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OneSchoolUnit Plan

Name: Unit 1 - HASS Year 5 (V8)Duration: 16 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

People and the environmentIn this unit, students will explore the following inquiry question:

How do people and environments influence one another?

Learning opportunities support students to:

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

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 21

Unit Plan Plan Name: Unit 1 - HASS Year 5 (V8)

Year: 5Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.

Assessment

Assessment Task Summary Type Learning Areas Status Date

People and the environment (Yr 05)Students investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.

Research Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Characteristics of places Impacts of human and

environmental characteristics

Resources Attachments Plan Resource Bank

Assessment Research - People and the

environment (Yr 05)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS – Year 5

Year 5 Achievement StandardBy the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

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

and disadvantages of preferring one decision over others (ACHASSI103)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Analysing

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Geography

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

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




Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

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

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

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

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

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI133)




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 Grammar knowledge Word knowledge

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

Information and communication technology (ICT) capability Investigating with ICT

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

Personal and social capability Self-management

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

Assessing student learningAssessment name: People and the environmentAssessment description: Students investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.




Duration: 16 Weeks

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.




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

8 Lessons Characteristics of places Lesson 1: Characteristics of places Lesson 2: Characteristics of Europe Lesson 3: Characteristics of North America Lesson 4: Landforms influence places Lesson 5: Climate influences places Lesson 6: Interpreting climate data Lessons 7-8: Comparing Spain and Finland

8 Lessons Impacts of human and environmental characteristics Lessons 9-10: Case study: The Dust Bowl (USA) Lesson 11: Acid rain in Europe Lessons 12-13: Case study: Urbanisation in Mexico Lessons 14-16: Assessment: People and the environment

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Characteristics of places Topic Duration 8 Lessons

Overview Throughout this lesson series, students will identify and describe the human and environmental characteristics of places represent and describe the location of places in Europe and North America represent selected characteristics of places on maps using cartographic conventions examine how landforms and climate influence human and environmental characteristics of places interpret climate data represented in a range of formats to draw simple conclusions compare the characteristics of places to make a decision about a preferred place to live.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Characteristics of places

Lesson objectivesStudents will:

Understand that places have both human and environmental characteristics.

Evidence of learningCan the student:

Categorise characteristics of places as human and environmental?

Example learning sequence Explore the unit focus Explore the concept of 'place' and the characteristics of places Organise the characteristics of places into human or

environmental categories

Resources Slideshow - Characteristics of places - What is place? Sheet - Characteristics of places Supporting learning resource - HASS Year 5 Unit 1 Glossary

Attachments Lesson plan

Lesson 2

Characteristics of Europe


Understand how to represent and describe the location of Europe, its major countries and selected characteristics.

Understand the cartographic conventions of maps.Evidence of learningCan the student:

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

Example learning sequence Explore the concept of scale and the cartographic conventions of

maps

Resources Slideshow - Mapping with BOLTSS Sheet - Relative location to Australia Sheet - Spotlight on Europe





Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Locate and represent Europe and its major countries on a large-

scale map Locate and represent selected human and environmental

characteristics on a large-scale map Describe the location of Europe using relative terms

Lesson 3

Characteristics of North America


Understand how to represent and describe the location of North America, its major countries and selected characteristics.

Understand how to describe the relative location of places.Evidence of learningCan the student:

Represent places and selected characteristics on a map? Describe relative location of North America?

Example learning sequence Locate and represent North America and its major countries on a

large-scale map Locate and represent selected human and environmental

characteristics on a large-scale map Describe the location of North America using relative terms

Resources Sheet - Relative location to Australia Sheet - Spotlight on North America


Lesson 4

Landforms influence places


Understand that landforms are an environmental characteristic of place.

Understand how landforms influence the human characteristics of places.

Evidence of learning

Resources Slideshow - Landforms Slideshow - The influence of landforms on human characteristics of places Supporting learning resource - Exploring landforms





Duration: 16 Weeks

Teaching Sequence




Can the student: Identify and explain how landforms influence the human

characteristics of places?Example learning sequence

Identify and describe landforms as an environmental characteristic of place

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

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

Lesson 5

Climate influences places


Understand that climate is an environmental characteristic of place.

Understand how climate influences the human characteristics of places.


Identify and describe how climate influences the human characteristics of places?

Example learning sequence Identify climate as an environmental characteristic of place Interpret a small-scale map to identify the spatial distribution of

climate regions Analyse the influence of climate on the human characteristics of

places

Resources Slideshow - Climate Slideshow - How does climate influence human characteristics of places? Sheet - Influence of climate on human characteristics

Helpful information Supporting learning resource - Climate

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


Lesson 6 Lesson objectives Resources




Duration: 16 Weeks

Teaching Sequence




Interpreting climate data

Students will: Understand how climate data can be represented in a range of

formats.Evidence of learningCan the student:

Analyse and interpret climate data represented in tables and graphs?

Example learning sequence Explore the purpose and conventions of climate graphs Examine climate data represented in tables and climate graphs Interpret information to draw simple conclusions

Slideshow - Climate Slideshow (with script) - Climate and representing data Sheet - Interpreting climate data Supporting learning resource - Representing data


Lessons 7-8

Comparing Spain and Finland


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


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

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

Example learning sequence Explore environmental and human characteristics of Spain and

Finland Record information about human and environmental

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

Resources Slideshow - How do climate and landforms influence the human characteristics of

places?: Spain and Finland Sheet - Environmental and human characteristics - Spain and Finland Sheet - Spain and Finland sources





Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesand human characteristics of Spain or Finland

Evaluate evidence to draw conclusions about a preferred place to live




Duration: 16 Weeks

Teaching Sequence

Topic Impacts of human and environmental characteristics Topic Duration 8 Lessons

Overview Throughout this lesson series, students will explore diverse interconnections between the human and environmental characteristics of places examine case studies to identify how human and environmental characteristics influence each other in Europe and North America interpret data represented in maps to identify distributions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.


Lessons 9-10

Case study: The Dust Bowl (USA)


Understand that human and environmental characteristics are interconnected and influence each other.


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

Example learning sequence Explore a case study about an environmental disaster to identify

interconnections between people and the environment Examine information from sources about the influences of humans

and the environment Summarise how humans and the environment influenced each

other in relation to an environmental disaster

Resources Sheet - Case study - The Dust Bowl Sheet - Further research -The Dust Bowl Slideshow - The Dust Bowl Sheet - The Dust Bowl - Cause and effect


Lesson 11

Acid rain in Europe


Understand how human actions can influence the human and environmental characteristics of countries in Europe.

Understand how to identify and describe the spatial distribution of acid rain.


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

Describe spatial distribution of acid rain in Europe?Example learning sequence

Explore the influence of human actions on the characteristics of a

Resources Sheet - Acid rain in Europe Slideshow - Acid rain Supporting learning resource - Acid rain in Europe





Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesplace

Sequence information about the process of forming acid rain Interpret maps to describe the spatial distribution of acid rain in

Europe Summarise how human actions have influenced the

characteristics of a place

Lessons 12-13

Case study: Urbanisation in Mexico


Understand that human and environmental characteristics are interconnected and influence each other.


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

Example learning sequence Examine the causes and process of urbanisation in Mexico Interpret data to identify the impacts of urbanisation on people and

the environment Interpret information to identify the impacts of environmental

characteristics on places Present findings about the interconnection between people and

environments in Mexico

Resources Sheet - Mexico City Sheet - Mexico City (black and white) Slideshow - Urbanisation in Mexico Supporting learning resource - Case study: Urbanisation in Mexico


Lessons 14-16

Assessment: People and the environment

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

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

standards A-E

Resources Assessment task - People and the environment Assessment task - People and the environment: Model response Assessment task - People and the environment: Sources Assessment task - People and the environment: Teaching notes

Attachments




Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Conduct the assessment Lesson plan




Duration: 16 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Characteristics of places Lesson plan - HASS_Y05_U1_LP01.docx

Lesson plan - HASS_Y05_U1_LP02.docx





Lesson plan - HASS_Y05_U1_LP07_08.docx

Sequence - Impacts of human and environmental characteristics





Sequence Sheet - Acid rain in Europe

Sheet - Case study - The Dust Bowl

Sheet - Characteristics of places

Sheet - Environmental and human characteristics - Spain and Finland Sheet - Further research -The Dust Bowl




Duration: 16 Weeks


Sheet - Influence of climate on human characteristics

Sheet - Interpreting climate data

Sheet - Mexico City

Sheet - Mexico City (black and white)

Sheet - Relative location to Australia

Sheet - Spain and Finland sources

Sheet - Spotlight on Europe

Sheet - Spotlight on North America

Sheet - The Dust Bowl - Cause and effect

Slideshow - Acid rain

Slideshow - Characteristics of places - What is place?

Slideshow - Climate

Slideshow - How do climate and landforms influence the human characteristics of places?: Spain and Finland

Slideshow - How does climate influence human characteristics of places?

Slideshow - Landforms

Slideshow - Mapping with BOLTSS

Slideshow - The Dust Bowl Slideshow - The influence of landforms on human characteristics of places




Duration: 16 Weeks


Slideshow - Urbanisation in Mexico

Slideshow (with script) - Climate and representing data

Supporting learning resource - Acid rain in Europe

Supporting learning resource - Case study: Urbanisation in Mexico Supporting learning resource - Climate https://learningplace.eq.edu.au/cx/resources/items/47a6ef74-dee9-4af5-b118-53102d2a08d8/0/Geo_Y05_U1_SLR_Climate.docx

Supporting learning resource - Exploring landforms

Supporting learning resource - HASS Year 5 Unit 1 Glossary

Supporting learning resource - Representing data

Assessment Planner - People and the environment

Assessment task - HASS_Y05_U1_AT_ModelResponse.docx

Assessment task - HASS_Y05_U1_AT_PeopleAndEnviron.docx

Assessment task - HASS_Y05_U1_AT_SH_Sources.docx

Assessment task - HASS_Y05_U1_AT_TN_PeopleEnviron.docx

Assessment Assessment task - People and the environment

Assessment task - People and the environment: Model response

Assessment task - People and the environment: Sources

Assessment task - People and the environment: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

People and the environment (Yr 05)Type Research

Date

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

Learning Area Humanities and Social Sciences

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

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

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

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

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

A ◄

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

◄ Selects and organises relevant data and information accurately. ◄ Evaluates multiple data sets to

support conclusions.◄

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

B ◄

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

◄Represents additional information on a map using correct mapping conventions.

◄ Interrogates distribution data to provide a range of responses.

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

C ◄

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

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

◄

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

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

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

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

◄ Uses information to inform responses.

◄ Communicates information and draws a conclusion.

E ◄ Recalls information relating to characteristics of a place.Matches characteristics to suggest

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




Duration: 16 Weeks

an interconnection.

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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