OneSchoolUnit Plan
Name: Unit 1 - HASS Year 1 (V8)Duration: 16 Weeks
Year Level: Year 1
Applicable LearningAreas/Subjects: Humanities and Social Sciences
Unit Plan
My changing lifeIn this unit students will explore the following inquiry question:
How has my family and daily life changed over time?
Learning opportunities support students to:
explore family structures and the roles of family members over time recognise events that happened in the past may be memorable or have personal significance identify and describe important dates and changes in their own lives compare aspects of their daily lives to aspects of daily life for people in their family in the past to identify similarities and differences respond to questions about the recent past sequence and describe events of personal significance using terms to describe the passing of time examine sources, such as images, objects and family stories, that have personal significance share stories about the past.
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 Page 1 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
My changing life (Yr 01)Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.
Portfolio Humanities and Social Sciences
Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
My life in the past A year in my family Daily life over time Reflection
Resources Attachments Plan Resource Bank
Assessment Portfolio - My changing life (Yr 01)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Australian Curriculum
F-6/7 HASS - Year 1
Year 1 Achievement StandardBy the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.
Content Descriptions
Inquiry and skills Knowledge and UnderstandingEvaluating and reflecting
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
Analysing Compare objects from the past with those from the present and consider
how places have changed over time (ACHASSI023) Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps
(ACHASSI024)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 (ACHASSI027)
Researching Collect data and information from observations and identify information and
data from sources provided (ACHASSI019) Sequence familiar objects and events (ACHASSI021) Sort and record information and data, including location, in tables and on
plans and labelled maps (ACHASSI020)
History Differences and similarities between students' daily lives and life during their
parents' and grandparents' childhoods (ACHASSK030) Differences in family structures and roles today, and how these have
changed or remained the same over time (ACHASSK028) How the present, past and future are signified by terms indicating time, as
well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:
Collect data and information from observations and identify information and data from sources provided (ACHASSI002) Sequence familiar objects and events (ACHASSI004) Explore a point of view (ACHASSI005) Interpret data and information displayed in pictures and texts and on maps (ACHASSI007) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008) 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)
Curriculum working towardsThe teaching and learning in this unit work towards the following:
Collect data and information from observations and identify information and data from sources provided (ACHASSI019) Sequence familiar objects and events (ACHASSI021) 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) 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)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
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 Grammar knowledge Word knowledge
Numeracy Using measurement
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Reflecting on thinking and processes
Personal and social capability Self-awareness Self-management Social management
Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility
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.
Assessing student learningAssessment name: My changing lifeAssessment description: Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.In this unit, assessment of student learning aligns to the following components of the achievement standard.By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.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.
FeedbackFeedback may relate to identifying important dates and aspects of family life. In this unit this may include:
distinguishing between and applying use of time terms to describe the past and present recognising and recording events, dates and months on a calendar. sequencing human life stages on a timeline identifying and describing the roles of family members identifying, describing and comparing aspects of life in the past with the present identifying, describing and sequencing personal and family events, such as celebrations and commemorations.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
5 Lessons My life in the past Lesson 1: Talking about time Lesson 2: Describing time Lesson 3: Sequencing time Lesson 4: Changes in my life over time Lesson 5: Assessment checkpoint: Part A
4 Lessons A year in my family Lesson 6: Birthdays are important events Lesson 7: Important family events Lesson 8: Celebrating personal and family events in other cultures Lesson 9: Assessment checkpoint: Part B
6 Lessons Daily life over time Lesson 10: Family connections Lesson 11: Changes in family structure Lesson 12: Roles in families Lesson 13: Childhood and daily life in the past Lesson 14: Comparing childhood and daily life in the past and present Lesson 15: Assessment checkpoint: Part C
1 Lesson Reflection Lesson 16: Celebrating my changing life
16 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic My life in the past Topic Duration 5 Lessons
Overview Throughout this lesson series, students will: sequence changes in their lives over time in a storyboard share a story about personal changes using terms denoting time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Talking about time
Lesson objectivesStudents will:
Understand terms describing the passing of time in relation to the past, present and future.
Evidence of learningCan the student:
Distinguish between time terms describing the past, present and future?
Recognise and record events, dates and months on a calendar?
Example learning sequence Explore the unit focus Identify terms to describe time Sequence personal events in chronological
order on a calendar
Resources Supporting learning resource - HASS Year 1 Unit 1 Glossary Sheet - Time-terms flash cards Sheet - Sorting time-terms
Helpful information Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-
69cf-f2ba863ca8fb/0/ViewIMS.jsp
Attachments Lesson plan
Lesson 2
Describing time
Lesson objectivesStudents will:
Understand how to distinguish between different terms to describe the past and present.
Evidence of learningCan the student:
Use appropriate terms to describe the past and present?
Example learning sequence Explore stories that describe toys and games
from the past Examine a point of view about how toys and
games have changed over time
Resources Video - Looking back (watch to 2:15) in How times change (Toys and games section) (TLF M012584)
Education Services Australia Ltd and NSW Curriculum and Learning Innovation Centre, 2013. Reproduced in accordance with Rights statement
Sheet - Play from the past and present Sheet - Sorting play activities from the past and present
Helpful information eBook - My grandmother's toy box :A story about toys (interactive resource written by Joanne Clyne
and Liz Suda, illustrated by CatMacInnes, 2011) http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic My life in the past Topic Duration 5 Lessons
Overview Throughout this lesson series, students will: sequence changes in their lives over time in a storyboard share a story about personal changes using terms denoting time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Identify past and present forms of play activities Draw simple conclusions about ways in which
play activities have changed or stayed the same over time
Lesson 3
Sequencing time
Lesson objectivesStudents will:
Understand different stages of human life and how to sequence human life stages on a timeline.
Evidence of learningCan the student:
Recognise different human life stages? Sequence human life stages depicted in sources
on a timeline?Example learning sequence
Explore different human life stages Identify representations of human life stages that
are depicted in provided sources Sequence sources that depict human life stages
on a timeline
Resources Slideshow - My life milestones Sheet - Life stages
Attachments Lesson plan
Lesson 4
Changes in my life over time
Lesson objectivesStudents will:
Understand and describe how their lives have changed over time.
Evidence of learningCan the student:
Recognise and sequence changes in their own lives over time?
Resources Sheet - My personal developments
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic My life in the past Topic Duration 5 Lessons
Overview Throughout this lesson series, students will: sequence changes in their lives over time in a storyboard share a story about personal changes using terms denoting time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Identify life stages that represent changes
experienced in the past Sequence life stages using simple terms to
denote the passing of time Share stories about one of these life stages and
how it brought about change
Lesson 5
Assessment checkpoint: Part A
Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.Example assessment sequence
Understand the assessment Review the Guide to making judgments and
understand the standards A-E Conduct the assessment
Resources Assessment task - My changing life Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic A year in my family Topic Duration 4 Lessons
Overview Throughout this lesson series, students will identify, describe and sequence important family events on a twelve-month calendar.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 6
Birthdays are important events
Lesson objectivesStudents will:
Understand that birthdays are important personal and family events that are celebrated annually.
Evidence of learningCan the student:
Recognise that birthdays are personal and family events that are celebrated annually?
Example learning sequence Explore how birthdays are important personal
and family events Represent information about a personal birthday
in a pictorial and written form
Resources Sheet - A special birthday Supporting learning resource - Birthdays are important events Video - Birthdays in other cultures
Helpful information Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-
69cf-f2ba863ca8fb/0/ViewIMS.jsp
Attachments Lesson plan
Lesson 7
Important family events
Lesson objectivesStudents will:
Understand that families celebrate and remember events that are important to them.
Understand that important family events can be recorded on a calendar.
Evidence of learningCan the student:
Recall and describe events of personal and family significance?
Record selected dates on a twelve-month calendar?
Example learning sequence Explore dates and events that are important to
families Identify and record important dates and events
Resources Slideshow - Significant eventsHelpful information
Helpful information Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-
69cf-f2ba863ca8fb/0/ViewIMS.jsp
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic A year in my family Topic Duration 4 Lessons
Overview Throughout this lesson series, students will identify, describe and sequence important family events on a twelve-month calendar.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resourceson a twelve-month calendar
Reflect on learning to draw conclusions about why important family dates and events are recorded on calendars
Lesson 8
Celebrating personal and family events in other cultures
Lesson objectivesStudents will:
Understand that celebrated personal and family events, such as birthdays and religious holidays, differ between people and cultures.
Evidence of learningCan the student:
Recognise that celebrations of personal and family events differ between people and cultures?
Example learning sequence Explore ways in which the people of different
cultures celebrate special family events Develop a story about a special cultural event
celebrated by family Share a story about a special cultural event
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 - Telling a story about an important event Video - Birthdays in other cultures Slideshow - What commemoration is that? Supporting learning resource - Celebrating personal and family events in other cultures
Attachments Lesson plan
Lesson 9
Assessment checkpoint: Part B
Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.Example assessment sequence
Understand the assessment Review the Guide to making judgments and
understand the standards A-E Conduct the assessment
Resources Assessment task - My changing life Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Daily life over time Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: examine provided sources to identify and compare aspects of life that have changed and stayed the same over time explain ways that selected aspects of daily life have changed and stayed the same over time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 10
Family connections
Lesson objectivesStudents will:
Understand that families are connected in different ways.
Evidence of learningCan the student:
Identify from sources how different family members are connected?
Example learning sequence Explore how family members from different life
stages are connected Consider the importance of family structures and
connections Draw simple conclusions based on discussions
about the importance of family connections
Resources Sheet - Family connections Supporting learning resource - Family connections
Helpful informationNote: 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.
Website - Twelve canoes: Kinship (Twelve Canoes) www.12canoes.com.au (Click on the image labelled 'Kinship' to view the video.)
Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Attachments Lesson plan
Lesson 11
Changes in family structure
Lesson objectivesStudents will:
Understand how types of family structures have changed or stayed the same over time.
Evidence of learningCan the student:
Identify differences and similarities between family structure from the past and in the present?
Example learning sequence Examine provided sources to identify different
family structures from the past and present Sort and record information from provided
sources to identify similarities and differences between past and present family structures
Resources Slideshow - Family structures Sheet - Family structures: similarities and differences Sheet - Family structures game Supporting learning resource - Changes in family structure over time
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Daily life over time Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: examine provided sources to identify and compare aspects of life that have changed and stayed the same over time explain ways that selected aspects of daily life have changed and stayed the same over time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Draw simple conclusions about how family
structures have changed or stayed the same over time
Lesson 12
Roles in families
Lesson objectivesStudents will:
Understand that the roles of family members have changed or remained the same over time.
Evidence of learningCan the student:
Describe how family roles have changed over time by examining a range of sources?
Example learning sequence Examine provided sources to identify family
roles in the past and present Identify similarities and differences between past
and present family roles Draw simple conclusions about how family roles
have changed or stayed the same over time
Resources Slideshow - Roles and jobs in families in the past Sheet - Family roles: past and present Sheet - Household jobs of family members in the past: sources Supporting learning resource - Roles in families
Attachments Lesson plan
Lesson 13
Childhood and daily life in the past
Lesson objectivesStudents will:
Understand what life was like for children in the past.
Evidence of learningCan the student:
Pose questions to find out about daily life in the past?
Conduct an interview to find out about daily life in the past?
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 - Children in the past Video - Conducting an interview: Part 1 Video - Conducting an interview: Part 2 Sheet - Interview questions Supporting learning resource - Childhood and daily life in the past
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Daily life over time Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: examine provided sources to identify and compare aspects of life that have changed and stayed the same over time explain ways that selected aspects of daily life have changed and stayed the same over time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Explore provided sources to investigate aspects
of life for children in the past Pose questions during an interview to find out
about aspects of life for children in the past
Lesson 14
Comparing childhood and daily life in the past and present
Lesson objectivesStudents will:
Understand similarities and differences between aspects of life for children in the past and present.
Evidence of learningCan the student:
Describe what has changed and what has stayed the same about daily life for children over time?
Example learning sequence Examine provided sources to locate information
about continuities and changes in the lives of children over time
Explore points of view about changes in the lives of children over time
Draw simple conclusions about how aspects of life for children have changed or stayed the same over time
Resources Slideshow - Children in the past and today Sheet - Children in the past and today: sources Sheet - Children in the past and today: T chart Slideshow - Points of view about the lives of children in the past and today Sheet - Points of view
Attachments Lesson plan
Lesson 15Assessment checkpoint: Part C
Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.
Resources Assessment task - My changing life Assessment task - My changing life: Sources Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Daily life over time Topic Duration 6 Lessons
Overview Throughout this lesson series, students will: examine provided sources to identify and compare aspects of life that have changed and stayed the same over time explain ways that selected aspects of daily life have changed and stayed the same over time.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Example assessment sequence Understand the assessment Review the Guide to making judgments and
understand the standards A-E Conduct the assessment
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Reflection Topic Duration 1 Lesson
Overview Throughout this lesson series, students will: reflect on their learning to respond to the unit inquiry question share stories about family events and changes in daily life over time present a display work.
Lessons Teaching and Learning Sequence Resources
Lesson 16
Celebrating my changing life
Lesson objectivesStudents will:
Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: How has my family and daily life changed over time?
Evidence of learningCan the student:
Respond to questions about family events and changes in daily life over time?
Share stories with others about family events and changes in daily life over time?
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 changing life
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - My life in the past Lesson plan - HASS_Y01_U1_LP01.docx
Lesson plan - HASS_Y01_U1_LP02.docx
Lesson plan - HASS_Y01_U1_LP03.docx
Lesson plan - HASS_Y01_U1_LP04.docx
Lesson plan - HASS_Y01_U1_LP05.docx
Sequence - A year in my family Lesson plan - HASS_Y01_U1_LP06.docx
Lesson plan - HASS_Y01_U1_LP07.docx
Lesson plan - HASS_Y01_U1_LP08.docx
Lesson plan - HASS_Y01_U1_LP09.docx
Sequence - Daily life over time Lesson plan - HASS_Y01_U1_LP10.docx
Lesson plan - HASS_Y01_U1_LP11.docx
Lesson plan - HASS_Y01_U1_LP12.docx
Lesson plan - HASS_Y01_U1_LP13.docx
Lesson plan - HASS_Y01_U1_LP14.docx
Lesson plan - HASS_Y01_U1_LP15.docx
Sequence - Reflection Lesson plan - HASS_Y01_U1_LP16.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Sequence eBook - My grandmother's toy box :A story about toys (interactive resource written by Joanne Clyne and Liz Suda, illustrated by Cat MacInnes, 2011) http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/
Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-69cf-f2ba863ca8fb/0/ViewIMS.jsp
Sheet - A special birthday
Sheet - Children in the past and today: sources
Sheet - Children in the past and today: T chart
Sheet - Family roles: past and present
Sheet - Family structures game
Sheet - Family structures: similarities and differences
Sheet - Household jobs of family members in the past: sources
Sheet - Interview questions
Sheet - Life stages
Sheet - My personal developments
Sheet - Play from the past and present
Sheet - Points of view
Sheet - Sorting play activities from the past and present
Sheet - Sorting time-terms
Sheet - Time-terms flash cards Slideshow - Children in the past
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Slideshow - Children in the past and today
Slideshow - Family structures
Slideshow - My life milestones
Slideshow - Points of view about the lives of children in the past and today
Slideshow - Roles and jobs in families in the past
Slideshow - Telling a story about an important event
Slideshow - What commemoration is that?
Supporting learning resource - Birthdays are important events
Supporting learning resource - Celebrating my changing life
Supporting learning resource - Celebrating personal and family events in other cultures
Supporting learning resource - Changes in family structure over time
Supporting learning resource - Childhood and daily life in the past
Supporting learning resource - HASS Year 1 Unit 1 Glossary
Supporting learning resource - Roles in families
Video - Birthdays in other cultures
Video - Conducting an interview: Part 1 Video - Conducting an interview: Part 2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Video - Looking back (watch to 2:15) in How times change (Toys and games section) (TLF M012584) Education Services Australia Ltd and NSW Curriculum and Learning Innovation Centre, 2013. Reproduced in accordance with Rights statement
Website - Twelve canoes: Kinship (Twelve Canoes) www.12canoes.com.au (Click on the image labelled 'Kinship' to view the video.)
Assessment Planner - My changing life
Assessment task - HASS_Y01_U1_AT_MR_MyChangingLife.docx
Assessment task - HASS_Y01_U1_AT_MyChangingLife.docx
Assessment task - HASS_Y01_U1_AT_TN_MyChangingLife.docx
Assessment task - HASS_Y01_U1_SH_AT_Sources_MyChangingLife.docx
Assessment Assessment task - My changing life
Assessment task - My changing life: Model response
Assessment task - My changing life: Sources
Assessment task - My changing life: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name My changing life (Yr 01)
Type Portfolio
Date
Description Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.
Learning Area Humanities and Social Sciences
Knowledge and Understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Identify and describe important dates and changes in their own lives.Explain how some aspects of daily life have changed over recent time while others have remained the same.
Respond to questions about the recent past.Sequence personal and family events in order.
Interpret information from sources provided.
Share stories about the past using everyday terms to denote the passing of time.
A ◄
Provides reasons for the importance of events or developments.Makes inferences about continuities and changes over time.
◄ Demonstrates chronological awareness in a storyboard. ◄
Interprets sources to make inferences about past and present events.
◄Connects ideas using appropriate terms or phrases to denote the passing of time.
B ◄
Provides information about important events or developments.Describes changes or continuities over time.
◄ Locates personal and family events on a calendar. ◄ Uses information from sources to
support responses. ◄Uses a storyboard to tell about past events or developments using terms to denote time.
C ◄
Identifies important personal and family events and developments in their own life.Identifies ways life has changed or stayed the same over time.
◄
Sequences personal and family events and developments.Responds to questions about personal and family events and developments.
◄ Uses sources to identify information about past and present events. ◄ Shares stories about events or
developments from their past.
D ◄Identifies personal events and developments.Identifies a change over time.
◄
Lists personal or family events or developments.Acknowledges a response to questions about events or developments.
◄ Locates information in a source about a past or present event. ◄ Tells a story about a personal or
family event or development.
E ◄Names an event or development.Acknowledges a change or continuity.
◄ Lists events or developments. ◄ Acknowledges that a source represents a past or present event. ◄ States events or developments.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 23
Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)
Year: 1Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Acknowledgement, Disclaimer and Copyright
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 23