pialbastateschool.files.wordpress.com€¦ · web viewunit plan . my chaning world. in this unit,...

OneSchoolUnit Plan

Name: Unit 2 - HASS Year 1 (V8)Duration: 16 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

My chaning worldIn this unit, students:

draw on studies at the personal and local scale, including familiar places, e.g. the school, local park and local shops recognise that the features of places can be natural, managed or constructed identify and describe the natural, constructed and managed features of places examine the ways different groups of people, including Aboriginal peoples and Torres Strait Islander peoples, describe the weather and seasons of places represent local places using pictorial maps and describe local places using the language of direction and location respond to questions to find out about the features of places, the activities that occur in places and the care of places collect and record geographical data and information, such as observations to investigate a local place reflect on learning to respond to questions about how places and their features can be cared for.

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 21

Unit Plan Plan Name: Unit 2 - HASS Year 1 (V8)

Year: 1Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

My changing world (Yr 01)Students conduct an inquiry to investigate places and their features at a local scale.

Research Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Features of places Investigating a local place Reflection

Resources Attachments Plan Resource Bank

Assessment• Research - My changing world (Yr 01)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS- Year 1

Year 1 Achievement StandardBy the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.

Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)

Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)

Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI024)

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)

Geography

Activities in the local place and reasons for their location (ACHASSK033) The natural, managed and constructed features of places, their location,

how they change and how they can be cared for (ACHASSK031) The weather and seasons of places and the ways in which different cultural

groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)




Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI019)

Sequence familiar objects and events (ACHASSI021) Sort and record information and data, including location, in tables and on

plans and labelled maps (ACHASSI020)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year Prep:

Collect data and information from observations and identify information and data from sources provided (ACHASSI002) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003) Explore a point of view (ACHASSI005) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010) The representation of the location of places and their features on simple maps and models (ACHASSK014)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 2:

Collect data and information from observations and identify information and data from sources provided (ACHASSI035) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043) The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)




Duration: 16 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Word knowledge

Numeracy Using spatial reasoning Using measurement

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes

Personal and social capability Self-management Social management

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx




Duration: 16 Weeks

Assessing student learningAssessment name: My changing worldAssessment description: Students conduct an inquiry to investigate places and their features at a local scale.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback to StudentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Features of places Lesson 1: Weather Lesson 2: Weather and cultural groups Lesson 3: Natural, managed and constructed features Lesson 4: Connections between activities and features Lesson 5: Arrangement of features

10 Lessons Investigating a local place Lesson 6: People care for places Lesson 7: Observing features and activities in places Lesson 8: Features of places can change Lesson 9: Representing the location and features of places Lessons 10-11: Points of view about for caring for a place Lessons 12-13: Assessment: Part A Lessons 14-15: Assessment: Part B

1 Lesson Reflection Lesson 16: Celebrating my changing world

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Features of places Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: examine the ways different groups of people, including Aboriginal peoples and Torres Strait Islander peoples, describe the weather and seasons of places draw on studies at the personal and local scale, including familiar places, e.g. the school, local park and local shops recognise that the features of places can be natural, managed or constructed identify and describe the natural, constructed and managed features of places.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Weather

Lesson objectivesStudents will:

Understand that weather is a feature of places and that the weather features of places can be similar or different.

Evidence of learningCan the student:

Identify the weather features of places?Example learning sequence

Explore the unit focus Examine weather features and seasonal change Compare the weather features of a familiar place with an

unfamiliar place

Resources Slideshow - Comparing weather features Sheet - Weather features Sheet - The weather and seasons of Sapporo, Japan Sheet - Comparing weather features Supporting learning resource - HASS Year 1 Unit 2 Glossary

Attachments Lesson plan

Lesson 2

Weather and cultural groups


Understand that different cultures describe the weather and seasons of a place in different ways.


Identify and describe how weather and seasons are described in different places by different cultural groups?

Sort and record data in a table?Example learning sequence

Examine how seasons are described in different places Explore how Aboriginal peoples and Torres Strait Islander peoples

describe seasons

Resources Slideshow - Weather and seasons in different places Sheet - Seasons in different places Sheet - Miriwoong seasons and four seasons calendars

Helpful information Supporting learning resource - Cultural perceptions of seasonal change

https://learningplace.eq.edu.au/cx/resources/items/72e1add2-b98f-4bad-9a3f-9f58314e670f/0/Geo_Y01_U2_SLR_CulturalPerceptionsSeasonalChange.docx

Website - Indigenous weather knowledge: Developing the Miriwoong seasonal calendar (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/iwk/miriwoong/index.shtml (geographical data and information that describes weather and seasons in an unfamiliar place).

Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx





Duration: 16 Weeks

Teaching Sequence




Lesson 3

Natural, managed and constructed features


Understand how to classify the features of a place.Evidence of learningCan the student:

Identify and classify the natural, managed and constructed features of a place?

Example learning sequence Examine how places can have natural, managed and constructed

features Sort and record information about features observed in a familiar

local place Explore how features change over time

Resources Video - Natural, managed and constructed features Video - How features change over time Sheet - Sorting features


Lesson 4

Connections between activities and features


Understand the relationship between an activity and the managed and constructed features of a place.


Explain the relationship between the activities and the managed and constructed features of a place?

Example learning sequence Explore how local places are used to conduct activities Sort and record information about activities that occur in local

places Draw simple conclusions about how activities influence the

features of places

Resources Video - Activities and managed features Video - Activities and constructed features Sheet - Activities and constructed features Sheet - Activities and managed features


Lesson 5 Lesson objectives Resources




Duration: 16 Weeks

Teaching Sequence




Arrangement of features

Students will: Understand that features can be arranged to suit a purpose. Understand how to represent the arrangement of features.


Describe how features are arranged to suit a purpose? Represent the arrangement of features?

Example learning sequence Explore how places are used for particular purposes or activities Collect data and information about how the features of a familiar

place have been arranged Draw simple conclusions about how features of a familiar place

have been arranged for a particular purpose

Video - Arrangement of features Slideshow - What is a map? Video - Pictorial maps





Duration: 16 Weeks

Teaching Sequence

Topic Investigating a local place Topic Duration 10 Lessons

Overview Throughout this lesson series, students will: make observations to identify the natural, managed and constructed features of a local place represent the features of a local place and their location on a pictorial map identify aspects relating to the care of a local place recognise how they and others use a local place reflect on learning to describe a feature they think would improve a local place.


Lesson 6

People care for places


Understand why and how places need to be cared for.Evidence of learningCan the student:

Describe why and how places need to be cared for?Example learning sequence

Explore the need for caring for places Investigate ways to care for a local place and its features Share findings about how and why people care for places

Resources Video - Caring for places Sheet - Caring for places


Lesson 7

Observing features and activities in places


Understand how to collect primary data to identify the features and activities of places in their school.


Collect data about the features and uses of places through making observations?

Collect data through making a labelled drawing?Example learning sequence

Collect data and information about the features and activities within a familiar place

Sort and record information and data about a familiar place Draw simple conclusions about a place and how its features are

used

Resources Slideshow - Features of a place Sheet - Ways places are used in our school Sheet - My observations


Lesson 8 Lesson objectivesStudents will:

Resources Slideshow - Changes at Cleveland Point




Duration: 16 Weeks

Teaching Sequence




Features of places can change

Understand that features of places can change over time.Evidence of learningCan the student:

Identify examples of how the features of places have changed over time?

Examine points of view about changes to the features of places?Example learning sequence

Explore how the features of places can change over time Examine points of view about changes to the features of places Draw a simple conclusion about how changes to the features of

places affects the ways people care for features and places

Sheet - Changes at Cleveland Point


Lesson 9

Representing the location and features of places


Understand how to represent the location and features of a local place on a pictorial map.

Understand how to describe the direction and location of a local place.


Represent the location and features of a local place on a pictorial map?

Describe the direction and location of a local place?Example learning sequence

Record data and information about a local place on a pictorial map Respond to questions about location and direction

Resources Video - Pictorial maps Sheet - Represent a local place in a pictorial map Sheet - Question bubbles


Lessons 10-11

Points of view


Resources Slideshow - Caring for place: Improving place through care




Duration: 16 Weeks

Teaching Sequence




about for caring for a place

Understand how to conduct an interview to gather primary data about a local place.


Collect data and information about a local place by conducting an interview?

Example learning sequence Conduct a role-play interview about caring for a place Examine information to identify points of view about reasons for

caring for a local place Suggest action in relation to caring for a place

Sheet - Suggest action: Caring for a place in the school


Lessons 12-13

Assessment: Part A

Assessment purposeTo conduct an inquiry to investigate places and their features at a local scale.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - My changing world Assessment task - My changing world: Teaching notes Assessment task - My changing world: Model response


Lessons 14-15

Assessment: Part B

Assessment purposeTo conduct an inquiry to investigate places and their features at a local scale.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - My changing world Assessment task - My changing world: Teaching notes Assessment task - My changing world: Model response





Duration: 16 Weeks




Duration: 16 Weeks

Teaching Sequence

Topic Reflection Topic Duration 1 Lesson

Overview Throughout this lesson series, students will: reflect on their learning to respond to the unit inquiry question explore points of view about how and why people care for places and their features present information, findings and ideas in a range of communication forms.


Lesson 16

Celebrating my changing world


Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: What are the features of my local places and how have they changed?


Reflect on their learning from the unit? Share points of view with peers about how and why it is important

to care for their local places now and in the future?Example learning sequence

Reflect on learning from the unit Explore points of view about caring for local places Present information and findings in graphic and written forms

Resources Sheet - Caring for my places





Duration: 16 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Features of places Lesson plan - HASS_Y01_U2_LP01.docx

Lesson plan - HASS_Y01_U2_LP02.docx




Sequence - Investigating a local place





Lesson plan - HASS_Y01_U2_LP10-11.docx



Sequence - Reflection Lesson plan - HASS_Y01_U2_LP16.docx

Sequence Sheet - Activities and constructed features

Sheet - Activities and managed features Sheet - Caring for my places




Duration: 16 Weeks


Sheet - Caring for places

Sheet - Changes at Cleveland Point

Sheet - Comparing weather features

Sheet - Miriwoong seasons and four seasons calendars

Sheet - My observations

Sheet - Question bubbles

Sheet - Represent a local place in a pictorial map

Sheet - Seasons in different places

Sheet - Sorting features

Sheet - Suggest action: Caring for a place in the school

Sheet - The weather and seasons of Sapporo, Japan

Sheet - Ways places are used in our school

Sheet - Weather features

Slideshow - Caring for place: Improving place through care

Slideshow - Changes at Cleveland Point

Slideshow - Comparing weather features

Slideshow - Features of a place Slideshow - Weather and seasons in different places




Duration: 16 Weeks


Slideshow - What is a map? Supporting learning resource - Cultural perceptions of seasonal change https://learningplace.eq.edu.au/cx/resources/items/72e1add2-b98f-4bad-9a3f-9f58314e670f/0/Geo_Y01_U2_SLR_CulturalPerceptionsSeasonalChange.docx

Supporting learning resource - HASS Year 1 Unit 2 Glossary

Video - Activities and constructed features

Video - Activities and managed features

Video - Arrangement of features

Video - Caring for places

Video - How features change over time

Video - Natural, managed and constructed features

Video - Pictorial maps Website - Indigenous weather knowledge: Developing the Miriwoong seasonal calendar (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/iwk/miriwoong/index.shtml (geographical data and information that describes weather and seasons in an unfamiliar place).

Assessment Planner - My changing world Assessment task - HASS_Y01_U2_AT_MR_MyChangingWorld.docx

Assessment task - HASS_Y01_U2_AT_TN_MyChangingWorld.docx Assessment task - HASS_Y01_U2_AT_My C hangingWorld.docx

Assessment Assessment task - My changing world

Assessment task - My changing world: Model response




Duration: 16 Weeks


Assessment task - My changing world: Teaching notes

Assessment

Assessment Task – Marking guide

AssessmentTask Name

My changing world (Yr 01)Type Research

Date

Description Students conduct an inquiry to investigate places and their features at a local scale.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify and describe the features of places and their location at a local scale and identify changes to the features of places.Recognise that people describe the features of places differently and describe how places can be cared for.

Respond to questions about unfamiliar places by collecting and interpreting information and data from observations and from sources provided.Represent the location of different places and their features on labelled maps.

Reflect on learning to suggest ways they can care for places.

Present observations and findings using everyday terms to describe direction and location.

A ◄

References multiple features when describing location.Correctly references features when explaining changes to a place.Incorporates relevant details when describing the features of a place and how it can be cared for.

◄

Uses data and information from observations to develop an accurate and highly detailed representation of a place and its features on a pictorial map.

◄ Justifies suggestions to care for and improve places. ◄

Uses more complex discipline-specific terms to communicate findings.

B ◄

Comprehensively identifies features of a place.Describes the features of a place from another perspective.Identifies a range of ways a place can be cared for.

◄

Organises data and information from a range of sources accurately.Provides a detailed representation of the features of a place on a pictorial map.

◄ Details actions for caring for places and their features. ◄

Communicates findings and observations providing details and evidence to support responses.

C ◄ Identifies features of a place. ◄ Collects, records and sorts ◄ Suggests ways that places can be ◄ Presents observations and findings in




Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

My changing world (Yr 01)Type Research

Date

Description Students conduct an inquiry to investigate places and their features at a local scale.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Describes location using a feature as a reference point.Identifies a change to the features of a place. Recognises that people describe the features of places differently.Describes how places can be effectively cared for.

information to respond to questions about familiar and unfamiliar places.Represents the location of different places and their features on a labelled pictorial map.

cared for.a range of communication forms, using everyday language to identify direction and location.

D ◄Describes locationStates an action.

◄Lists information from provided sources.Draws a picture of a place.

◄ Identifies a way to care for a place. ◄ Makes a statement relating to an observation.

E ◄

Recognises that the features of a place have changed.Acknowledges that places require care.

◄Responds to a question.Draws a picture of a feature.

◄ Recognises that people care for places ◄ Shares observations.




Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


pialbastateschool.files.wordpress.com€¦ · web viewunit plan . my chaning world. in this unit,...

Documents