Backward Design - UNIT PLAN TEMPLATE

Title: Our country and the significance of our environment to Indigenous and Non- Indigenous Australians.
Year Level: Year 4

Teacher: Mrs Hodgins

Focus Curriculum Area (s): HASS, Literacy and Technologies (digital technologies).

Duration: Term 4 week 3-7

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Locate and collect information and data from different sources,

including observations (ACHASSI074)
Assess information to identify different perspectives and

differentiate facts and opinions (ACHASSI077).

Interpret data / information displayed in different formats by

identifying and describing patterns (ACHASSI078).

Make conclusions from the analysis of information and data

(ACHASSI079).
Present findings in text modes that incorporate discipline specific

terms and digital representations (ACHASSIO82).

The diversity of the Indigenous Australians and their connection to

Country / Place (ACHASSK083).

The importance of environments to animals and people

(ACHASSK088).
The use of natural resources and different views on their

sustainability (ACHASSK090).
That human activity can cause changes to earth over time

(ACSSU075).
Understand how texts vary in complexity and technicality

depending on the purpose (ACELA1490)

Understand differences between the language of opinion and

Critical and Creative Thinking

Understanding

Year Level
Achievement
Standards

Students identify the

interconnections between
people and the environment.

They describe factors that

shape a persons identity and
sense of belonging. Students
also identify different views on
the environment.

They identify how human

activity can cause
changes to earth.

Students distinguish between

facts, opinions and detect points
of view. They share their points
of view, respecting the views of
others.

They interpret data and

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information to identify, describe

distributions and simple patterns
and draw conclusions.
feeling and the language of factual reporting or recording

Knowledge

Students present ideas, findings

and conclusions using
discipline-specific terms in a
range of communication forms.

Students use language features

to create coherence and add
detail to their texts.They create
texts that show understanding of
how images can be used to
extend key ideas.

(ACELA1489)
Understand that Standard Australian English is one of many social
dialects used in Australia, and that it has been influenced by many
other languages (ACELA1487)

Skills

(What are students expected to learn?)

(What are students expected to be able to do?)

That the Indigenous Australians have a strong connection

to the land.

Explore Dreaming stories that communicate the importance of the

land to the Indigenous Australians.

That Australia is made up of different Indigenous nations /

language groups.

The ability to consider different points of view regarding sustainability

That some names of places in Australia have been influenced

by Indigenous languages.

The importance of the environment to Indigenous

Australians such as oxygen production, culture, beliefs, food,

shelter, weapons).

The importance of the environment to non- Indigenous

Australians such as oxygen production, food, housing,
increasing economy, energy resources).

How to interpret thematic maps and use information from

these maps to identify the boundaries between our local
Aboriginal nation (Dharug) and other Aboriginal nations
using google earth

Knowledge of geographical and civic terms such as

Source geographical information from google earth and other

sources
Assess information to determine its credibility
Use Microsoft word to write a report.
Write a report using the appropriate structure.
Use summary verbs report findings, for example we concluded.

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countries, natural resources, responsibilities and belonging.

That human activity can cause changes to occur to earth

over time.

The importance of sustainability.

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to......

Students will be able to identify the significance of our country / environment and the interconnections it has with Australians,
both Indigenous and non- Indigenous. They will be able to consider different perspectives and assess information to differentiate
between facts and opinions. Students will develop an understanding of the natural resources that are sourced from our
environment and the importance of sustainability. They will be able to interpret data and information from different sources and
identify patterns between them. They will develop a vocabulary of discipline-specific terminology based on the information gained
throughout the unit to compose a report on the significance of our environment to Indigenous and Non- Indigenous Australians.
They will be able to source and use images in their work to communicate and extend on key ideas.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description:
At the beginning of the final week, students will begin their summative assessment. Individually they will write a report on the topic, Our country, and
the significance of the environment to Indigenous and Non- Indigenous Australians. The content of the report will be based on the knowledge that they
have acquired throughout the unit and that has been documented on the students KWHL Charts (figure 2 in Appendices). Students will discuss the
Indigenous nation / Aboriginal Country that their school is in the vicinity of, and the connection that the Indigenous Australians have with the land.
Students will also discuss the significance of the land to non-Indigenous Australians in terms of resources and recognise differentiating perspectives
regarding sustainability. The students will compose their reports on the computer using Microsoft word. They will draft, revise and edit their work to
ensure that the structure of the report is appropriate, and that the terminology used is relevant to this specific genre of writing. Students are required to
use language features that create coherence and add details to their report. Students will be given a topographical image which shows the
boundaries for their local Indigenous country. They will use the information from this map to search for, view, and screen shot the
boundary of Dharug Country on google earth. This image is then to be included in the body of their report under the appropriate paragraph.
Students are also expected to include discipline-specific terminology in their work.
Assessment Criteria:

ACHASSI077: Students will analyse information regarding the different perspectives that Indigenous and non-Indigenous
Australians have in relation to the environment.
ACHASSI078: Students are required to interpret data and information that is displayed in still images of a topographical map which
show the boundaries for the local Indigenous country. They will then use this information to view the boundaries on google earth.
Students interpret the information and data by identify and describing patterns.
ACHASSK083: Students must display an understanding that Aboriginal Australia is diverse and of the connections that the
Indigenous people have with the land.
ACHASSK088: Students are required to identify the importance of the environment to Indigenous and non-Indigenous Australians.
ACHASSK090: Students are required to identify different natural resources, their use and the views of Indigenous and NonIndigenous Australians regarding the sustainability of such resources.
ACELA1490: Students must display an understanding of how texts vary in complexity and technicality depending on their purpose.
ACHASSI082: students must present their work in text mode using discipline-specific terminology and a digital representation of
the borders of their local Indigenous Country sourced through google earth.

Assessment recording template:

The students reports will be marked against a rubric which has been devised as the formal summative assessment method for the unit.
The rubric is designed to assess if the students have developed an understanding of their local Indigenous nation and the connection the
Indigenous Australians have with the land. It will also be used to assess their understanding of the significance of the land to both
Indigenous and non-Indigenous Australians in terms of resources and the differing perspectives that they have in regards to
sustainability. The reports are due for submission upon conclusion of the unit.
Feedback: The marked report with comments throughout and a highlighted rubric.
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Self-assessment:
Students will assess their learning and reflect upon their learning when reviewing the feedback provided throughout the marked
report and reviewing their highlighted rubric (Figure 3 in Appendices).

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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Wee
k

Learning Experiences

Assessment
For/As
Learning
(Formative
Assessment)

Resources

1. What do we know about Australia and the significance of

the land to Indigenous and non-Indigenous Australians?
2. Introduction to map of Australia and the states followed
by a map of Aboriginal Australia outlining the different
Aboriginal Nations with emphasis on the Dharug nation
(local nation).
3. Play the video Aboriginal Place Names which discusses
how names of places were based on dreaming stories,
what they looked like and animals. Discuss Dreaming
stories and how they communicate connections the
Aboriginals have to land, animals and water.
4. Read the story Kootear the echidna a dreaming story
from the Dharug nation followed by a group discussion
on what we want to learn throughout the unit and adding
to the w & h section of the chart.

1. Students
complete K
section of
KWHL chart
2- 3. group
discussion
4 Adding to
W&H
sections of
KWHL chart.

1. Printed copies of KWHL charts

-figure 2 of Appendices
(https://callowayhouse.com/media/
wysiwyg/FREEPrintables/KWHL.jpg) ,
IWB,
2. map of Australia with states
(http://mapsof.net/australia/australi
a-states-rs01), Aboriginal Australia
map
(http://www.abc.net.au/indigenous/
map/
3. Access to the SKWIRK video
Aboriginal place names
(www.skwirk.com.au).
4. Kootear the Echidna text by Cindy
Laws.

1. Quick revision on knowledge gained in previous lesson.

2. Teacher will inform students about the resources that
Indigenous Australians source from the land. They will then
play the caring for country, and benefits for community
video clips which discusses aboriginal land management
practices and Indigenous back burning practices. Educator
will relate this to the Blue Mountains which are from our
area and back burning that occurs there and the reasons for
it.
3. Educator will pose questions regarding Aboriginal land
management practices and implement the think, pair, share
strategy. Students will use this strategy to answer the
questions.
4. In pairs students will conduct online research for information
regarding resources that Indigenous Australians acquire
from the land and sustainability practices. They will also

1. Group
discussio
n
2. Adding
to KWHL
charts
Peer
feedback
3-4. Educator
will observe
students, listen
to the
discussions and
provide
necessary
feedback.

3. Students KWHL charts.

4. IWB, access to the Caring for
Country and Benefits for
Community video clips
(http://www.coolaustralia.org/works
heetview/student_worksheet/9496/?
access_key=), Access to google
earth, Topographical map of the
Dharug nation (See figure 1 of
Appendix).

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5.
3

1.
2.
3.
4.

search google earth to obtain satellite image of the Dharug

nation. They will use a topographical map to guide their
search.
Students are to add knowledge gained from this lesson to
their KWHL charts.
Quick revision on what we have learned so far.
Teacher will inform students that today they are going to
learn about the resources we gain from the environment
and ways that we can care for it.
Greenway sustainability excursion: learning about the
environment and different perspectives regarding
sustainability
Students will add what they learn to their KWHL chart.

1. Educator will inform students they are to sort the

information in their KWHL charts to determine what they will
use in their reports.
2. Students will produce their reports (over 2 lessons),
ensuring they review and edit their work.
3. Finished reports are marked against the rubric.

1, 2 and 3.
Group
discussion.
5. KWHL
chart

1. Student
s selfassessm
ent of
learning.
2. Educator
observes
students
and
provides
necessar
y verbal
feedback
.

3. Transportation to excursion, extra

staff for supervision, first aid kit,
sunscreen, etc., Greenway tour
guide
(http://www.greenway.org.au/files/gr
eenway_schools_program_reduced_
file.pdf).
4. KWHL charts
1 - 2. Students KWHL charts, computers
with Microsoft word (one per student),
printer, paper and the google earth
images sourced by the students.

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Appendices:

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Page 9 of 14

Figure 2. KWHL Chart

Figure 3. Summative Assessment Rubric

Criteria

Exemplary

Accomplished

Developing

Beginning
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Understands that Australia is Shows

made

up

of

deep Understands

different understanding of how Australia is made up of developing

Indigenous nations and can Australia is made up of different

locate the boundaries of the different

not

understand

that

an Aboriginal Australia is made up

Indigenous understanding

of of different Indigenous nations

Indigenous nations and successfully how Australia is and was unable to locate the

Dharug nation using different nations

maps.

that Shows that they are Does

and located

the

Dharug made

up

of Dharug

successfully located the nation on different maps.

different

Dharug nation on a

Indigenous nations

topographic

and

and

satellite map.

nation

on

different

maps.

attempts

to

locate the Dharug

nation on different
maps.
an Demonstrates that Does

Understands the connection Demonstrates a deep Displays

that Indigenous Australians understanding of the understanding
have with the land and can connection

that connection

identify resources that they Indigenous Australians Indigenous

gain from it.

of

the they are beginning connection

different can

understand
that

the

Indigenous

that to understand the Australians have with the land

Australians connection

that and / or no attempt of trying to

have with the land and have with the land and Indigenous
identified

not

identify

some Australians

identify resources is evident.

have

resources that they gain resources that they gain with the land and
from it.

from it.

attempted
identify

to
resources

that they gain from

Demonstrates

an Demonstrates a deep Demonstrates

understanding

of different understanding of the understanding

resources gained from the different

resources different

it.
basic With
of identifies

resources resources

assistance Is not able to identify resources

some that Non- Indigenous Australians
gained source from the environment.
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environment

by

Non- gained

Indigenous people.

from

the gained

from

environment by Non- environment

Indigenous people.

by

Indigenous people.

the from

the

Non- environment

by

Non-Indigenous

Australians.
can Understands that there Needs assistance to Only recognises and considers

Is aware of and considers Independently

different points of views identify and consider a are different points of identify
regarding

environmental wide variety of points view

sustainability.

of

view

regarding consider

regarding environmental

sustainability.

and one point of view regarding

sustainability.

points

different environmental sustainability.

of

view

regarding
environmental

Relevant vocabulary is used A

to

communicate

wide

range

sustainability.
of The choice of vocabulary Some
of

ideas relevant vocabulary has used

including the use of new been

used

to

communicate vocabulary

to ideas is relevant and new relevant

the The

vocabulary

is irrelevant

in

used

is

communicating

to ideas. New words have been

words learnt throughout the communicate ideas. A words that have been communicate ideas included however no attempts
investigation. The words are number of new words included in the report new words have have been made to use them in
used in the correct context.

learned throughout the have been used in the been included and the correct context.
investigation have been correct context.

attempts have been

included and have been

made to use them

used

in

in

the

correct

context.
Successfully wrote a report Is very independent in
using

the

appropriate writing

report

correct

context.
Is able to write a report Requires

Requires

in in Microsoft word. The occasional

structure in Microsoft word Microsoft word using required

and included the required the

the

image

was assistance

appropriate included and there were using

constant

assistance

when using Microsoft word and

when the work presented shows no

Microsoft similarities to what should be

google earth image. There structure. The required minimal spelling and / or word. The work is included in a report. There are
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were
mistakes
errors.

minimal
and

spelling image was included in punctuation errors.

punctuation the body of the report
and

there

spelling

structured

similar constant

regarding

to a report and spelling and punctuation.

were

no

included numerous

mistakes

or

spelling

punctuation errors.

mistakes

and

punctuation errors.

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