Social Sciences Unit Plan Template Level 4

TITLE OF UNIT

Year(s) / Level(s) / Duration / Teacher / Classroom
4

Highlight the strand(s) and then the achievement objectives to be assessed

Identity, Culture and Organisation:
  • Students learn about society and communities and how they function, about the diverse cultures and identities of people within those communities, and about the impact of these on the participation of groups and individuals.
Place and Environment:
  • Students learn about how people perceive, represent, interpret, and interact with places and environments to understand the relationships between people and the environment.
Continuity and Change:
  • Students learn about past events, experiences, and actions, and their changing interpretation over time, to understand about the past, the present, and possible futures.
The Economic World:
  • Students learn about the ways in which people participate in economic activities and about consumption, production, and distribution and use this knowledge to understand their place in the economic world.
Social Enquiry:
  • Through social inquiry, students ask questions, gather information, and examine the background to important societal ideas and events, explore and analyse values and perspectives relating to these ideas and events; and develop understandings about issues and the ways that people (themselves and others) make decisions and participate in social action.

Through this process, and in a range of settings, students understand that ………
  • leadership of groups is acquired and exercised in ways that have consequences for communities and societies;
  • people pass on and sustain culture and heritage for different reasons and this has consequences for people;
  • exploration creates opportunities and challenges for people, places, and environments;
  • events have causes and effects;
  • producers and consumers have rights and responsibilities;
  • New Zealand has particular local and national systems of government;
  • people participate individually and collectively to respond to community challenges and issues in New Zealand.

Additional Curriculum areas (only tick those that apply)
 Technology Learning Languages  Health & P/E  Science Te Reo  The Arts  Social Sciences  Mathematics Digitech
Specific Learning Outcomes
By the end of this unit, students will be able to:
Context for Learning(briefly describe the context for this learning)
Setting(s)
 New Zealand Rekohu (The Chatham Islands) Asia  Space
 Australia Americas  Global Arctic Regions
Perspective:
The Past (History)  The Present (Current Issues) The Future.
Multicultural Indigenous people Equality Rights Gender
Key Competencies focus: (Select only those being focused on)
 managing self relating to others participating and contributing
thinking using language, symbols, and texts.
How are you specifically focusing on those competencies? (Deliberate acts of teaching)
Values Focus (if any)
See here for the Hokotehi Values foci .
excellence, by aiming high and by persevering in the face of difficulties
innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively
diversity, as found in our different cultures, languages, and heritages
equity, through fairness and social justice
community and participationfor the common good
ecological sustainability, which includes care for the environment
integrity, which involves being honest, responsible, and accountable and acting ethically and to respectthemselves, others, and human rights.
How are you embedding the values in the learning?
(be specific- what is it that you are doing that will enforce these values AND what is it that the learners will be doing that will reinforce the values to them?)
Teaching and Learning Activities (Sequenced)
Introduction
(hook)
Setting objectives (We Are Learning To……)
(Share the specific learning objectives)
Warm-up
Presentation
Practice
Assessment
(What learning took place?) / Resources / Time needed
*Annotate the opportunities for Technology integration in this unit
*Annotate differentiation
Additional Resources
(Books – titles, Urls, Images, movies, soundbites, podcasts, physical media – List them all)
Links to websites:
(copy and paste URLs in here)

Assessment Rubric

Key /criteria
1= Cause for Concern
2= Below Standard
3= At Standard
4= Above Standard
5= Excellence
Students Names / SLO #1 / SLO #2 / SLO#3 / SLO #4
Cee Worthy
Herbie Voor
Ali Gaiter
Al Dente
Carnie Vorr
Anne Teak
Brocke Lee
Gene Poole

Unit Evaluation

Social SciencesUnit Plan Templates Lesson Plan Templates Level 4