not EA*SS7KP, A*SS7Q>F
describing patterns and relationships in data collected from investigations EA*SD(7K7, A*SD(7Q=F
comparing results with predictions, suggesting possible reasons for findings EA*SS
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7or students
to %nowwhat a
geologist andthe roc$
cycle is.
The following lessons were sourced from3 http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/
unit?/lesson/one.html
ntroduce the conte"t of the unit to students by reading the email from 'rofessor Ruby (mail
and showing them the photographic diarysent to the class by 'rofessor Ruby. nform students
that during this unit of wor$, they will be e"ploring geology.
'rofessor Ruby (mail ?)lic% on ob6ect to o+en lin%@
As$ students to ma$e suggestions about what they thin$ the science of geology is. ist student
responses and group similar ideas. ("plain that the science of geology is the study of the (arth,
of the roc$s that comprise the (arth and how they change over time. nform students that
studying roc$s helps us to understand more about the (arth and its landscapes.
("plain to the students that 'rofessor Ruby is a geologist. Bavigate through the learning ob&ect
eet a scientist3 geologistto assist in the e"planation. ("plain to students that geologists3
o wor$ in a number of areas such as mining or on building development pro&ects
o conduct field studies and collect samples such as roc$s and fossils
o
study landforms such as mountains to determine how they were formedo study local areas to determine their history
o study roc$s to determine how they age.
As$ students to ma$e suggestions about the types of tools and e#uipment a geologist might use
when conducting their wor$. Bavigate through the first section of the learning ob&ect +et into
geology.EThis learning ob&ect depicts photographs of e#uipment a geologist uses and an
e"planation of their function.F
nform students that 'rofessor Ruby lives in *entral !ueensland and en&oys wor$ing and
studying in her local area, e"ploring for fossils, roc$s and gems and learning about the local
sourced
from3 Science
1eb
photographic
diary
'rofessor
Rubys emailEclic$ on image inprogram for lin$F
earning
ob&ect from
Scootle
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "0 o 4!
http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6846http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/?id=2433http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6846http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdf7/22/2019 Integrated Australian Unit 2014
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landforms.
Show students images of nationally significant Australian landforms Esee gallery belowF.
("plain why these landforms are interesting for geologists to study.
http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/unit?/lesson/one.html
nform students that they are now going to e"plore types of roc$s. As$ students to share their
ideas about roc$s that they may have seen or e"amined before. nform students that roc$schange over time and go through a cycle of building and brea$down called the roc$ cycle.
("plain that this happens because there are different types of roc$s that age and wear
differently according to their composition. Show students sample roc$s from each of the
sedimentary, igneous and metamorphic roc$ groups.
Bote3 These can be roc$ specimens or images of roc$s if specimens are unavailable.
Bavigate through the website Roc$ hound $ids gallery to show images of a selection of roc$s.
http344www.roc$hound$ids.com4
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7or studentsto be ableto:
classifydifferent types
of roc$s.
/define
weathering and
erosion and
understand how
these affect
landscapes and
landforms.
loo$ for roc$s. They will identify them in the following lesson.
ove students through the school grounds e"amining roc$s and collecting samples for
identification.
Return to the classroom and store samples for use during the ne"t lesson.
nform students that during the ne"t lesson they will be amateur geologists and e"amine types
of roc$s and soil.
Lesson 7ocus3 Weathering and Erosion
Review the terms relating to roc$s and the roc$ cycle from the previous lesson. Review the different types of
roc$s and e"plain that different roc$s have different properties such as crystal type and grain si2e. odel the
classification of a roc$ using the learning ob&ect Start your roc$ collection. ("plain that geologists classify roc$
specimens in great detailI however, e"plain that they will only need to be able to understand simple
classification of roc$s.
Allocate a roc$ sample to each student or group of students.
Show students the wor$sheet Roc$ hounds ) identifying types of roc$sE'%@, ?PP 0-F
As$ each group to use a magnifying glass to identify their roc$ sample.
Share information about the types of roc$s identified and the properties that were identified
and discuss with students the different types of soil that they may be familiar with. ("plain to
students that soil is formed from roc$s and that roc$ type and soil type is related.
Use the learning ob&ect Soil typesto assist in showing students the characteristics of soil. Show
students samples of different types of soil and show how they can be classified according to
their grain si2e and composition ) as per roc$s.
i" water with each soil sample, sha$e and set aside to allow soil to settle into layers.
("plain how having a basic understanding of the different types of roc$s and soils assists in
understanding how landscapes Eroc$s and soilsF weather and erode. ("plain that there are
different types of weathering.
1atch the video 1eathering and erosion
http344study&ams.scholastic.com4study&ams4&ams4science4roc$s/minerals/landforms4weathering/and/
erosion.htm
earning
ob&ectI Roc$
cycle
dentifying
types ofroc$s
wor$sheet
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "2 o 4!
http://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.doc7/22/2019 Integrated Australian Unit 2014
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7or students
to be ableto:
carry out ascience
investigation
ist the causes of physical weathering and show e"amples of each.ist the causes of weathering
by naturally produced chemicals and show e"amples of each
("amine how weathering affects roc$ landscapes by showing e"amples of weathering on Uluru
that clearly show varying types of weathering. Type Uluru into +oogle mapsand then 2oom in to
see weathering on the surface of the roc$.
Review the term erosion and clarify the difference between weathering and erosion. ("plain
how erosion changes landscapes and landforms over time. This includes acute short/term andlong/term effects. Revisit the images of Australian landforms used in esson = to illustrate
these effects.
*onclude by watching video to consolidate students understanding of the difference between
weathering and erosion3
https344www.youtube.com4watch5v6e"S>g@gib7
Lesson 7ocus3 Erosion ,n"estigation
Review the terms weathering and erosion from previous. f needed, re/view the video 1eathering and
erosionto remind students of the concepts weathering and erosion.
nform students that &ust as there are different types of weathering, there are a variety of forms of erosion
that act in different ways on soil, roc$s and landscapes.
%iscuss common causes of erosion such as wind and water. ("plain how these causes can result in dramatic
conse#uences for beaches and coastal areas in particular due to the rough winds and seas.
Show students images of eroded areas to e"plain the types of erosion. mages could include3
1ind erosion. Source3 @lic$r, 1ind (rosion,photo by loonyowl, ** -8/B*
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Small scale water erosion. Source3 @lic$r,
Streamban$ erosion, photo by Soil Science.**-8 ?.7
*oastal erosion. Source3 @lic$r,*oastal erosion, S$ipsea, (ast
8or$shire,photo by -etween a Roc$.** -8 0-F. Read
(rosion
nvestigation3
'rocedure
and
e#uipment
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "4 o 4!
http://www.flickr.com/photos/soilscience/5097652074/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://creativecommons.org/licenses/by/2.0/deed.enhttp://www.flickr.com/photos/azwegers/6220856526/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://www.flickr.com/photos/soilscience/5097652074/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://creativecommons.org/licenses/by/2.0/deed.enhttp://www.flickr.com/photos/azwegers/6220856526/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdf7/22/2019 Integrated Australian Unit 2014
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7or students
to be ableto:
conductresearch to
prepare a simple
case study
through the sheet to show students how to conduct the investigation and enter their data.
+ather e#uipment and move students to outside area to conduct the investigation. *onduct the
investigation as per the investigation instructions. +ather students together to discuss the
investigation. As$ students to identify actions that affected the sandcastles during the
investigation and to thin$ about how their findings might relate to large/scale erosion of
beaches and other landforms.
Lesson 7ocus3 Erosion )ase Study
nform students that during this lesson they will conduct research to prepare a simple case
study of a landform.
("plain to students that a case study is a report of a specific ob&ect, person, group or event.
Giew the video The changing face of Australia, =>;73 Uluruto introduce an e"ample case study
of Uluru.
("plain to students that during this part of the lesson, they will e"amine pictures and
information about Uluru and how it has been affected by weathering, erosion and human activity.
The case study is an e"ample of how they could present the findings from their own research.
%isplay and discuss the images of Uluru identifying obvious areas of weathering Esee gallery ofimages belowF.
As$ studentsto ma$e suggestionsabout the causes of the weathering to the roc$. *reate a list
of these factors. ("plain to students that these factors are naturally occurring so there is no
real control over how the weather affects the roc$.
As$ students to thin$ about and then record ideas about how human activity might affect
erosion of Uluru. Teacher note3 See -ac$ground informationE'%@, 9?< 0-F and the section
entitled Lesson 2: *uman im+act on 4luru and #ata T6utato assist you with this topic.
Show students a selection of local landforms Eor an already prepared landformF for them to
choose to study. Allow students to nominate a landform to study.
("plain to students that they are to present their case study in multi/modal format )digital4poster4written. %istribute the wor$sheet *ase study of a landformE1ord ?>; 0-F to
assist students incompleting their research.
'rovide time for students to conduct their research and opportunities for students to engage
with digital products to produce their case study.
nvestigation
planner
'ideo:
The changing
face of
Australia,
=>;73 Uluru
-ac$ground
information
Wor%sheet:
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "( o 4!
* d f
http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_mutitjulu_waterhole.htmhttp://creativecommons.org/licenses/by/3.0/%22http://creativecommons.org/licenses/by/3.0/%22http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_summit_climb.htmhttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://creativecommons.org/licenses/by/3.0/%22http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_mutitjulu_waterhole.htmhttp://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/wave_shaped_erosion.htmhttp://creativecommons.org/licenses/by/3.0/%22http://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_summit_climb.htmhttp://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://creativecommons.org/licenses/by/3.0/http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.doc7/22/2019 Integrated Australian Unit 2014
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1aterhole at the base of Uluru
Source3 @ree Aussie Stoc$, utit&ulu waterhole, photo
by freeaussiestoc$.com ** -8 ?.7
1ave/shaped erosion, Uluru Source3 @ree Aussie Stoc$,
Uluru wave shaped erosion, photo by freeaussiestoc$.com. **
-8 ?.7
Uluru summit climb trac$ ) human impact Source3 @reeAussie Stoc$, Uluru summit climb trac$, photo by
freeaussiestoc$.com** -8 ?.7
Uluru erosion / cave. Source3 @ree Aussie Stoc$, (rosionUluru, photo by freeaussiestoc$.com ** -8 ?.7
The face of Uluru eroded by the weather. Source3 @ree
Aussie Stoc$, Uluru cliffs caves, photo byfreeaussiestoc$.com** -8 ?.7
Uluru erosion Source3 @lic$r, Uluru erosion, photo by She$+raham. ** -8 ?.7
*ase study of
a landform
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page ") o 4!
http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_rock_caves.htmhttp://creativecommons.org/licenses/by/3.0/%22http://www.flickr.com/photos/shekgraham/263392749/http://creativecommons.org/licenses/by/3.0/http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_eroded_head.htmhttp://creativecommons.org/licenses/by/3.0/http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.doc7/22/2019 Integrated Australian Unit 2014
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7or studentsto %now
thesignificance of
Uluru to the
Aboriginal
people
Roc$ erosion on the side of Uluru Source3 @ree AussieStoc$, Dead shape in Uluru, photo by
freeaussiestoc$.com** -8 ?.7
Allow students to present their case studies to the class.
'rovide opportunities for students to present their case studies to a wider audience such asarranging a library display or an assembly presentation. *onsider presenting the findings of their
field studies and the subse#uent actions they are ta$ing in the school grounds, to the school or
local community.
Lesson 7ocus3 Aboriginal Uluru %reamtime Story
("plain to students that for the Aboriginal people of Australia, %reamtime represents the
essence of their society, culture, traditions and spirituality. t is a time when ancestors, gods
and living mortals come together to learn about the heritage and customs of the Aboriginal
people. %reamtime is the core of everything, and of the many sacred sites in Australia, few are
as important as Uluru. Also $nown as Ayers Roc$, Uluru is believed to have been created at the
beginning of time by =7 ancestors, or spirit people, of the Aboriginal people.
The stories or dreamings communicate their history, origin and where they started from. They
are not made up stories, they are factual
events from long ago. Aboriginal people
have made them into stories so that it
is easier for children to understand. They
form of $nowledge that guides allAboriginal Socities.
t is the aw.
t is the history.
t is e"pressed in the ore E%reaming storiesF
The %reaming means their identity as people.
The cultural teaching and everything, thatLs
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "! o 4!
t f li h $ 5 itL th d t di f h t h d E
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGI7/22/2019 Integrated Australian Unit 2014
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part of our lives here, you $now5 itLs the understanding of what we have around us. Eerv
'enrith (lder, 1allaga a$e, =>>QF
%uring the %reaming, ancestral spirits came to earth and created the landforms, the animals and
plants. The stories tell how the ancestral spirits moved through the land creating rivers, la$es
and mountains. Today we $now the places where the ancestral spirits have been and where they
came to rest. There are e"planations of how people came to Australia and the lin$s between the
groups throughout Australia. There are e"planations about how people learnt languages and
dance and how they came to $now about fire. n essence, the %reaming comes from the land. n
Aboriginal society people did not own the land it was part of them and it was part of their duty
to respect and loo$ after mother earth.
Read the story the Rainbow Serpent and e"plain its significance to Uluru. Giew following power
point for nformation3
Dave students create their own artwor$ of the Rainbow Serpent and display in classroom or
Baidoc 1ee$ ("hibition
.+tional
Share with the students a traditional dreaming story from the website below before completing an artwor$ of
your choice to compliment the story.
!ust Echoes This website contains Ma series of twelve beautifully animated dreamtime stories from *entral
Arnhem and, telling stories of love, loyalty, duty to country and aboriginal custom and law.M E@rom the %ust
(oo%:The
RainbowSerpent or
8outube
Story
'owerpoint
Art 'aper,pencils,
crayons,
paint, cotton
buds to
create
picture
This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "* o 4!
http://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttps://www.youtube.com/watch?v=2vh6moD9ZOUhttps://www.youtube.com/watch?v=2vh6moD9ZOUhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGIhttp://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttps://www.youtube.com/watch?v=2vh6moD9ZOUhttps://www.youtube.com/watch?v=2vh6moD9ZOUhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGI7/22/2019 Integrated Australian Unit 2014
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(choes web pageF
There are
7/22/2019 Integrated Australian Unit 2014
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topic, the purpose and the intended audience
4nderstand and a++ly %nowledge of language forms and features
Cidentify organisational patterns and language features of print and visual te"ts appropriate toa range of purposes
4nderstand and a++ly %nowledge of "ocabulary
Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbs
and adverbsCvocabulary choice for peers as opposed to younger audience
Cvocabulary choice to convey meaning and enhance te"t #uality
$es+ond to and com+ose te3tsCcompose a range of effective imaginative, informative and persuasive te"ts using language
appropriate to purpose and audienceCincorporate new vocabulary from a range of sources into studentsL own te"ts including
vocabulary encountered in research
.b6ecti"e ): thin$ in ways that are imaginative, creative,interpretive and critical
E/0) thin%s imaginati"ely8 creati"ely and
inter+reti"ely about information8 ideas and te3tswhen res+onding to and com+osing te3ts
Engage )ersonally wit" te1ts
& respond to te"ts by identifying : discussing aspects of te"ts
that relate to their own e"perience
!e"elo+ and a++ly conte3tual %nowledge
/ discuss how authors : illustrators ma$e stories e"citing,moving : absorbing : hold readers attention by using various
techni#uesC what techni#ues have the authors used to sustain our
attention5
4nderstand and a++ly %nowledge of language forms and
features/ identify and discuss how vocabulary establishes setting andatmosphere
$es+ond to and com+ose te3ts
Cma$e connections between the ways different authors may
represent similar storylines, ideas and relationshipsE*omparing The monster who ate Australia with Are we there
yet5FCuse visual representations, including those digitally produced,
to represent ideas, e"perience and information fordifferent purposes and audiences
.b6ecti"e !:e"press themselves and their relationshipswith othe