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Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 3 SEMESTER 2 UNIT 2 PLANDeep Learning Inquiry Cycle Question

How and why are places similar and different?Support students to explain the Inquiry Questions through:

• identify connections between people and the characteristics of places• describe the diverse characteristics of different places at the local scale and explain the

similarities and differences between the characteristics of these places• interpret data to identify and describe simple distributions and draw simple conclusions• record and represent data in different formats, including labelled maps using basic

cartographic conventions• describe the importance of making decisions democratically and propose individual action

in response to a democratic issue• explain the role of rules in their community and share their views on an issue related to

rule-making• communicate their ideas, findings and conclusions in oral, visual and written forms using

simple discipline-specific terms.

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)

Video - Changes in technology in the home

Vocab development through Vocab PowerPoints (Warmup to lessons and integrated into English – Literacy Block)

Excursion on the Riverheads Barge across to Fraser Island. Seeing the Hervey Bay dolphins, turtles and other sea creatures (linking to Science – Biology). Students explore the beach area to the mountain track to understand the Case study Fraser Island which is on our doorstep and to assist with their Assessment Task Part C Fraser Island.

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

Term 3 Week 6 S

Part A – Assessment purpose

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

Term 3 Week 9/10 S

Part B – Assessment purpose


Term 4 Week 6/7 S

Part C – Assessment purpose



2


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)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: record and represent data in different formats, including labelled maps using basic cartographic conventions, locating and collecting information from sources, including observations and communicating ideas, findings.

WILF: is to recognise how and why places are similar and different.

TIB: understanding our world through developing a deep understanding of mapping using conventions helps us recognise places.

Representing places - MappingEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Characteristics of place Examine information to describe and classify

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

their characteristics

Climate types of the world Explore climate as a natural characteristic of

places Locate information about world climate zones

on a map Sort and record information about the

characteristics of world climate zones

Australia's states and territories Examine the cartographic conventions of a map Locate and record information about place at

the regional scale using maps Explore different perspectives of place at the

regional scale Explore how features can be represented on

maps

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

Country and Place to Aboriginal peoples and Torres Strait Islander peoples

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

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions mapping skills, climate and examining the meaning and significance of Country and Place to Aboriginal and Torres Strait Islander peoples.

Summative AssessmentPart A – Term 3 Week 6Assessment purpose


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 strategies

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.

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 – Supporting learning resource - HASS Glossary Year 3 Unit 2

Resources:Slideshow - Human and natural characteristics of placesSlideshow - A sense of Country and PlaceSlideshow - Alphanumeric grid referencingSlideshow - Major human features of AustraliaSlideshow - Major natural features of AustraliaSlideshow - Australian settlements and lifestyles

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




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

symbols

Grid references and the Torres Strait Record & represent data about direction and

distance Interpret data to determine and describe the

location of places using simple grid references

Australia's major human and natural features Examine major human and natural features of

places throughout Australia Record and represent data about major human

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

Australia

Climate in Australia Locate information to identify climate types in

Australia Interpret data to identify seasonal rainfall

variations between places Interpret temperature data to identify and

explain differences between places

Diversity of Australian communities Explore the human characteristics that make

places similar or different Locate, sort and record information in provided

sources about communities located in different parts of Queensland

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

Australia and its neighbours Examine place at world regional scale (maps) Identify information and represent on maps

about the locations of Australia's neighbouring countries

Interpret information on a map to describe the location of place.

L2B







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

U2B




KLA: HASS Year Level Team: add teacher names Term: Semester 1

4


WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

WALT: describe the diverse characteristics of different places at the local scale, identify and describe the similarities and differences between the characteristics of places and identify connections between people and the characteristics of places.

WILF: identify, explore and interpret the characteristics of places in Australia’s neighbouring countries.

TIB: understanding the similarities and differences in our world provides knowledge of Australia and its neighbours.

Identifying similarities and differencesEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency

Natural features of Australia's neighbouring countries Explore the characteristics of places in Australia's

neighbouring countries Locate information in maps to compare features Sort and record information from provided

sources about human and natural features of selected neighbouring countries

Communities in Australia's neighbouring countries Examine similarities and differences between

communities in different countries Interpret information to draw simple conclusions

about the diversity of communities

How places differ Human characteristics of selected places and the

similarities and differences between them

Comparing school communities identify characteristics of different school

communities Sort and record data about the characteristics of

different school communities Interpret information to identify distributions

and draw conclusions

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of similarities and differences between the characteristics of places and identify connections between people and the characteristics of places.

Summative AssessmentPart B – Term 3 Week 9/10Assessment purpose


L2B








U2B






ResourcesSlideshow - Comparing places: Australia and its neighboursSlideshow - Similarities and differences between places: Diversity of human characteristics: Images of Fiji and New Zealand

Websites - Census (Australian Bureau of Statistics)Website - Fiji statistics at a glance (Fiji Bureau of Statistics)Website - Census (Statistics New Zealand)

KLA: HASS Year Level Team: add teacher names Term: Semester 1

5





WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

WALT: interpret data to identify and describe simple distributionsdescribe the importance of making decisions democratically.

WILF: is to explain the role of rules in their community, suggest individual action in response to an issue or challenge and share their views on an issue

TIB: making decisions is an everyday process at individual, local, state, national and worldwide levels.

Making decisionsEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency

How people feel about places Explore what makes a place important Draw simple conclusions about

similarities and differences in how people view places

Australia's World Heritage sites Examine World Heritage sites in Australia Explore how people's feelings about

places influence their views about the protection of places

Protecting places: A local case study Examine provided sources to identify

different points of view about an issue in a local community

Interact with others respectfully to share points of view about an issue in a local community

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

Case study: Fraser Island Pose questions to frame a short inquiry to

investigate Fraser Island Interpret data to draw simple conclusions

about the reasons for protecting Fraser Island

Propose actions for the care of Fraser Island

Democratic decision-making

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of : interpret data to identify and describe simple distributions, describe the importance of making decisions democratically and to explain the role of rules in their community, suggest individual action in response to an issue or challenge and share their views on an issue

Summative AssessmentPart C – Term 4 Week 6/7Assessment purpose


L2B








U2B




U2B



Resources:Supporting learning resource - A local case studySlideshow - Fraser IslandSheet - Location of Fraser IslandSupporting learning resource - Case study: Fraser IslandSlideshow - Democratic decision-makingSlideshow - Democratic decision-making in my communitySupporting learning resource - Role-play scenariosSlideshow - Classroom rulesSupporting learning resource - Yarning circles

6





Explore why decisions are made democratically in communities

Distinguish between facts and opinions The importance of fairness in decision-

making Explore how decisions are made

democratically in communities The steps involved in making a decision

democratically

Places where democratic decisions are made Explore how decisions are made

democratically in places throughout the community

Examine an issue and possible solutions Interact with others respectfully to role-

play the steps involved in democratic decision-making

Rules in our communities Explore the reasons for rules in the

classroom and school community Examine information to distinguish

between facts and opinions Locate information in a range of sources

to develop a point of view about the importance of rules

Present ideas and opinions on why rules are important

Explore ways rules are made in the classroom and school community

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

Present ideas and opinions on how people make rules

Reflection:Reflecting on our exploration of places

L2B











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near and far Reflect on learning from the unit answering the Inquiry Question: How and why are places similar and different?

Explore points of view about how places near and far are different or similar

Draw a simple conclusion about how people are connected to places near and far, and why important places should be protected

Showcase this to parents through Facebook post and displayed within the classroom for parent/visitor celebration afternoon.

8


Assessment Task:

HASSExploring places near and far Year 3 Unit 2Assessment task — Exploring places near and far

Name Class

Teacher Date

Task


Instructions

Part A: Representing places

Students will: record and represent data in different formats, including labelled maps using basic

cartographic conventions locate and collect information from observations

Part B: Identifying similarities and differences

Students will: interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using

simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places

Part C: Making decisions

Students will: describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue

9 of 32document.docx


Part A — Representing places

1. Label the states on the map in Source 1.

2. Add symbols to the map to represent the location of: The Great Barrier Reef Uluru

3. Choose the correct word in each statement. The firstanswer has been done for you. Western Australia is (east / west) of Queensland. Papua New Guinea is (west / north) of Australia. Tasmania is (south / east) of New South Wales. Vanuatu is (east / west) of Queensland.

Use the map and table below to answer Questions 4 and 5.

Average seasonal rainfall — Port Vila, Vanuatu

Season Summer Autumn Winter Spring

Average rainfall (mm)

250 mm 200 mm 110 mm 140 mm

4. Explain how the location of Vanuatu affects its rainfall.


Use Assessment task — Exploring places near and far: Sources for Part A and B. Make sure you add the symbols to the legend and the map.


5. Hobart is located in the climate zone.

Part B — Identifying similarities and differences

1. Identify natural and human features at the two schools.

PNG school — natural features NZ school — natural features

PNG school — human features NZ school — human features

2. Identify a feature that is similar at both schools:

3. Describe how the two schools are different.

4. Answer true or false. The first answer has been done for you. The Papua New Guinea school has natural and human features close by. True


Use Source 2 — Comparing places.


The houses and the trees are equally distributed across the land.

The natural features are distributed across a large area of the island.

5. Circle the Papua New Guinea school classroom on the map.

6. Why would the classroom be located near the village?

7. Tick the statements that are true.

The gardens are located in only one area of the New Zealand school.

The gardens provide shade and a place for students to sit, play or eat their lunch.

The gardens could help stop noise from disturbing classes.

8. Why might the library and computer room be located in the middle of the school?



Part C — Making decisions

Imagine your school doesn’t already have a rule to prevent the issue in the picture.

1. Write a rule that would help.

2. How will your rule solve the problem?



3. Read the two processes below for making a new class rule. Circle the process that is democratic.

Process 1: Ella’s mum’s rule

Ella’s mum has an idea for a classroom rule: ‘School bags are to be kept zipped up in the lockers’ because Ella and other students have had things falling out of their bags and getting lost.

The class discusses the rule in partners and in a class meeting; the rule is written on the board and most people think it’s a fair rule.

The class votes on the rule secretly and the teacher counts the votes.

The results are announced, the majority of students voted for the rule so it is put into action.

Process 2: Brody’s rule

Brody thinks ‘People who can’t kick well can’t play soccer’ should be a new class rule because he thinks his team always loses because of certain players.

Only Brody’s friends are allowed to vote. They have to raise their hands in front of everyone and Brody takes the count.

Brody announces that the rule will be put into action.

4. Explain why:



Year 3 HASS: Unit 2 — Exploring places near and far Name:Purpose of assessment: To identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.

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

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

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

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

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

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

Accurately interprets data to justify responses.

Explains simple distributions using data to support response.Multiple factors are identified to support their views on an issue.

Extended use of more complex discipline-specific terms.

A

Identifies and compares multiple characteristics of places.Explains how people are connected to the characteristics of places.

Consistently applies cartographic conventions when recording data.

Describes actions taken in response to an issue.

Logically organises ideas, findings and conclusions. B

Describes the diverse characteristics of different places at the local scale.Identifies and describes a similarity and difference between the characteristics of places. Identifies connections between people and the characteristics of places.Describes the role of rules in their community.Demonstrates an understanding of the importance

Locates and collects information from observations.Records and represents data in different formats.

Interprets data to identify and describe simple distributions.Draws simple conclusions and shares a view on an issue. Suggests individual action in response to an issue or challenge.

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

C

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

Identifies information from observations.Records relevant data.

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

Communicates their ideas, findings or conclusions using simple terms.

D

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

Represents data.Interprets data.Identifies an action or issue. Shares an idea. E

Feedback:


Australian Curriculum

F-6/7 HASS - Year 3

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

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

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

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

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

challenge and consider possible effects of proposed actions (ACHASSI060)

Analysing

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

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

Researching

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

Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and

Civics and citizenship

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

rules not being followed (ACHASSK071)

Geography

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

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

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

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


Content Descriptions

Inquiry and skills Knowledge and Understandingmaps, using discipline-appropriate conventions (ACHASSI054)

Questioning

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

Communicating

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


Curriculum Priorities - Pedagogy

Considerations

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

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

(ACHASSI043)Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 4:

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

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


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

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

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

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

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

Personal and social capability Self-management Social awareness

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

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

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


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

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


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

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

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


Year 3 Semester 2 Report Card Comment Bank

A B C D E2H3A 2H3B 2H3C 2H3D 2H3E

Unit 2: Exploring Places Near and Far

{Name} made inferences about the connections people have with the characteristics of places. {She,He} identified factors that influence the process of making decisions democratically. {Name} accurately interpreted data to justify responses and explained simple distributions using data to support. {She,He} identified multiple factors to support their views on an issue and identified the impact of an individual action in their response. {Name} used of more complex discipline-specific terms.


{Name} identified and compared multiple characteristics of places.{She,He} explained how people are connected to the characteristics of places. {Name} connected ideas to explain the importance of making decisions democratically. {She,He} consistently applied cartographic conventions when recording data. {Name} described actions taken in response to an issue, and logically organised ideas, findings and conclusions.


{Name} described the diverse characteristics of different places at the local scale, andidentified and described a similarity and difference between the characteristics of places. {She,He} identified connections between people and the characteristics of places, and described the role of rules in their community. {Name} demonstrated an understanding of the importance of making decisions democratically.{She,He} interprets data to identify and describe simple distributions.


{Name} described a characteristic of a place and identified a similarity or a difference between characteristics of places. {She,He} identified a rule and information from observations. {Name} recorded relevant data and interpreted data to identify a simple distribution. {She,He}identified an issue and communicated their ideas, findings or conclusions using simple terms.


{Name} identifies familiar places and a feature of a place. {She,He} acknowledged that rules exist in communities. {Name} represented data and interpreted data. {She,He} identified an action or issue and shared an idea.


HASS Pre-ModerationYear 3: Unit 2 Semester 2 Title: Exploring Places Near and Far

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question: How and why are places similar and different?Learning opportunities support students to:

identify connections between people and the characteristics of places describe the diverse characteristics of different places at the local scale and explain the similarities and

differences between the characteristics of these places interpret data to identify and describe simple distributions and draw simple conclusions record and represent data in different formats, including labelled maps using basic cartographic

conventions describe the importance of making decisions democratically and propose individual action in response to

a democratic issue explain the role of rules in their community and share their views on an issue related to rule-making communicate their ideas, findings and conclusions in oral, visual and written forms using simple

discipline-specific terms.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students: Describe the diverse characteristics of different places at the local scale Identify and describe the similarities and differences between the characteristics of these

places Identify connections between people and the characteristics of places Explain the role of rules in their community and the importance of making decisions

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

cartographic conventions Interpret data to identify and describe simple distributions Draw simple conclusions and share their views on an issue Suggest individual action in response to an issue or challenge Communicate their ideas, findings and conclusions in oral, visual and written forms using

simple discipline-specific terms.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

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 the diverse characteristics of different places at the local scale. Identifies and describes a similarity and difference between the characteristics of places. Identifies connections between people and the characteristics of places. Describes the role of rules in their community. Demonstrates an understanding of the importance of making decisions democratically Locates and collects information from observations. Records and represents data in different formats Interprets data to identify and describe simple distributions. Draws simple conclusions and shares a view on an issue. Suggests individual action in response to an issue or challenge Communicates their ideas, findings and conclusions using simple discipline-specific terms.

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

Identifies and compares multiple characteristics of places. Explains how people are connected to the characteristics of places. Connects ideas to explain the importance of making decisions democratically Consistently applies cartographic conventions when recording data Describes actions taken in response to an issue. Logically organises ideas, findings and conclusions.

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

Describes how the characteristics of places impacts local communities Makes inferences about the connections people have with the characteristics of places Identifies factors that influence the process of making decisions democratically Accurately interprets data to justify responses Explains simple distributions using data to support response Multiple factors are identified to support their views on an issue Identifies impact of an individual action in response to an issue Extended use of more complex discipline-specific terms

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 placeExample learning sequence

Explore the unit focus Examine information to describe and classify

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

characteristics

Evidence of learningCan the student:

Define place and explain how places can be represented?

Identify and classify characteristics of places?

Lesson 2Climate types of the worldExample learning sequence

Explore climate as a natural characteristic of places Locate information about world climate zones on a

map Sort and record information about the

characteristics of world climate zones


Recall the names and boundaries of the world climate zones?

Identify the climate zones for different places around the world?

Lesson 3Australia's states and territoriesExample learning sequence

Examine the cartographic conventions of a map Locate and record information about place at the

regional scale using maps Explore different perspectives of place at the

regional scale Explore how features can be represented on maps


Locate and label the states and territories on a map of Australia?

Apply the cartographic conventions (BOLTSS) to maps?

Identify natural and human features on a map using a legend?

Lesson 4Aboriginal and Torres Strait Islander Country and PlaceExample learning sequence

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

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

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

symbols


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

Recognise the significance of symbols in representing places?

Lesson 5Grid references and the Torres StraitExample learning sequence

Record and represent data about direction and distance

Examine the simple grid reference system Interpret data to determine and describe the

location of places using simple grid references


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


Teaching Sequence FeedbackLessons 6-7Australia's major human and natural featuresExample learning sequence

Examine major human features of places throughout Australia

Examine major natural features of places throughout Australia

Record and represent data about major human and natural features and their locations on a map

Interpret data about major natural features of Australia


Use geographical terms and mapping conventions appropriately?

Describe and represent major human and natural features of Australia?

Lesson 8 Climate in AustraliaExample learning sequence

Review climate as a characteristic of place Locate information to identify climate types in

Australia Explore column graphs Interpret data to identify seasonal rainfall

variations between places Interpret temperature data to identify and explain

differences between places


Record rainfall data in a table? Interpret temperature data to explain

differences between places?

Lesson 9 Diversity of Australian communitiesExample learning sequence

Explore the human characteristics that make places similar or different

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

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

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


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

Select and record data to show similarities and differences?

Lesson 10Australia and its neighboursExample learning sequence

Examine place at the world regional scale using maps

Identify information in maps about the locations of Australia's neighbouring countries

Represent Australia's neighbouring countries on a map

Interpret information on a map to describe the location of places


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


Teaching Sequence FeedbackLesson 11Assessment checkpoint: Part AExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

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

Lesson 12Natural features of Australia's neighbouring countriesExample learning sequence

Explore the characteristics of places in Australia's neighbouring countries

Locate information in maps to compare features of places in Australia's neighbouring countries

Sort and record information from provided sources about human and natural features of selected neighbouring countries

Interpret information to draw simple conclusions about the distribution of features in two places


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

Lesson 13Communities in Australia's neighbouring countriesExample learning sequence

Examine similarities and differences between communities in different countries

Select and record information from provided sources about the characteristics of communities in different countries

Interpret information to draw simple conclusions about the diversity of communities


Interpret data from sources to develop appropriate conclusions about similarities and differences?

Lesson 14How places differExample learning sequence

Review how the human characteristics of places are similar and different

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

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


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

Select and record data to show similarities and differences?

Lesson 15Comparing school communitiesExample learning sequence

Examine provided sources to identify characteristics of different school communities

Sort and record data about the characteristics of different school communities

Interpret information to identify distributions and draw conclusions


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


Teaching Sequence FeedbackLessons 16-17Assessment checkpoint: Part BExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment


Lesson 18How people feel about placesExample learning sequence

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

identify different points of view about the importance of places

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


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

places and draw conclusions about reasons for similar and different viewpoints?

Lesson 19Australia's World Heritage sitesExample learning sequence

Examine World Heritage sites in Australia Explore how people's feelings about places

influence their views about the protection of places

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


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

Lessons 20-21Protecting places: A local case studyExample learning sequence

Examine provided sources to identify different points of view about an issue in a local community

Interpret information from sources to draw conclusions

Interact with others respectfully to share points of view about an issue in a local community

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


Describe different points of view from a newspaper article?

Suggest action for protecting a place of significance?

Lesson 22Case study: Fraser IslandExample learning sequence

Pose questions to frame a short inquiry to investigate Fraser Island

Locate and record information from provided sources to answer questions posed

Interpret data to draw simple conclusions about the reasons for protecting Fraser Island

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


Propose action for the care of a significant place?


Teaching Sequence FeedbackLessons 23-24Democratic decision- makingExample learning sequence

Explore why decisions are made democratically in communities

Interpret information from sources to distinguish between facts and opinions

Interact with others respectfully to share points of view about the importance of fairness in decision-making

Explore how decisions are made democratically in communities

Locate information in provided sources about the steps involved in making a decision democratically

Reflect on the purpose and features of democratic decision-making


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

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

Lessons 25-26Places where democratic decisions are madeExample learning sequence

Explore how decisions are made democratically in places throughout the community

Examine an issue and possible solutions Interact with others respectfully to role-play the

steps involved in democratic decision-making


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

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

Lessons 27-28Rules in our communitiesExample learning sequence

Explore the reasons for rules in the classroom and school community

Examine information to distinguish between facts and opinions

Locate information in a range of sources to develop a point of view about the importance of rules

Present ideas and opinions on why rules are important

Explore ways rules are made in the classroom and school community

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

Present ideas and opinions on how people make rules


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

Present ideas and opinions on how people make rules?


Teaching Sequence FeedbackLessons 29-30Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand

the standards A-E Conduct the assessment


Lessons 31-32Reflecting on our exploration of places near and farExample learning sequence

Reflect on learning in response to the unit inquiry question

Explore points of view about how places near and far are different or similar

Draw a simple conclusion about how people are connected to places near and far, and why important places should be protected


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

similarities and differences between the various characteristics or places?


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 (pre-post) School 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

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