Inquiry Question How important is water in your household?

What would the implications be if your household water usage was halved?
Learning domains Mathematics and nglish 'ross(curriculum priority
)ustainability* In the +ustralian 'urriculum* Mathematics, the priority of sustainability provides rich, engaging and authentic conte&ts for developing students- abilities in number and algebra, measurement and geometry, and statistics and probability. /he +ustralian 'urriculum* Mathematics provides opportunities for students to develop the proficiencies of problem solving and reasoning essential for the e&ploration of sustainability issues and their solutions. Mathematical understandings and s#ills are necessary to measure, monitor and quantify change in social, economic and ecological systems over time. )tatistical analysis enables prediction of probable futures based on findings and helps inform decision ma#ing and actions that will lead to preferred futures. In this learning area, students can observe, record and organise data collected from primary sources over time and analyse data relating to issues of sustainability from secondary sources. /hey can apply spatial reasoning, measurement, estimation, calculation and comparison to gauge local ecosystem health and can cost proposed actions for sustainability. In the +ustralian 'urriculum* nglish, the priority of sustainability provides rich and engaging conte&ts for developing students- abilities in listening, spea#ing, reading, viewing and writing. /he +ustralian 'urriculum* nglish assists students to develop the s#ills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. /he content in the language, literature and literacy strands is #ey to developing and sharing #nowledge about social, economic and ecological systems and world views that promote social 0ustice. In this learning area, students may interrogate a range of te&ts to shape their decision ma#ing in relation to sustainability. /hey develop the understanding and s#ills necessary to act responsibly and create te&ts that inform and persuade others to ta#e action for sustainable futures. Source: http://ausvels.vcaa.vic.edu.au

Year level !

Length of unit " wee#s $ % lessons & Mathematics % lessons & nglish

+us1 Ls 2omains3 +ims

Mathematics aims to ensure that students* are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and wor# lives and as active citi4ens develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and en0oyable discipline to study. nglish aims to ensure that students* learn to listen to, read, view, spea#, write, create and reflect on increasingly comple& and sophisticated spo#en, written and multimodal te&ts across a growing range of conte&ts with accuracy, fluency and purpose appreciate, en0oy and use the nglish language in all its variations and develop a sense of its richness and power to evo#e feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue understand how )tandard +ustralian nglish wor#s in its spo#en and written forms and in combination with non(linguistic forms of communication to create meaning develop interest and s#ills in inquiring into the aesthetic aspects of te&ts, and develop an informed appreciation of literature.
Source: http://ausvels.vcaa.vic.edu.au

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AusVELS Unit Plan for Year 9 students of English and Mathemetics

Unit 1: Reading and viewing
8y the end of Level !, students evaluate how symbols can be used in innovative ways by different authors. /hey e&plain how the choice of language features, images and vocabulary contributes to the development of individual style. /hey develop and 0ustify their own interpretations of te&ts relating to symbols. /hey evaluate other interpretations, analysing the evidence used to support them.

Writing
)tudents e&plain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. /hey develop their own understanding by e&perimenting with language features and mathematical formulas to form answers to mathematical questions and formulate a deeper understanding of their applications through researching the bac#grounds of the symbols used to implement them. /hey create a wide range of te&ts and numeric answers to established mathematical formulae articulating their applications through the interpretation of comple& ideas. /hey demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing te&ts.

Speaking and listening

)tudents listen for ways symbols within formulas can be manipulated to achieve desired outcomes. /hey show how the selection of symbols as well as interpretations of them through the use of language features can achieve precision and effect. /hey e&plain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. /hey develop their own style by e&perimenting with language features, stylistic devices, te&t structures and images. /hey create a wide range of formulas to articulate comple& ideas. /hey ma#e presentations and contribute actively to class and group discussions building on others3 ideas, solving problems, 0ustifying opinions and developing and e&panding arguments.

UNIT 1: Overview: 6se of comprehension strategies to +rea compare and contrast information within of and between te&ts, identifying and )tudy analysing embedded perspectives, and 9 evaluating supporting evidence +nalysis and evaluation of how people, +rea cultures, places, events, ob0ects and of concepts are represented in )tudy mathematical formulas, including the use : of symbols, through language to interpret
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them and present them, using structural and<or visual choices 'omparison and evaluation of a range of representations of symbols in different historical, social and cultural conte&ts

+rea of )tudy =

AREA OF STUDY 1:
/his unit will enable students to e&plore and e&plain the combinations of language and language choices that is used in mathematics to present information, opinions and perspectives throughout the history of symbol use. +n analysis will be made of the various mathematical conte&ts the symbols are used in the present day. /he aim is to show students that symbols created in the past have relevance to symbols in their own lives or around them today, particularly e&posing the uses in mathematical formulas in schools at present.

STUDY DESIGN:
> 6tilise language techniques to verify whether the information presented has relevance to current usage in schools and beyond. > 6tilise techniques and procedures to direct students to thin# about the history of the formation of symbols and mathematical formulas and compare past uses and advances in maths today. > valuate information presented by students3 peers to 0udge the relevance to the today3s usage. > 'larify how the verified form of information is li#ely to affect the thought process of a specific audience, particularly teenagers today.

AREA OF STUDY 2 /:
/his area of study in the unit will aim to develop the students understanding of the purposes of using symbols and mathematical formulas. /his will be achieved by the students investigating symbols in use today and then, loo# at the usefulness of those symbols today. /hey are as#ed to research and apply them and thin# about the relevance of them being used as opposed to the students3 previous e&periences of them. /hroughout the unit the students will develop and apply their #nowledge of symbols and develop s#ills in shaping their s#ills of analysing a formula in more detail. ?eading for detail requires loo#ing at the symbols through their ine&perienced eyes, collecting evidence, organising it and pointing out the differences and similarities between symbols previously #nown to them. )tudents will e&amine the fle&ibility of their own lives today and how maths has helped them to achieve a logical understanding of their surroundings. /hey need to have a clear understanding of mathematical symbols in order to learn to apply them properly, as well as developing and applying an understanding of differences of symbols around them that e&ist in our society in order to accept, as well as be able to create an inclusive way of thin#ing about @ |;age

5utline of 6nit using +us1 Ls dimensions and assessments 7han and Maria mathematics. Within achieving these goals and fulfilling the outcomes students will need to apply their own learning, using the #nowledge they have gained from their parents, teachers and the wider community. 5n completion of this area of the unit the students should be competent in achieving the outcomes of this area of study. /hey will need to draw on their own #nowledge and relevant s#ills in presenting their wor#. Aor this outcome #ey #nowledge and principles that the teacher will aim to develop within the classroom include* > + student awareness of attention to detail, and reading for detail s#ill, which encompasses a closer loo# at symbols, their derivation, application and their uses. > How to structure and organise information to present their findings. > 'apabilities and limitations of forming a realistic opinion Be.g. brea#ing boundaries, such as poor #nowledge of history, ine&perience of teenagers in forming an opinion of their own, stereotypes, etc.C. > Language devices that can be utili4ed to describe maths. > 7nowledge and understanding of different symbols used to create a mathematical formula. > 'haracteristics of effective analysis of language. > /echniques for structuring sentences to help students form constructive and unbiased opinions of the contribution to maths by different cultures. /he #eys s#ills that the students will hopefully achieve from this stage in the unit will provide them with the ability to* > understand and ac#nowledge similarities and differences between mathematical symbols. > identify challenges in forming unbiased opinions. > demonstrate and practice appropriate language devices to describe mathematical symbols and their uses in maths te&tboo#s today. > identify and collect data from the internet sites provided by the teacher using their own research strategies learned earlier on in their education path. > apply and use new vocabulary used for comparison and contrast. > e&plain how they interact with the wider community to describe what they have learned and applied in their maths lessons, as well as apply their #nowledge in their everyday lives.

STUDY DESIGN

> /echniques for reading te&ts online to e&tract information. > /echniques for validating history and the development of mathematical symbols and formulas in our society and beyond. > /echniques for s#imming through te&t to e&tract information needed for a specific purpose. > ?oles, functions and characteristics of language components used to communicate and present information.

AREA OF STUDY 3 /:
/his area of study involves reflection of mathematical symbols and their uses throughout history. /he students will learn and develop s#ills that will assist them in wor#ing in teams and develop an understanding of how they learn to e&press their thoughts and findings on the relevant issues. 5n completion of this unit the students will be able to contribute collaboratively to the formation of an information product that presents an analysis of a contemporary issue and % |;age

5utline of 6nit using +us1 Ls dimensions and assessments 7han and Maria substantiates a point of view. /o achieve this outcome the students will illustrate related s#ills to produce their assessed wor#. ;ro0ect plans are developed to record tas#s to be completed and team member responsibilities. 2uring the development of the tas#s, progress is monitored and recorded. Aor this outcome #ey #nowledge and principles that the teacher will aim to develop within the classroom include* > +pplications of description vocabulary will be presented and utilised. > How data is researched by the use of technology and particular sites relating to the issues that the students are researching.

> ;ersonal reflections on history and change in society.

/he #eys s#ills that the students will hopefully achieve from this stage in the unit will provide them with the ability to* > apply appropriate techniques to acquire data and information from a variety of internet sites. >prepare plans that identify tas#s and responsibilities of a team, and timelines and indicators for monitoring progress. >become competent in e&plaining the nature of the selected issues, including identification of the historical aspects of change. >e&plain the differences between the selected symbols and those of their peers. >analyse the causes and effects of change through the decades and the influences it had on style and mathematical progression. > substantiate, with evidence, team viewpoints regarding the issues.

STUDY DESIGN

;ro0ect plans are developed to record tas#s to be completed and team member responsibilities. 2uring the development of offset tas#s, progress is monitored and recorded by the teacher.

ASSESSMENT

Aor a student to achieve a sound performance in this unit of study they will need to demonstrate an understanding and achievement of the set criteria specified in the unit of study. +s stated in the stages above the students should represent a #nowledge and understanding of the s#ills from each specific outcome which will be represented in the production of learning activities. /he teacher will incorporate a number of different learning styles to enable the students to reflect and produce their #nowledge and s#ills. Aor this specific unit students will need to demonstrate competency of the three different stages in the unit B'omprehension of te&t, +nalysis of characters and plot, 6se of stylistic devicesC. +ssessment tas#s for this unit are* > 6sing persuasive devices to show comprehension of the set te&t. > 1isual presentations such as multimedia presentations. > 5ral presentations supported by a visual presentation. > + written piece using persuasive language devices. > + poster e&hibiting two mathematical symbols associated with measuring level of water used in own household, definitions, uses and inventors.

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AusVELS dimension Lesson 1 !

P"thagoras and trigonomet r" Investigate ;ythagoras/heorem and its application to solving simple problems involving right angled triangles B+'MME:::C

Key features of the dimension

Identify sides of ?ight +ngled triangles which are ad0acent, opposite and hypotenuse. )tudy of the trigonometric ratiosF sine, cosine and tangent

Activities
Eiving an overview of right angled triangles then assigning a paper folding activity incorporating both ;ythagoras and trigonometric implications

Assessment
Eiving an overview of right angled triangles then assigning a paper folding activity incorporating both ;ythagoras and trigonometric implications

Resources
;earson te&tboo#, #uta online softwareB#u tasoftware. comC,nterac tive whiteboard, calculator

Lesson # $
Linear and non linear relationshi %s Aind the midpoint and gradient of a line segment BintervalC on the 'artesian plane using a range of strategies, including graphing software

2etermine the coordinates of two points of straight lines on the 'artesian plane to find midpoint and gradient. 6nderstanding /he straight equation y $ m&Gc and its variables.

Introducing the concepts of midpoint and gradient. ;roviding wor#sheets of graphs where students use the 'artesian ;lane to determine both midpoint and gradient.

+ssessment for this unit will be incorporated with the trigonometry assessment

7uta software, Aooplot.co m,

calculators, ;earson te&tboo#s

Mathisfun.c om

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B+'MI+:! "C Lesson &

Using units of measureme nt 'alculate the areas of composite shapes Identification of shapesF their characteristics and properties +s above Identify composite shapes within school, household. /hen detail the requisite formulas to find the area. B?eflection of how students see composite shapes in their everyday lifeC 5nline )hapes Wor#sheet* 'ommon core sheets .com

B+'MME:9 %C

Lesson' S%ea(ing and )ie*ing

+naly se and e&plain the use of symbols, icons and myth in still and moving images and how these augment meaning

9. Identify students prior #nowledge of symbols :. Introduce symbols used in mathematics =. ?esearch definitions of symbols and their inventors online ". Interpreting, analysing and evaluating te&ts

9.8rainstorm activity* symbols students have seen and<or used :. Aamiliarising students with new elements =. )tudents researching two symbol definitions and derivations each ". )tudents search for uses, of the specific symbols they were given, in maths te&tboo# and prepare for poster @. )tudents share their findings in a group and e&change ideas of creating a poster to be hung on class wall

9.+ssessment for learning to ascertain level of #nowledge :. +ssessment as learning a. to become familiar with new elements :b. K =. / monitoring progress of student 0udgement ". +ssessment as learning* teacher feedbac# and self( assessment @. )tudents reflect on each others3 posters( create a rubric for peer assessment and assess each others3 wor#

9.

:.

B+' L+9@% JC
+pply an e&panding vocabulary to read increasingly comple& te&ts with fluency and comprehensi on

)tudents3 laptops and specific sites used to do research and to access handouts on Intranet, M) Word Whiteboard K mar#ers )tudent laptops ;earson te&tboo# += paper, printouts of information relating to symbols, felt tip pens or coloured pencils

B+' LY9D" =C Lesson + S%ea(ing and

Wor# effectively in different teams and ta#e on a variety of roles. +ccept responsibility for their Ligsaw learning tas#* 9. Iumber students off into groups into Monitoring students3 research of the symbols in Internet access for student

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listening (ACELY181 3)
+pply an e&panding vocabulary to read increasingly comple& te&ts with fluency and comprehensi on

=.

roles and tas#s 6se organisation patterns, voice and language conventions to present a point of view on a sub0ect, spea#ing clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences

B+' LY9D" =C

four groups ( this group is called the 3base group3.:.Eive students a couple of symbols in their 3base group3 M each student ta#es one symbol and will then separate into their 3e&pert group3.=. In e&pert groups, students must investigate the symbol they have chosen.". )tudents return to their 3base groups3 and teach the other students there about what they have found out about the symbol. Writing an e&pository essay, e&pressing students3 own views on how mathematical symbols are used to measure water levels, including the findings of the e&periment in their maths lesson, using Microsoft Word. /hen, placing it in the teacher3s drop(bo& on the school3s intranet site for correction.

order to see that students understand what they have read and identifying areas that need attention for reading analysis to develop. Identifying cue( sources that are used by students and cue sources that are neglected and giving students feedbac#.

research, M) Word to summarise findings

Lesson 9 ,riting
6se a range of software, including word processing programs, fle&ibly and imaginativel y to publish te&ts

Writing an outline and draft of an essay. /hen, writing the final essay using M) Word.

&pository essays corrected and returned to students with formative and summative assessment.

)tudent laptops M) Word )chool intranet

B+' LY9D" HC Lesson 1,riting

Examining how the symbols are used in everyday life !se a range of software" in#luding word $ro#essing $rograms" #onfidently" flexibly and imaginatively to #reate" edit and $ublish texts" #onsidering the 9.;reparing to present their posters

:. ;resentations of symbols using ppt.

?esearching internet sites, &tracting information to ma#e a poster of a topic relating to water consumption and measurement. 'ollaborative effort, wor#ing in pairs.

Monitoring and articulating what the students are doing* observing planning* What is the student doing? What is s<he e&pected to be doing? What resources will be most useful? Who might help< who is going to be wor#ing on the same topic? )ummative assessment at

Library* += coloured poster paper, library computers* internet sites approved by teacher, photocopier and<or printer.

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identified $ur$ose and the #hara#teristi#s of the user presentation stage.

B+' LY9D" HC

Lesson 11 S%ea(ing and listening

6se interaction s#ills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

9. ;reparing for a debate on the topic* N)aving water is necessary in our lives today?N

:. Holding a debate on the topic above B+ffirmative spea#er vs Iegative spea#erC

B+' LY9H9 9C Lesson 14 E5cursion

)tudents present their ;osters at National ,ater ,ee( NLiveable 'ommunitiesN

Student Pre%aration .E/01E the de2ate 1e %hrase the topic into your own words, so that you understand the meaning 3ighlight the #eywords 1esearch any words you don-t understand .rainstorm arguments ?esearch information to support your arguments 2raft the structure of your debate ;lan your re2uttals* /hin# about what the opposing side will argue. Plan res%onses to these arguments and have them with you when you debate. You will need themO Wor#ing in pairs, )s are as#ed to compile and collate their research and create a presentation of their posters and findings.

)ee 2ebate ?ubric for summative assessment

Handouts 'lassroom Manageme nt*tables and chairs arranged for two groups to face each other

)s will be observed for their ability to wor# in a group, their ability to formulate ideas and their ability to interpret the evidence provided.

9. ;air(wor# posters, :. 'ontrastive analysis sheets =.Laptops Bif ;ower;oint presentatio nC

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Lesson 1! S%ea(ing and listening

Eroup presentation with written handout ;lan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action B+' LY9D@9C

;resentations of a contrastive analysis of two symbols

9. ;resentation criteria :.)s own reflective evaluation* What did I find hard to do? What did other people thin# of my idea<s? What did I find most interesting? If I had to do this again, what would I differently?

+s above

Assessment ru2rics6
Presentation criteria sheet Name7s86

Title of Presentation6

9riteria :no*ledge and understanding ;resentation shows depth of #nowledge and understanding of chosen issues or events. A%%ro%riate format )election and format of style ma#es the best use of the material and is appropriate to the audience. 9ommunication 'lear and persuasive communication of ideas and attitudes. Ideas and information well organised.

Teacher comments

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;e2ate ru2ric6 )tudent* @ " = : 9

Matter* 'ontent M What did you tal# about? Was it supported with the relevant information? 2id you have a clear point of view on the topic? Method* How well was your debate structured i.e. 2id you have a clear introduction, body and conclusion? 2id you use rebuttal at the relevant times? Manner* How was your delivery i.e. 2id you ma#e eye contact, spea# clearly and have strong body posture, use formality in your language? 2id you engage your audience? Were you convincing in your overall argument? 2id you use any techniques when debating i.e. ?epetition, humour, emotive language etc 9omments6

Mar(6

<1$

0ral assessment 1ery High High Medium Low 1ery Low Iot shown

9.

ngagement with audience Beye contact, gestures facial e&pressionsC :. 6se of voice to engage Bintonation and stressC =. Level of interest in information Beffort made to interest audienceC ". 'larity of e&pression Bpronunciation,

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clear voice , paceC @. 'onfidence Bbody language postureC %. 6se of prompt notes and #nowledge of topic

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