Stage 2 - Integrated Unit

8/2/2019 Stage 2 - Integrated Unit

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Term 4


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INTEGRATED UNIT OF WORK

RATIONALE

This unit provides opportunities for students to explore ways, in whichenvironments and social systems and structures in local areas meet peoplesneeds, influence the lifestyles of people and contribute to communityidentity. The unit also focuses on how people participate in community lifeand the role of the local council in solving problems.

FOCUS QUESTION

How and why do people cooperate in communities?

CONTRIBUTING QUESTIONS

1. What are communities and where are they?

2. What do people in communities share and why?3. How are communities alike and different?4. How do local councils help communities to solve problems?

AREAS OF INTEGRATION

HSIE Culture, Social Systems and Structures, EnvironmentEnglish Information Report, Factual DescriptionMathematicsSpace and GeometryScience and Technology Products and Services, Investigating, Using TechnologyCreative Arts Visual Arts

STAGE 2 ESTIMATED TIME: 10 WEEKS


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GENERIC SKILLS HSIE ENGLISH MATHS S&TCREATIVE

ARTS

RESEARCH

ENS2.5CUS2.4SSS2.7SSS2.8

TS2.1TS2.2RS2.6

SGS2.3PSS2.5INVS2.7

COMMUNICATION

ENS2.5CUS2.4

SSS2.7SSS2.8

TS2.1TS2.2

WS2.13WS2.14

SGS2.3 PSS2.5

THINKINGCRITICALL

Y

CUS2.4SSS2.7SSS2.8

PSS2.5 VAS2.4

SOLVINGPROBLEMS

SSS2.8

USINGTECHNOL

OGY

SSS2.7SSS2.8

TS2.1WS2.12

PSS2.5UTS2.9

VAS2.1

EXPRESSION VAS2.1

CO-OPERATION

ENS2.5CUS2.4SSS2.7SSS2.8

TS2.2RS2.6

SGS2.3PSS2.5INVS2.7


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CONTENT

KNOWLEDGE

A community is a social group of any size whose members reside in aspecific locality, share government, and have a cultural and historicalheritage

Australia has a diverse variety of communities

Aboriginal communities cooperate and relied upon each other acrossthe continent for material and cultural exchange

Communities provide a variety of facilities to meet peoples needs individuals, businesses, organisations and governments

Communities are alike and different because of their location,historical and cultural backgrounds, facilities, employmentopportunities, wealth and education

The local council help solve problems in communities

Members of the local council have specific roles and responsibilities inmaking decisions

GENERIC SKILLS

ResearchCommunication

Using TechnologyThinking Critically

ExpressionCooperation

Solving Problems


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VALUES AND ATTITUDES

EnglishV4 Shows confidence in using language in a variety of contextsV5 Shows independence in using and learning language

HSIEIntercultural Understanding

Respecting different viewpoints, ways of living, belief systems andlanguages

Supporting cultural diversity within a cohesive society

Ecological Sustainability

Appreciating the environment, ones personal relationship with it andones responsibility for its future

Being environmentally responsible

Democratic Processes

Showing commitment to individual freedom and to the rights andresponsibilities of participating in a democracy

Respecting different viewpoints and choices, and showing commitmentto peaceful ways of resolving conflict

Science and TechnologyVA1 Demonstrates confidence in their own ability and a willingness to makeand implement decisions when investigating, designing, making and usingtechnologyVA5 Works cooperatively with others in groups on scientific andtechnological tasks and challenges

PDHPETo develop students appreciation of and a commitment to healthy andsocially just ways of living.

MathsStudents will appreciate mathematics as an essential and relevant part of lifeand demonstrate and develop perseverance in undertaking mathematicalchallenges.

Creative ArtsStudents will respect the views of various social and cultural groups, people


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with different religious belie systems and people with disabilities

OUTCOMES AND INDICATORS


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HSIECultureCUS2.4 Describes different viewpoints, ways of living, languages and

belief systems in a variety of communities

Gathers information and explains the various lifestyles and experiencesthat different groups have within communities in Australia.

EnvironmentENS2.5 Describes places in the local area and other parts of Australia

and explains their significance

Locates and names the capital city of Australia and of each state, andmajor regional centres

Compares ways in which members of the community use features of the

local area to meet their needs

Social Systems and StructuresSSS2.7 Describes how and why people and technologies interact to

meet needs and explains the effects of these interactions onpeople and the environment

Describe ways in which people cooperate with and depend on oneanother in their work

SSS2.8 Investigates rights, responsibilities and decision makingprocesses in the school and community and demonstrates howparticipation can contribute to the quality of their school andcommunity life

Describes how decision are made in local government and the roles andresponsibilities of those involved

ENGLISHTalking and ListeningTS2.1 Communicates in informal and formal classroom activities

in school and social situations for an increasing range ofpurposes on a variety of topics across the curriculum

Justifies a point of view with supporting evidence

Listens to descriptions of unfamiliar places, people and things

Describes people, places, and things in detail

TS2.2 Interacts effectively in groups and pairs adopting a range of

roles, uses a variety of media and uses various listeningstrategies for different situations

Uses correct word order when asking questions or making statements


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Retells the gist of a conversation

ReadingRS2.8 Discusses the text structure of a range of text types and the

grammatical features that are characteristic of those text types

Identifies types of visual information, eg map, chart, table, animation

RS2.6 Uses efficiently an integrated range of skills and strategieswhen reading and interpreting written texts

Makes brief notes of information relevant to the topic, recordingresources used

Locates information from sources such as books, pictures, book markedsections of the internet, databases, CD-ROMs and media texts

WritingWS2.12 Uses joined letters when writing in NSW Foundation Style anddemonstrates basic desktop publishing skills on the computer

Writes using consistent shape, size, slope and formation in NSWFoundation style

Investigates other forms of publishing, eg slide shows, multimedia

WS2.13 Discusses how own texts are adjusted to relate to differentreaders, how they develop the subject matter and how they

serve a wide variety of purposes. Talks about research as a way of building up a topic

Understands purpose and stages of the organisation of texts

Identifies audience of a text and adjusts writing accordingly

WS2.14 Discusses how own texts have been structured to achieve theirpurpose and the grammatical features characteristic of thevarious text types used.

Talks about how different types of adjectives have been used to add

information in own writing Recognises the subject, verb and object of a clause

Science and TechnologyPSS2.5 Creates and evaluates products and services considering

aesthetic and functional factors

Selects desktop publishing software as a way of creating a menu for theschool canteen

INVS2.7 Conducts investigations by observing, questioning, predicting,testing, collecting, recording and analysing data, and drawingconclusions


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Surveys community groups =, eg farmers, land care, using email or faxto identify and analyse environmental problems in different parts ofNSW.

UTS2.9 Selects and uses a range of equipment, computer-based

technology, materials and other resources with developing skillto enhance investigation and design tasks.

Experiments with a range of desktop publishing features, graphics, fontsand borders to develop an effective poster

PDHPEActive LifestyleALS2.6 Discusses the relationship between regular physical activity and

health

Participates in regular physical activity and discusses progress Identifies factors that influence participation in physical activity

MathematicsSGS2.3 Uses simple maps and grids to represent position and follow

routes.

Describes the location of an object using more than one descriptor

Uses an arrow to represent North on a map

Uses a key or legend to locate a specific object

Creative ArtsVisual ArtsVAS2.1 Represents the qualities of experiences and things that are

interesting or beautiful by choosing among aspects of subjectmatter

Talks about and thinks about their intentions for artmaking andrecognises how these affect their selection of ideas, materials, tools

and techniques and methods of working

VAS2.4 Identifies connections between subject matter in artworks andwhat they refer to, and appreciates the use of particulartechniques

Identifies resemblance between subject matter in artworks and thefeatures of things as they exist in the world, recognising similarities anddifferences in how things are represented in the artworks


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Display:

Focus and contributing questions

Maps local area, NSW and Australia

Names of towns

Warringah Council information Pictures and information about local community services

Photographs of a variety of different communities

Resources:


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CQ 1: What are communities and where are they?Duration: 2.5 weeks

Teaching and Learning Experiences

Planned

Observation

Product

Analysis

Teacher

Conference

Assessment Product Outcomes/Generic Skills

Tuning In

Small group discussion: What is a community?Groups report then develop a whole class definition.

Finding OutProvide a map of Australia and a set of guiding questions.Children investigate states, regions, places andlandscapes of Australia.Children locate and describe their position withinAustralia. Classify according to the following criteria:urban, rural, coastal, suburb, town, city, capital city,state, territory.

Sorting Out

Record on a class map of Australia specific locations andcommunities.

Making ConnectionsPose the question: why is Harbord a community? andwhat larger community is it apart of?For example: Harbord is a coastal suburb it belongs to


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CQ 1: What are communities and where are they?Duration: 2.5 weeks


Planned

Observation

Product

Analysis

Teacher

Conference


the city of Sydney which is the capital city of NSW.

Going Further(Independent Research Task)Children write a factual description of the communitythat they live in using the following headings: Naturaland Built Features, Leisure Facilities, Special Landmarks,People and Places of Worship.

Reflecting and ActingChildren write a reflection:I like living in becauseI would like to see improved in my community

Evaluation:


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CQ 2: What do people in communities share and why? Duration: 2.5 weeks


Planned

Observation

Product

Analysis

Teacher

Conference


Tuning InPose the question: what do people need in a community?

In small groups children create a web using Inspiration.

Finding OutGo for a walk around the local community. Children willobserve and list a variety of facilities the communitymembers share.

Sorting OutList the needs of community members, for example:food, shelter, education, clothing, leisure etcChildren will sort and classify their observations underthe above headings.

Making Connections

Service For Whom Purpose FundingHow theyoperate

Interview a variety of people who provide communityservices or facilities.


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CQ 2: What do people in communities share and why? Duration: 2.5 weeks


Planned

Observation

Product

Analysis

Teacher

Conference


Record information on the above retrieval chart

Discuss what would happen if particular services orfacilities were no longer available to the community.What impact would this have on community memberslives?

Going FurtherWrite a letter to a government agency on a communityissue that they feel strongly about.

Reflecting and ActingChildren discuss with their families what facilities theyreally appreciate in the community of Harbord and whatfacilities do they feel are lacking and why?

Evaluation:


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CQ 3: How are communities alike and different? Duration: 3 weeks


Planned

Product

Teacher

Assessment ProductOutcomes/Generic

Skills

Tuning InShow a video of a different community. Discuss communities

they have also visited. What makes these communities differentto Harbord?

Finding Out/Sorting Out

Place LocationNaturalFeatures

InfrastructureBusiness/Shopping

LeisureFacilities

SchoolsPlaces

ofWorship

CoastalHarbord

RuralTown

InnerCity

In expert groups children will gather information to complete the

retrieval chart using web cams and email.

Making ConnectionsCreate Venn diagram to illustrate the similarities and differencesbetween the three communities.


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CQ 3: How are communities alike and different? Duration: 3 weeks


Planned

Product

Teacher

Assessment ProductOutcomes/Generic

Skills

Going FurtherChildren investigate the canteen service offered in the schoolcommunity. Children examine the needs of the schoolcommunity, work roles and make decisions and recommendationson how well the canteen functions.

Reflecting and ActingRepresent in an artwork the flavour of one of the communitiesstudied.

Evaluation:


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CQ 4: How do local councils help communities to solve problems? Duration: 2 weeks


Planned

Observation

Product

Analysis

Teacher

Conference


Tuning In:Discuss community facilities in local area that are

shared. Discuss why governments provide certain goodsand services.

Finding out/sorting out:People or Businesses Governments

to earn profitsto meet common

needs

Research and briefly discuss the three levels ofgovernment.

Look at local council website, video (Its Your Council),

and handouts then create a detailed list of what localgovernments are responsible for.

Making Connections:Discuss why the local council provides certain goods andservices, for example: why does the local council providea library when they could buy their own books?


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CQ 4: How do local councils help communities to solve problems? Duration: 2 weeks


Planned

Observation

Product

Analysis

Teacher

Conference


Make a prediction chart: What if our community had nopatrolled beaches?

Going Further:Students write an information report on how their localcouncil helps their community.

Reflecting and Acting:Discuss with students how they can have a say in localcouncil decision making processes, e.g. talking to theirlocal member, writing a letter, voting for councillorsthey agree with, joining a community group to expressan opinion, writing to the local newspaperProvide students with an opportunity to express theirviews to the local council in an appropriate way.

Evaluation:


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Pacing Guide

Week Monday Tuesday Wednesday Thursday Friday

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4

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6

7

8

9

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Observational Checklist

Name: _______________________ Date: ___________________

beginning Working

towards

achieved Working

beyond

Identifies the purpose for thecollection of information

organises information in avariety of ways

distinguishes between fact andopinion

Selects and describes astrategy to solve a problem

and justifies a choice

Demonstrates independencewhen carrying out basicfunctions using technology

Comments:__________________________________________________________

__________________________________________________________

__________________________________________________________


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Local Council Worksheet

Documents

Stage 2 - Integrated Unit