pialbastateschool.files.wordpress.com · web view2019. 1. 10. · pialba state school: hass year...

Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 5 SEMESTER 1 UNIT 1 PLAN (Term 1)Deep Learning Inquiry Cycle Question

How do people and environments influence one another?Support students to explain the Inquiry Questions through:

examine the characteristics of places in Europe and North America and the location of their major countries in relation to Australia

describe the relative location of places at a national scale identify and describe the human and environmental factors that influence the characteristics of

places examine the interconnections between people and environments investigate the impact of human actions on the environmental characteristics of places in Europe

and North America organise data in a range of formats using appropriate conventions interpret data to identify simple patterns, trends, spatial distributions and infer relationships evaluate evidence about the characteristics of places to draw conclusions about preferred places

to live present findings and conclusions using discipline-specific terms

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)You Tube video’s – places, cultures economics, Australia’s connections, cultural diversity.Vocab development through Warmup to lessons and integrated into English – Literacy Block

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

Collaboration Creativity Critical Thinking Citizenship Character Communication

1

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.

Term 1 Week 6 S Part A: Human and environmental characteristics of places

Term 1 Week 6 S Part B: Influences of people and the environment on places

Term 1 Week 8 S Part C: Decide on a place to live

People and the environment Students investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: HASS Year Level Team: add teacher names Term: Semester 1WALT/WILF/TIB

(The What)

Unit 1

Active Learning Engagement(The How)

Check for Understa

ndingInternal

monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Vocabularybuilt elements, climate, environmental characteristic, human characteristic, landform, landscape, physical features, place, resources, vegetation

________________

WALT: Understand that places have both human and environmental characteristics.

WILF:Categorise characteristics of places as human and environmental?

TIB: understanding Australia’s place in our world and the influence of humanity and environments influence each other ensure we

Characteristics of places

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explore the unit focus• Examine the inquiry question for the unit: How do people and environments

influence one another?• Activate prior knowledge about:

o how the physical world consists of environmental and human characteristicso how environmental and human characteristics differ depending on

geographical location.• Record ideas and questions related to the unit focus.

Explore the concept of ‘place’ and the characteristics of places• Discuss how places can have environmental and human characteristics that can

influence or be influenced by each other.• Observe images of environmental and human characteristics of places. • Identify the characteristics depicted in images as human or environmental.

Organise the characteristics of places into human or environmental categories• Sort images of human and environmental characteristics of place into correct

categories.• Justify placement of images.

Formative (Feedback)Check for Evidence of Learning throughout the lessons.

Monitor students’ ability to:Use growing subject-specific vocabulary to communicate about learning area topics.Use short pair, group and class conversations and discussions as learning tools.

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Lead a discussion to justify why characteristics have been categorised as human or environmental.

HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html

Refer to HASS Word Wall Vocabulary –

ResourcesSlideshow — Characteristics of places — What is place? Sheet — Characteristics of placesSupporting learning resource — HASS Year 5 Unit 1 Glossary

2

https://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html




live in harmony.VocabularyBOLTSS, cardinal points, continent, hemisphere, inter-cardinal points, large-scale map, nation, north-east, north-west, political map, relative location, small-scale map, south-east, south-west________________

WALT: Understand how to represent and describe the location of Europe and North America, its major countries and selected characteristics. Understand the cartographic conventions of maps.

WILF:Represent places and selected characteristics on a map?Use cartographic conventions (BOLTSS) on maps?Describe the relative location of Europe and North America?

TIB: understanding Australia’s place in our world and the influence of humanity and environments influence each other ensure we live in harmony.

Characteristics of EuropeExplore the concept of scale and the cartographic conventions of maps• Activate previous learning about scale and the cartographic conventions of maps

(BOLTSS).

Locate and represent Europe and its major countries on a large-scale map• Locate and label:

o selected countries of Europe on a map o north pointo map border and title.

Locate and represent selected human and environmental characteristics on a large-scale map• Complete maps using conventions of cartography (BOLTSS).• Locate and label selected human and environmental characteristics on maps of

two European countries.

Describe the location of Europe using relative terms• Locate and label on a small-scale map:

o selected continents (Australia, Europe)o major lines of latitude (Equator, Tropic of Cancer, Tropic of Capricorn, Arctic

Circle, Antarctic Circle).• Identify and insert missing items of cartographical convention on the map.• Describe the relative location of Europe from Australia.

Characteristics of North AmericaLocate and represent North America and its major countries on a large-scale map• Locate and label:

o major countries of North America on a map o north pointo map border.

Locate and represent selected human and environmental characteristics on a large-scale map• Complete maps using cartographic conventions (BOLTSS).• Locate and label selected human and environmental characteristics on maps of

two North American countries.Describe the location of North America using relative terms• Locate and label selected continents (North America, Australia) on a small-scale

map.• Review describing the relative location of Europe from Australia.

Monitor students’ ability to: Use cartographic conventions.

strategies

L2B






Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

U2B




Use ICT to investigate/locate additional features for mapping activity.



ResourcesSlideshow — Mapping with BOLTSSSheet — Relative location to AustraliaSheet — Spotlight on Europe

ResourcesSheet — Relative location to AustraliaSheet — Spotlight on North America

3





Vocabularycanyon, distribution, hill, interrelationship, lake, mountain, plain, plateau, peninsula, river, valley________________WALT: Understand that landforms are an environmental characteristic of place.Understand how landforms influence the human characteristics of places..

WILF:Identify and explain how landforms influence the human characteristics of places?

___________________VocabularyArctic, arid, community, culture, elevation, Equator, latitude, longitude, polar, rainfall, rainforest, seasonal variations, temperate, tropical, Tropics, tundra, weather

TIB: Students need to explain how analytical images such as figures, diagrams, maps and graphs contribute to understanding of subject-specific information.

• Describe the relative location of North America from Australia.Landforms influence places Identify and describe landforms as an environmental characteristic of place• Review environmental characteristics of places — climate, landforms, soils,

vegetation, water resources, minerals, landscapes.• Recognise landforms as an environmental characteristic of place. • View images of selected landforms. • Define and describe the key features of selected landforms.Interpret maps to compare the distribution of landforms of Europe and North America• Identify the major landforms of Europe and North America.• Describe the relative location of landforms in Europe and North America.• Discuss the spatial distribution of landforms across Europe and North America.Draw conclusions about the influence of landforms on the human characteristics of places• Review human characteristics of places — people, communities’ cultures, built

elements and production. • View examples of specific landforms influencing the human characteristics of

place.• Discuss how and why landforms influence the human characteristics of places.• Write a paragraph summarising the influence of landforms on human

characteristics of places.

Climate influences placesIdentify climate as an environmental characteristic of place• Review environmental characteristics of places — climate, landforms, soils,

vegetation, water resources, minerals, landscapes. • Recognise that climate is the types of weather, including seasonal variations,

experienced by a place.• View a world climate region map representing the major climate regions of the

world.• Identify and discuss the typical characteristics of each climate region. Interpret a small-scale map to identify the spatial distribution of climate regions• Use a small-scale map to identify the simple pattern of climate regions across the

world, e.g. relationship to latitude and location. Analyse the influence of climate on the human characteristics of places• Review human characteristics of places — people, communities, cultures, built

elements and production.• Analyse examples of specific climates influencing the human characteristics of places.

Monitor students’ ability to: Explain how analytical images such as figures, diagrams, maps and graphs contribute to understanding of subject-specific information.

L2B








Share prior knowledge of climate to build understanding about

U2B




Evaluate own written texts to ensure use of subject-specific terms/information from sources.

Use evidence to argue for an optimal climate for human habitation.



ResourcesSlideshow — LandformsSlideshow — The influence of landforms on human characteristics of placesSupporting learning resource — Exploring landforms

ResourcesSlideshow — ClimateSlideshow — How does climate influence human characteristics of places ? Sheet — Influence of climate on human characteristicsHelpful information Supporting learning resource — Climate https://learningplace.eq.edu.au/cx/resources/items/47a6ef74-

4

https://learningplace.eq.edu.au/cx/resources/items/47a6ef74-dee9-4af5-b118-53102d2a08d8/0/Geo_Y05_U1_SLR_Climate.docx






VocabularyBATKIS, climate graph, rainfall, temperature________________WALT: Understand how climate data can be represented in a range of formats.

Understand how environmental characteristics influence human characteristics of places in different locations.

WILF:Analyse and interpret climate data represented in tables and graphs?Compare and explain how the environmental characteristics influence the human characteristics of places?__________________Spain / FinlandVocabularyarable land, coniferous forest, deciduous forest, environmental influence, liveability, production, thematic map____________________

TIB: Students need to explore a range of visual sources to enhance understanding of climate in selected places.

• Discuss how and why climate influences the human characteristics of places.

Landforms influence places Explore the purpose and conventions of climate graphs• View examples of climate graphs (column graphs, line graphs).• Identify information shown in a climate graph (for example: rainfall data,

temperature data).• Discuss conventions of a graph: BATKIS (Border, Axis, Title, Key, Intervals, Scale).Examine climate data represented in tables and climate graphs• Examine climate data for two selected places (in Europe and North America)

represented in tables, a column graph (rainfall) and a line graph (temperature).• Analyse data for both places to describe the climate of both places.Interpret information to draw simple conclusions • Interpret information to draw simple conclusions about the climate of selected

places in Europe and North America.

Comparing Spain and Finland Explore environmental and human characteristics of Spain and Finland

• Locate Spain and Finland on a small-scale map.

• Identify the location of each country in relation to the Equator.

• Explore ways in which landforms and climate influence population densities of Spain and Finland.

Record information about human and environmental characteristics of Spain and Finland

• Examine provided sources to identify information about environmental and human characteristics of Spain and Finland, including:o location and landscapeo housingo climateo population and culture.

• Record information from sources about these characteristics in a table.Identify and describe the interconnections between environmental and human characteristics of Spain or Finland

• Examine a flow chart that models interconnections between environmental and human characteristics of a selected place.

• Create a similar flow chart to represent interconnections between environmental and human characteristics of Spain or Finland.

Evaluate evidence to draw conclusions about a preferred place to live

• Identify preferred human and environmental characteristics.

• Rate the suitability of the characteristics of Spain and Finland.

• Decide upon a preferred place to live ― Spain or Finland ― and justify the response using evidence from sources.

Monitor students’ ability to: Interpret literal information and make inferences.

Interpret literal information and make inferences.Explain and justify ideas and outcomes.

its influence on humans.

L2B







Provide scaffolded learning opportunities or instruction.

Consider peer and adult support options.

U2B




Evaluate own written texts to ensure use of subject-specific terms/information from sources.

Lead a discussion to compare and contrast climate data of selected places.

dee9-4af5-b118-53102d2a08d8/0/Geo_Y05_U1_SLR_Climate.docx



ResourcesSlideshow — ClimateSlideshow (with script) — Climate and representing dataSheet — Interpreting climate data

Supporting learning resource — Representing data

ResourcesSlideshow — How do climate and landforms influence the human characteristics of places?: Spain and Finland Sheet — Environmental and human characteristics — Spain and FinlandSheet — Spain and Finland sources

5









(The What)

Unit 1


Check for Understanding

Internal monitoring data




Resources

Impacts of human and environmental characteristics C2C Lesson 9-16 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explore a case study about an environmental disaster to identify interconnections between people and the environment• Review human and environmental characteristics of place.• Examine data and information relating to the interconnection between humans

and the environment leading to an environmental disaster (the Dust Bowl disaster, USA).

Examine information from sources about the influences of humans and the environment• Examine provided sources to identify the actions (e.g. farming) and influence of

humans on the environment. • Identify impacts (effects) of:

o human actions on environmental characteristicso environmental characteristics on humans.

• Record information using a graphic organiser.

Summarise how humans and the environment influenced each other in relation to an environmental disaster• Use evidence from sources to formulate a summary of how humans and the

environment influenced each other in relation to an environmental disaster (the Dust Bowl disaster).

Formative (Feedback)Check for Evidence of Learning throughout the lessons.

Monitor students’ ability to:Identify, select,

organise and

clarify

information

from a range of

sources.

L2B







U2B




Lead a discussion to justify why characteristics have been categorised as human or enviro



ResourcesSheet — Case study — The Dust BowlSheet — Further research —The Dust BowlSlideshow — The Dust BowlSheet — The Dust Bowl — Cause and effect

6





Acid rain in Europe Explore the influence of human actions on the characteristics of a place• Identify human actions (industrial activity) that can lead to the alteration of the

characteristics of places via the creation of acid rain. • Discuss changes in environmental and human characteristics caused by human

actions (industrial activity). • View images of the effects of these changes on the characteristics of a place, such

as changes to soil, vegetation, water resources, built environment, human health. Sequence information about the process of forming acid rain• Annotate a diagram to represent the processes involved in the alteration of an

environment caused by acid rain.Interpret maps to describe the spatial distribution of acid rain in Europe• Interpret maps to describe the spatial distribution of acid rain in Europe.• Analyse the spatial distribution of the effects of human action in the form of the

distribution of acid rain in Europe.• Describe the distribution using geographical terms.Summarise how human actions have influenced the characteristics of a place• Summarise the effects on environmental and human characteristics that result

from acid rain.

Case study: Urbanisation in Mexico Examine the causes and process of urbanisation in Mexico• View examples of factors leading to urbanisation in Mexico.• Identify reasons why urbanisation occurs. • Recognise that urban sprawl is a consequence of urbanisation. Interpret data to identify the impacts of urbanisation on people and the environment• Analyse data to identify trends in urbanisation in Mexico.• Identify examples of positive and negative human impacts on the environment. Interpret information to identify the impacts of environmental characteristics on places• Consider the spatial distribution of landforms and their impact on the human

characteristics of Mexico.• Apply this knowledge to predict the likelihood of continued urban sprawl in this

area.Present findings about the interconnection between people and environments in

Monitor students’ ability to: Identify and explain how industry influenced the human and environmental characteristics of Europe?

Describe spatial distribution of acid rain in Europe?.

Monitor students’ ability to:Explain how analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of subject-specific information.

L2B



Modify expectations around recording.






nmental.

U2B




Use ICT to investigate/locate information about attempts to diminish the occurrence of acid rain.



ResourcesSheet — Acid rain in Europe Slideshow — Acid rain

Supporting learning resource — Acid rain in Europe

________________

ResourcesSheet — Mexico CitySheet — Mexico City ( b lack and white) Slideshow — Urbanisation in MexicoSupporting learning resource — Case study: Urbanisation in Mexico

7





Mexico• Draw conclusions about how human and environmental characteristics of a place

impact on each other. • Present a statement outlining these conclusions.



(The What)

Unit 1


Check for Understanding

Internal monitoring data




Resources

Impacts of human and environmental characteristics ¬— Assessment: People and the environment

Understand the assessmentStudents will:• explain the characteristics of places in different locations at local to national scales• identify and describe the interconnections between people and the human and

environmental characteristics of places, and between components of environments

• interpret data to identify and describe simple patterns and trends, and to infer relationships

• suggest conclusions based on evidence• sort, record and represent data in different formats, including small-scale maps,

using basic conventions• present their ideas, findings and conclusions in a range of communication forms

using discipline-specific terms.

Review the Guide to making judgments and understand the standards A–E• Work through the Guide to making judgments with students and highlight the

assessable elements for the assessment and discuss what responses might look like at each of the standards A–E.

Assessment purposeInvestigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.

L2B






U2B






ResourcesAssessment task — People and the environmentAssessment task — People and the environment: Model responseAssessment task — People and the environment: SourcesAssessment task — People and the

8





• Provide students with an opportunity to clarify any components of the assessment.

Conduct the assessment• Complete all parts of the assessment task. Refer to Teaching notes for

implementation details.


environment: Teaching notes

9


Year 5 HASS: Unit 1 — Impacts of human and environmental characteristics ¬— Assessment: People and the environment (Complete Term 1)

HASSPeople and the environment Year 5 Unit 1Assessment task — People and the environment

Name Class

Teacher Date

Task


Instructions

Part A: Human and environmental characteristics of places

Students will:

• identify and describe the locations of places using mapping conventions

sort, record and interpret data and information about the characteristics of places.

Part B: Influences of people and the environment on places

Students will:

identify and explain interconnections between people and the human and environmental characteristics of places and between components of the environment.

Part C: Decide on a place to live

Students will:

• evaluate the characteristics of places to decide the country in which they would prefer to live.

10 of 33document.docx


Part A: Human and environmental characteristics of places

Use Source 1 to complete Q1–5.

1. Colour and label Sweden and Mexico on the map.

2. Add a border and title.

3. Label the major lines of latitude.

4. Which body of water is located west of Sweden? _________________________________

5. Identify and add a mapping convention missing from this map. ____________________________________

Use Sources 2 and 3 to complete Q6‒10.

6. Use sources to fill in the missing temperature data in the table below.

Temperature (c) Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec

Mexico City 13 15 17 17 17 15 14

Stockholm 4 10 15 17 16

7. Write a comparative statement that draws from the data in the table above.

8. Write true or false for the following statements. Use sources.

It gets warmer in Stockholm between February and July.

Mexico City receives less precipitation between March and July.

Both Mexico and Sweden experience summer during the middle of the year.

Stockholm receives more precipitation during its winter months.



9. Describe how population density in Sweden is distributed — consider the terms clustered and linear.

10. Why do you think some areas of Mexico are more densely populated?



Part B: Influences of people and the environment on places

1. Circle the environmental characteristics.

2. Match characteristics from above that are interconnected. For example:

3. Explain the interconnections identified above.For example: The Baltic Sea forms Sweden’s coastline which means the fishing industry is strong and herring is a cost effective and readily available food source for people in Sweden.


Mexico City is the capital of Mexico.

Soccer is one of Mexico’s most popular sports.

Mexico City is densely populated.

Mexico City is surrounded by mountains and

volcanos.

Houses in Sweden are wooden and they have steeply pitched roofs.

Mexico City has a warm temperate climate

with low rainfall.

Ice hockey is a favourite sport in Sweden.

Housing is tightly built into hillsides in Mexico City.

Snow falls and lakes freeze over during cold

winter months in Sweden.

Herring is a fish commonly prepared for meals.

The Baltic Sea is located off Sweden’s coastline.

Mexico’s landscape is desert-like in parts.

Herring is a fish commonly prepared for meals.

The Baltic Sea is located off Sweden’s coastline.


Part C: Decide on a place to live

1. Comment on the characteristics identified for each country.

2. Tick if the characteristic would positively influence your decision to live in that country.

Mexico

Environmental characteristics

global location For example: Mexico is located near the South American continent and has easy access to South American countries.

climate

major landforms

major cities

other

Human characteristics

languages spoken

clothing

food

other



Sweden

Environmental characteristics

global location

climate

major landforms

major cities

other

Human characteristics

languages spoken

clothing

food

other

3. In which country would you prefer to live? _______________________________________



4. Explain your decision. Include in your answer:

how you made the decision and the evidence you considered

the characteristics that were important to you

a comparison of the characteristics of both countries.



Year 5 HASS: Unit 1 — People and the environment Name:


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

Explain the characteristics of places in different locations at local to national scales.Identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments.

Sort, record and represent data in different formats, including small-scale maps, using basic conventions.

Interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence.

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

Compares and contrasts the characteristics of places to support explanations.Explains multiple interconnections.

Selects and organises relevant data and information accurately.

Evaluates multiple data sets to support conclusions.

Uses discipline-specific terms accurately to elaborate on information presented.

A

Explains a range of human and environmental characteristics.Infers logical links between people and characteristics of places to explain interconnections.

Represents additional information on a map using correct mapping conventions.

Interrogates distribution data to provide a range of responses.

Organises information logically and uses appropriate conventions to enhance presentation of ideas, findings and conclusions.

B

Describes characteristics of places in different locations.Identifies and describes interconnections.

Sorts, records and represents data and information about places. Uses basic mapping conventions.

Interprets data to identify and describe distributions, simple patterns and trends, and to infer relationships.Suggests conclusions based on evidence.

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

C

Lists attributes for human and environmental characteristics.Identifies an interconnection.

Labels features on a map.Sorts and records data in a table.

Uses information to inform responses.

Communicates information and draws a conclusion. D

Recalls information relating to characteristics of a place.Matches characteristics to suggest an interconnection.

Identifies a feature of a map. Lists familiar facts. Makes statements and identifies a preference. E



Feedback:



Assessment Task Sources Information Sheets Unit 1 Assessment task — People and the environment: Sources

Source 1Global map



Source 2Climate data

Data sourced from: weatherbase, http://www.weatherbase.com/weather/weather.php3?s=97667&cityname=Mexico-City-Mexico-City-Mexico

Data sourced from: weatherbase, http://www.weatherbase.com/weather/weather.php3?s=6420&cityname=Stockholm-Stockholm-Sweden



Source 3Population density maps

Alex RL, 2013, 2012 Density Map, https://commons.wikimedia.org/wiki/File:2012_Density_Map.png CC BY-SA 3.0 creativecommons.org/licenses/by-sa/3.0/

Vikingviolinist, 2008, Counties of Sweden 2007 with population density data. Source: Statistics Sweden, https://commons.wikimedia.org/wiki/File:Swedishpopdensity.svg CC BY-SA 2.5 creativecommons.org/licenses/by-sa/2.5/



Australian Curriculum (Prep to Year 6) HASS – Year 5

Year 5 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.

Curriculum Priorities - PedagogyConsiderationsPrior and future curriculum

Relevant prior curriculumStudents require prior experience with the following:

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

(ACHASSI054) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)



Curriculum Priorities - PedagogyConsiderationsCurriculum working towardsThe teaching and learning in this unit work towards the following:

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) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131) 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)

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101) Use criteria to make decisions and judgements and consider advantages and

disadvantages of preferring one decision over others (ACHASSI103)

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 relationships (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)

Geography

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

The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)



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 Grammar knowledge Word knowledge

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

Information and communication technology (ICT) capability Investigating with ICT

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

Personal and social capability Self-management

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

Assessing student learningAssessment name: People and the environment

Assessment description: Students investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.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.

FeedbackFeedback to Students

Establish 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 plan

Identify what worked well during and at the end of the unit for future planning.



Year 5 Report Card Comment Bank (Unit 1 Term 1)

A B C D E1H5A1 1H5B1 1H5C1 1H5D1 1H5E1

Unit 1 — People and the environment

{Name} compared and contrasted the characteristics of places to support explanations. {She,He} explained multiple interconnections. {Name} selected and organised relevant data and information accurately. (She,He} evaluated multiple data sets to support conclusions. {Name} used discipline-specific terms accurately to elaborate on information presented.

Unit 1 — People and the environment {Name} explained a range of human and environmental characteristics. {She,He} inferred logical links between people and characteristics of places to explain interconnections. {Name} selected additional information on a map using correct mapping conventions. {She,He} interrogated distribution data to provide a range of responses.{Name} organised information logically and used appropriate conventions to enhance presentation of ideas, findings and conclusions.


{Name} described characteristics of places in different locations. {She,He} identified and described interconnections. {Name} sorted, recorded and represented data and information about places. {She,He} used basic mapping conventions. {Name} interpreted data to identify and describe distributions, simple patterns and trends, and to infer relationships. {She,He} suggested conclusions based on evidence. {Name} presented ideas, findings and conclusions using discipline-specific terms and appropriate conventions.


{Name} listed attributes for human and environmental characteristics and identified an interconnection. {She,He} labelled features on a map. {Name} sorted and recorded data in a table. {She,He} used information to inform responses. {Name} communicated information and drew a conclusion.


{Name} recalled information relating to the characteristics of a place. {She,He} matched characteristics to suggest an interconnection. {Name} identified a feature of a map. {She,He} listed familiar facts. {Name} made statements and identified a preference.



HASS Pre-ModerationYear 5: Unit 1 Semester 1 Title: Communities in colonial Australia (1800s)

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question: How do people and environments influence one another?

Learning opportunities support students to: examine the characteristics of places in Europe and North America and the location of their major countries in relation to Australia describe the relative location of places at a national scale identify and describe the human and environmental factors that influence the characteristics of places examine the interconnections between people and environments investigate the impact of human actions on the environmental characteristics of places in Europe and North America organise data in a range of formats using appropriate conventions interpret data to identify simple patterns, trends, spatial distributions and infer relationships evaluate evidence about the characteristics of places to draw conclusions about preferred places to live present findings and conclusions using discipline-specific terms

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Explain the characteristics of places in different locations at local to national scales. Identify and describe the interconnections between people and the human and environmental

characteristics of places, and between components of environments. Sort, record and represent data in different formats, including small-scale maps, using basic

conventions. Interpret data to identify and describe distributions, simple patterns and trends, and to infer

relationships, and suggest conclusions based on evidence. Present ideas, findings and conclusions in a range of communication forms using discipline-specific

terms and appropriate conventions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 2 HASS unit from Year 4. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment Opportunities

Feedback may relate to identifying important dates and aspects of family life. In this unit this may include: identify and describe the human and environmental characteristics of places represent and describe the location of places in Europe and North America represent selected characteristics of places on maps using cartographic conventions examine how landforms and climate influence human and environmental characteristics of places interpret climate data represented in a range of formats to draw simple conclusions compare the characteristics of places to make a decision about a preferred place to live. explore diverse interconnections between the human and environmental characteristics of places examine case studies to identify how human and environmental characteristics influence each other in Europe and North

America interpret data represented in maps to identify distributions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.


Scan and Assess

Prioritise

Develop and Plan


Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Describes characteristics of places in different locations. Identifies and describes interconnections. Sorts, records and represents data and information about places. Uses basic mapping conventions. Interprets data to identify and describe distributions, simple patterns and trends, and to infer relationships. Suggests conclusions based on evidence. Presents ideas, findings and conclusions using discipline-specific terms and appropriate conventions.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Explains a range of human and environmental characteristics. Infers logical links between people and characteristics of places to explain interconnections. Represents additional information on a map using correct mapping conventions. Interrogates distribution data to provide a range of responses. Organises information logically and uses appropriate conventions to enhance presentation of ideas, findings and conclusions.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Compares and contrasts the characteristics of places to support explanations. Explains multiple interconnections Selects and organises relevant data and information accurately. Evaluates multiple data sets to support conclusions. Uses discipline-specific terms accurately to elaborate on information presented.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’



Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?



Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Characteristics of places Example learning sequence

Explore the unit focus Explore the concept of 'place' and the

characteristics of places Organise the characteristics of places into human

or environmental categories

Evidence of learningCan the student:

Categorise characteristics of places as human and environmental?

Lesson 2Characteristics of Europe Example learning sequence

Explore the concept of scale and the cartographic conventions of maps

Locate and represent Europe and its major countries on a large-scale map

Locate and represent selected human and environmental characteristics on a large-scale map

Describe the location of Europe using relative terms


Represent places and selected characteristics on a map?

Use cartographic conventions (BOLTSS) on maps?

Describe the relative location of Europe?

Lesson 3Characteristics of North America Example learning sequence

Locate and represent North America and its major countries on a large-scale map

Locate and represent selected human and environmental characteristics on a large-scale map

Describe the location of North America using relative terms


Represent places and selected characteristics on a map?

Describe relative location of North America?

Lesson 4Landforms influence places Example learning sequence

Identify and describe landforms as an environmental characteristic of place

Interpret maps to compare the distribution of landforms of Europe and North America

Draw conclusions about the influence of landforms on the human characteristics of places


Identify and explain how landforms influence the human characteristics of places?

Lesson 5Climate influences places Example learning sequence

Identify climate as an environmental characteristic of place

Interpret a small-scale map to identify the spatial distribution of climate regions

Analyse the influence of climate on the human characteristics of places

Evidence of learningCan the student:Identify and describe how climate influences the human characteristics of places?



Teaching Sequence FeedbackLesson 6Interpreting climate data Example learning sequence

Explore the purpose and conventions of climate graphs

Examine climate data represented in tables and climate graphs

Interpret information to draw simple conclusions


Analyse and interpret climate data represented in tables and graphs?

Lessons 7-8Comparing Spain and Finland Example learning sequence

Explore environmental and human characteristics of Spain and Finland

Record information about human and environmental characteristics of Spain and Finland

Identify and describe the interconnections between environmental and human characteristics of Spain or Finland

Evaluate evidence to draw conclusions about a preferred place to live


Compare and explain how the environmental characteristics influence the human characteristics of places?

Present conclusions based on evidence about a preferred place to live?

Lessons 9- 10Case study: The Dust Bowl (USA)Example learning sequence

Explore a case study about an environmental disaster to identify interconnections between people and the environment

Examine information from sources about the influences of humans and the environment

Summarise how humans and the environment influenced each other in relation to an environmental disaster


Identify and explain how farming influenced people and environments in the USA?

Lesson 11Acid rain in Europe Example learning sequence

Explore the influence of human actions on the characteristics of a place

Sequence information about the process of forming acid rain

Interpret maps to describe the spatial distribution of acid rain in Europe

Summarise how human actions have influenced the characteristics of a place


Identify and explain how industry influenced the human and environmental characteristics of Europe?

Describe spatial distribution of acid rain in Europe?



Teaching Sequence FeedbackLessons 12-13Case study: Urbanisation in Mexico Example learning sequence

Examine the causes and process of urbanisation in Mexico

Interpret data to identify the impacts of urbanisation on people and the environment

Interpret information to identify the impacts of environmental characteristics on places

Present findings about the interconnection between people and environments in Mexico


Identify and explain how urbanisation influences people and environments in Mexico?

Lessons 14-16Assessment: People and the environment Example learning sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-EConduct the assessment

Assessment purposeInvestigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.



Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State school Reporting and Moderation Policy (Pre-Post) Policy – Social Moderation Norms

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com · web view2019. 1. 10. · pialba state school: hass year...

Documents