Class: 3H / Year: 2010 / Duration: 10 weeks, Term 1
Aim/Rationale: Developing an understanding of Australia as a whole, and our local area, focusing on environment, culture and systems and structures
Big Ideas: Systems & Structures
Complex Question: How is Australia different to other places in the World? What makes Australia unique?
Inquiry Questions:
o How did the Aboriginal people meet their needs before colonisation?
o Why did the colonisers come?
o How did the colonisers meet their needs in Australia?
o What effect did colonisation have on the Aboriginal people, the colonisers and the environment?
o What happened beyond colonisation?
o What plants and animals are indigenous to Australia? What helps them to survive in the environment?
o What are significant natural, built, historical sites of Australia?
o Who were the first inhabitants in our local area? When and how did this change?
Areas of Integration:
English- Text types: Literary & Factual – Historical recount, Information Report, Narrative
Creative Arts- Visual Arts – Appreciating and making
Science & Technology/HSIE- Change & Continuity, Culture, Environment, Social Systems & Structures
Built and Natural environments; Design & Make; Investigation; Information and Communication; Living Things; Earth and its Surroundings
Mathematics – Position and mapping, Working Mathematically
Understandings:
Developing a Historical Perspective
Aboriginal people had efficient technology, laws and ways of interacting with the environment to meet their needs.
At the time of colonisation, there were over three hundred language groups in Australia, each with its own territory.
The British considered Australia to be Terra Nullius or land belonging to no-one because Aboriginal people had different views of land ownership and interaction with the land from those of the British.
Extreme poverty of the lower classes, harsh punishments for petty crimes and the gaining of independence by the American colonies led to the overcrowding of gaols in Britain.
Overcrowding, lack of opportunity and religious persecution led free settlers to look for a new life in a new country.
The colonisers had difficulty in meeting their needs because European technology and ways of meeting needs were not at first successful in the Australian environment.
Many Aboriginal people were killed by the colonisers or died from diseases brought by the Europeans or from the disruption of their social organisation and ways of meeting needs.
Many Aboriginal people, such as Pemulwuy, waged guerilla wars against the colonisers while others, such as Bennelong, assisted them.
Developing knowledge of Australia and the local environment.
Developing understanding about natural components of local environments and other Australian communities.
Developing a knowledge of built, natural and historical sites and why they have become significant.
Developing knowledge of the environment; living and natural features.
o Our local environment has many different natural and built features.
o people create specialised environments to meet specific needs
o environments are sometimes modified to fulfil new and different requirements
o people use different technologies to organise and communicate information
o production technologies have changed over time
o living things depend on other living things to survive
o natural resources are limited and so need to be used wisely
o there are benefits and problems associated with human changes to the physical environment
o most materials come from the Earth and its surroundings.
Generic Skills:
Research Communication
Solving Problems Using Technology
Thinking Critically Expression
Task Management Cooperation
Responsibility
Foundation Statements: As there are a significant number of students within the stage operating below Stage 2 it is necessary to include Stage 1 Foundation Statements, as this will help guide differentiation for those lower achieving students. There are no students within 3/4H Class group achieving beyond Stage 2 at this point in time.
HSIE:
Stage One
* Students make comparisons between natural, heritage and built features of the local area and examine the human interaction with these features. They investigate the relationship between people and environments including the relationship between Aboriginal peoples and the land. Students use the language of location in relative terms and construct and use pictorial maps and models of familiar areas.
Stage Two
* Students identify, locate and describe natural, heritage and built features in the local area and in other parts of Australia and explain their significance and management. They locate the four compass points and other significant features on a map and develop skills to locate and evaluate information from a variety of sources.
* Students explore change in communities from different perspectives and evaluate the effects of change on individuals and groups, including Aboriginal peoples, and the environment.
CREATIVE ARTS:
Stage One: Students make artworks representing both real and imagined situations exploring a range of techniques and media. They
discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different
audiences.
Stage Two: Students make artworks that represent a variety of subject matter and make choices about the forms and techniques used to best represent the qualities of the subject matter. They discuss reasons why artists make particular artworks and why different interpretations are possible, recognising similarities and differences in how subject matter is represented.
MATHEMATICS:
Stage One-Students give and follow simple directions.
Stage Two-Students use coordinates to describe position compass points to give and follow directions.
Students ask questions and use appropriate mental or written strategies, and technology, to solve problems. They use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning.
SCIENCE & TECHNOLOGY:
Stage One
* Students identify the difference between natural and built environments and model built environments designed to suit the needs of users. They communicate messages using a variety of media and technologies
Stage Two
* Students identify the ways built environments are constructed. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.
* Students identify and describe structures and functions in living things and how they interact with each other and their environment
PERSPECTIVES:
o Aboriginal
o Historical
o Environmental
Preparing the Learning Environment:
o Display complex and inquiry questions
o Display texts/websites/stimulus posters
o Prepare interactive wordbank
o Establish a ‘Did you know board’ with facts
Resources:
o Bulk loan of suitable library books
o Sets of guided reading texts
o Teachers BLM books on……
o Mrs Herden’s extensive library on Australian texts including Steve Parish books and posters
Initiating the Unit:
· Introduce questions and resources
· Introduce generic skills
· Find out what the children already know and what they want to find out
OUTCOMES
HUMAN SOCIETY AND ITS ENVIRONMENT
CCS2.1
Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.
CUS2.3
Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.
ENS2.5
Describes places in the local area and other parts of Australia and explains their significance.
SSS2.7
Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.
ENGLISH
TS2.4
Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.
RS2.8
Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types.
WS2.9
Drafts, revises, proofreads and publishes well-structured texts that are more demanding in
terms of topic, audience and written language features.
WS2.13
Discusses how texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
SCIENCE AND TECHNOLOGY
INV S2.7
Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
DM S2.8
Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.
UT S2.9
Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
LT S3.3
Identifies, describes and evaluates the interactions between living things and their effects on the environment.
CREATIVE ARTS
VAMS2.1
Represents the qualities of experiences and things that are interesting by choosing among aspects of the subject matter.
VAMS2.2
Uses the forms to suggest the qualities of the subject matter.
VVAS2.3
Acknowledges that artists make works for different reasons and that different interpretations are possible.
MATHEMATICS
SS2.4
Describes the position of objects in relation to one another and uses simple maps and informal grids to represent this relationship.
WMS2.3
Represents, interprets and explains mathematical situations using everyday language with some mathematical terminology, including simple graphs and diagrams.
INTEGRATED CURRICULUM
Generic Skills /Key Learning Areas
HSIE / SCIENCE & TECH / ENGLISH / CREATIVE ARTS / MATHEMATICSRESEARCH
Locate, select and evaluate information from a variety of sources. / ENS2.5 / INV S2.7 / RS2.6 / VAAS2.3 / SS2.4
WMS2.3
EXPRESSION
Respond emotionally and imaginatively through creative and expressive activities. / INV S2.7 / VAMS2.1
VAAS2.3
COMMUNICATION
Present and communicate information according to purpose, situation and audience. / CUS2.1
CUS2.4
ENS2.5 / UT S2.9 / TS2.4
RS2.8
WS2.13 / VVS2.3 / SS2.4
WMS2.3
CRITICAL THINKING
Make personal judgments and informed choices / CUS2.4
ENS2.5 / DM S2.8
LT S3.3 / RS2.6 / VAM2.2 / SS2.4
COOPERATION
Work cooperatively with others. / SSS2.8 / INV S2.7 / WS2.9
Focus Question:
What makes Australia unique?
Contributing Questions – Learning Sequences
1. How did the first inhabitants interact with the environment?
2. What effects did colonisation have on the Aboriginal people, the colonisers and the environment? / Duration:
3 weeks / Wks:
1-4
TEACHING & LEARNING EXPERIENCES:
‘IGASAR’ – A Process for inquiry / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills
Tuning In/Initiating (I)
o Introduce students to the skills
o What do we know?
o What do we want to find out?
o Students work in groups and develop a series of questions that they want answered during the unit
o Commence a KWL chart
S&T Australian Plants and Animals
· Using pictures of various animals and plants, children work in pairs to classify them. Students describe understandings of common features amongst the flora and fauna.
· Students identify the patterns in adaptations animals and plants have made to suit different environments. Illustrate with a diorama/model
· Discuss students understanding of key concepts/terms e.g. Mammal/Marsupials/Ecosystem/Habitat etc.
· Examine animals on Australian coins.
· Use question matrix to develop interview with an animal/plant investigating their life style.
· Match and Classify Australian animals and plants / / Student responses / Communication
Finding Out/Gathering Information (G)
o Students work in groups to gather information about how the Aborigines interacted with the environment and effects colonisation had on Aborigines, colonisers and the environment.
o Each group shares their knowledge with the rest of the class. / / Cooperation
Sorting Out/Analyse and Conclude (A)
o Collate the information gathered into a matrix focusing on the different groups; the Aborigines and the Colonisers. Groups to complete their information.
S&T
· Related Art work/Class displays/Murals/Models
· Graph and interpret data related to endangered species- e learning
· Journal tracing the life of a plant/animal using thinking skills. At least one task per week over 5 weeks. / / Communication
Making Connections/Synthesise and Conclude (S)
o Write a poem, song, play, news report to explain how British Colonisation affected the lives of Australians
o / Research
Going Further/Apply (A)
o Share their songs, poems, play, news report with the rest of the class
o Art( making & appreciation) Buildings, nature, dioramas / Expression
Reflecting and Acting/Reflect (R)
o Students reflect on their learning and how they can now answer the Focus Question.
o Complete the KWL. / Expression
Contributing Questions – Learning Sequences What is Australia’s natural, historical, built heritage? / What are significant sites; natural, historical and built?
How do these sites impact on us today? What has made them important?
/ Duration: 3 weeks / Wks:
5-8
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills
Tuning In/Initiating (I)
o Picture grouping activity using pictures of specific sites. Ch’n divide into groups
S&T
o Plant Study – Flowers and Pollination
(Primary Connections Unit) / Critical Thinking
Finding Out/Gathering Information (G)
o Ch’n give reasons for classification of pictures
o Class divided into groups to discover information regarding natural, historical and built sites. Encourage children to include some local sites. This will be a ‘jigsaw’ grouping activity.
S&T
· Compile a class animal/plant file-facts and figures- alphabet key
· Complete a Web Quest-Assess reading skills when using web pages
· Re-examine earlier concept maps
· Complete task(s) from multiple intelligence/Bloom’s taxonomy grid/ learning contract/thinking keys(Prediction key)
· Identify animals and plants found on state emblems
· Use a Venn diagram to compare and contrast habitats etc
· Use a fishbone to organise information
Assessment AS Learning Occurs:
Flow chart life cycle of an animal/plant. Assess ability to transfer information
Reading : Complete a data chart about an Australian animal/plant-relate back to questions previously formulated
Measurement - Comparing adult/baby platypus sizes
Thinking skills - Prepare a diagram to explain how an Australian animal/plant has adapted to its environment e.g. Concept web or SWOT / Critical Thinking
Sorting Out/Analyse and Conclude (A)
o One member from each group becomes the expert on their topic and moves to form a new group. Each group produces a poster depicting a variety of sites under the 3 categories. These will be displayed around the classroom to be added to as further information is discovered. / Expression
Making Connections/Synthesise and Conclude (S)
o On a large class map students will be asked to locate their site.
o Why have these sites become important to our Australian identity? Why is it important that we know about our heritage? Who might benefit from this knowledge? (A)
S&T
o Plant Study – Patterns in plants
(Primary Connections Unit) / Critical Thinking
Going Further/Apply (A)
o You are being interviewed by a reporter from a TV travel programme who has never come to Australia before. What will you tell him/her about our heritage?
S&T
· Related Art work/Class displays/Murals/Models
· Graph and interpret data related to endangered species- e learning
· Journal tracing the life of a plant/animal using thinking skills. At least one task per week over 5 weeks.
Writing -Write an information report using data base.
Speaking and Listening - Oral presentation related to
Problem based Learning- e.g. You are the manager of an animal sanctuary. A new animal is arriving and you need to design an enclosure. Identify the basic necessities that would be needed to ensure its survival. Rubric to be developed with students? / Expression
Reflecting and Acting/Reflect (R)
o Present you interview. You will need 2 people; the foreign reporter and the Australian interviewee. / Communication
Inquiry Question:
How have Armidale and the New England become what it is today? / Duration: 2 weeks / Wks:
9-10
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills
Tuning In
o Think, pair, share (1,3,6 in triangle shape) how has Armidale become what it is today? What are some of our local heritage sites? Categorise these into natural, historical and built. / Communication
Finding Out / Sorting Out
o Who were the first inhabitants? Is there any evidence to prove the Anuwan’s occupation of the local area? How did they interact with the environment to survive in the area?
o How built environments or urban development have affected plant and animal life. / Research
Making Connections
o Visit the Aboriginal Keeping place to explore the indigenous plants and traditional Aboriginal habits.
o What affected this traditional lifestyle? When did Europeans first arrive in Armidale? / Critical Thinking
Going Further
o Go on a Heritage Bus tour of Armidale to explore how Armidale has changed from traditional Aboriginal occupation to today.
o Investigate the lives of significant early settlers in Armidale. McDonald, Dangar, Trim, Allingham, Dumaresq
o In groups students investigate the arrival of the railway, electricity, telephone. Share knowledge with the rest of the class. / Research
Reflecting and Acting
o Students take on the identity of a significant early Armidale settler and present key facts about them to the class. ‘My name is … I am responsible for… (A)
o Complete a tourist brochure on Australia or local area. Including such detail as location, history, natural and built features. (HSIE) (A)
o Orally present travel brochure. Review text structure and grammatical features and purpose for Narrative and Recount (Eng)
S & T
· Mind mapping what they have learnt
· Create a mandala / Expression
(A) Assessment tasks