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OneSchoolUnit Plan

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

Year Level: Year PY

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

My special placesIn this unit, students will explore the following inquiry question:

What are places like and what makes them special?

Learning opportunities support students to:

draw on studies at the personal scale, including places where they live or other places that are familiar to them understand that a place has features and a boundary that can be represented on maps or globes recognise that what makes a place special is dependent on how people view the place or use the place observe and represent the location and features of places using pictorial maps and models examine sources to identify ways that people care for special places describe special places and the reasons they are special to people reflect on learning to suggest ways they could contribute to the caring of a special place.

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

Year level plan Teacher lesson overview

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

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

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

Year: PYLearning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

My special places (Yr PY)Students identify, represent and describe the features of familiar places, and suggest ways to care for a special familiar place.

Collection of Work Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

My classroom is a familiar place My classroom is a special place Reflection

Resources Attachments Plan Resource Bank

Assessment Collection of Work - My special places

(Yr PY)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS- Foundation Year

Foundation Year Achievement StandardBy the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them.

Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Analysing

Explore a point of view (ACHASSI005) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI007)

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)

Researching

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)

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 (ACHASSI010)

Geography

The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016)

The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)

The reasons why some places are special to people, and how they can be looked after (ACHASSK017)

The representation of the location of places and their features on simple maps and models (ACHASSK014)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumCurriculum working towardsThe teaching and learning in this unit work towards the following in Year 1:

Collect data and information from observations and identify information and data from sources provided (ACHASSI019) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020) Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps (ACHASSI024) 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) 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)




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

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

Personal and social capability Self-management Social management

Ethical understanding Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum and the 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 special placesAssessment description: Students identify, represent and describe the features of familiar places, and suggest ways to care for a special familiar place.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them.Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.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.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

recognise that places can be represented on maps and models respond to questions about places they belong to observe the familiar features of places represent features and their location on pictorial maps and models respond to questions about places they belong to recognise why some places are special to people share and compare observations about familiar places reflect on their learning to suggest ways they can care for a familiar place

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

Students not identifying individual visible elements or articulating specifically what they see, hear or feel. Scaffold descriptive vocabulary to describe observed features. Students not justifying why their place is special using reasons that are logical or appropriate. Explore the use of emotional vocabulary to explain why a place is special. Students only describing what features look like, rather than location and/or direction. Model using everyday language for talking about the direction and location. Students who are unable to see other people's points of view to help them explain reasons for why a place is special. Discuss the actions and reactions of the characters in the story

to understand why they feel the place is special. Students who are unsure why the features of a place may influence why a place is important to the people who live there. Brainstorm the reasons why the features of a place may be

important to people. Draw on local examples or student experiences.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

7 Lessons My classroom is a familiar place Lesson 1: Places have features Lesson 2: Maps tell us about the features of places Lesson 3: Representing features and location Lesson 4: Observing features of local places Lesson 5: Representing features of a local place in a model Lesson 6: Representing features of a local place on a map Lesson 7: Assessment checkpoint: Part A

7 Lessons My classroom is a special place Lesson 8: People live in special places Lesson 9: People care for special places Lesson 10: Importance of Country and Place Lessons 11-12: Observing a special local place Lesson 13: Points of view about a special place in the school community Lesson 14: Assessment checkpoint: Part B

2 Lessons Reflection Lessons 15-16: Reflection -Celebrating my special places

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic My classroom is a familiar place Topic Duration 7 Lessons

Overview Throughout this lesson series, students will recognise that places can be represented on maps and models respond to questions about places they belong to observe the familiar features of places represent features and their location on pictorial maps and models

Lessons Teaching and Learning Sequence Resources

Lesson 1

Places have features

Lesson objectivesStudents will:

Understand that places have visible elements or features that can be observed and recorded.

Evidence of learningCan the student:

Observe, describe and record the features of a familiar place?Example learning sequence

Explore the unit focus Observe and describe the features of a familiar place Record the visible features of a familiar place on a pictorial map

Resources Sheet - Examples of pictorial maps Slideshow - Features of places Slideshow - What is a map? Supporting learning resource - HASS Year Prep Unit 2 Glossary

Attachments Lesson plan

Lesson 2

Maps tell us about the features of places


Understand that maps show the visible elements or features and location of places.


Locate familiar places on a map?Example learning sequence

Examine a variety of maps Identify familiar places on a map Describe the location of a familiar place represented on a map

Resources Slideshow - What is a map? Video - What is a boundary? Sheet - Local area map

Helpful information Website - Google Earth (Google)

http://www.google.co.uk/earth/explore/products/index.html (allows students to explore 2D and 3D maps, street view and aerial view)

Website - Spatial Genie http://www.spatialgenie.edu.au/spatialgenie/ Website - Scribble Maps http://www.scribblemaps.com (allows students to draw and

write on maps, e.g. add features, show routes)


Lesson 3 Lesson objectives Helpful information




Duration: 16 Weeks

Teaching Sequence




Representing features and location

Students will: Understand how to observe, represent and describe the visible

elements of the features (and their location) on a fictitious place.Evidence of learningCan the student:

Observe, represent and describe the features (and their location) of a place from a story?

Example learning sequence Observe the features and their location as depicted in a place in a

story Represent the features of the story place and their location in a

model Describe the represented features and where they are located

Text - Dray, M 2006, Dougal and Bumble and the long walk home, Penguin/Viking, Camberwell, Vic.

Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-17cd-f753-0d10-55b94d4353bd/0/viewIMS.jsp

Website - Michael Rosen: Videos and podcasts (Michael Rosen) http://www.michaelrosen.co.uk/videos.html (videos of children's rhymes)


Lesson 4

Observing features of local places


Understand that communities have features and that location can be observed and recorded.


Observe and record the features and location of a neighbourhood or rural area?

Example learning sequence Explore a range of familiar local places to observe their features Represent the features of a selected familiar local place as

symbols

Resources Slideshow - Representing the features of a school using symbols


Lesson 5

Representing


Understand how to represent the features and location of a

Resources Supporting learning resource - Representing features of a local place in a model




Duration: 16 Weeks

Teaching Sequence




features of a local place in a model

familiar local place in a model.Evidence of learningCan the student:

Represent the features and location of a selected familiar local place on a model?

Example learning sequence Review the identified features of a selected local place and their

location Represent these features and their location in a model Draw simple conclusions about the location of features in a

familiar local place


Lesson 6

Representing features of a local place on a map


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


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

Example learning sequence Review the features of a familiar local place represented in a

model Represent the features of a familiar local place in a pictorial map

Resources Sheet - Pictorial map: My familiar local place Supporting learning resource - Representing features of a local place on a map


Lesson 7

Assessment checkpoint: Part A

Assessment purposeTo identify, represent and describe the features of familiar places, and suggest ways to care for a special familiar place.Example assessment sequence

Understand the assessment

Resources Assessment task - My special places Assessment task - My special places: Model response Assessment task - My special places: Teaching notes




Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review the Guide to making judgments and understand the

standards A-E Conduct the assessment





Duration: 16 Weeks

Teaching Sequence

Topic My classroom is a special place Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: respond to questions about places they belong to recognise why some places are special to people share and compare observations about familiar places reflect on their learning to suggest ways they can care for a familiar place.


Lesson 8

People live in special places


Understand that the places people live in and belong to, and their familiar features, are special.


Identify how places and their features are special to people?Example learning sequence

Explore connections between people and places that are special Identify connections between people and the school

Resources Supporting learning resource - People live in special places


Lesson 9

People care for special places


Understand how people look after a special place.Evidence of learningCan the student:

Identify how people care for a special place?Example learning sequence

Observe a special place identified in a story/text Identify ways people care for a special place in a story/text

Helpful information Text - Stafford, L 2000, Amelia Ellicott's garden, Scholastic, Lindfield. eBook - The bush museum . a Rosie and Wallace story

https://learningplace.eq.edu.au/cx/resources/items/a646220b-5ddb-603f-9106-5e989032fbe7/0/ViewIMS.jsp

Text - Reynolds, P 2009, Rose's garden, Walker Books, London. Text - Baker, J 1988, Where the forest meets the sea, Walker Books, London.


Lesson 10

Importance of Country and Place


Understand that the Country/Place Aboriginal peoples and Torres Strait Islander peoples belong to is important to them and needs to be cared for.


Recognise how Aboriginal peoples or Torres Strait Islander

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

• eBook - Camping in K'gari• Video - The importance of K'gari• Slideshow (with notes) - Importance of Country to Aboriginal peoples• Slideshow (with notes) - Importance of Place to Torres Strait Islander peoples• Supporting learning resource - Importance of Country and Place




Duration: 16 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcespeoples care for their Country or Place?

Example learning sequence Explore the meaning of Country or Place to Aboriginal peoples or

Torres Strait Islander peoples Examine the features of a local place that is important to

Aboriginal peoples or Torres Strait Islander peoples Identify ways Aboriginal peoples or Torres Strait Islander peoples

care for Country/Place


Lessons 11-12

Observing a special local place


Understand which personal and local places are special to them. Understand ways in which they can care for a special local place.


Identify personal and local places that are special to them? Suggest ways to care for a special local place?

Example learning sequence Explore connections with personal and local places Observe and record the features of a selected special local place Draw simple conclusions about why the selected local place is

special Reflect on learning to suggest ways to care for the special local

place

Resources Video - Our special place Sheet - Caring for a special local place


Lesson 13

Points of view about a special place in the school


Understand why people think a place in the school community is special.

Understand how people can care for a special place in the school community.

Resources Slideshow - Points of view about a special place Sheet - A special place in my school community

Attachments




Duration: 16 Weeks

Teaching Sequence




community Evidence of learningCan the student:

Explore points of view about why a special place in the school community is important to people?

Reflect on learning to propose ways to care for a special place in the school community?

Example learning sequence Explore points of view about what makes a special place in a

school community important to people Share points of view about places in the school community that

are special Reflect on learning to suggest ways to care for a special place in

the school community

Lesson plan

Lesson 14

Assessment checkpoint: Part B

Assessment purposeTo identify, represent and describe the features of familiar places, and suggest ways to care for a special familiar placeExample assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - My special places Assessment task - My special places: Model response Assessment task - My special places: Teaching notes


Teaching Sequence

Topic Reflection Topic Duration 2 Lessons

Overview Throughout this lesson series, students will: respond to questions about the features of familiar places share stories with others about familiar special places and how to care for them.




Duration: 16 Weeks

Teaching Sequence





Lessons 15-16

Reflection - Celebrating my special places


Understand that places have features that can be represented on maps and in models.

Understand that places and their features can be special to people and need to be cared for.


Respond to questions about the features of familiar places? Share stories with others about familiar special places and how to

care for them?Example learning sequence

Reflect on learning from the unit Create a display of work completed during the unit Present a display of work to share with visitors

Resources Supporting learning resource - Celebrating my special places





Duration: 16 Weeks

Resources

Unit Plan Section Resource Attachments*

Sequence - My classroom is a familiar place Lesson plan - HASS_YP_U2_LP01.docx

Lesson plan - HASS_YP_U2_LP02.docx






Sequence - My classroom is a special place Lesson plan - HASS_YP_U2_LP08.docx



Lesson plan - HASS_YP_U2_LP11-12.docx



Sequence - Reflection Lesson plan - HASS_YP_U2_LP15-16.docx

Sequence eBook - Camping in K'gari




Duration: 16 Weeks


eBook - The bush museum . a Rosie and Wallace story https://learningplace.eq.edu.au/cx/resources/items/a646220b-5ddb-603f-9106-5e989032fbe7/0/ViewIMS.jsp

Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-17cd-f753-0d10-55b94d4353bd/0/viewIMS.jsp

Sheet - A special place in my school community

Sheet - Caring for a special local place

Sheet - Examples of pictorial maps

Sheet - Local area map

Sheet - Pictorial map: My familiar local place

Slideshow - Features of places

Slideshow - Points of view about a special place

Slideshow - Representing the features of a school using symbols

Slideshow - What is a map?

Slideshow (with notes) - Importance of Country to Aboriginal peoples

Slideshow (with notes) - Importance of Place to Torres Strait Islander peoples

Supporting learning resource - Celebrating my special places

Supporting learning resource - HASS Year Prep Unit 2 Glossary

Supporting learning resource - Importance of Country and Place

Supporting learning resource - People live in special places Supporting learning resource - Representing features of a local place in a model




Duration: 16 Weeks


Supporting learning resource - Representing features of a local place on a map Text - Baker, J 1988, Where the forest meets the sea, Walker Books, London.

Text - Dray, M 2006, Dougal and Bumble and the long walk home, Penguin/Viking, Camberwell, Vic.

Text - Reynolds, P 2009, Rose's garden, Walker Books, London.

Text - Stafford, L 2000, Amelia Ellicott's garden, Scholastic, Lindfield.

Video - Our special place Video - The importance of K'gari Video - What is a boundary? Website - Google Earth (Google) http://www.google.co.uk/earth/explore/products/index.html (allows students to explore 2D and 3D maps, street view and aerial view)Website - Spatial Genie http://www.spatialgenie.edu.au/spatialgenie/

Website - Scribble Maps http://www.scribblemaps.com (allows students to draw and write on maps, e.g. add features, show routes)

Website - Michael Rosen: Videos and podcasts (Michael Rosen) http://www.michaelrosen.co.uk/videos.html (videos of children's rhymes)

Assessment Planner - My special places

Assessment task - HASS_YP_U2_AT_MySpecialPlaces.docx Assessment task - HASS_YP_U2_AT_MR_MySpecialPlaces.docx Assessment task - HASS_YP_U2_AT_TN_MySpecialPlaces.docx

Assessment Assessment task - My special places

Assessment task - My special places: Model response




Duration: 16 Weeks


Assessment task - My special places: Teaching notes




Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

My special places (Yr PY)Type Collection of Work

Date

Description Students identify, represent and describe the features of familiar places, and suggest ways to care for a special familiar place.

Learning Area Humanities and Social Sciences

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

Recognise why some places are special to people.Describe the features of familiar places and recognise that places can be represented on maps and models.

Respond to questions about places they belong to.Observe the familiar features of places and represent these features and their location on pictorial maps and models.

Reflect on their learning to suggest ways they can care for a familiar place.

Share and compare observations about familiar places.

AP ◄

Explains why it is important to care for familiar places.Explains why features are located in particular places

◄

Provides reasons to support ideaswhen responding to questions.Makes relevant observations about the purpose of features.

◄ Explains the importance of care-taking actions.

◄ Supports responses with relevant examples.

MC ◄

Identifies why the classroom is special to others.Describes the location of features in the classroom.

◄

Describes familiar places and their features in responses.Accurately represents the location of features in the classroom.

◄ Describes actions for caring for special places.

◄ Provides details to support comparison of classroom features.

WW ◄

Identifies why the classroom is special to them.Identifies familiar features in the classroomRecognises that maps and models can be used to represent features.

◄

Responds to questions about places they belong to.Represents observed features of the classroom, and their location, on a pictorial map and model.

◄Reflects on their learning to suggest ways they can care for a familiar place.

◄ Shares and compares observations about familiar places.

EX ◄Acknowledges that the classroom is a special placeStates a feature in the classroom

◄

Draws a picture of familiar features in the classroom.Creates representations of familiarfeatures.

◄ Lists a way to care for a place. ◄ Shares observations about the features of a place.

BA ◄ Acknowledges that the classroom contains features. ◄

Draws a picture of a place.Creates a model of a feature.

◄ Acknowledges that places should be cared for.

◄ Makes an observation about a place.




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


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