8/2/2019 Stage 2 - Integrated Unit
1/22
Term 4
8/2/2019 Stage 2 - Integrated Unit
2/22
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
8/2/2019 Stage 2 - Integrated Unit
3/22
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
8/2/2019 Stage 2 - Integrated Unit
4/22
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
8/2/2019 Stage 2 - Integrated Unit
5/22
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
8/2/2019 Stage 2 - Integrated Unit
6/22
with different religious belie systems and people with disabilities
OUTCOMES AND INDICATORS
8/2/2019 Stage 2 - Integrated Unit
7/22
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
8/2/2019 Stage 2 - Integrated Unit
8/22
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
8/2/2019 Stage 2 - Integrated Unit
9/22
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
8/2/2019 Stage 2 - Integrated Unit
10/22
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:
8/2/2019 Stage 2 - Integrated Unit
11/22
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
8/2/2019 Stage 2 - Integrated Unit
12/22
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
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:
8/2/2019 Stage 2 - Integrated Unit
13/22
CQ 2: What do people in communities share and why? Duration: 2.5 weeks
Teaching and Learning Experiences
Planned
Observation
Product
Analysis
Teacher
Conference
Assessment Product Outcomes/Generic Skills
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.
8/2/2019 Stage 2 - Integrated Unit
14/22
CQ 2: What do people in communities share and why? Duration: 2.5 weeks
Teaching and Learning Experiences
Planned
Observation
Product
Analysis
Teacher
Conference
Assessment Product Outcomes/Generic Skills
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:
8/2/2019 Stage 2 - Integrated Unit
15/22
CQ 3: How are communities alike and different? Duration: 3 weeks
Teaching and Learning Experiences
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.
8/2/2019 Stage 2 - Integrated Unit
16/22
CQ 3: How are communities alike and different? Duration: 3 weeks
Teaching and Learning Experiences
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:
8/2/2019 Stage 2 - Integrated Unit
17/22
CQ 4: How do local councils help communities to solve problems? Duration: 2 weeks
Teaching and Learning Experiences
Planned
Observation
Product
Analysis
Teacher
Conference
Assessment Product Outcomes/Generic Skills
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?
8/2/2019 Stage 2 - Integrated Unit
18/22
CQ 4: How do local councils help communities to solve problems? Duration: 2 weeks
Teaching and Learning Experiences
Planned
Observation
Product
Analysis
Teacher
Conference
Assessment Product Outcomes/Generic Skills
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:
8/2/2019 Stage 2 - Integrated Unit
19/22
Pacing Guide
Week Monday Tuesday Wednesday Thursday Friday
1
2
3
4
5
8/2/2019 Stage 2 - Integrated Unit
20/22
6
7
8
9
10
8/2/2019 Stage 2 - Integrated Unit
21/22
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:__________________________________________________________
__________________________________________________________
__________________________________________________________
8/2/2019 Stage 2 - Integrated Unit
22/22
Local Council Worksheet