Integrated Unit: The World We Live In
Aboriginal Perspective ICT Integration QL Quality Learning Tool
Year: 4 & 5 / Year: 2009 / Term: 3 / Duration: 10 weeksAim/Rationale: This unit focuses on developing students understanding of features natural and built environments as well as the effects of human interaction with these different areas. Students will examine these ideas of a Global, National and Local level.
Big Ideas: CHANGE & ECOSYSTEMS
Complex Question: What Makes Up the World We Live In?
Inquiry Questions:
1. How do we define our Global World?
2. What makes up our Australian Environment?
3. What makes up our Local Environment
Areas of Integration:
English-
· Explanation
· Poetry
Creative Arts-
· Visual Art
Mathematics-
· Position
· Data
Science & Technology-
· Products & Services
· Investigating
· Designing & Making
· Using Technology
HSIE-
· Environments
· Social Systems and Structures
Understandings:
· There are both natural and built environments
· The world we live in is a diverse place with may different social and cultural structures
· Humans interact in different ways with the environments around them
· The earth has formed different environments over time
· Space effects out environment on earth in different ways
· There are many diverse environments locally, nationally and globally
Generic Skills:
Research
Communication
Solving Problems
Using Technology (Science & Tech Outcomes UTS2.9, 3.9)
Thinking Critically
Expression
Task Management
Cooperation
Responsibility
ENGLISH:
Stage 2: Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising and proofreading.
Students communicate proficiently ideas and information in classroom, school and social situations for a range of purposes. They explore a range of roles when interacting in pairs and groups, using various listening strategies to gather general ideas from conversations, reports or spoken presentations.
Stage 3: Students communicate effectively, using considered spoken language to entertain, inform and influence audiences for an increasing range of purposes. They work productively and independently, in pairs or groups to deliver effective oral presentations using various skills and strategies.
Students write well-structured and well-presented literary and factual texts for a wide range of purposes and audiences, dealing with complex topics, ideas, issues and language features.
HSIE:
Stage 2: Students explore change in communities from different perspectives and evaluate the effects of change on individuals and groups, including Aboriginal peoples, and the environment. They understand key events related to the British colonization of Australia and identify the changes and consequences for Aboriginal and other peoples and the continent.
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.
Stage 3: They investigate significant events in Australia's past and explain the implications for the development of Australian identity, heritage and cultural diversity. They locate information from a variety of primary and secondary sources, presenting their findings in a range of ways.
Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian and community identity. They explore cultural diversity by examining how cultures change through interactions with other cultures and the environment.
MATHEMATICS:
Stage 2: Students gather and organise data to create and interpret tables and graphs.
Students use coordinates to describe position and compass points to give and follow directions.
Stage 3: Students draw and interpret a variety of graphs using a scale.
Students use coordinates to describe position and compass points to give and follow directions
SCIENCE & TECHNOLOGY:
Stage 2: Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.
Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.
Stage 3: Students independently develop questions for scientific investigation, conduct scientific investigations based on fair testing and collect, record and analyse the resulting data. They identify trends in data, evaluate findings and prepare possible explanations. Students use, select and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of investigations.
Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical, safety and functional factors. Students select, safely use and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of design tasks.
CREATIVE ARTS:
Stage 2: 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.
Stage 3: Students make artworks for a variety of audiences using different forms and techniques to convey meaning and represent the likeness of things in the world. They discuss artworks in terms of how subject matter is used and represented, artists’ intention and audience interpretation and make reasoned judgements about these artworks.
Values for Australian Schooling:
· Doing your best
· Integrity
· Respect
· Inclusion
Perspectives:
· Aboriginal
· Environmental
Preparing the Learning Environment:
· Display complex & inquiry questions
· Display texts/websites/stimulus posters
· Prepare interactive word bank
· Establish a “Did you know board with facts
· Australian and world maps
· Magazine & Newspaper articles
· Display generic skills
· Organise excursions
· Prepare wall Display
Resources:
· Bulk loan of suitable library books
· Sets of guided reading texts
· Teachers BLM books on environments
· Primary Connections Unit books: Spinning in Space & Earthquake Explorers
· Examples of Australian Landscape Painters
· DVD’s on Environments
Initiating the Unit:
· Introduce questions and resources
· Introduce generic skills
· Find out what the children already know and what they want to find out. Display on KWL
· Organise cooperative groups and practice skills
· Ask the children to bring relevant things from home
· Introduce word bank and “Did you know?” board
Inquiry Question:
1. How do we define our Global world? / Duration: 3 weeks / Wks: 1-3
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
Brainstorm:
* What do we already know and what do we want to find out?
* What environments have you heard of?
* Define Natural and Built Environments
* Create a Code of Cooperation for group and pairs work QL / · / Student Responses / Communication
Thinking Critically
Expression
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Finding Out
Mapping:
* Look at how the world began as one super-continent and over time broke into each of the continents
* Students are given a blank map of the world and asked to colour and label each of the continents
* Students repeat this for major countries and their capital cities. Students add in the equator, international date line etc. / · / Mapping worksheet / Solving Problems
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Sorting Out
Students are broken into groups and given a continent to study. They need to investigate:
* What type of climates and environments are found?
* What counties or states make up the continent?
* What cultural groups and tribes are found and what are their customs, religion and traditions?
* Students create a world map on the display board showing their findings and a powerpoint slide to be put into a class powerpoint presentation
/ · / · / Group work skills
Completed Projects
Group conference with teacher
Wall Display / Research
Task Management
Cooperation
Responsibility Using Technology
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Making Connections
Case Study: Global Built Environments
Students examine different types of built environments in our world e.g. cities, international space station, Oil rigs out to sea, research stations in Antarctica etc. Students examine how human interaction and built environments impact on the natural environment. / · / Activities in Integrated Unit book / Research
Communication
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Going Further
All Grades:
Choose one group that inhabits a global environment.
What are the features of that group?
What is the community/leadership structure?
How do they use their environment to survive?
Scientific Investigations in groups:
Year 5: Earthquake Explorers: Tectonic plates and their role in the global environment
Year 4: Spinning in Space: How Space affects out global environment
Each group to teach the other about what they have found out.
Write an explanation of one of the experiments completed during the activities. / · / Group Presentation
Explanation / Research
Task Management
Cooperation
Responsibility Using Technology
Thinking Critically
BES2.1, 3.1
LTS2.3. 3.3
ESS2.6,3.6
INVS2.7.3.7
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
WS2.9, 3.9
Reflecting and Acting
Students complete a PMI on what they have learnt so far. / · / Completed PMI / Communication
Expression
BES2.1, 3.1
LTS2.3. 3.3
Inquiry Question:
2. What makes up our Australian Environment? / Duration: weeks 3 weeks / Wks: 4-6
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
Share a variety of picture books about our Australian Environment
Brainstorm types of Australian environments that students have heard about / · / Student
Responses / Communication
Thinking Critically
Expression
BES2.1, 3.1
LTS2.3. 3.3
Finding Out
Students research in pairs a variety of
Australian environments and compete research graphic organisers.
Students share findings with another pair / · / Worksheets
Student Responses / Communication
Thinking Critically
Cooperation
Research
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Sorting Out
Students create an Australian map showing where different environments are found within the country.
Students add findings to Smartboard map / · / Australian Map / Communication
Thinking Critically
Expression
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Making Connections & Going Further
Stage 3 Excursion: Coffs Harbour (Marine and Coastal Environments) and Dorrigo National Park (Rainforest) wk 9
Environment Features and Conservation Focus / · / Excursion report and activity booklet / Cooperation
Responsibility
Thinking Critically
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Reflecting and Acting
Students create an artwork based on an Australian landscape. Study various famous Australian landscape painters
Have students write a poem expressing features of an Australian landscape. Use Dorothea McKellar’s My Country as an example. / · / Artwork
Poem / Thinking Critically
Expression
BES2.1, 3.1
LTS2.3. 3.3
VAS2.1, 3.1
VAS 2.4, 3.4
WS2.9, 3.9
Inquiry Question:
3. What makes up our Local environment / Duration: 4 weeks / Wks: 7-10
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
Re-cap what has been covered in the unit so far. Share in a talking circle one fact that they have learnt about the world we live in. / · / Student Responses / Communication
Thinking Critically
Expression
BES2.1, 3.1
LTS2.3. 3.3
Finding Out
Collect information about the local area including types of environments, climate data and types of built environments. / · / Retrieval Chart / Communication
Thinking Critically
Cooperation
Research
Using Technology
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Sorting Out
Record information on a class retrieval chart on the display board and make generalisations with the information / · / · / Retrieval Chart
Student Responses / Communication
Thinking Critically
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Making Connections
Case Study: School Environments-identifying miro-environments both built and natural within our school grounds. / · / Worksheet / Communication
Thinking Critically
Cooperation
Research
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Going Further
Visit the Keeping Place and find out about indigenous links with the land in the local environment. / · / · / Student Responses
Excursion Booklet / Communication
Thinking Critically
Cooperation
Research
BES2.1, 3.1
LTS2.3. 3.3
ENS2.5,3.5
ENS2.6,3.6
SSS2.7, 3.7
SSS2.8,3.8
Reflecting and Acting
Use the Plan, Do Study, Act Tool QL to plan how we at St Mary’s can improve our environment, both built and natural. / Plan, Do, Study, Act Graphic Organiser / Thinking Critically
Communication
BES2.1, 3.1
LTS2.3. 3.3