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OneSchoolUnit Plan
Name: Unit 2 - HASS Year 3 (V8)Duration: 32 Weeks
Year Level: Year 3
Applicable LearningAreas/Subjects: Humanities and Social Sciences
Unit Plan
Exploring places near and farIn this unit students will explore the following inquiry question:
How and why are places similar and different?
In this unit, students:
identify connections between people and the characteristics of places describe the diverse characteristics of different places at the local scale and explain the similarities and differences between the characteristics of these places interpret data to identify and describe simple distributions and draw simple conclusions record and represent data in different formats, including labelled maps using basic cartographic conventions describe the importance of making decisions democratically and propose individual action in response to a democratic issue explain the role of rules in their community and share their views on an issue related to rule-making communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
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
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Exploring places near and far (Yr 03)Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Australian Curriculum
F-6/7 HASS - Year 3
Year 3 Achievement StandardBy the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.
Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
Content Descriptions
Inquiry and skills Knowledge and Understanding
Evaluating and reflecting
Draw simple conclusions based on analysis of information and data (ACHASSI058)
Interact with others with respect to share points of view (ACHASSI059) Reflect on learning to propose actions in response to an issue or challenge
and consider possible effects of proposed actions (ACHASSI060)
Analysing
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
Researching
Locate and collect information and data from different sources, including observations (ACHASSI053)
Civics and citizenship
The importance of making decisions democratically (ACHASSK070) Who makes rules, why rules are important and the consequences of rules
not being followed (ACHASSK071)
Geography
The location of Australia's neighbouring countries and the diverse characteristics of their places (ACHASSK067)
The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)
The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people's perceptions of these places (ACHASSK069)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Content Descriptions
Inquiry and skills Knowledge and Understanding Record, sort and represent data and the location of places and their
characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)
Questioning
Pose questions to investigate people, events, places and issues (ACHASSI052)
Communicating
Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 2:
Pose questions about past and present objects, people, places and events (ACHASSI034) Collect data and information from observations and identify information and data from sources provided (ACHASSI035) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041) Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042) 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 (ACHASSI043)
Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 4:
Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate
conventions (ACHASSI075) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Draw simple conclusions based on analysis of information and data (ACHASSI079) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 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 Text knowledge Grammar knowledge Word knowledge Visual knowledge
Numeracy Recognising and using patterns and relationships Using spatial reasoning Interpreting statistical information
Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-management Social awareness
Ethical understanding Understanding ethical concepts and issues Reasoning in decision-making and actions Exploring values, rights and responsibilities
Intercultural understanding Recognising culture and developing respect Interacting and empathising with others
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
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.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.
Assessing student learningAssessment name: Exploring places near and farAssessment description: Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.Students pose questions and locate and collect information from sources, including observations to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.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.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
FeedbackFeedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:
what each student already knows and can do how each student is going where each student needs to go next.
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.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
11 Lessons Representing places Lesson 1: Characteristics of place Lesson 2: Climate types of the world Lesson 3: Australia's states and territories Lesson 4: Aboriginal and Torres Strait Islander Country and Place Lesson 5: Grid references and the Torres Strait Lessons 6-7: Australia's major human and natural features Lesson 8: Climate in Australia Lesson 9: Diversity of Australian communities Lesson 10: Australia and its neighbours Lesson 11: Assessment checkpoint: Part A
6 Lessons Identifying similarities and differences Lesson 12: Natural features of Australia's neighbouring countries Lesson 13: Communities in Australia's neighbouring countries Lesson 14: How places differ Lesson 15: Comparing school communities Lessons 16-17: Assessment checkpoint: Part B
15 Lessons Making decisions Lesson 18: How people feel about places Lesson 19: Australia's World Heritage sites Lessons 20-21: Protecting places: A local case study Lesson 22: Case study: Fraser Island Lessons 23-24: Democratic decision-making Lessons 25-26: Places where democratic decisions are made Lessons 27-28: Rules in our communities Lessons 29-30: Assessment checkpoint: Part C Lessons 31-32: Reflecting on our exploration of places near and far
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lesson 1
Characteristics of place
Lesson objectivesStudents will:
Understand the concept of place and recognise the human and natural characteristics of places.
Evidence of learningCan the student:
Define place and explain how places can be represented? Identify and classify characteristics of places?
Example learning sequence Explore the unit focus Examine information to describe and classify characteristics of
places as human or natural Explore methods of representing places and their characteristics
Resources Supporting learning resource - HASS Glossary Year 3 Unit 2 Slideshow - Human and natural characteristics of places Sheet - Retrieval chart: Characteristics of places Sheet - Methods of representing places
Attachments Lesson plan
Lesson 2
Climate types of the world
Lesson objectivesStudents will:
Understand that climate is a natural characteristic of places and that the world is made up of different climate zones.
Evidence of learningCan the student:
Recall the names and boundaries of the world climate zones? Identify the climate zones for different places around the world?
Example learning sequence Explore climate as a natural characteristic of places Locate information about world climate zones on a map Sort and record information about the characteristics of world
climate zones
Resources Sheet - Map: World climate zones (colour) Sheet - World climate zones Sheet - Examples of different places in the world climate zones
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lesson 3
Australia's states and territories
Lesson objectivesStudents will:
Understand that maps have cartographic conventions. Understand that Australia's states are places at the regional scale. Understand that Aboriginal peoples and Torres Strait Islander
peoples have a different perspective on how land areas are divided within Australia.
Evidence of learningCan the student:
Locate and label the states and territories on a map of Australia? Apply the cartographic conventions (BOLTSS) to maps? Identify natural and human features on a map using a legend?
Example learning sequence Examine the cartographic conventions of a map Locate and record information about place at the regional scale
using maps Explore different perspectives of place at the regional scale Explore how features can be represented on maps
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.
Find and prepare - Student access to digital maps or atlases and materials (scissors, glue, paper) for jigsaw map activity.
Slideshow - Mapping with BOLTSS Sheet - Australia: Jigsaw puzzle Slideshow - Map legends: Representing natural and human features on a map
Helpful information Website - The AIATSIS map of Aboriginal Australia (ABC)
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lesson 4
Aboriginal and Torres Strait Islander Country and Place
Lesson objectivesStudents will:
Understand that Aboriginal peoples and Torres Strait Islander peoples have connections to Country/Place throughout Australia.
Understand that symbols can be used to represent features of places.
Evidence of learningCan the student:
Identify that Aboriginal peoples and Torres Strait Islander peoples have connections to Country/Place throughout Australia?
Recognise the significance of symbols in representing places?Example learning sequence
Examine the meaning and significance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples
Locate information in sources to identify how traditional Aboriginal symbols represent places and features
Explore Place for Torres Strait Islander peoples Record features of a known local place using symbols
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.
Slideshow - A sense of Country and Place Sheet - Aboriginal symbols Sheet - Torres Strait Islands: Location and geographical features
Helpful information Video - Painting Country, 2000: Maps of country (meaning of symbols in Aboriginal
artwork) http://aso.gov.au/titles/documentaries/painting-country/clip2/ Website - Aboriginal art symbols (Aboriginal Dreamtime)
Understand how to use simple grid references to determine and describe the location of places on a large-scale map.
Understand how to use cardinal compass points to describe direction and location.
Evidence of learningCan the student:
Use simple grid referencing and cardinal compass points to locate places on a map and describe relative location?
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.
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Example learning sequence Record and represent data about direction and distance Examine the simple grid reference system Interpret data to determine and describe the location of places
using simple grid references
Lessons 6-7
Australia's major human and natural features
Lesson objectivesStudents will:
Understand how to describe, locate and represent Australia's major human and natural features on a map.
Evidence of learningCan the student:
Use geographical terms and mapping conventions appropriately? Describe and represent major human and natural features of
Australia?Example learning sequence
Examine major human features of places throughout Australia Examine major natural features of places throughout Australia Record and represent data about major human and natural
features and their locations on a map Interpret data about major natural features of Australia
Resources Find and prepare - Atlases/digital sources to locate places. Also required for
research task. Slideshow - Major human features of Australia Sheet - Australia's major human and natural features Slideshow - Major natural features of Australia Sheet - Research task: Major Australian natural features Sheet - Research task information
Attachments Lesson plan
Lesson 8
Climate in Australia
Lesson objectivesStudents will:
Understand how to represent rainfall data of Australia by constructing column graphs.
Understand how to interpret temperature data.Evidence of learningCan the student:
Record rainfall data in a table? Interpret temperature data to explain differences between places?
Resources Slideshow - Column graphs Sheet - Representing and interpreting rainfall data Sheet - Representing and interpreting temperature data Supporting learning resource - Climate in Australia
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Example learning sequence Review climate as a characteristic of place Locate information to identify climate types in Australia Explore column graphs Interpret data to identify seasonal rainfall variations between
places Interpret temperature data to identify and explain differences
between places
Lesson 9
Diversity of Australian communities
Lesson objectivesStudents will:
Understand that Australian communities differ in terms of their characteristics and lifestyles.
Evidence of learningCan the student:
Recognise that diverse human characteristics influence where and how people live?
Select and record data to show similarities and differences?Example learning sequence
Explore the human characteristics that make places similar or different
Locate information in provided sources about communities located in different parts of Queensland
Sort and record information about the characteristics of different communities in a table
Interpret data to draw conclusions about similarities and differences between places and lifestyles
Resources Slideshow - Australian settlements and lifestyles Sheet - Michael lives in a mining town Sheet - Sam lives in a city suburb Sheet - Ben lives in south-western Queensland Sheet - Diversity of Australian communities
Helpful information Stimulus pictures - Queensland country houses
https://learningplace.eq.edu.au/cx/resources/items/e9f605e3-5cc9-22fc-aaf5-9636753ab184/0/ Website - Houses in Australia by state or territory (Wikimedia Commons)
http://commons.wikimedia.org/wiki/Category:Houses_in_Australia_by_state_or_territory Stimulus pictures - North West Queensland scenery
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from sources, including observations communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources Understand how to use a compass to identify N, S, E and W and
to describe the location of one place relative to another, with compass points.
Understand the relative location of Australia's neighbouring countries.
Evidence of learningCan the student:
Describe relative location using a four-point compass and represent Australia's neighbouring countries on a map?
Example learning sequence Examine place at the world regional scale using maps Identify information in maps about the locations of Australia's
neighbouring countries Represent Australia's neighbouring countries on a map Interpret information on a map to describe the location of places
Attachments Lesson plan
Lesson 11
Assessment checkpoint: Part A
Assessment purposeTo identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes Assessment task - Exploring places near and far: Sources
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources
Lesson 12
Natural features of Australia's neighbouring countries
Lesson objectivesStudents will:
Understand how to interpret data to identify features and draw conclusions about the similarities and differences between places in Australia's neighbouring countries.
Evidence of learningCan the student:
Interpret information from maps and other sources to develop appropriate conclusions about similarities and differences?
Example learning sequence Explore the characteristics of places in Australia's neighbouring
countries Locate information in maps to compare features of places in
Australia's neighbouring countries Sort and record information from provided sources about human
and natural features of selected neighbouring countries Interpret information to draw simple conclusions about the
distribution of features in two places
Resources Sheet - Stimulus set: Natural features of in Indonesia and New Zealand Sheet - Comparing countries
Attachments Lesson plan
Lesson 13
Communities in Australia's neighbouring countries
Lesson objectivesStudents will:
Understand how to interpret data to draw conclusions about the similarities and differences between places in Australia's neighbouring countries.
Evidence of learningCan the student:
Interpret data from sources to develop appropriate conclusions
Resources Slideshow - Comparing places: Australia and its neighbours Sheet - Comparing the facts about places: Australia and its neighbouring countries Sheet - Australia's neighbours (map) Supporting learning resource - Comparing the facts about places: Australia and its
neighbouring countries (Answers)Helpful information
Website - Census (Australian Bureau of Statistics)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resourcesabout similarities and differences?
Example learning sequence Examine similarities and differences between communities in
different countries Select and record information from provided sources about the
characteristics of communities in different countries Interpret information to draw simple conclusions about the
diversity of communities
http://www.abs.gov.au/websitedbs/censushome.nsf/home/data Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/ Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx
Attachments Lesson plan
Lesson 14
How places differ
Lesson objectivesStudents will:
Understand the similarities and differences between places in terms of human characteristics, and how this influences the way people live.
Evidence of learningCan the student:
Recognise the diverse human characteristics that influence where and how people live?
Select and record data to show similarities and differences?Example learning sequence
Review how the human characteristics of places are similar and different
Interpret information about the human characteristics of selected places and the similarities and differences between them
Interpret information to identify reasons for similarities and differences between selected places
Resources Slideshow - Similarities and differences between places: Diversity of human
characteristics: Images of Fiji and New Zealand Sheet - Living in Fiji Sheet - Living in New Zealand Sheet - Comparing communities
Helpful information Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/ Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources
Comparing school communities
Students will: Understand how to interpret data to identify the spatial distribution
of human and natural features. Understand how to interpret information to draw conclusions about
the similarities and differences between places at the local scale.Evidence of learningCan the student:
Interpret information to identify the spatial distribution of features and develop appropriate conclusions about similarities and differences?
Example learning sequence Examine provided sources to identify characteristics of different
school communities Sort and record data about the characteristics of different school
communities Interpret information to identify distributions and draw conclusions
Sheet - Schools in Queensland and Papua New Guinea (colour) Sheet - Comparing school communities Supporting learning resource - Comparing school communities (Answers)
Attachments Lesson plan
Lessons 16-17
Assessment checkpoint: Part B
Assessment purposeTo identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes Assessment task - Exploring places near and far: Sources
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources
Topic Making decisions Topic Duration 15 Lessons
Overview Throughout this lesson series, students will: interpret data to identify and describe simple distributions describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lesson 18
How people feel about places
Lesson objectivesStudents will:
Understand what makes a place significant and how different people feel about places.
Understand that purpose can influence how a person feels about a place.
Evidence of learningCan the student:
Describe what makes a place significant? Interpret how different people feel about places and draw
conclusions about reasons for similar and different viewpoints?Example learning sequence
Explore what makes a place important Interpret information in provided sources to identify different points
Resources Sheet - Significant places Sheet - The significance of a place Sheet - Views about a significant place
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resourcesof view about the importance of places
Draw simple conclusions about similarities and differences in how people view places
Teaching Sequence
Topic Making decisions Topic Duration 15 Lessons
Overview Throughout this lesson series, students will: interpret data to identify and describe simple distributions describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lesson 19
Australia's World Heritage sites
Lesson objectivesStudents will:
Understand that people may have regional and national connections to significant places in Australia and different views about their purpose.
Evidence of learningCan the student:
Recognise that people may have regional and national connections to significant places in Australia and different views about their purpose?
Example learning sequence
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.
Sheet - Map of Australia's World Heritage sites Slideshow - Australia's World Heritage sites Sheet - Role-play cards Sheet - Role-play interview questions Sheet - Role-play reflection Supporting learning resource - Using role-plays
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources Examine World Heritage sites in Australia Explore how people's feelings about places influence their views
about the protection of places Draw conclusions about similarities and differences in people's
perception of places
Lessons 20-21
Protecting places: A local case study
Lesson objectivesStudents will:
Understand how to respond to data and describe what action needs to be taken to protect a place of significance.
Evidence of learningCan the student:
Describe different points of view from a newspaper article? Suggest action for protecting a place of significance?
Example learning sequence Examine provided sources to identify different points of view about
an issue in a local community Interpret information from sources to draw conclusions Interact with others respectfully to share points of view about an
issue in a local community Reflect on learning to propose actions in response to an issue in a
local community
Resources Sheet - Newspaper article Sheet - Map of Beachville Skate Park (no labels) Supporting learning resource - A local case study
Attachments Lesson plan
Lesson 22
Case study: Fraser Island
Lesson objectivesStudents will:
Understand how to develop a proposal for action for protecting a significant place.
Evidence of learningCan the student:
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.
Slideshow - Fraser Island Sheet - Location of Fraser Island Supporting learning resource - Case study: Fraser Island
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources Propose action for the care of a significant place?
Example learning sequence Pose questions to frame a short inquiry to investigate Fraser
Island Locate and record information from provided sources to answer
questions posed Interpret data to draw simple conclusions about the reasons for
protecting Fraser Island Reflect on learning to propose actions for the care of Fraser Island
Attachments Lesson plan
Lessons 23-24Democratic decision- making
Lesson objectivesStudents will:
Understand the reasons for and features of a democratic decision-making process.
Evidence of learningCan the student:
Use information to share views on the importance of fairness in decision-making?
Present ideas about the steps involved in making a decision democratically?
Example learning sequence Explore why decisions are made democratically in communities Interpret information from sources to distinguish between facts
and opinions Interact with others respectfully to share points of view about the
importance of fairness in decision-making Explore how decisions are made democratically in communities Locate information in provided sources about the steps involved in
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resourcesmaking a decision democratically
Reflect on the purpose and features of democratic decision-making
Teaching Sequence
Topic Making decisions Topic Duration 15 Lessons
Overview Throughout this lesson series, students will: interpret data to identify and describe simple distributions describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lessons 25-26
Places where democratic decisions are made
Lesson objectivesStudents will:
Understand the steps involved in making a decision democratically.
Evidence of learningCan the student:
Pose questions to find out information about the steps involved in democratic decision-making?
Share views through a class meeting to show how democratic decision-making processes can be used to devise possible solutions and a plan for action for a classroom issue?
Resources Slideshow - Democratic decision-making in my community Sheet - Role-play script questions: Posing questions about democratic decision-
making Sheet - Role-play scenarios: Fact or opinion? Sheet - Apply the process: Democratic decision-making Sheet - Democratic decision-making role-play scenarios Supporting learning resource - Role-play scenarios
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources
Example learning sequence Explore how decisions are made democratically in places
throughout the community Examine an issue and possible solutions Interact with others respectfully to role-play the steps involved in
democratic decision-making
Lessons 27-28
Rules in our communities
Lesson objectivesStudents will:
Understand why people make rules. Understand how people make rules.
Evidence of learningCan the student:
Share their views and develop a point of view on the importance of rules?
Present ideas and opinions on how people make rules?Example learning sequence
Explore the reasons for rules in the classroom and school community
Examine information to distinguish between facts and opinions Locate information in a range of sources to develop a point of view
about the importance of rules Present ideas and opinions on why rules are important Explore ways rules are made in the classroom and school
community Interact with others respectfully to identify where a new rule for the
class community is needed Present ideas and opinions on how people make rules
Resources Slideshow - Classroom rules Sheet - Rules: Fact or opinion? Sheet - Creating classroom rules: Sharing views on the importance of rules Supporting learning resource - Process for creating classroom rules
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Identifying similarities and differences Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: record and represent data in different formats, including labelled maps using basic cartographic conventions interpret data to identify and describe simple distributions communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms describe the diverse characteristics of different places at the local scale identify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of places draw simple conclusions about the characteristics of places
Lessons Teaching and Learning Sequence Resources
Lessons 29-30
Assessment checkpoint: Part C
Assessment purposeTo identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Exploring places near and far Assessment task - Exploring places near and far: Model response Assessment task - Exploring places near and far: Teaching notes
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Making decisions Topic Duration 15 Lessons
Overview Throughout this lesson series, students will: interpret data to identify and describe simple distributions describe the importance of making decisions democratically explain the role of rules in their community suggest individual action in response to an issue or challenge share their views on an issue communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
Lessons Teaching and Learning Sequence Resources
Lessons 31-32Reflecting on our exploration of places near and far
Lesson objectivesStudents will:
Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: How and why are places similar and different?
Evidence of learningCan the student:
Reflect on their learning from the unit? Share points of view with peers about similarities and differences
between the various characteristics or places?Example learning sequence
Reflect on learning in response to the unit inquiry question Explore points of view about how places near and far are different
or similar Draw a simple conclusion about how people are connected to
places near and far, and why important places should be protected
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Slideshow - Major human features of Australia
Slideshow - Major natural features of Australia
Slideshow - Map legends: Representing natural and human features on a map
Slideshow - Mapping with BOLTSS
Slideshow - Similarities and differences between places: Diversity of human characteristics: Images of Fiji and New Zealand Stimulus pictures - North West Queensland scenery https://learningplace.eq.edu.au/cx/resources/items/0640c578-7e9a-8fdd-bc7f-52bf9889b599/0/
Stimulus pictures - Queensland country houseshttps://learningplace.eq.edu.au/cx/resources/items/e9f605e3-5cc9-22fc-aaf5-9636753ab184/0/
Supporting learning resource - A local case study
Supporting learning resource - Case study: Fraser Island
Supporting learning resource - Climate in Australia
Supporting learning resource - Comparing school communities (Answers)
Supporting learning resource - Comparing the facts about places: Australia and its neighbouring countries (Answers)
Supporting learning resource - HASS Glossary Year 3 Unit 2
Supporting learning resource - Process for creating classroom rules
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Video - Painting Country, 2000: Maps of country (meaning of symbols in Aboriginal artwork) http://aso.gov.au/titles/documentaries/painting-country/clip2/
Website - Aboriginal art symbols (Aboriginal Dreamtime) http://www.aboriginal-dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm
Website - Census (Australian Bureau of Statistics) http://www.abs.gov.au/websitedbs/censushome.nsf/home/data
Website - Census (Statistics New Zealand) http://www.stats.govt.nz/Census.aspx
Website - Fiji statistics at a glance (Fiji Bureau of Statistics) http://www.statsfiji.gov.fj/
Website - Houses in Australia by state or territory (Wikimedia Commons) http://commons.wikimedia.org/wiki/Category:Houses_in_Australia_by_state_or_territory
Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/
Assessment Planner - Exploring places near and far
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Exploring places near and far (Yr 03)Type Collection of Work
Date
Description Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.
Learning Area Humanities and Social Sciences
Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Describe the diverse characteristics at the local scale and the similarities and differences.Identify connections between people and the characteristics of places.Explain the role of rules in their community and the importance of making decisions democratically.
Locate and collect information from observations.Record and represent data in different formats, including labelled maps using basic cartographic conventions.
Interpret data to identify and describe simple distributions.Draw simple conclusions and share their views on an issue.Suggest individual action in response to an issue or challenge.
Communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
A ◄
Describes how the characteristics of places impacts local communities.Makes inferences about the connections people have with the characteristics of places.Identifies factors that influence the process of making decisions democratically.
◄ Accurately interprets data to justify responses. ◄
Explains simple distributions using data to support response.Multiple factors are identified to support their views on an issue.Identifies impact of an individual action in response to an issue.
◄ Extended use of more complex discipline-specific terms.
B ◄
Identifies and compares multiple characteristics of places.Explains how people are connected to the characteristics of places.Connects ideas to explain the importance of making decisions democratically.
◄ Consistently applies cartographic conventions when recording data. ◄ Describes actions taken in response
to an issue.◄ Logically organises ideas, findings
and conclusions.
C ◄ Describes the diverse characteristics of different places at the local scale.
◄ Locates and collects information from observations.Records and represents data in
◄ Interprets data to identify and describe simple distributions.Draws simple conclusions and shares
◄ Communicates their ideas, findings and conclusions using simple discipline-specific terms.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Assessment Task – Marking guide
AssessmentTask Name
Exploring places near and far (Yr 03)Type Collection of Work
Date
Description Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.
Learning Area Humanities and Social Sciences
Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Identifies and describes a similarity and difference between the characteristics of places.Identifies connections between people and the characteristics of places.Describes the role of rules in their community.Demonstrates an understanding of the importance of making decisions democratically.
different formats.a view on an issue.Suggests individual action in response to an issue or challenge.
D ◄
Describes a characteristic of a place.Identifies a similarity or a difference between characteristics of places. Identifies a rule.
◄Identifies information from observations.Records relevant data.
◄
Interprets data to identify a simple distribution.Identifies an issue.dentifies an action.
◄Communicates their ideas, findings or conclusions using simple terms.
E ◄
Identifies familiar places.Identifies a feature of a place.Acknowledges that rules exist in communities.
◄ Represents data. ◄Interprets data.Identifies an action or issue.
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Acknowledgement, Disclaimer and Copyright
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