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OneSchoolUnit Plan
Name: Unit 2 - HASS Year 5 (V8)Duration: 16 Weeks
Year Level: Year 5
Applicable LearningAreas/Subjects: Humanities and Social Science
Unit Plan
Managing Australian communitiesIn this unit, students:
examine how Australian communities are affected by the interconnection between people, places and environments investigate the importance of laws and regulations in managing people and environments in Australian communities explore the influence of people on the human characteristics of places, including the organisation of space through zoning recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management investigate environmental challenges such as natural hazards and their effect on Australian communities explore the principles involved in minimising the harmful effects of natural hazards interpret data to evaluate the ways citizens responded to an Australian natural hazard propose ways in which citizens can respond to natural hazards and describe the possible effects of actions.
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
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Managing Australian communities (Yr 05)Students identify how legal and environmental issues in Australian communities can be managed.
Supervised assessment
Humanities and Social Sciences
Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Describing roles Proposing action
Resources Attachments Plan Resource Bank
Assessment Supervised assessment - Managing
Australian communities (Yr 05)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Australian Curriculum
F-6/7 HASS- Year 5
Year 5 Achievement StandardBy the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.
Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
Content Descriptions
Inquiry and skills Knowledge and Understanding
Evaluating and reflecting
Evaluate evidence to draw conclusions (ACHASSI101)
Questioning
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
Communicating
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)
Analysing
Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer
Civics and citizenship
Why regulations and laws are enforced and the personnel involved (ACHASSK117)
Geography
The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Content Descriptions
Inquiry and skills Knowledge and Understandingrelationships (ACHASSI100)
Researching
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning 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 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) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 6:
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific
terms and conventions (ACHASSI133)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning 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 Text knowledge Grammar knowledge Word knowledge Visual knowledge
Numeracy 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
Ethical understanding Reasoning in decision making and actions
Intercultural understanding Recognising culture and developing respect Interacting and empathising with others
For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 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 and 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 http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas
Assessing student learningAssessment name: Managing Australian communitiesAssessment description: Students identify how legal and environmental issues in Australian communities can be managed.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.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.FeedbackEstablish 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.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
8 Lessons Describing roles Lesson 1: Australia's rural and urban communities Lesson 2: The role of law in Australian communities Lesson 3: Responsibilities of legal personnel Lessons 4-5: Managing issues in urban communities Lessons 6-7: Managing issues in rural communities Lesson 8: Assessment checkpoint: Part A and Part B
8 Lessons Proposing action Lesson 9: Natural hazards in Australia Lesson 10: Floods in Australia Lesson 11: Case study: Queensland floods 2011 Lesson 12: The role of citizens in Queensland floods Lessons 13-14: Managing floods Lessons 15-16: Assessment checkpoint: Part C
16 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Describing roles Topic Duration 8 Lessons
Overview Throughout this lesson series, students will describe the roles of different people in Australia's legal system identify the effects of interconnections on the characteristics of place and environments sort, record and represent data in different formats, including large scale maps, using basic conventions.
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
Australia's rural and urban communities
Lesson objectivesStudents will:
Understand the human and environmental characteristics of Australian communities.
Evidence of learningCan the student:
Identify and define characteristics of places as human and environmental?
Example learning sequence Explore the unit focus Identify and describe the characteristics of local community as
human or environmental Examine differences in the characteristics of rural and urban
communities in Australia
Resources Supported learning resource - HASS Glossary Year 5 Unit 2 Slideshow - Human characteristics Sheet - Human characteristics of places Sheet - Human and environmental characteristics of local area
Attachments Lesson plan
Lesson 2
The role of law in Australian communities
Lesson objectivesStudents will:
Understand the role of laws and regulations in managing Australian communities.
Evidence of learningCan the student:
Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities.
Example learning sequence Explore the role of laws and regulations in managing
Australian communities Analyse sources to identify reasons for laws and different
types of laws
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 - Types of law: How they affect our lives Sheet - Types of laws and how they affect our lives
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Describing roles Topic Duration 8 Lessons
Overview Throughout this lesson series, students will describe the roles of different people in Australia's legal system identify the effects of interconnections on the characteristics of place and environments sort, record and represent data in different formats, including large scale maps, using basic conventions.
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 conclusions about the role of laws and regulations in
Australian communities
Lesson 3
Responsibilities of legal personnel
Lesson objectivesStudents will:
Understand the roles and responsibilities of legal personnel in managing communities.
Evidence of learningCan the student:
Describe the roles and responsibilities of key people in law enforcement and the legal system.
Example learning sequence Explore the roles of people working in law enforcement and
the legal system. Organise information to identify the roles and responsibilities of
key people in law enforcement and the legal system. Infer relationships between the reasons for laws and the work
of key people in law enforcement and the legal system.
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.
Slideshow - Roles and responsibilities of key people in law enforcement and the legal system
Sheet - Key personnel in law enforcement and the legal system Sheet - Key personnel in Australia's law enforcement and legal system:Sorting
activity Sheet - Concept map to show the relationship between key personnel in law
enforcement and the legal system
Attachments Lesson plan
Lessons 4-5
Managing issues in urban communities
Lesson objectivesStudents will:
Understand the effects of urbanisation on Australian communities.
Understand how local government planning regulations help manage space in Australian communities.
Evidence of learningCan the student:
Describe the influence urbanisation has on the human characteristics of Australian communities?
Explain how spaces can be managed in Australian communities through zoning?
Resources Video - Urbanisation Video - Urban planning Sheet - Urban spaces Sheet - Design a town
Helpful information Website - Brisbane City Plan 2014 (Brisbane City Council)
http://eplan.brisbane.qld.gov.au/
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Describing roles Topic Duration 8 Lessons
Overview Throughout this lesson series, students will describe the roles of different people in Australia's legal system identify the effects of interconnections on the characteristics of place and environments sort, record and represent data in different formats, including large scale maps, using basic conventions.
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 Examine how the process of urbanisation influences the
human characteristics of places Interpret images to describe trends in urban growth in
Australian communities Evaluate the impact of urbanisation on the human
characteristics of Australian communities Examine how the needs and wants of people influence the
way spaces are organised and managed Interpret maps to describe how local governments regulate
land use through zoning Represent land use zones on a large-scale map Present findings about factors that influence the way urban
spaces are managed
Lessons 6-7
Managing issues in rural communities
Lesson objectivesStudents will:
Understand how people have influenced the environmental characteristics of Australia's rural places.
Understand the traditional land use practices of Aboriginal peoples and Torres Strait Islander peoples.
Understand ways of managing environmental issues in rural communities.
Evidence of learningCan the student:
Identify and describe traditional and current land use practices?
Describe the ways people have responded to environmental changes in rural communities?
Example learning sequence Examine traditional and current land use practices in Australia
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 - How do people influence environmental characteristics of places? Sheet - Impacts of people on the environment
Helpful information Website - Aboriginal fishing methods (Aboriginal Culture, David M. Welch)
http://www.aboriginalculture.com.au/fishing_methods.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Describing roles Topic Duration 8 Lessons
Overview Throughout this lesson series, students will describe the roles of different people in Australia's legal system identify the effects of interconnections on the characteristics of place and environments sort, record and represent data in different formats, including large scale maps, using basic conventions.
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 Resourcesto identify environmental issues
Interpret images to explain the causes and effects of key environmental issues in Australia's rural communities
Evaluate information about ways of managing environmental issues in Australia's rural communities
Lesson 8
Assessment checkpoint: Part A and Part B
Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Managing Australian communities Assessment task - Managing Australian communities: Model response Assessment task - Managing Australian communities: Teaching notes Assessment task - Managing Australian communities: Source
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Natural hazards in Australia
Lesson objectivesStudents will:
Understand the difference between natural hazards and natural disasters.
Understand that Australian communities are affected by a range of natural hazards.
Evidence of learningCan the student:
Explain the difference between natural hazards and natural disasters?
Recognise the impacts of natural hazards on Australian communities?
Example learning sequence Define natural hazards and natural disasters Represent the location of recent natural hazard events in Australia Interpret data to describe and classify the social, economic and
environmental impacts of a natural hazard
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 - Natural disasters and natural hazards Slideshow - Cyclones Sheet - Impacts of Cyclone Tracy on people Sheet - Location of cyclone events in Australia
Helpful information Website - Behind the news: Wild weather (3:46) (ABC)
http://www.abc.net.au/btn/story/s3681044.htm Video - The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892 Website - BOM: Tropical Cyclone Warning Services (Commonwealth of Australia)
http://www.bom.gov.au/cyclone/about/warnings/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)
http://www.ses.org.au/839004.html?3
Attachments Lesson plan
Lesson 10
Floods in Australia
Lesson objectivesStudents will:
Understand the location, frequency and severity of floods in Australia.
Understand the impact of floods on communities.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.Note: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.
Sheet - Effects of flooding Sheet - Floods Slideshow - Floods
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resources Explain the location, frequency and severity of floods in Australia? Recognise the impact of floods on communities?
Example learning sequence Identify the potential causes of flooding events Interpret maps to describe the spatial distribution of flood events in
Australia Evaluate the social, economic and environmental impacts of
floods and methods of responding to these events
Helpful information Website - The Queensland flood crisis 2010-2011 (News Ltd)
http://media01.couriermail.com.au/multimedia/floodcrisis/index.html Website - Brisbane floods: Before and after (ABC)
http://www.abc.net.au/news/specials/qld-floods/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)
http://www.ses.org.au/839004.html?3 Website - BOM: Flood Warning Services (Commonwealth of Australia)
http://www.bom.gov.au/water/floods/floodWarningServices.shtml
Attachments Lesson plan
Lesson 11
Case study: Queensland floods 2011
Lesson objectivesStudents will:
Understand the causes and effects of the 2011 Queensland floods.
Understand the responses to the event (including the role of the law and other citizens).
Evidence of learningCan the student:
Explain the impacts of the Queensland floods on communities and environments?
Describe the role of the law and government in responding to flood events?
Example learning sequence Examine the causes, effects and experiences of people involved
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.
Slideshow - Floods Sheet - Case study: Queensland floods 2011
Helpful information Website - The Queensland flood crisis 2010-2011 (News Ltd)
http://media01.couriermail.com.au/multimedia/floodcrisis/index.html Website - Brisbane floods: Before and after (ABC)
http://www.abc.net.au/news/specials/qld-floods/ Video - Li'L Larikkins Natural Hazards Children's Program (ACSES)
http://www.ses.org.au/839004.html?3
Attachments
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resourcesin the 2011 Queensland floods
Evaluate evidence about the social, economic and environmental impacts of the event
Draw conclusions about the role of the law in responding to the event
Lesson plan
Lesson 12
The role of citizens in Queensland floods
Lesson objectivesStudents will:
Understand the role and values of citizens working together to respond to the flood event.
Evidence of learningCan the student:
Explain the contribution of citizens who worked together in response to the flood event?
Example learning sequence Examine the reasons for and values of citizens in Australian
communities that work together to achieve civic goals Examine viewpoints about the role of volunteers in the community Collect information from sources about the contributions of the
'Mud Army' in the Queensland floods Present findings about the values and beliefs of citizens who
worked together to respond to the Queensland floods
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.
Slideshow - People work together in groups: Reasons people work in groups Sheet - People work together in groups: Reasons people work in groups Sheet - Mud Army
Helpful information Website - The Queensland Flood crisis 2010-2011 (News Ltd)
http://media01.couriermail.com.au/multimedia/floodcrisis/index.html Website - Brisbane floods: Before and after (ABC)
http://www.abc.net.au/news/specials/qld-floods/ Website - State Emergency Service (ABC, Behind the News)
http://www.abc.net.au/btn/story/s3148195.htm Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/ Website - Australian Red Cross (Australian Red Cross)
http://www.redcross.org.au/default.aspxWebsite - Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/
Attachments Lesson plan
Teaching Sequence
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resources
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resources
Lessons 13-14
Managing floods
Lesson objectivesStudents will:
Understand the principles involved in minimising the harmful effects of natural hazards.
Evidence of learningCan the student:
Explain the principles of prevention, mitigation and preparedness?Example learning sequence
Develop appropriate questions about ways that communities can manage the future impacts of natural hazards
Locate information from sources about the role of citizens, law and governments in hazard management
Present findings about ways communities can manage the effects of natural hazards
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.
Sheet - Management of natural hazards: InquiryHelpful information
Website - The Queensland Flood crisis 2010-2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Website - Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Website - State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm
Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/
Attachments
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Teaching Sequence
Topic Proposing action Topic Duration 8 Lessons
Overview Throughout this lesson series, students will sequence information about selected phenomena in chronological order using timelines independently propose action describe the possible effects of their proposed action present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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.Note: The following lessons discuss the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing these lessons.
Lessons Teaching and Learning Sequence Resources Lesson plan
Lessons 15-16
Assessment checkpoint: Part C
Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Managing Australian communities Assessment task - Managing Australian communities: Model response Assessment task - Managing Australian communities: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning 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 - Describing roles Lesson plan - HASS_Y05_U2_LP01.docx
Lesson plan - HASS_Y05_U2_LP02.docx
Lesson plan - HASS_Y05_U2_LP03.docx
Lesson plan - HASS_Y05_U2_LP04-05.docx
Lesson plan - HASS_Y05_U2_LP06-07.docx
Lesson plan - HASS_Y05_U2_LP08.docx
Sequence - Proposing action Lesson plan - HASS_Y05_U2_LP09.docx
Lesson plan - HASS_Y05_U2_LP10.docx
Lesson plan - HASS_Y05_U2_LP11.docx
Lesson plan - HASS_Y05_U2_LP12.docx
Lesson plan - HASS_Y05_U2_LP13-14.docx
Lesson plan - HASS_Y05_U2_LP15-16.docx
Sequence Sheet - Case study: Queensland floods 2011
Sheet - Concept map to show the relationship between key personnel in law enforcement and the legal system
Sheet - Design a town Sheet - Effects of flooding
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Sheet - Floods
Sheet - Human and environmental characteristics of local area
Sheet - Human characteristics of places
Sheet - Impacts of Cyclone Tracy on people
Sheet - Impacts of people on the environment
Sheet - Key personnel in Australia's law enforcement and legal system: Sorting activity
Sheet - Key personnel in law enforcement and the legal system
Sheet - Location of cyclone events in Australia
Sheet - Management of natural hazards: Inquiry
Sheet - Mud Army
Sheet - People work together in groups: Reasons people work in groups
Sheet - Types of laws and how they affect our lives
Sheet - Urban spaces
Slideshow - Cyclones
Slideshow - Floods
Slideshow - How do people influence environmental characteristics of places?
Slideshow - Human characteristics Slideshow - Natural disasters and natural hazards
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Slideshow - People work together in groups: Reasons people work in groups
Slideshow - Roles and responsibilities of key people in law enforcement and the legal system
Slideshow - Types of law: How they affect our lives
Supported learning resource - HASS Glossary Year 5 Unit 2
Video - Li'L Larikkins Natural Hazards Children's Program (ACSES) http://www.ses.org.au/839004.html?3
Video - The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892
Video - Urban planning
Video – Urbanisation
Website - Aboriginal fishing methods (Aboriginal Culture, David M. Welch) http://www.aboriginalculture.com.au/fishing_methods.html
Website - Australian Red Cross (Australian Red Cross) http://www.redcross.org.au/default.aspx
Website - Behind the news: Wild weather (3:46) (ABC) http://www.abc.net.au/btn/story/s3681044.htm
Website - BOM: Flood Warning Services (Commonwealth of Australia) http://www.bom.gov.au/water/floods/floodWarningServices.shtml
Website - BOM: Tropical Cyclone Warning Services (Commonwealth of Australia) http://www.bom.gov.au/cyclone/about/warnings/
Website - Brisbane City Plan 2014 (Brisbane City Council) http://eplan.brisbane.qld.gov.au/
Website - Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Website - Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/
Website - State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Unit Plan Section Resource Attachments*
Website - Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/
Website - The Queensland Flood crisis 2010-2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Assessment Planner - Managing Australian communities
Assessment task - HASS_Y05_U2_AT_ManAusCom.docx
Assessment task - HASS_Y05_U2_AT_MR_ManAusCom.docx
Assessment task - HASS_Y05_U2_AT_SH_ManAusComSource.docx
Assessment task - HASS_Y05_U2_AT_TN_ManAusCom.docx
Assessment Assessment task - Managing Australian communities
Assessment task - Managing Australian communities: Model response
Assessment task - Managing Australian communities: Source
Assessment task - Managing Australian communities: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning Areas/Subjects: Humanities and Social Sciences
Duration: 16 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Managing Australian communities (Yr 05)Type Supervised assessment
Date
Description Students identify how legal and environmental issues in Australian communities can be managed.
Learning Area Humanities and Social Sciences
Knowledge and Understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Identify the effects of interconnections on the characteristics of place and environments.Describe the roles of different people in Australia's legal system.
Sequence information about selected phenomena in chronological order using timelines.
Sort, record and represent data in different formats, including large-scale maps, using basic conventions.Independently propose action.Describe the possible effects of their proposed action.
Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
A ◄
Details characteristics of places to explain logical interconnections.Explains the roles of different people.
◄ Categorises information accurately in chronological order. ◄
Evaluates needs to propose effective actions.Justifies the effectiveness of proposed actions.
◄Familiar and unfamiliar contexts are considered to draw logical conclusions.
B ◄
Describes the effects of interconnections.Describes the roles of people in the legal system.
◄ Logically sequences most information on a timeline. ◄
Interprets data to draw conclusions.Explains the effectiveness of proposed actions.
◄ Uses discipline-specific terms to enhance presentation of information.
C ◄
Identifies the effects of interconnections on the characteristics of place and environments.Identifies the roles of different people in Australia's legal system.
◄Sequences information about an extreme event in chronological order using timelines.
◄
Represents data accurately on a map using basic conventions.Independently proposes action.Describes the possible effects of proposed actions.
◄Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.
D ◄Identifies a characteristic of a place.Lists the characteristics of a role.
◄ Places all relevant information on a timeline. ◄
Uses basic conventions to record information.Identifies appropriate actions.
◄ Provides information in response to familiar contexts.
E ◄ Recalls familiar facts relating to a role. ◄ Lists events. ◄ Identifies a familiar action relevant to
the event being considered. ◄ Communicates information and preferences.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 23
Unit Plan Plan Name: Unit 2 - HASS Year 5 (V8)
Year: 5Learning 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