Integrated Unit: Systems and Structures

Aboriginal Perspective ICT Integration QL Quality Learning Tool R.E Integration

Grade: 4M / Year:2010 / Term: 3 / Duration: 10 weeks
Aim/Rationale: This unit aims to bring about a wide understanding of the social systems and structures which exist locally, nationally and globally.
Big Ideas: Social systems and structures.
Complex Question: What social systems and structures exist in our world?
Inquiry Questions:
1. What social systems exist in our world globally, nationally and locally?
2. How do communication systems and technology affect our world?
3. What systems and structures exist in nature?
Areas of Integration:
English- Information Reports
Science & Technology- Designing and using technology
HSIE- Research Skills
VISUAL ART- Design of posters
Understandings: Social systems and structures locally, nationally and globally, Communication systems, Technology systems and Natural systems.
Generic Skills:
Research
Communication (English OutcomesTS2.1,3.1, TS2.2,3.2,)
Solving Problems
Using Technology (Science & Tech Outcomes UTS2.9, 3.9)
Thinking Critically
Expression
Task Management
Cooperation
Responsibility
Foundation Statements
ENGLISH: Students write well-structures literary and factual texts in terms of topic, purpose, audience and language by drafting, revising and proofreading.
HSIE: Students explain how different cultures and traditions contribute to Australian and community identity. They examine a variety of local and other communities, investigating similarities and differences including ways of living, languages and belief systems. Students examine roles, responsibilities, rights and the decision-making process in schools and local government. They participate in the planning, implementation and evaluation of school and community programs recognising how participation in these contributes to the quality of school and community life. Students use a variety of texts and media to communicate information and data.
SCIENCE & TECHNOLOGY: Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.
Values for Australian Schooling:
·  Doing your best
·  Integrity
·  Respect
·  Inclusion
Perspectives:
·  Aboriginal
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
·  Display generic skills
·  Prepare wall Display
Resources:
·  Bulk loan of suitable library books
·  Sets of guided reading texts
·  Teachers BLM books
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: What social systems exist in our world globally, nationally and locally? / Duration: 4 weeks / Wks: 1-4
TEACHING & LEARNING EXPERIENCES: / Planned
Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
Brainstorm:
*What do we already know?
* What do we want to find out?
* Word bank
Establish “Did You Know?” Board
Establish a Code of Cooperation for the unit. QL / * / Student Responses / Communication Thinking Critically
Expression
PPS2.4
TS2.1
Finding Out
*Brainstorm what a Culture is?
*Find dictionary definition
*List what different cultures the students know
* In groups research a cultural group and present to the class. / * / Groups Poster and presentation / Task Management
Sorting Out
*Students discuss findings of different cultures and their social conventions
*Brainstorm a list of different social conventions
*In groups students choose a social convention and role play in front of the class / * / Students Role Plays / Communication
Task Management
Making Connections
*Discuss how different cultures are governed by different governments
*Ask/discuss what types of governments they already know of
*Focus as a class on 3 different types and what countries correspond to that government / * / Student Responses / Communication
Cooperation
Going Further
*Discuss the fact that Australia is a part of a Global Village focusing on technology, travel, United Nations and Multicultural businesses.
*Students research (with given information) and write an information report. / * / * / Information Report / Research Task
Management
Using Technology
Reflecting and Acting
Students complete a reflection on their findings of social systems in our world / * / Science Journal / Communication
Expression
PPS2.4
WS2.9
Inquiry Question: What communication systems and technology affect our world? / Duration: 3 weeks / Wks:5-7
TEACHING & LEARNING EXPERIENCES: / Planned
Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
*Define communication
*Discuss and list the different ways we can communicate with each other
*Discuss verbal and non-verbal communication / * / Student Responses / Communication
Thinking Critically
Expression
Finding Out
*Discuss how communication has developed along with civilisation. Technology has change and developed overtime.
*Students complete pg 81 Science and Tech. Book 4 on the history of inventions and who and when they were developed / * / * / Worksheet / Communication
Task Management
Sorting Out
*Discuss how communication differs between local, national and global areas.
* In a table students categorise different types of communication and where they are used locally, nationally and globally / * / Table / Thinking Critically
Communication
Making Connections
*Students choose one form of communication and research it and present in an Information Report / * / Information Report / Research
Task Management
Going Further
*As a class write a report on how communication systems affect how we communicate locally, nationally and globally / * / Students Responses / Communication
Expression
Cooperation
Reflecting and Acting
Students write a response to what they have learnt thus far in the unit / * / Science Journal / Communication
Expression
PPS2.4
WS2.9
Inquiry Question: What systems and structures exist in nature? / Duration: 3 / Wks:8-10
TEACHING & LEARNING EXPERIENCES: / Planned
Observation / Product Analysis / Teacher Conference / Assessment Product / Generic
Skills/
Outcomes
Tuning In
*Discuss and brainstorm the different systems in nature. In small groups brainstorm what we already know about the systems and structures nature. Share groups finding with the class / * / Students Responses / Communication
Expression
Cooperation
Finding Out
*Define what a food chain is, find dictionary meaning. Students complete pg 57 Science and Technology Book 4 on Food Chains / * / * / Worksheet / Task Management
Sorting Out
*The Water Cycle
*View a water cycle on a smart board and discuss
*Students write an explanation of the water cycle with a diagram / * / Explanation / Task Management
Making Connections
*Ecosystems
*In groups students choose a section of an ecosystem and research and present to class / * / Cooperative Group Work / Research
Cooperation
Responsibility
Going Further
*As a class develop a list of understandings we have reached with systems and structures in nature / * / * / Class List / Communication
Thinking Critically
Expression
Reflecting and Acting
Students complete a science journal reflecting on their experiences and findings / * / Science Journal / Communication
Expression
PS2.4
WS2.9