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OneSchoolUnit Plan

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

Year Level: Year 2

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Impacts of technology over timeIn this unit, students will explore the following inquiry question:

How have changes in technology shaped our daily life?

Learning opportunities support students to:

investigate continuity and change in technology used in the home, e.g. in toys or household products compare and contrast features of objects from the past and present sequence key developments in the use of a particular object in daily life over time pose questions about objects from the past and present describe ways technology has impacted on peoples' lives making them different from those of previous generations use information gathered for an investigation to develop a narrative about the past.

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

Year level plan Teacher lesson overview

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

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 24

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

Year: 2Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Impacts of technology over time (Yr 02)Students conduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Research Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Technology over time Investigating impacts of

changing technologies Reflection

Resources Attachments Plan Resource Bank

Assessment Research - Impacts of technology over

time (Yr 02)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS- Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)

Questioning

Pose questions about past and present objects, people, places and events (ACHASSI034)

Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)

Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI040)

History

How changing technology affected people's lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)




Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI035)

Sequence familiar objects and events (ACHASSI037) Sort and record information and data, including location, in tables and on

plans and labelled maps (ACHASSI036)

Communicating

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)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 1:

The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047) 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 towards The teaching and learning in this unit work towards the following in Year 3: The location of Australia's neighbouring countries and the diverse characteristics of their places (ACHASSK067) Pose questions to investigate people, events, places and issues (ACHASSI052) 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 maps, using discipline-appropriate

conventions (ACHASSI054) Sequence information about people's lives and events (ACHASSI055) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Interpret data and information in different formats, to identify and describe distributions and simple patterns (ACHASSI057) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)




Duration: 16 Weeks

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

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

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Reflecting on thinking and processes

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

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

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples and Torres Strait Islander peoples cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx




Duration: 16 Weeks

Assessing student learningAssessment name: Assessment name: Impacts of technology over timeAssessment description: Students conduct an inquiry to answer the following inquiry question: How and why have changes in road transport affected the lives of people over time?In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people.They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales.Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.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.

Feedback to studentsFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

Students may think that objects from the past may have changed completely over time. Explain to students that most items have elements that have remained the same, to maintain the integrity of items.

Students may conceive change as abrupt. Explain to students that change may happen gradually, as well as sometimes happening abruptly.




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

9 Lessons Technology over time Lesson 1: Daily life over time Lesson 2: Changes to the ways we work Lesson 3: Changes to technologies used at home Lesson 4: Changes to the ways we travel Lesson 5: Changes to the ways we are entertained Lesson 6: Changes to the ways we communicate Lesson 7: Explore points of view Lessons 8-9: Developing a text

6 Lessons Investigating impacts of changing technologies Lesson 10: Practice inquiry: Posing questions Lesson 11: Practice inquiry: Using sources Lesson 12: Practice inquiry: Communicating findings Lesson 13: Assessment: Parts A and B Lessons 14-15: Assessment: Parts C and D

1 Lesson Reflection Lesson 16: Celebrating impacts of technology over time

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Technology over time Topic Duration 9 Lessons

Overview Throughout this lesson series, students: identify how and why the lives of people have changed over time while others have remained the same compare objects from the past and present interpret information to draw simple conclusions pose questions about the past sequence familiar objects and events in order.

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

Lessons Teaching and Learning Sequence Resources

Lesson 1

Daily life over time

Lesson objectivesStudents will:

Understand that some aspects of technologies used in daily life have changed over time, while other aspects have stayed the same.

Evidence of learningCan the student:

Identify features of selected technologies that have changed, and features of selected technologies that have stayed the same?

Example learning sequence Explore the unit focus Identify information about technologies used in daily life in the past

and present Sort and record information from provided sources to compare

selected technologies Draw simple conclusions about continuities and changes in the

features of selected technologies

Resources Supporting learning resource - HASS Year 2 Unit 2 Glossary Slideshow - Looking for clues: Technology in local areas in the past Sheet - Technology of the past and present Supporting learning resource - A pencil: A story about technology

Helpful information Video - Changes in technology in the home

https://learningplace.eq.edu.au/cx/resources/items/d519d210-8d4a-4814-9314-32159ab30c28/0/His_Y2_U1_ILM16_Dig_Changes_in_technol.mp4 (compares home appliances from the past)

Attachments Lesson plan

Lesson 2

Changes to the ways we work


Understand that some aspects of technologies used for work have changed over time, while other aspects have stayed the same.

Understand that changes to technologies have impacted the way people work.


Examine sources to identify how selected technologies used for

Resources Video - Basic Typing, Part 1: Methods (Part 1) United States Navy, 1944,

https://archive.org/details/basic_typing_1 (Prelinger Archives - Internet Archive) Sheet - Technology used in offices Sheet - Work over time Supporting learning resource - Changes to the ways we work

Attachments




Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourceswork have changed or stayed the same over time?

Identify how changes in technologies used at work have impacted on people's working lives over time?

Example learning sequence Consider how sources can be used to investigate the past Identify information in provided sources about selected

technologies used for work in the past and present Sort and record information from provided sources to compare

selected technologies Draw simple conclusions about how and why technology has

changed people's lives at work

Lesson plan

Lesson 3

Changes to technologies used at home


Understand that some aspects of technologies used at home have changed over time, while other aspects have stayed the same.

Understand that changes to technologies have impacted the way people complete household tasks.


Examine sources to identify how selected technologies used at home have changed or stayed the same over time?

Identify how changes in technologies used at home have changed the lives of people over time?

Example learning sequence Examine provided sources that show past and present

technologies used in the home

Resources Slideshow - Past and present technologies in the home Sheet - Past and present technology in the home: Sources Sheet - Rating technology Sheet - Household technology inquiry Video - Quick Elastic Presents: Time Savers For House-Makers Quick Elastic

Presents: Time Savers For House-Makers, 1936, https://archive.org/details/TimeSave1936 (Prelinger Archives - Internet Archive)





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Pose questions about a selected household technology Identify information in provided sources to answer questions

posed Draw simple conclusions about how changing technologies have

impacted on household tasks over time

Lesson 4

Changes to the ways we travel


understand that some aspects of technologies used for transport have changed over time, while other aspects have stayed the same.

Understand that changes to technologies have impacted the way people travel.


Examine sources to identify how selected technologies used for travel have changed or stayed the same over time?

Identify how changes in technologies used for travel have changed the lives of people over time?

Example learning sequence Examine provided sources to recognise technologies used for

travel in the past and present Identify changes to transport technologies in the local area Draw simple conclusions about how and why technologies have

changed how people travel

Resources Slideshow - Transport past and present Sheet - Past and present transport: Sources Sheet - Transport: Past and present Supporting learning resource - Changes in the way we travel


Lesson 5

Changes to the


ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that resources may




Duration: 16 Weeks

Teaching Sequence





ways we are entertained

Understand that aspects of technologies used for entertainment have changed over time, while other aspects have stayed the same.


Examine sources to identify how selected technologies used for entertainment have changed or stayed the same over time?

Sequence changes in selected technologies used by people for entertainment over time?

Example learning sequence Examine provided sources to identify technologies used for

entertainment in the past and present Sequence selected technologies used for entertainment in time

order Explore technologies used for entertainment by people in other

cultures

contain images, voices and names of persons who may now be deceased. Slideshow - Technology used for entertainment in the past and present Sheet - Technologies for entertainment: Past and present Sheet - Aboriginal and Torres Strait Islander toys


Lesson 6

Changes to the ways we communicate


Understand that aspects of technologies used for communication have changed over time, while other aspects have stayed the same.


Examine sources to identify how selected technologies used for communication have changed or stayed the same over time?

Sequence changes in selected technologies for communication

Resources Sheet - Telephones: Past and present Slideshow - Points of view about mobile phones Sheet - Points of view comparison table Supporting learning resource - Changes in the way we use spoken communication





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcesover time?

Example learning sequence Examine provided sources to identify technologies used for

communication in the past and present Sequence selected technologies used for communication in time

order Explore points of view about how changes to communication

technology have affected people's lives Draw simple conclusions about how changes to communication

technology have affected daily life

Lesson 7

Explore points of view


Understand that people have different points of view about how changes to technologies used for communication have affected people's lives.


Identify different points of view about the impacts of changing communication technologies on people's lives?

Example learning sequence Explore points of view about how changes to communication

technologies have affected people's lives Sequence technologies to show changes in written communication

over time Draw simple conclusions about the impacts of changing

communication technologies on people's lives

Resources Sheet - Written communication: Past and present Slideshow - Points of view about technologies used for written communication Sheet - Evaluating points of view about technologies used for written communication





Duration: 16 Weeks

Teaching Sequence





Lessons 8-9

Developing a text


Understand how to communicate their ideas and findings about the ways in which selected technologies have changed or stayed the same over time.


Identify examples of continuity and change in selected technologies?

Develop a simple text to communicate their findings?Example learning sequence

Examine a text that discusses continuities and changes to a selected technology over time

Review information recorded from provided sources about continuities and changes to a selected technology

Present findings in a text

Resources Sheet - Household technology inquiry Sheet - A story about cooking technology over time Sheet - Piece together a story about cooking technology over time Sheet - My household technology story Supporting learning resource - Developing a text

Helpful information Sheet - Past and present technology in the home: Sources

https://learningplace.eq.edu.au/cx/resources/items/789c1093-c78d-4b7b-a0b1-f95f1e292c63/0/His_Y02_U1_SH_PastPresentTechSources.docx





Duration: 16 Weeks

Teaching Sequence

Topic Investigating impacts of changing technologies Topic Duration 6 Lessons

Overview Throughout this lesson series, students: identify how and why the lives of people have changed over time while others have remained the same compare objects from the past and present interpret information to draw simple conclusions sequence familiar objects and events in order develop narratives about the past using language to describe the passing of time.


Lesson 10

Practice inquiry: Posing questions


Understand how to pose sub-questions from an inquiry question to begin an inquiry.


Pose questions as part of an inquiry?Example learning sequence

Explore how to ask questions to start an inquiry Pose questions to guide a practice inquiry about a selected

technology from the past and present

Resources Sheet - Household technology inquiry Slideshow - Inquiry: Posing sub-questions Sheet - Written communication: Past and present Sheet - Technologies for entertainment: Past and present


Lesson 11

Practice inquiry: Using sources


Understand how sources can be used to find information for an inquiry.


Locate and record information from provided sources to answer questions posed?

Example learning sequence Review how sources can be used to learn about the past Collect information from provided sources Record information from provided sources to answer questions

posed for a practice inquiry

Resources Slideshow (with script) - Inquiry: Using sources Sheet - Household technology inquiry Sheet - Technologies for entertainment: Past and present


Lesson 12

Practice inquiry:


Understand how to tell a narrative about changes to

Resources Sheet - Household technology inquiry Sheet - A story about cooking technology over time




Duration: 16 Weeks

Teaching Sequence

Topic Investigating impacts of changing technologies Topic Duration 6 Lessons

Overview Throughout this lesson series, students: identify how and why the lives of people have changed over time while others have remained the same compare objects from the past and present interpret information to draw simple conclusions sequence familiar objects and events in order develop narratives about the past using language to describe the passing of time.


Communicating findings

entertainment over time using information from sources.Evidence of learningCan the student:

Create a narrative using information recorded from sources?Example learning sequence

Examine an exemplar story (narrative) about how a form of technology has changed or stayed the same over time

Identify information recorded from sources to use in a story Present findings in a text

Sheet - My household technology story


Lesson 13

Assessment: Parts A and B

Assessment purposeConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Impacts of technology over time Assessment task - Impacts of technology over time: Model response Assessment task - Impacts of technology over time: Teaching notes Assessment task - Impacts of technology over time: Sources


Lessons 14-15

Assessment: Parts C and D

Assessment purposeConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Impacts of technology over time Assessment task - Impacts of technology over time: Model response Assessment task - Impacts of technology over time: Teaching notes Assessment task - Impacts of technology over time: Sources





Duration: 16 Weeks

Teaching Sequence

Topic Reflection Topic Duration 1 Lesson

Overview Throughout this lesson series, students: identify how and why the lives of people have changed over time while others have remained the same compare objects from the past and present interpret information to draw simple conclusions.


Lesson 16

Celebrating impacts of technology over time


Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: How have changes in technology shaped our daily life?


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

have changed and/or stayed the same?Example learning sequence

Reflect on learning in response to the unit inquiry question Draw a simple conclusion about how changes to technologies

over time have impacted on daily life

Resources Sheet - Technology of the past and present Sheet - My photo journal





Duration: 16 Weeks

ResourcesUnit Plan Section Resource Attachments*

Sequence - Technology over time Lesson plan - HASS_Y02_U2_LP01.docx

Lesson plan - HASS_Y02_U2_LP02.docx






Lesson plan - HASS_Y02_U2_LP08-09.docx

Sequence - Investigating impacts of changing technologies





Lesson plan - HASS_Y02_U2_LP14-15.docx

Sequence - Reflection Lesson plan - HASS_Y02_U2_LP16.docx

Sequence Sheet - A story about cooking technology over time

Sheet - Aboriginal and Torres Strait Islander toys Sheet - Evaluating points of view about technologies used for written communication




Duration: 16 Weeks

Unit Plan Section Resource Attachments*

Sheet - Household technology inquiry

Sheet - My household technology story

Sheet - My photo journal

Sheet - Past and present technology in the home: Sources

Sheet - Past and present transport: Sources

Sheet - Piece together a story about cooking technology over time

Sheet - Points of view comparison table

Sheet - Rating technology

Sheet - Technologies for entertainment: Past and present

Sheet - Technology of the past and present

Sheet - Technology used in offices

Sheet - Telephones: Past and present

Sheet - Transport: Past and present

Sheet - Work over time

Sheet - Written communication: Past and present

Slideshow - Inquiry: Posing sub-questions Slideshow - Looking for clues: Technology in local areas in the past




Duration: 16 Weeks


Slideshow - Past and present technologies in the home

Slideshow - Points of view about mobile phones

Slideshow - Points of view about technologies used for written communication

Slideshow - Technology used for entertainment in the past and present

Slideshow - Transport past and present

Slideshow (with script) - Inquiry: Using sources

Supporting learning resource - A pencil: A story about technology

Supporting learning resource - Changes in the way we travel

Supporting learning resource - Changes in the way we use spoken communication

Supporting learning resource - Changes to the ways we work

Supporting learning resource - Developing a text

Supporting learning resource - HASS Year 2 Unit 2 Glossary Video - Basic Typing, Part 1: Methods (Part 1) United States Navy, 1944,https://archive.org/details/basic_typing_1 (Prelinger Archives - Internet Archive)

Video - Changes in technology in the home https://learningplace.eq.edu.au/cx/resources/items/d519d210-8d4a-4814-9314-32159ab30c28/0/His_Y2_U1_ILM16_Dig_Changes_in_technol.mp4 (compares home appliances from the past)Video - Quick Elastic Presents: Time Savers For House-Makers Quick Elastic Presents: Time Savers For House-Makers, 1936, https://archive.org/details/TimeSave1936 (Prelinger Archives - Internet Archive)

Assessment Planner - Impacts of technology over time

Assessment task - HASS_Y02_U2_AT_ImpactsTechOT.docx Assessment task - HASS_Y02_U2_AT_MR_ImpactsTechOT.docx




Duration: 16 Weeks


Assessment task - HASS_Y02_U2_AT_SH_ImpactsTechOTSources.docx

Assessment task - HASS_Y02_U2_AT_TN_ImpactsTechOT.docx

Assessment Assessment task - Impacts of technology over time

Assessment task - Impacts of technology over time: Model response

Assessment task - Impacts of technology over time: Sources

Assessment task - Impacts of technology over time: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Impacts of technology over time (Yr 02)Type Research

Date

Description Students conduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Learning Area Humanities and Social Sciences

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

Identify how and why the lives of people have changed over time while others have remained the same

Pose questions about the pastLocate information from observations and from sources providedSequence familiar objects and events in order

Compare objects from the past and present.Interpret information to draw simple conclusions

Develop narratives about the past using language to describe the passing of time

A ◄Makes connections between multiple factors when evaluating the effect of technologies.

◄

Poses questions relevant to the topic of the inquiry.Consistently includes source details to justify response.Provides a logical analysis of chronological order.

◄

Evaluating the effect on people's lives when drawing conclusions.Uses complex terms and concepts when comparing objects.

◄ Incorporates a variety of historical detail within the narrative.

B ◄ Explains the effects of technologies on lifestyle using examples. ◄

Uses a range of question starters.Provides supporting evidence to explain chronological order.

◄

Provides evidence to support conclusions.Describes physical characteristics and purpose when comparing objects

◄ Organises a narrative using logical historical text structure.

C ◄Identifies and describes how a technology has changed and the effects on the lives of people.

◄

Poses questions about the past.Uses sources effectively to respond to an inquiry.Sequence familiar objects and events in order.

◄

Compares objects from the past and present.Interprets information to draw simple conclusions

◄Develops a narrative about the past using simple terms to describe the passing of time

D ◄ Describes the purpose of a technology. ◄

Poses a question.Consider a relevant source when locating information.Sequences familiar objects in order.

◄Describes purpose of an object from the past and present.Draws a simple conclusion.

◄ Makes a series of statements relating to transport

E ◄ Identifies a technology ◄ Locates information of a source.Recognises that objects have a

◄ Identifies physical characteristics of objects.

◄ Identifies ways people travel




Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Impacts of technology over time (Yr 02)Type Research

Date

Description Students conduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicatingchronological order. Uses information to make a statement




Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

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

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

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

ACARA does not endorse or verify that:

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

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

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

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

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

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

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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