Unit code 9891

Unit name PCK HASS

Assessment UbD Unit plan
Student ID U3161152
Page limit 6 pg Ubd + 1 pg rationale
 Table of contents

Unit plan ..............................................................................................................................2

Rationale: purpose and intention of unit ...........................................................................7
References ...........................................................................................................................8
APPENDIX A: Integrated learning area opportunities .........................................................9

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 Unit plan
Unit title: My local government, me and my environment.
Year: 4 Duration: 10 lessons Learning area: Geography | Civics and Citizenship Integration opportunities: Science | English | Mathematics
Cross Curricular Priorities Sustainability ATSI Histories and Cultures Asia and Australia’s engagement with Asia
General
Capabilities Literacy Numeracy ICT Capability Critical and Creative Thinking Personal and Social Capability Ethical Understanding Intercultural Understanding
Unit information: Unit designed to integrate the sub-strands, Geography and Civics and Citizenship to demonstrate how the strands can interrelate and support
learning. For deep understandings and transfer of knowledge, a suggestion is to implement this unit while students are also engaging in a Science unit covering the
year 4 Biological, Earth and Space and/or Science as a Human Endeavour content. Further links across learning areas can be found in Appendix A.
Pedagogical frameworks implemented: Inquiry and the Eight-ways Aboriginal Pedagogical framework for learning are drawn from during the design of this unit.
Stage 1 Desired Results
ESTABLISHED GOALS Transfer
Civics and Citizenship Students will be able to independently use their learning to…
G1 The role of local government and the T1 Investigate the role of local government and how their services effect daily life.
decisions it makes on behalf of the community T2 Explore the characteristics of the local environment, the important role it has to people and animals, and how
(ACHASSK091) this can help propose actions on how to live more sustainably.
Geography T3 Investigate and respect the longstanding knowledge gained from Aboriginal and Torres Strait Islander (ATSI)
Peoples diverse connections and responsibility to Country/Place at a local and national level.
G2 The importance of environments,
Meaning
including natural vegetation, to animals and
UNDERSTANDINGS ESSENTIAL QUESTIONS
people (ACHASSK088)
Students will understand that… Q1 How does the local government
G3 The custodial responsibility Aboriginal and
U1 Places in Australia have local governments that supply community contribute to community living? (ACARA,
Torres Strait Islander Peoples have
services but the Australian Capital Territory (ACT) handles this slightly 2018) Services and public opinion
for Country/Place, and how this influences
differently. Q2 Why does the environment matter?
views about sustainability (ACHASSK089)
U2 ATSI Peoples have practices and knowledge that can help Interconnection between environment and
HASS: Inquiry and Skills
communities make informed decisions about living with the Australian people and animals.
G4 Pose questions to investigate people,
environment. Q3 How do people interact with the
events, places and issues (ACHASS1073)
U3 There are different types of vegetation and each plays an integral environment in different places?
G5 Locate and collect information and data
role in sustaining life. Q4 How can people live sustainably with
from different sources, including observations
U4 People have different connections with the environment and this their environment?
(ACHASS1074)
influences how we use it.
Acquisition

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G6 Record, sort and represent data and the Students will know… Students will be skilled at…
location of places and their characteristics in K1) differences/similarities between ACT local government S1 generating a range of appropriate questions to
different formats, including simple graphs, and other local governments. research.
tables and maps, using discipline-appropriate K2 examples of local government services e.g., recycling and S2 choosing appropriate sources of information and
locating necessary data.
conventions (ACHASS1075) waste collection and urban tree management.
S3 navigating websites efficiently to find necessary
G7 Draw simple conclusions based on analysis K3 types of vegetation (including ACT vegetation). information.
of information and data (ACHASS1079) K4 reasons why vegetation is important to sustaining the S4 choosing appropriate formats to represent data.
G8 Interact with others with respect to share environment. S5 locating areas on a map.
points of view (ACHASS1080) K5 different ways people interact with their environment. S6 working collaboratively.
G9 Reflect on learning to propose actions in K6 ways in which the local Aboriginal people lived used the S7 sharing ideas and expressing differing opinions
response to an issue or challenge and consider environment. respectfully.
possible effects of proposed actions K7 how people misuse the environment. S8 using data to justify ideas and conclusions.
(ACHASS1081) K7 how to help protect their local wildlife in the environment. S9 using subject appropriate words correctly.
G10 Present ideas, findings and conclusions in K8 Appropriate terms for HASS: Civics and Citizenship and S10 using a range of modes and representations to
texts and modes that incorporate digital and Geography. E.g., local government, services, vegetation, present ideas.
non-digital representations and discipline- sustainable. S11 reflecting on what they have learnt to apply to
specific Terms (ACHASS1082) new situations.
Stage 2 Evidence
Year 4 Achievement Standard: HASS
Civics and Citizenship: students identify structures and decisions that support their local community.
Geography: … identify the interconnections between components of the environment and between people and the environment. … recognise the importance of
the environment and identify different possible responses to a geographical challenge. … propose individual action in response to a local geographical challenge and
identify some possible effects of their proposed action.
Evaluative Criteria Assessment Evidence
SUCCESS CRITERIA PERFORMANCE TASK(S):
1. Clearly identifies issue and chosen location. Disaster aware! Canberra is facing many challenges from the increase of people now living here. The local
2. Identifies who or what the land clearing will government has proposed new housing developments to occur in some of our nature parks and reserves. This
affect. means places like Mount Ainslie will be land cleared. No more natural vegetation.
3. Utilises knowledge about the local
As a valued community member, you can have your voice heard at the next Transport Canberra and City
government to help propose solution.
4. Utilises knowledge of why the environment Services meeting where the Minister for Housing and Development will be listening to people’s opinions
is important to animals and people in (student led conference day).
persuasion. Your task will be to inform the Minister if removing vegetation is a good idea and provide reasons to justify
5. Clearly identifies benefits to making a why. You will need to: 1. Investigate the natural vegetation of a chosen Canberra park 2. find out what role it
change to their issue.
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 6. Creative idea for sustainable solution. has in sustaining the environment 3. talk to the public about their relationship with the natural environment 4.
SELF ASSESSMENT: Students will use the KWLH explain any consequences of land clearing 5. Explain the benefits of maintaining or even ensuring vegetation is
chart to track their learning and reflect on their looked after throughout the state 6. Challenge: Provide a sustainable solution for urbanization!
progress. Individual criteria check lists would also
be given to keep on task. NOTE: Option of making a PowerPoint presentation or video is available.
At the end of unit, students will write a personal OTHER EVIDENCE: Oral and written responses to lesson questions and worksheets.
Participation and engagement in individual and collaborative activities.
statement about any significant new learning and
Word loop: assessment for students to demonstrate what they know (explained in lesson).
new wonders/questions.
Stage 3 Learning Plan
Lesson/ Activity Feedback | assessment |
8-way Differentiation
1 Hook/Tuning In: Introduction and prior knowledge ASSESSMENT: Diagnostic
1. Inform students an important video (resource 1) was delivered last night. Show video and use as hook into T in TWLH chart and student
the unit. wonderings to assess prior knowledge
2. Discuss ‘wonderings’ from the video and what they think they know about the issues presented.
and inform future lessons.
Body: Learning map and posing questions
1. Read Where the forest meets the Sea by Jeannie Baker. How does this relate? Wonderings? DIFFERENTIATION:
2. Complete T of TWLH chart (What I Think I know; What I Want to know; What I Learnt; How I learnt it) Open-ended questions and
3. Students think/pair/share what they will need to find out and how they will achieve it. think/pair/share to encourage
4. Begin a class Learning Map. Student wonderings are added to mark the start of their learning journey. discussion.
Learning Map also be used to show connection of learning from other subject areas e.g., Biological Science Visual learning map to track learning.
ideas on how living things depend on each other to survive (ACARA, 2018, ACSSU073) can be added with RESOURCES:
lines showing connections.
Book by Jeannie Baker
Conclusion
Students write own personal wondering and TWLH chart to help track their learning for assessment. Resource 1: hook video
2 Hook question: How does the local government contribute to commnuity life? ASSESSMENT: formative.
1. Discuss what they think the local government is and what they do for community. Discussion, interactions during lesson,
2. Pair up with mini whiteboards (scribe & presenter). Write ideas and share. Sheet and Venn-diagram, and analysis
Body: who is our local government and what do they do? of trends.
1. In pairs, use websites provided to locate information on ACT local government and one other from FEEDBACK:
predetermined list. On-going & Open-questions.
2. Use sheet provided to help find out about local government e.g., Location, Shire, Services, Mayor etc. DIFFERENTIATION:
3. Collect information and sort into Venn-diagram to analyse similarities/differences. Pairs: scriber/presenter & websites
4. Check your whiteboard list. Any questions answered? If not, find out! RESOURCES: Venn diagram.
Conclusion https://www.tccs.act.gov.au/about-us
1. Each group presents information and locates their area on the class map.

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 2. Discuss any trends among groups. Is ACT different? What is the same? https://www.australia.gov.au/about-
3. Add to learning map and discuss where to. government/how-government-
works/local-government
3&4 Hook: vegetation sensation – what is it? ASSESSMENT: formative. On-going and
1. Return to Mt Ainslie dilemma and ask what it means by vegetation. Find clue words (animals, environment) quality of work from maps.
Body: Discovering vegetation types activity FEEDBACK: students give feedback
1. Groups of 3 activity. Assign roles: speaker, manager & director. Each group has large blank Australian map, when comparing/sharing.
images of vegetation types with QR on backside and one tablet. (Resource 2) DIFFERENTIATION: Group students
2. Students guess where in Australia the vegetation goes. Compare with class and justify reasoning. according to ability of required. Less
3. Groups choose which vegetation to start with, scan the QR code and is taken to a website/video linked with writing abled students can take non-
that types. writing role in task as it’s not writing
4. Adjust vegetation positioning on map and represent the vegetation by drawing where else it is found. focused.
Students extend the map by annotating extra information from a list of questions. They can draw and write RESOURCES: Tablets, large Australia
their findings. Questions include: what animals live in this type of vegetation? What role does this vegetation map, post-it notes, question sheet,
have in sustaining the environment? How do people live in this environment? What would happen to the pens/pencils
soil/animals/people if the forest/scrubland disappeared etc. Resource 2: QR vegetation example
Conclusion
1. When finished, create a gallery walk for all students to see. Students look with purpose to see if anyone has
don’t anything different or what they like. Discuss as a class what they found and add more information if
required and TWLH chart revisit.
5 Hook: How can we contribute to our community and live sustainably: keeping bees RESOURCE:
Link to previous weeks and focus on ACT area. Integrate possibility to Biological science (ACSSU073) Keeping Native Stingless Bees video:
1. Watch Bee video and think/pair/share how it relates to previous lesson. https://www.youtube.com/watch?v=U
Body: Why Bees? m5yPfKMybU
1. Use Jigsaw strategy to learn about different bees, where they live, how they are important to people and Images on native bees, bee hotels and
the role they play in sustaining the environment. Use school vegetable garden as stimulus. native plants that these bees pollinate
2. Choose a bee that’s found in the area. Create plans for sustaining them. Teacher resources:
3. Discuss ideas and vote on most realistic for implementing in the school. http://mrccc.org.au/wp-
Conclusion content/uploads/2014/02/Attract-
1. Up-date Learning Map and Australia vegetation map. Draw lines to link where this new learning fits into Bees.pdf
the big idea of environment and human connectedness and sustainability. ASSESSMENT: formative. Students
connect learning and discussion.

6 Hook: ‘Getting amongst the great outdoors’ comparing environments. ASSESSMENT: formative. Students
1. Inform the objective is to compare natural and un-natural environments and how they make you feel. build understanding of how the natural
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 Body environment connects to people and
1. Students lies down outside in a concrete space and describes space using their senses. role it plays.
2. Draw and complete Y-chart (looks like, sounds like feels like). FEEDBACK: self-feedback through
3. Walk to nature grassland near school OR Botanic Gardens excursion to self-guide through the Rainforest. reflection. Teacher to provide on-going
4. How does this space make you feel? Compete new Y-chart, compare both charts and discuss with a peer. support to guide student’s connections
Conclusion to environment via their feelings.
1. Quiet reflection on experience being outside in the natural environment and how it might make you feel if it RESOURCES: Y-charts, pens, clipboard.
was gone. What is your favourite natural space or memory?
2. Update the Learning Map and add new information.
7 Hook: special guest preparation ASSESSMENT: formative. Students
1. Revisit TWLH chart and look at any questions or wonderings about vegetation, habitats, special connections. engaging in discussion, valuing
2. If yes, open writing book and write them down. If not, can you think of more? opinions and differing view.
Body: have a yarn with a community member about their connection with Mt Ainslie. FEEDBACK: self-reflective engagement
1. Students sit in circle to foster dialogue and talk with the guest. with ‘what I have learnt’.
2. After the guest speaks, use Yarning circle strategy and encourage students to all have a go at talking about RESOURCES: Someone who is
their wonderings. Links lesson form yesterday about their connection to environment. This lesson is about knowledgeable about the land and has
fostering rich dialogue and giving students ‘voice’. strong connections to Place.
Conclusion:
Update their L section and add any new questions.
8 Hook: beginning assessment and word loop assessment RESOURCES:
1. Students watch the video again and revisit the T in TWLH chart. Discuss how their thinking has changed. Resource 3: Word loop example
Body part 1: planning for assessment Graphic organizer e.g., Paper strips for
1. Use graphic organizer to start with planning and/or begin draft on Google docs or Slides. Write any word loop.
understandings and information that would help inform the TCCS and Minister about key points mentioned. DIFFERENTIATION: group students for
2. Identify areas of gaps and propose questions to help find that information. word loops. Some may create their
Body part 2: start a word loop own, others, complete them. Set up
3. Students create a word loop using terms they have come across, local government services, types of pairs depending on ability.
vegetation etc. Either group the word loops to theme or allow a mixed (dependent on ability).
9 Focus: peer-feedback for assessment and finish for next lesson. FEEDBACK: peer-feedback focus.
1. Lesson time spilt into thirds. Teacher provide on-going support.
First: work on assessment piece. Teacher provide on-going feedback.
Second: pass to person next to you for peer-feedback (strategy example, ‘2 stars and a wish’). Pass again.
Third: students review work, taking into consideration their feedback.
10 Presentation: Student conference day At the end of unit, students will write a personal statement about any ASSESSMENT: Summative task
significant new learning and new wonders/questions. Finish L & H section in TWLH.
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Rationale: purpose and intention of unit
INTEGRATING HASS SUB-STRANDS AND LEARNING AREAS
The HASS learning area acknowledges the interconnected nature of the real world and recognises
the need for students to develop skills to make informed decisions (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2018a). Additionally, the HASS sub-strands are
designed to strengthen student’s conceptual understandings by encouraging the integration of
learning between sub-strands and other learning areas (ACARA, 2018b). Due to this, I designed my
unit with the two sub-strands, provided opportunities for learning area integration and linked
learning to the local environment to explore the geographical issues of habitat loss and urban
development (Education Services Australia, 2013). My intended outcome is for students to
recognise how important each of the sub-strands and learning area are, so they can become
critical and reflective learners who view the world as interconnected.

INTEGRATING GENERAL CAPABILITIES AND CROSS-CURRICULAR PRIORITIES

Integrating AC general capabilities and cross-curricular priorities ensures 21st century skills and
understandings of contemporary issues are taught (ACARA, 2012). For this rationale, I will focus
on Critical and Creative thinking and Personal and Social Capability. My intention is for students to
become self-aware and critical individuals who are competent in working with others as this
requires perspective and empathy. If students are to learn about the interconnections of people
and environment, they need to develop skills to process different views of sustainability, solve
problems and work collaboratively while acknowledging the needs of others.

STRATEGIES AND FRAMEWORKS

Eight-way pedagogy Aboriginal framework (8-way) - “We talk about ‘closing the gap’, but this is a
gap in understanding, not ability” (Yunkaporta, 2009, p.22).

The purpose for using 8-way is two-fold. Firstly, if we plan to cater for all students such as utilising
the frameworks like Universal Design for Learning (http://www.cast.org/), we can create an
inclusive practice for all abilities. However, if I can embed a cultural pedagogy and do so in a non-
tokenistic way, I can provide a foundation for respect and reconciliation for Australia’s first peoples
while also catering to their ways of learning. This would hopefully help to decrease the gap
between cultural understanding and educational ability.

Collaborative learning: Strategies to engage in collaborative learning supports students to develop

21st century skills. Small group and whole class learning by using Think/pair/share, Jigsaw, roles
and discussions supports students in developing these skills.

Taxonomy and higher-level concepts: Bloom’s taxonomy (Woolfolk & Margetts, 2016) was used to
frame my questions and assessment. By planning for low-level (simple research questions and
knowledge) and high-level thinking (transferring across disciplines, creating an action and
reflecting) ensured students are exposed to a variety of thought processes to help create meaning.

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References
Rationale reference list

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2012). The shape of the Australian
curriculum v4.0 [PDF file]. Retrieved from http://docs.acara.edu.au/resources/The_Shape_of_the
_Australian_Curriculum_v4.pdf

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2018a). Foundation to year 10:
HASS rationale. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum
/humanities-and-social-sciences/hass/rationale/

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2018b). Foundation to year 10:
HASS, structure. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum
/humanities-and-social-sciences/hass/structure/

Education Services Australia. (2013). Contemporary geographical issues [PDF file]. Retrieved from
http://www.geogspace.edu.au/verve/_resources/2.2.2.3_1_contem_issues_media
_pdf.pdf

Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne, Victoria:
Pearson Australia.

Yunkaporta, T. K. (2009). Aboriginal pedagogies at the cultural interface (Doctoral thesis, James
Cook University, Australia). Retrieved from http://researchonline.jcu.edu.au/10974/2
/01thesis.pdf

Resources references

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Foundation to year 10
curriculum: Knowledge and understanding, Geography. Retrieved from https://bit.ly/2uRNWt6

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Foundation to year 10
curriculum: Science understanding, biological sciences (ACSSU073). Retrieved from https://bit.ly
/2HvciiI

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APPENDIX A: Integrated learning area opportunities
Science
Science Understanding: Biological sciences
 Living things depend on each other and the environment to survive (ACSSU073)
Science Understanding: Earth and space sciences
 Earth’s surface changes over time as a result of natural processes and human activity
(ACSSU075)
Science as a Human Endeavour: Use and influence of science
 Science knowledge helps people to understand the effect of their actions (ACSHE062)

English
Literacy: Interacting with others
 Interpret ideas and information in spoken texts and listen for key points in order to carry
out tasks and use information to share and extend ideas and information (ACELY1687)
 Plan, rehearse and deliver presentations incorporating learned content and taking into
account the particular purposes and audiences (ACELY1689)
Literacy: Creating texts
 Plan, draft and publish imaginative, informative and persuasive texts containing key
information and supporting details for a widening range of audiences, demonstrating
increasing control over text structures and language features (ACELY1694
Language: Language for interaction
 Understand differences between the language of opinion and feeling and the language of
factual reporting or recording (ACELA1489
Text structure and organisation
 Understand how texts vary in complexity and technicality depending on the approach to
the topic, the purpose and the intended audience (ACELA1490)

Mathematics
Measurement and Geometry: Location and transformation
 Use simple scales, legends and directions to interpret information contained in basic
maps (ACMMG090)
Statistics and Probability: Data representation and interpretation
 Construct suitable data displays, with and without the use of digital technologies, from
given or collected data. Include tables, column graphs and picture graphs where one
picture can represent many data values (ACMSP096)

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