pialbastateschool.files.wordpress.com · web viewunit plan . our unique communities. in this unit...

OneSchoolUnit Plan

Name: Unit 1 - HASS Year 3 (V8)Duration: 32 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Our unique communitiesIn this unit students:

identify individuals, events and aspects of the past that have significance in the present identify and describe aspects of their community that have changed and remained the same over time explain how and why people participate in and contribute to their communities identify a point of view about the importance of different celebrations and commemorations to different groups pose questions and locate and collect information from sources, including observations to answer questions and draw simple conclusions sequence information about events and the lives of individuals in chronological order communicate their ideas, findings and conclusions in visual and written forms using simple discipline-specific terms.

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 30

Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)

Year: 3Learning Areas/Subjects: Humanities and Social Sciences

Duration: 32 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Our unique communities (Yr 03)Students conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?

Research Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Communities Changes over time Practice inquiry Celebrations and

commemorations

Resources Attachments Plan Resource Bank

Assessment Research - Our unique communities

(Yr 03)




Duration: 32 Weeks

Australian Curriculum

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)

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)

Sequence information about people's lives and events (ACHASSI055)

Questioning

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

Civics and citizenship

Why people participate within communities and how students can actively participate and contribute (ACHASSK072)

History

Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)

Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)

How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)

The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)




Duration: 32 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

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:

How changing technology affected people's lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046) 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) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) 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:

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084) Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085) The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for

example, people and environments (ACHASSK086) The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093) Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Sequence information about people's lives and events (ACHASSI076) 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) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)




Duration: 32 Weeks

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

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

Numeracy Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Creating 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 Social awareness

Ethical understanding Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

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.




Duration: 32 Weeks

Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asian region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Our unique communitiesAssessment description: Students investigate the significance of Anzac Day commemorations for different groups, how and why people participate and contribute to the community and aspects that have changed and remained the same over time.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 may relate to misunderstandings and common alternative conceptions. In this unit this may include:

students may think that sites in the local community have only present day significance. Explain to students that many sites in the local community have a history associated and they reveal information about the past.

students may think that sites of significance in the local community may only have information about them available through written sources. Explain to students that by examining a site, information can be sourced from the features of the site.

students may think that only sites with obvious historical relevance may be significant. Explain to students that other locations (scientific, geographic, built and unbuilt) also have historical importance and reveal information about the past.

students may think that only sites associated with their personal heritage have significance. Explain to students that others may consider different sites important to the history of their cultural group.

students may think that celebrations and commemorations are contemporary events with no historical origins. Explain to students that most celebrations and commemorations have developed over time and have their roots in historical events.




Duration: 32 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

7 Lessons Communities Lesson 1: Defining my community Lessons 2-3: My community and belonging Lessons 4-5: Reasons for and ways of participating and contributing Lessons 6-7: Contributions of diverse groups to a local community

7 Lessons Changes over time Lessons 8-9: Queensland communities over time Lesson 10: Entertainment in local communities over time Lesson 11: Schools in local communities over time Lesson 12: Transport in Queensland communities Lesson 13: Changes in work over time Lesson 14: Changes in transport: Southport, Queensland

4 Lessons Practice inquiry Lessons 15-16: Practice inquiry: the Country of the Kombumerri people - Part 1 Lessons 17-18: Practice inquiry: the Country of the Kombumerri people - Part 2

14 Lessons Celebrations and commemorations Lesson 19: Recognising celebrations and commemorations Lesson 20: Distinguishing between celebrations and commemorations Lesson 21: New Year celebrations Lesson 22: Perspectives on a past event Lesson 23: Commemorating Anzac Day Lesson 24: The significance of Anzac Day today Lessons 25-29: Assessment task - Our unique communities' Lessons 30-31: Signs and symbols Lesson 32: Intercultural understanding

32 Lessons Total Unit




Duration: 32 Weeks

Teaching Sequence

Topic Communities Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view explain how and why people participate in and contribute to their communities.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Defining my community

Lesson objectivesStudents will:

Understand that the term 'local community' can have different meanings to different people.

Evidence of learningCan the student:

Identify different meanings of 'local community' for different people?

Example learning sequence Explore the unit focus Explore different points of view about the meaning of 'local

community' Explore provided sources that depict the unique features of a

selected local community in Queensland Interact with others to share points of view about the features that

make the local community special

Resources Supported learning resource - HASS Glossary Year 3 Unit 1 Sheet - Points of view about local communities Slideshow - Natural and built features of a local community

Attachments Lesson plan

Lessons 2-3

My community and belonging


Understand the ways and reasons for people to belong to a group or community.


Develop questions about the influence of values and beliefs on belonging to a group or community?

Share opinions on how values influence belonging to a group or community?

Identify different points of view on a community issue and develop a point of view in response to the issue?

Resources Slideshow - Values and beliefs influence participation Slideshow - Why citizens participate in and contribute to their community Sheet - My identity iceberg: participation in a group Sheet - Points of view on 'Soccer slays slumber' Supporting learning resource - Using the sheet 'Soccer slays slumber' to explore

point of viewHelpful information

Learning object - Group membership: belonging (Education Services Australia) (TLF L1023) https://learningplace.eq.edu.au/cx/resources/items/12857f17-6334-6a9b-63b1-46eeb634fa28/0/ViewIMS.jsp

Website - World of Values ('Communities' unit, 'Tuning-in' activities) (Education Services Australia) http://www.worldofvalues.edu.au/communities/communities.html




Duration: 32 Weeks

Teaching Sequence




Example learning sequence Explore the notion that communities are social units to which

people belong Pose questions about the influence of values and beliefs on the

actions of people Identify information in provided sources about reasons why people

belong to a group or community Examine information to identify different points of view held by

community members on an issue Interact respectfully with others to share understandings and

points of view about belonging to communities and groups

(access key: AtvKRqfQ, Select 'I am a student') © Commonwealth of Australia 2009 Website - Difference differently (Together for Humanity Foundation)

http://differencedifferently.edu.au (access the Civics and Citizenship module Getting to know others)


Lessons 4-5

Reasons for and ways of participating and contributing


Understand the ways and reasons for people to belong to a group or community.


Identify the reasons for and ways people participate in and contribute to a group or community?

Share and present opinions using civics and citizenship terms on why people participate in and contribute to a group or community?

Example learning sequence Review how values and beliefs influence the reasons for and ways

people participate in and contribute to groups and communities Locate information in provided sources about ways and reasons

people participate in and contribute to groups and communities Interact respectfully with others to share points of view about

reasons why people contribute to communities Reflect on how identity is shaped through participation in or

contribution to groups and communities

Resources Slideshow - Participating in communities Sheet - Participating in communities Slideshow - Contributing to communities Sheet - Participating or contributing?

Helpful information Website - Learning tools (GIVIT Kids) http://givitkids.org.au/learning-resources Website - Delivering quality curriculum and assessment for all Queensland schools

(Queensland Curriculum & Assessment Authority) https://www.qcaa.qld.edu.au/ (Home > K-12 policies and resources > Aboriginal and Torres Strait Islander perspectives > Support materials)





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Present opinions on the motivations for people to participate in

and contribute to a group or their community

Lessons 6-7

Contributions of diverse groups to a local community


Understand the contributions of people of diverse backgrounds to the development and character of a local area.


Identify ways in which a group with a particular cultural heritage has contributed to the development and character of a local area?

Example learning sequence Examine an example of how people from diverse backgrounds

have contributed to a local area Pose sub-questions to guide an inquiry into how people of diverse

backgrounds have contributed to the development and character of a local area

Locate and record information from provided sources to answer questions posed for an inquiry

Draw simple conclusions based on analysis of information

Resources Slideshow - Greek culture in Brisbane Slideshow - Inquiry: Asking questions Sheet - Note taking: Contributions of a group to a local area Sheet - Italian-Australians and their contributions to Ingham in Queensland Supporting learning resource - Contributions of diverse groups to a local community





Duration: 32 Weeks

Teaching Sequence

Topic Changes over time Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.


Lessons 8-9

Queensland communities over time


Understand how some of the natural and built features in selected Queensland communities have changed over time, while other features have stayed the same.


Identify how some of the natural and built features in selected Queensland communities have changed over time while others have remained the same?

Example learning sequence Examine provided sources that depict sections of selected

Queensland communities over time Locate information in provided sources to identify examples of

continuity and change in a selected Queensland community Draw simple conclusions about continuities and changes in a local

community

Resources Slideshow - Queensland communities over time Sheet - Continuity and change in a Queensland community Sheet - Flinders Street, Townsville, over time Sheet - Worksheet: Flinders Street, Townsville, over time Supporting learning resource - Queensland communities over time


Lesson 10

Entertainment in local communities over time


Understand ways in which entertainment activities in local communities have changed or stayed the same.


Identify ways in which entertainment activities in local communities have changed or stayed the same?

Example learning sequence Examine sources to identify forms of entertainment in local

communities in the past Sort and record information from provided sources to compare

Resources Slideshow (with script) - Entertainment in the past Sheet - Entertainment in local communities in the past Sheet - Comparing forms of entertainment Supporting learning resource - Entertainment in local communities over time





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesforms of entertainment in the past and present

Draw simple conclusions about ways in which forms of entertainment in communities have changed or stayed the same over time

Lesson 11

Schools in local communities over time


Understand ways that selected schools in local communities have changed over time, and ways in which these schools have stayed the same.


Identify ways that selected schools in local communities have changed over time, and ways in which these schools have stayed the same?

Example learning sequence Examine sources to identify features of schools in local

communities in the past and present Sort and record information from provided sources to compare the

features of schools in the past and present Draw simple conclusions about ways in which the features of

schools in communities have changed or stayed the same over time

Resources Slideshow (with script) - Schools in the past and present Sheet - Schools in local communities in the past and present Supporting learning resource - Schools in local communities over time


Lesson 12

Transport in Queensland communities


Understand how and why some systems of transport in Queensland communities have changed over time.

Understand how to represent selected events and developments in the history of rail transport in Queensland on a timeline.


Resources Slideshow - Systems of transport in Queensland over time Sheet - Cause and effect of change to Brisbane's tram system Slideshow (with script) - Passenger trains in Queensland - 1865 to 1925 Sheet - Timeline: Passenger trains in Queensland over time (1925-2015) Supporting learning resource - Transport in Queensland communities

Attachments




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify how and why some systems of transport in Queensland

communities have changed over time? Represent selected events and developments in the history of rail

transport in Queensland on a timeline?Example learning sequence

Examine sources to identify systems of transport in Queensland communities over time

Examine causes and effects of changes in a system of transport in Queensland

Sequence changes in a form of transport used in Queensland communities on a timeline

Lesson plan

Lesson 13

Changes in work over time


Understand how selected aspects of working life for people in Queensland communities have changed over time.

Understand how to develop a text about changes in Queensland communities over time.


Identify how selected aspects of working life for people in Queensland communities have changed over time?

Identify the structure and features of a text about changes in a selected local community over time?

Example learning sequence Examine aspects of working life for people in Queensland Examine a text about change in a local community over time

Resources Slideshow (with script) - Work in Queensland communities over time Sheet - A story about work in Southport over time Sheet - Practice historical narrative: Natural and built features of Southport over time


Lesson 14

Changes in transport:


Understand how to develop a historical narrative about changes in systems of transport used in a Queensland community over time.

Resources Sheet - Information from sources: Transport in Southport




Duration: 32 Weeks

Teaching Sequence




Southport, Queensland


Write a text about the changes over time in the systems of transport in a selected local community in Queensland?

Example learning sequence Locate and record information from provided sources about

changes in systems of transport used in a Queensland community over time

Present a text (narrative) about the changes in systems of transport used in a Queensland community over time


Teaching Sequence

Topic Practice inquiry Topic Duration 4 Lessons

Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view identify individuals, events and aspects of the past that have significance in the present communicate ideas and conclusions in written forms using simple discipline-specific terms.


Lessons 15-16

Practice inquiry: the Country of the Kombumerri people - Part 1


Understand the meaning and importance of 'Country' to Aboriginal peoples.

Understand how to pose questions for a historical inquiry. Understand how to locate and record information from provided

sources to answer questions as part of an inquiry.Evidence of learningCan the student:

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow (with script) - The meaning of Country to Aboriginal peoples Sheet - Practice inquiry: Kombumerri people Sheet - Kombumerri people: Sources Supporting learning resource - The Country of the Kombumerri people




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify the meaning and importance of 'Country' to Aboriginal

peoples? Pose questions to guide an inquiry? Locate and record information from provided sources to answer

questions posed for an inquiry?Example learning sequence

Examine the meaning of the term 'Country' to Aboriginal people in Australia

Pose questions to guide an inquiry into the importance of Country to the Kombumerri people

Review questions posed for an inquiry into the importance of Country to the Kombumerri people

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


Lessons 17-18

Practice inquiry: the Country of the Kombumerri people - Part 2


Understand how to develop a text to describe the importance of Country to the Kombumerri people.


Identify the structure and features of a text (narrative)? Plan and write a text about the importance of Country to the

Kombumerri people?Example learning sequence

Examine the structure and features of a text (narrative) Review information recorded from sources to develop a plan for

writing Present findings and conclusions in a text that incorporates

discipline-specific terms


Sheet - Exemplar historical narrative: Ngugi people of Moreton Bay Sheet - Piece together a historical narrative: the Ngugi people of Moreton Bay Sheet - Planning and writing a historical narrative Sheet - Practice inquiry: Kombumerri people Supporting learning resource - Practice inquiry





Duration: 32 Weeks

Teaching Sequence

Topic Celebrations and commemorations Topic Duration 14 Lessons

Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.


Lesson 19

Recognising celebrations and commemorations


Understand that there is a range of celebrations and commemorations observed in Australia and around the world.


Identify a range of celebrations and commemorations observed in Australia and around the world?

Example learning sequence Explore a range of celebrations and commemorations Sequence celebrations and commemorations Examine how sources are used to investigate a celebration or

commemoration

Resources Sheet - Special events calendar Slideshow - Sources: Celebrations and commemorations Supporting learning resource - Sequencing celebrations and commemorations


Lesson 20

Distinguishing between celebrations and commemorations


Understand ways in which celebrations and commemorations are important and how they differ.


Identify why celebrations and commemorations are important? Draw simple conclusions about the ways in which celebrations

and commemorations differ?Example learning sequence

Sequence events of personal importance Examine the reasons why events are significant to people today

Resources Sheet - Sequence of personal events Sheet - Which events from the past are significant? Sheet - Celebration or commemoration? Slideshow (with script) - Significant events





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Locate information in provided sources to identify features of

celebrations and commemorations Draw simple conclusions about features that help to distinguish

between celebrations and commemorations

Lesson 21

New Year celebrations


Understand the significance and purpose of New Year celebrations in Australia and around the world.


Recognise the significance of celebrating at the beginning of a new year?

Locate and record relevant information from sources about New Year celebrations in other places?

Example learning sequence Explore why New Year celebrations are held in Australia and in

places around the world Locate and record information from provided sources about New

Year celebrations in other places around the world Draw simple conclusions about why the beginning of a new year is

celebrated

Resources Slideshow (with script) - New Year celebrations in different cultures Sheet - New Year celebrations: sources Sheet - Investigating New Year celebrations Supporting learning resource - New Year celebrations in different places


Lesson 22

Perspectives on a past event


Understand how Australia Day is celebrated today and how different people view Australia Day.

Evidence of learning


Sheet - How and why is Australia Day important to people? Slideshow (with script) - Perspectives and point of view Slideshow (with script) - Australia Day




Duration: 32 Weeks

Teaching Sequence




Can the student: Identify how Australia Day is celebrated today and how different

people view Australia Day?Example learning sequence

Examine the historical origins of Australia Day Examine information to identify different points of view about

Australia Day Draw simple conclusions about how and why Australia Day is

important to people and groups today

Supporting learning resource - Perspectives on a past eventHelpful information

Website - Australia Day, Citizenship Ceremonies (National Australia Day Council) http://www.australiaday.org.au/australia-day/australia-day-ceremonies/citizenship-ceremonies/


Lesson 23

Commemorating Anzac Day


Understand the historical origins of Anzac Day and the features of Anzac Day commemorations over time.


Identify the historical origins of Anzac Day and the features of Anzac Day commemorations over time?

Example learning sequence Examine historical events commemorated on Anzac Day Explore the features of Anzac Day commemorations Locate information in sources to identify continuity and change in

the Anzac Day parade over time

Resources Slideshow (with script) - World War I: The Battle of Gallipoli Slideshow (with script) - Anzac Day traditions Sheet - Gallipoli campaign Assessment task - Our unique communities: Anzac Day parade sources Supporting learning resource - Origins of Anzac Day


Lesson 24

The significance of


Understand the significance of Anzac Day commemorations to people in Australia and in other places.

Resources Slideshow (with script) - Anzac Day in Australia and other places Slideshow (with script) - Interpreting photographs of Anzac Day in different places Sheet - Anzac Day in different places




Duration: 32 Weeks

Teaching Sequence




Anzac Day today


Identify the significance of Anzac Day commemorations to people in Australia and in other places?

Example learning sequence Examine how Anzac Day is commemorated by people in other

places Locate information in provided sources to compare the features of

Anzac Day commemorations in Australia and in other places Draw conclusions about the significance of Anzac Day

commemorations to people in Australia and in other places

Supporting learning resource - The significance of Anzac Day today


Lessons 25-29

Assessment task - Our unique communities

Assessment purposeTo conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Our unique communities Assessment task - Our unique communities: Model response Assessment task - Our unique communities: Teaching notes Assessment task - Our unique communities: Anzac Day commemoration sources Assessment task - Our unique communities: Anzac Day parade sources


Lesson 30-31

Signs and symbols


Understand the significance of symbols and emblems within a community context.

Evidence of learning

Resources Slideshow (with script) - Symbols and emblems in Australia Sheet - Signs and symbols Sheet - Symbols and emblems Supporting learning resource - Signs and symbols




Duration: 32 Weeks

Teaching Sequence




Can the student: Recognise the importance of symbols and emblems used in both

the local and wider communities?Example learning sequence

Examine commonly seen signs and symbols in Australia and identify the difference between them

Locate information in sources to identify signs and symbols within the local community

Draw simple conclusions about the importance of symbols in signs in the local community


Lesson 32

Intercultural understanding


Understand the importance of recognising and valuing the beliefs and traditions of a range of cultural groups.


Explain the importance of recognising and valuing the beliefs and traditions of a range of cultural groups?

Example learning sequence Explore significant days and weeks that promote intercultural

understanding in Australia Reflect on the ways that cultural diversity has shaped the way we

live in Australia

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Slideshow (with script) - Significant days and weeks in Australia Sheet - Significant days and weeks in Australia Supporting learning resource - Significant days and weeks that promote intercultural

understanding





Duration: 32 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Communities Lesson plan - HASS_Y03_U1_LP01.docx

Lesson plan - HASS_Y03_U1_LP02-03.docx



Sequence - Changes over time Lesson plan - HASS_Y03_U1_LP08-09.docx

Lesson plan - HASS_Y03_U1_LP10.docx





Sequence - Practice inquiry Lesson plan - HASS_Y03_U1_LP15-16.docx


Sequence - Celebrations and commemorations Lesson plan - HASS_Y03_U1_LP19.docx







Duration: 32 Weeks







Sequence Sheet - A story about work in Southport over time

Sheet - Anzac Day in different places

Sheet - Cause and effect of change to Brisbane's tram system

Sheet - Celebration or commemoration?

Sheet - Comparing forms of entertainment

Sheet - Continuity and change in a Queensland community

Sheet - Entertainment in local communities in the past

Sheet - Exemplar historical narrative: Ngugi people of Moreton Bay

Sheet - Flinders Street, Townsville, over time

Sheet - Gallipoli campaign

Sheet - How and why is Australia Day important to people?

Sheet - Information from sources: Transport in Southport




Duration: 32 Weeks


Sheet - Investigating New Year celebrations

Sheet - Italian-Australians and their contributions to Ingham in Queensland

Sheet - Kombumerri people: Sources

Sheet - My identity iceberg: participation in a group

Sheet - New Year celebrations: sources

Sheet - Note taking: Contributions of a group to a local area

Sheet - Participating in communities

Sheet - Participating or contributing?

Sheet - Piece together a historical narrative: the Ngugi people of Moreton Bay

Sheet - Planning and writing a historical narrative

Sheet - Points of view about local communities

Sheet - Points of view on 'Soccer slays slumber'

Sheet - Practice inquiry: Kombumerri people

Sheet - Practice historical narrative: Natural and built features of Southport over time

Sheet - Schools in local communities in the past and present

Sheet - Sequence of personal events

Sheet - Significant days and weeks in Australia




Duration: 32 Weeks


Sheet - Signs and symbols

Sheet - Special events calendar

Sheet - Symbols and emblems

Sheet - Timeline: Passenger trains in Queensland over time (1925-2015)

Sheet - Which events from the past are significant?

Sheet - Worksheet: Flinders Street, Townsville, over time

Slideshow - Contributing to communities

Slideshow - Greek culture in Brisbane

Slideshow - Inquiry: Asking questions

Slideshow - Natural and built features of a local community

Slideshow - Participating in communities

Slideshow - Queensland communities over time

Slideshow - Sources: Celebrations and commemorations

Slideshow - Systems of transport in Queensland over time

Slideshow - Values and beliefs influence participation

Slideshow - Why citizens participate in and contribute to their community

Slideshow (with script) - Anzac Day in Australia and other places




Duration: 32 Weeks


Slideshow (with script) - Anzac Day traditions

Slideshow (with script) - Australia Day

Slideshow (with script) - Entertainment in the past

Slideshow (with script) - Interpreting photographs of Anzac Day in different places

Slideshow (with script) - New Year celebrations in different cultures

Slideshow (with script) - Passenger trains in Queensland - 1865 to 1925

Slideshow (with script) - Perspectives and point of view

Slideshow (with script) - Schools in the past and present

Slideshow (with script) - Significant days and weeks in Australia

Slideshow (with script) - Significant events

Slideshow (with script) - Symbols and emblems in Australia

Slideshow (with script) - The meaning of Country to Aboriginal peoples

Slideshow (with script) - Work in Queensland communities over time

Slideshow (with script) - World War I: The Battle of Gallipoli

Supported learning resource - HASS Glossary Year 3 Unit 1

Supporting learning resource - Contributions of diverse groups to a local community

Supporting learning resource - Entertainment in local communities over time




Duration: 32 Weeks


Supporting learning resource - New Year celebrations in different places

Supporting learning resource - Origins of Anzac Day

Supporting learning resource - Perspectives on a past event

Supporting learning resource - Practice inquiry

Supporting learning resource - Queensland communities over time

Supporting learning resource - Schools in local communities over time

Supporting learning resource - Sequencing celebrations and commemorations

Supporting learning resource - Significant days and weeks that promote intercultural understanding

Supporting learning resource - Signs and symbols

Supporting learning resource - The Country of the Kombumerri people

Supporting learning resource - The significance of Anzac Day today

Supporting learning resource - Transport in Queensland communities

Supporting learning resource - Using the sheet 'Soccer slays slumber' to explore point of view Learning object - Group membership: belonging (Education Services Australia) (TLF L1023) https://learningplace.eq.edu.au/cx/resources/items/12857f17-6334-6a9b-63b1-46eeb634fa28/0/ViewIMS.jsp

Website - Australia Day, Citizenship Ceremonies (National Australia Day Council) http://www.australiaday.org.au/australia-day/australia-day-ceremonies/citizenship-ceremonies/

Website - Delivering quality curriculum and assessment for all Queensland schools (Queensland Curriculum & Assessment Authority) https://www.qcaa.qld.edu.au/ (Home > K-12 policies and resources > Aboriginal and Torres Strait Islander perspectives > Support materials)Website - Difference differently (Together for Humanity Foundation) http://differencedifferently.edu.au (access the Civics and Citizenship module Getting to know others)




Duration: 32 Weeks


Website - Learning tools (GIVIT Kids) http://givitkids.org.au/learning-resources

Website - World of Values ('Communities' unit, 'Tuning-in' activities) (Education Services Australia) http://www.worldofvalues.edu.au/communities/communities.html (access key: AtvKRqfQ, Select 'I am a student') © Commonwealth of Australia 2009

Assessment Planner - Our unique communities

Assessment task - HASS_Y03_U1_AT_OurUniqueCommunities.docx

Assessment task - HASS_Y03_U1_AT_MR_OurUniqueCommunities.docx

Assessment task - HASS_Y03_U1_AT_TN_OurUniqueCommunities.docx

Assessment task - HASS_Y03_U1_AT_SH_AnzacDayCommemSources.docx

Assessment task - HASS_Y03_U1_AT_SH_AnzacDayParadeSources.docx

Assessment Assessment task - Our unique communities

Assessment task - Our unique communities: Anzac Day commemoration sources

Assessment task - Our unique communities: Anzac Day parade sources

Assessment task - Our unique communities: Model response

Assessment task - Our unique communities: Teaching notes




Duration: 32 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Our unique communities (Yr 03)Type Research

Date

Description Students conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?

Learning Area Humanities and Social Sciences

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

Identify aspects of the past that have significance.Identify and describe aspects that have changed and remained the same.Identify the importance of different celebrations and commemorations. Explain how and why people participate in and contribute to their communities.

Pose questions and locate and collect information from sources, to answer these questions.Sequence information about events and the lives of individuals in chronological order.

Examine information to identify a point of view.

Communicate ideas and conclusions in written forms using simple discipline-specific terms.

A ◄

Makes connections when evaluating past events.Justifies the significance of a commemoration to different groups.Makes inferences to support descriptions of events.Explains the participation of others in a significant community event.

◄

Includes source details to justify responses.Uses chronological information to support narrative.

◄ Justifies a point of view using relevant examples.

◄ Organises ideas with historical accuracy.

B ◄

Explains the significance of an event today.Explains the importance of a commemoration to different groups.Uses examples to support descriptions.Explains their own participation in a significant community event.

◄ Poses questions relevant to the topic of the inquiry. ◄ Explains point of view. ◄ Uses correct historical text structure

to develop ideas.

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




Duration: 32 Weeks

C ◄

Identifies individuals, events and aspects of the past that have significance in the present.Describes how an aspect of the community has changed and remained the same over time.Identifies the importance of a commemoration to different groups.Explains how people participate in a significant event.

◄

Poses questions and locates and collects information from sources, to answer these questions.Sequences information about events in chronological order.

◄ Examines information to identify a point of view.

◄Communicates ideas and conclusions in written forms using simple discipline-specific terms.

D ◄

Identifies the significance of an event.Identifies different groups that commemorate or participate in events.Identifies a change.

◄

Poses a question.Considers a relevant source when locating information.Sequences events in an order.

◄ Identifies a point of view. ◄ Makes a series of statements.

E ◄Identifies an event.Acknowledges change over time.

◄ Locates information from a source. ◄ Identifies a commemorative action. ◄ Communicates an idea.




Duration: 32 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


pialbastateschool.files.wordpress.com · web viewunit plan . our unique communities. in this unit...

Documents