Backward Design - UNIT PLAN

Title: What do we know about our town?

Year Level: 5

Teacher: Nicole Thoroughgood

Focus Curriculum Area (s): History, Mathematics, English.

Duration: 4 weeks

STAGE 1: Curriculum Links

General
Capabilities (GP)

Numeracy

ICT

Cross-curriculum
Priorities (CCP)

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

Year 5 History

Literacy

Histories and Culture

Engagement with Asia

Sequence information about peoples lives, events,

developments and phenomena using a variety of
methods including timelines (ACHASSI097)
How people with shared beliefs and values work
together to achieve a civic goal (ACHASSK118)
Locate and collect relevant information and data from
primary sources and secondary sources (ACHASSI095)
Examine different viewpoints on actions, events, issues
and phenomena in the past and present (ACHASSI099)
Evaluate evidence to draw conclusions (ACHASSI101)

Year 5 Maths
Use a grid reference system to describe locations.
Describe routes using landmarks and directional
language (ACMMG113)
Construct displays, including column graphs, dot plots
and tables, appropriate for data type, with and without
the use of digital technologies (ACMSP119)

Year 5 English
Understand how to move beyond making bare
assertions and take account of differing perspectives and

Year Level Achievement

Standards

Critical and Creative Thinking

Describe the significance

of people and
events/developments
bringing about change
Identify the causes and
effects of change on
communities and describe
aspects of the past that
have remained the same
Develop questions for an
investigation
Locate & collect data &
info from a range of
sources to answer inquiry
questions.
Examine sources to
determine their purpose
and to identify different
viewpoints
Sequence information
about events, the lives of
individuals and selected
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points of view (ACELA1502)

Identify aspects of literary texts that convey details or
information about particular social, cultural and historical
contexts (ACELT1608
Use comprehension strategies to analyse information,
integrating and linking ideas from a variety of print and
digital sources (ACELY1703)
Plan, rehearse and deliver presentations for defined
audiences and purposes incorporating accurate and
sequenced content and multimodal elements
(ACELY1700)
Plan, draft and publish imaginative, informative and
persuasive print and multimodal texts, choosing text
structures, language features, images and sound
appropriate to purpose and audience (ACELY1704)
Use a range of software including word processing
programs with fluency to construct, edit and publish
written text, and select, edit and place visual, print and
audio elements (ACELY1707)

phenomenon in
chronological order using
timelines
Sort record and represent
data in different formats
including large-scale and
small scale maps, using
basic conventions
Students use a grid
reference system to locate
landmarks
Students pose questions
to gather data, and
construct data displays
appropriate for the data.
Analyse and explain literal
& implied information from
a variety of texts
Develop and explain a
point of view about a text,
selecting information,
ideas and images from a
range of resources.
Make presentations which
include multimodal
elements for defined
purposes.
Contribute actively to class
& group discussions,
taking into account other
perspectives.

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Knowledge

Skills

Historical Knowledge

Historical skills

Sequence information about peoples lives, events, developments

and phenomena using a variety of methods including timelines
(ACHASSI097)
How people with shared beliefs and values work together to
achieve a civic goal (ACHASSK118)

Locate and collect relevant information and data from primary sources and
secondary sources (ACHASSI095)
Examine different viewpoints on actions, events, issues and phenomena in
the past and present (ACHASSI099)
Evaluate evidence to draw conclusions (ACHASSI101)

Mathematical knowledge

Mathematical skills

Use a grid reference system to describe locations. Describe

routes using landmarks and directional language (ACMMG113)

Construct displays, including column graphs, dot plots and tables,

English knowledge
Understand how to move beyond making bare assertions and
take account of differing perspectives and points of view
(ACELA1502)
Identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts
(ACELT1608
Use comprehension strategies to analyse information, integrating
and linking ideas from a variety of print and digital sources
(ACELY1703)

appropriate for data type, with and without the use of digital technologies
(ACMSP119)
English skills
Plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and multimodal
elements (ACELY1700)
Plan, draft and publish imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language features, images and
sound appropriate to purpose and audience (ACELY1704)
Use a range of software including word processing programs with fluency
to construct, edit and publish written text, and select, edit and place visual,
print and audio elements (ACELY1707)

LEARNING OUTCOMES:
By the end of this unit students will be able to:

Source, organise and present information about the suburb we live in.
Identify landmarks and use mathematical equations to create a scaled map
Consider cultural differences and viewpoints; and the cultural changes that have occurred within our area.
Use digital technologies to source information and create a presentation containing multimodal texts about our town.
Create a timeline indicating the history in our town.

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Week #1
Task description: (Diagnostic assessment task) Lesson 1
Mind map activity
Students are engaged in a conversation about Albion Park and how much they know about where they live. Questions to evoke thought and consideration:
How many people live in Albion Park? (population, demographic)
What year was Albion Park discovered?
Who was the first person to discover/name Albion Park?
Where did the name come from?
Who were the indigenous people living on this land?
What was the land primarily used for? (e.g residential factories, farming)
What is Albion Park like today? What changes have occurred?
Other interesting facts
Information students can provide are written on a large piece of paper to be displayed in the classroom for the duration of
the unit. This information will be revisited throughout the unit of work and during assessment planning
Students design a bank of questions to ask friends, family and/or long term residents of the area.
Homework task Interview 2 people including at least one long term resident. Ask questions relating to the information above
This task will help identify the level of students prior knowledge to assist in future planning.
Task description (Formative assessment task) - Lesson 2
Where can we find the information needed? internet, local residents, Aboriginal elders, library resources, historical monuments.
Students to share information they gained from homework interviews with other students. Questions posed in lesson #1 should be addressed with this
information. (Formative assessment task) Rubric for reporting who provided what information (Appendix 1). Verbal feedback provided to students on
amount, accuracy, communication of information and areas for improvement.
Students are given information about Summative assessment task due in week 4 and divided into groups to begin planning. Students select which aspect
they would like to research. A management team is selected who will be responsible for collating all the information in the presentation.
Library visit Lesson 3 (research)
Students begin self-directed research within their groups to get more information about their chosen topic.
Week #2
Lesson 4
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Task description: Landmarks of Albion Park (learning exp)

Students learn about the landmarks in Albion Park such as schools, library, the park monument, the sports area and the showground. Students to
brainstorm and discuss what they know about these landmarks. What events have they attended at these places (E.G: the Albion Park Show etc.)
The class and teacher mark landmarks and important places on a map of Albion Park.
Lesson 5: Mapping out Albion Park (Formative assessment task Maths)
Using a GPS system on computers students are required to measure out the size of Albion Park to beginning creating an accurately scaled map of the
suburb identifying schools, shops, parks, ponds, residential areas and vacant land. Students are provided graph paper and measurements to lay out their
map of Albion Park.
Maps will be collected for recording and reporting and will be marked against a rubric (appendix 1).
Lesson 6 Library visit (learning exp.)
Students research the history behind the landmarks featured in the previous 2 activities and how they have influenced our community.
Week #3
Lesson 7 Aboriginal history of Albion Park Elder visit (learning exp)
Aboriginal elder will visit the class today to talk about their experience living in Albion Park and the changes that have occurred over the past 40 years.
Students are encouraged to ask questions that will assist them with their summative assessment for this subject.
Lesson 8 Aboriginal identity (Formative assessment task)
Students write an overview of the Aboriginal peoples experiences when Europeans settled in Albion Park. How were they affected? What was good about
having the Europeans here? What was bad about it? Students English expression paper will be collected and marked at the end of the lesson and feedback
provided at the start of the next lesson.
Lesson 9 Computer lab Collate information collected so far. (Learning exp)
Students receive feedback from las lessons formative assessment task. Students can make adjustments to English expression paper accordingly. Group
work: Start to collate into chosen format (e.g: PowerPoint presentation, website, video presentation etc,)
Week #4
Lesson 10 Layout and design of text information (learning exp) draw together groups
Students perfect each component of the presentation. The 5 parts are:
1. General information about Albion Park
2. A timeline identifying important events that occurred throughout the past 20 years in Albion Park.
3. Landmarks and important places in Albion Park
4. Scaled map of Albion Park
5. Aboriginal history of Albion Park
6. Using IDT skills to create a presentation incorporating the last 4 points.
Lesson 11 Group discussion
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Groups to discuss how to collate information into auditable information in presentation (learning exp)
Students to check all information is completed. Conduct further research can any areas lacking information.
Lesson 12 Computer lab
Task description: (Summative task that cater for students across the full range of abilities)
Students are required to research and gather information about the history of Albion Park and how it has developed as a community since 1800s. The
information will be collated and presented in a digital format to be displayed at the Shellharbour council chambers.

Students are expected to research the history of Albion Park and how it began; establish timelines, important historical events and the changes
that occurred to result in our current community setting.
The product resulting from the summative assessment task will incorporate multimodal formats including audio, video, written and graphical
information.
The target audience is the local community and council members
Student will complete components of the task in groups of 3 4 providing peer assessment to other groups throughput the task. The class will
bring all of their information together to incorporate onto a final presentation that will be displayed in the Shellharbour City Council Chambers
for public viewing.
This assessment will be due at the end of his unit of work (4 weeks).

Assessment Criteria: Assessments listed in unit plan above.

Assessment recording template: Summative assessment rubrics & formative assessment rubric in Appendix 1.
Feedback: Students will receive verbal feedback after each of the formative assessment tasks and written feedback for the summative assessment task
from the teacher. Ongoing peer feedback will also be part of the process during the preparation phase of the presentation.
Self-assessment: Students will analyse each task against the assessment rubric to conduct as self-assessment and ensure they have addressed all
criteria.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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Learning Experiences
Wee
k1

Wee
k2

Wee
k3

Wee
k4

Assessment For/As Learning

(Formative Assessment)

Resources

Mind map activity

Interview activity
Library research

Diagnostic Assessment
Formative Assessment

Internet access, reference

books, person to interview,
mind map.

Landmarks of Albion Park

Mapping out Albion Park
Library research

Formative Assessment

Internet research, GPS

programs, reference books
and maps.

Aboriginal history of Albion Park

Aboriginal identity
Computer lab

Formative assessment

Aboriginal elder visit,

internet research, aboriginal
reference books, IDT
programs for presentation.

Formative Assessment
Summative assessment

All research conducted in

prior lessons, IDT program
for presentation.

Layout and design presentation

Group discussion
Computer lab

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