INTEGRATED STUDIES PLANNER – 2013 Update
Unit Title: Teachers:
Year Level: Term:
AUSVELS focus:(eg Which learning focuses is this unit going to be addressing? What are the required achievement standards or progression points? Cut and Paste them into here from the appropriate documents)
Strand / Domains / Dimensions / Key Elements of Standards Students:
Physical, Personal and Social Learning
Discipline-based Learning
Interdisciplinary Learning
Key Understandings
What are the key understandings that you want the students to demonstrate by the end of this unit? Use the Designing Key Understandings document as a guide. It is recommended to display and discuss the sequence of key understandings with the students.NOTE: You may need to include any related misconceptions here that will need to be addressed
1.
2.
3.
4.
Focus Skills
List the specific skills that you will focus on developing within the students during the unit. These are the things you want the students to be able to do by the end of the unit. They will include some subject specific skills as identified in the AUSVELs documentation but also general interdisciplinary skills (e.g. working in groups, hypothesising, etc).
These skills may become the basis of Common Assessment Tasks and it is recommended that you develop a formative rubric for the focus skills.
1.
2.
3.
4.
We Are Learningand Developing Ourselves (WALDO)
What are you going to develop yourself in during this unit? What skills are you developing, what will you practice role modelling, what practices to develop the students’ skills will you take on during this unit? What is YOUR focus?
1.
2.
Bringing it all together (Culminating Event)
Describe fully the significant culminating activity that will celebrate achievements and tie threads together. An authentic, rich activity to help students reflect on their learning - the Wow Factor! How will the students demonstrate their understandings and skills? When will it be? Where will it be? Who will come? How will the event have the students demonstrate their skill and knowledge beyond the normal school assessment?)
WAYS TO PRESENT OUR LEARNING (highlight the approaches the students will use to present – add more if needed)
Poster
Diorama
Board game
Collage
Email
Mobile
Story
Flow Chart
Model
Rap
Tape songs
Interview / Application form
Brainstorm
Idea Booklet
Notice
Internet Site
Multimedia project
Experiment
Graph
List criteria
Radio report
Advertisement
Photography / Newspaper
Debate
Crossword
Wordsearch
Video
Play
Musical
Survey
Mimes
Organise a group to act on something
Wiki
Film / Comparisons
Oral presentation
Make signs
Coloring book
Construction
Puzzle
Factual booklet
Poems
Design new ideas
Blog
Documentary
Webpage
Checklist
Attach the checklist which unpacks the steps that students would have to take to deliver the culminating event successfully.
Essential Questions/Focus
Design big picture questions now knowing the steps to be taken to successfully achieve the culminating event. Usually a How or Why questions. These can be given or asked of the students at the beginning of the topic and used as a springboard for contributing questions. Displayed throughout the unit.
Contributing Questions
Best contributed from students. What, where, who, when, why, and how questions. Display and explicitly referred to through the unit.
ESTABLISHING THE TOPIC / TUNING IN / IMMERSION
Activities to establish students’ prior knowledge of the topic. Ideally, a few are included, some whole group and others individual, with at least one recorded on paper:
Thinking of your students …. How will you hook them at the beginning?
Videos, books, or any materials that can be used to tune the students in
Games that can be used to tune the students in
What are some of the ways you could you link to other subjects the students are doing alongside the integrated unit?
What text type (one or two per term) will be the focus for the term? Other writing forms may be included in activities (but not the main emphasis).
Thinking Skills Focus
Refer to Teaching and Learning Strategies Appendix 1
Investigating the Topic
Using the checklist design quality activities to help students work towards the understanding and focus skills
Refer to Multi Intelligences Grid
ACTIVITIES – Term
WEEKLY PLANNING / ACTIVITIES
1
2
3
4
5
6
7
8
Assessment
Linked to understandings and focus skills including self, peer and teacher assessment using a range of strategies including rubrics, anecdotal comments, collection of samples and checklists.
See table below:
Standards / Assessment Criteria / Evidence
Interpersonal Development / Ability to:
Personal Knowledge
Science
Communication
(listening, viewing and responding)
Communication
(presenting)
Design, Creativity and Technology (investigating and designing)
Design, Creativity and Technology (analysing and evaluating)
ICT (ICT for communicating)
Thinking Processes
(reasoning, processing and inquiry)
Teaching and Learning Strategies
Planning frameworks/tuning in / Graphic Organisers / Questioning
Three storey intellect
PBL
Blooms Taxonomy
Multiple Intelligences
Thinker’s Keys
Six Thinking Hats
CoRT
Inquiry Based Learning
Think Pair Share
Brainstorming
Y Chart
Placemat
Graffiti wall
Sunshine Wheel
A-Z / Concept map
Mind map
Venn diagram
Issues map
Flow diagram
Storyboarding
Fishbone diagram
Cause and Effect Wheel
Affinity diagram
KWLH
T Chart
Spider Map
Force Field Analysis
SWOT analysis / Closed/skinny questions
Open questions
Hypothetical/Scenario based questions
Reflective questions
Thinking/content questions
Interpersonal or collaborative questions
Personal learning questions
Question Matrix
Five Y’s
DAT tools:
PMI
CAF
C&S
OPV
APC
Other
Structures for Effective Collaborative Learning
Collaborative Learning Strategies / Personal Learning / Generic skills and competencies
Establishing roles
Inside/Outside Circles
Four corners
Three Step interview
Jigsaw
Fishbowl
Debate
Discussion
Role play and drama
Code of cooperation
Action planning
Classroom meetings
Multi voting techniques
Nominal group technique / Reflective questioning
Share time
Reflection circles
Reflective journals
Capacity matrix
Learning journals
Whole brain learning
Habits of mind
Goal setting
Design brief
Problem solving / Collecting, analysing and organising information
Communicating ideas and information
Planning and organising activities
Working with others in teams
Using mathematical ideas and techniques
Solving problems
Using Technology

REFLECTIONS

PLUS / MINUS / INTERESTING

TERM TOPIC:

Gardner’s Seven Intelligences & Blooms Six Levels of Thinking

WORD / LOGIC & MATHS / SPACE &
VISION / BODY / MUSIC / PEOPLE / SELF

Remembering

Understanding
Applying
Analysing
Evaluating
Creating