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8990965-15303500PIALBA STATE SCHOOL: HASS YEAR 3 SEMESTER 2 UNIT 2 PLAN5069840129540Assessment (D – Diagnostic, M- Monitoring, S – Summative)WeekD-F-SAssessment TitleTerm 3 Week 6SPart 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.Term 3 Week 9/10SPart 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.Term 4 Week 6/7SPart 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.00Assessment (D – Diagnostic, M- Monitoring, S – Summative)WeekD-F-SAssessment TitleTerm 3 Week 6SPart 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.Term 3 Week 9/10SPart 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.Term 4 Week 6/7SPart 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.Deep Learning Inquiry Cycle QuestionHow and why are places similar and different?Support students to explain the Inquiry Questions through:identify connections between people and the characteristics of placesdescribe the diverse characteristics of different places at the local scale and explain the similarities and differences between the characteristics of these placesinterpret data to identify and describe simple distributions and draw simple conclusionsrecord and represent data in different formats, including labelled maps using basic cartographic conventionsdescribe the importance of making decisions democratically and propose individual action in response to a democratic issueexplain the role of rules in their community and share their views on an issue related to rule-makingcommunicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.Pedagogical PracticesLevering DigitallyLearning EnvironmentsLearning PartnershipsPedagogical Practices are used to design, monitor and assess learning.Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.Learning Partnerships are cultivated between and among students, teachers, families and the wider environmentContinual Feedback loop / monitoringDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.Check in / Check out (thumbs up) strategiesLearning Interactive Objects (C2C Unit Resources g Drive)Video - Changes in technology in the home Vocab development through Vocab PowerPoints (Warmup to lessons and integrated into English – Literacy Block)Excursion on the Riverheads Barge across to Fraser Island. Seeing the Hervey Bay dolphins, turtles and other sea creatures (linking to Science – Biology). Students explore the beach area to the mountain track to understand the Case study Fraser Island which is on our doorstep and to assist with their Assessment Task Part C Fraser Island.Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)CollaborationCreativityCritical ThinkingCitizenshipCharacterCommunicationPlanning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: HASSYear Level Team: add teacher namesTerm: Semester 1WALT/WILF/TIB(The What)Active Learning Engagement(The How)Check for UnderstandingInternal monitoring data Formative (Feedback)DifferentiationContent: WhatProcess: Pedagogy – HowProduct: Check for UnderstandingResourcesWALT: record and represent data in different formats, including labelled maps using basic cartographic conventions, locating and collecting information from sources, including observations and communicating ideas, findings. WILF: is to recognise how and why places are similar and different. TIB: understanding our world through developing a deep understanding of mapping using conventions helps us recognise places.Representing places - MappingEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Characteristics of placeExamine information to describe and classify characteristics of places as human or naturalExplore methods of representing places and their characteristicsClimate types of the worldExplore climate as a natural characteristic of placesLocate information about world climate zones on a mapSort and record information about the characteristics of world climate zonesAustralia's states and territoriesExamine the cartographic conventions of a mapLocate and record information about place at the regional scale using mapsExplore different perspectives of place at the regional scaleExplore how features can be represented on mapsAboriginal and Torres Strait Islander Country and PlaceExamine the meaning and significance of Country and Place to Aboriginal peoples and Torres Strait Islander peoplesLocate information in sources to identify how traditional Aboriginal symbols represent places and featuresExplore Place for Torres Strait Islander peoplesRecord features of a known local place using symbolsGrid references and the Torres StraitRecord & represent data about direction and distanceInterpret data to determine and describe the location of places using simple grid referencesAustralia's major human and natural featuresExamine major human and natural features of places throughout AustraliaRecord and represent data about major human and natural features & their locations on a mapInterpret data about major natural features of AustraliaClimate in AustraliaLocate information to identify climate types in AustraliaInterpret data to identify seasonal rainfall variations between placesInterpret temperature data to identify and explain differences between placesDiversity of Australian communitiesExplore the human characteristics that make places similar or differentLocate, sort and record information in provided sources about communities located in different parts of QueenslandUse data to draw conclusions about similarities and differences between places and lifestylesAustralia and its neighboursExamine place at world regional scale (maps)Identify information and represent on maps about the locations of Australia's neighbouring countriesInterpret information on a map to describe the location of place.Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions mapping skills, climate and examining the meaning and significance of Country and Place to Aboriginal and Torres Strait Islander peoples.Summative AssessmentPart A – Term 3 Week 6Assessment 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.L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesL2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in AssessmentU2BExpose to more technical or specific HASS vocabulary.Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.U2BExpose to more technical or specific HASS vocabulary.Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.HASS Digital Resource Library to HASS Word Wall Vocabulary – Supporting learning resource - HASS Glossary Year 3 Unit 2Resources:Slideshow - Human and natural characteristics of placesSlideshow - A sense of Country and PlaceSlideshow - Alphanumeric grid referencingSlideshow - Major human features of AustraliaSlideshow - Major natural features of AustraliaSlideshow - Australian settlements and lifestylesKLA: HASSYear Level Team: add teacher namesTerm: Semester 1WALT/WILF/TIB(The What)Active Learning Engagement(The How)Check for UnderstandingInternal monitoring data Formative (Feedback)DifferentiationContent: WhatProcess: Pedagogy – HowProduct: Check for UnderstandingResourcesWALT: describe the diverse characteristics of different places at the local scale, identify and describe the similarities and differences between the characteristics of places and identify connections between people and the characteristics of places. WILF: identify, explore and interpret the characteristics of places in Australia’s neighbouring countries.TIB: understanding the similarities and differences in our world provides knowledge of Australia and its neighbours.Identifying similarities and differencesEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency Natural features of Australia's neighbouring countriesExplore the characteristics of places in Australia's neighbouring countriesLocate information in maps to compare features Sort and record information from provided sources about human and natural features of selected neighbouring countries Communities in Australia's neighbouring countriesExamine similarities and differences between communities in different countriesInterpret information to draw simple conclusions about the diversity of communitiesHow places differHuman characteristics of selected places and the similarities and differences between themComparing school communitiesidentify characteristics of different school communitiesSort and record data about the characteristics of different school communitiesInterpret information to identify distributions and draw conclusionsFormative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of similarities and differences between the characteristics of places and identify connections between people and the characteristics of places. Summative AssessmentPart B – Term 3 Week 9/10Assessment 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.L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in AssessmentU2BExpose to more technical or specific HASS vocabulary.Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.HASS Digital Resource Library to HASS Word Wall Vocabulary – Supporting learning resource - HASS Glossary Year 3 Unit 2ResourcesSlideshow - Comparing places: Australia and its neighboursSlideshow - Similarities and differences between places: Diversity of human characteristics: Images of Fiji and New ZealandWebsites - Census (Australian Bureau of Statistics)Website - Fiji statistics at a glance (Fiji Bureau of Statistics)Website - Census (Statistics New Zealand)KLA: HASSYear Level Team: add teacher namesTerm: Semester 1WALT/WILF/TIB(The What)Active Learning Engagement(The How)Check for UnderstandingInternal monitoring data Formative (Feedback)DifferentiationContent: WhatProcess: Pedagogy – HowProduct: Check for UnderstandingResourcesWALT: interpret data to identify and describe simple distributionsdescribe the importance of making decisions democratically.WILF: is to explain the role of rules in their community, suggest individual action in response to an issue or challenge and share their views on an issueTIB: making decisions is an everyday process at individual, local, state, national and worldwide levels.Making decisionsEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency How people feel about placesExplore what makes a place importantDraw simple conclusions about similarities and differences in how people view placesAustralia's World Heritage sitesExamine World Heritage sites in AustraliaExplore how people's feelings about places influence their views about the protection of placesProtecting places: A local case studyExamine provided sources to identify different points of view about an issue in a local communityInteract 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 communityCase study: Fraser IslandPose questions to frame a short inquiry to investigate Fraser IslandInterpret data to draw simple conclusions about the reasons for protecting Fraser IslandPropose actions for the care of Fraser IslandDemocratic decision-makingExplore why decisions are made democratically in communitiesDistinguish between facts and opinionsThe importance of fairness in decision-makingExplore how decisions are made democratically in communitiesThe steps involved in making a decision democraticallyPlaces where democratic decisions are madeExplore how decisions are made democratically in places throughout the communityExamine an issue and possible solutionsInteract with others respectfully to role-play the steps involved in democratic decision-makingRules in our communitiesExplore the reasons for rules in the classroom and school communityExamine information to distinguish between facts and opinionsLocate information in a range of sources to develop a point of view about the importance of rulesPresent ideas and opinions on why rules are importantExplore ways rules are made in the classroom and school communityInteract with others respectfully to identify where a new rule for the class community is neededPresent ideas and opinions on how people make rulesReflection:Reflecting on our exploration of places near and far Reflect on learning from the unit answering the Inquiry Question: How and why are places similar and different?Explore points of view about how places near and far are different or similarDraw a simple conclusion about how people are connected to places near and far, and why important places should be protectedShowcase this to parents through Facebook post and displayed within the classroom for parent/visitor celebration afternoon. Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of : interpret data to identify and describe simple distributions, describe the importance of making decisions democratically and to explain the role of rules in their community, suggest individual action in response to an issue or challenge and share their views on an issueSummative AssessmentPart C – Term 4 Week 6/7Assessment 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.L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in AssessmentL2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in AssessmentU2BExpose to more technical or specific HASS vocabulary.Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.U2BExpose to more technical or specific HASS vocabulary.Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.HASS Digital Resource Library to HASS Word Wall Vocabulary – Supporting learning resource - HASS Glossary Year 3 Unit 2Resources:Supporting learning resource - A local case studySlideshow - Fraser IslandSheet - Location of Fraser IslandSupporting learning resource - Case study: Fraser IslandSlideshow - Democratic decision-makingSlideshow - Democratic decision-making in my communitySupporting learning resource - Role-play scenariosSlideshow - Classroom rulesSupporting learning resource - Yarning circlesAssessment Task:HASSExploring places near and farYear 3Unit 2Assessment task — Exploring places near and farNameClassTeacherDateTaskTo 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.InstructionsPart A: Representing placesStudents will:record and represent data in different formats, including labelled maps using basic cartographic conventions locate and collect information from observationsPart B: Identifying similarities and differencesStudents will:interpret data to identify and describe simple distributionscommunicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific termsdescribe the diverse characteristics of different places at the local scaleidentify and describe the similarities and differences between the characteristics of places identify connections between people and the characteristics of placesdraw simple conclusions about the characteristics of placesPart C: Making decisionsStudents will:describe the importance of making decisions democraticallyexplain the role of rules in their community suggest individual action in response to an issue or challengeshare their views on an issue528510523876000Part A — Representing placesLabel the states on the map in Source 1.Add symbols to the map to represent the location of:4201432188958Use Assessment task — Exploring places near and far: Sources for Part A and B. Make sure you add the symbols to the legend and the map.00Use Assessment task — Exploring places near and far: Sources for Part A and B. Make sure you add the symbols to the legend and the map.The Great Barrier ReefUluruChoose the correct word in each statement. The firstanswer has been done for you.Western Australia is (east / west) of Queensland. Papua New Guinea is (west / north) of Australia.Tasmania is (south / east) of New South Wales.Vanuatu is (east / west) of Queensland.Use the map and table below to answer Questions 4 and 5. Average seasonal rainfall — Port Vila, VanuatuSeasonSummerAutumnWinterSpringAverage rainfall (mm)250 mm200 mm110 mm140 mmExplain how the location of Vanuatu affects its rainfall.Hobart is located in the climate zone. Part B — Identifying similarities and differencesUse Source 2 — Comparing places.Use Source 2 — Comparing places.Identify natural and human features at the two schools. PNG school — natural featuresNZ school — natural featuresPNG school — human featuresNZ school — human featuresIdentify a feature that is similar at both schools: Describe how the two schools are different.Answer true or false. The first answer has been done for you.The Papua New Guinea school has natural and human features close by. TrueThe houses and the trees are equally distributed across the land. The natural features are distributed across a large area of the island. Circle the Papua New Guinea school classroom on the map.Why would the classroom be located near the village?Tick the statements that are true.The gardens are located in only one area of the New Zealand school.The gardens provide shade and a place for students to sit, play or eat their lunch.The gardens could help stop noise from disturbing classes.Why might the library and computer room be located in the middle of the school?Part C — Making decisionsImagine your school doesn’t already have a rule to prevent the issue in the picture.Write a rule that would help. How will your rule solve the problem? Read the two processes below for making a new class rule. Circle the process that is democratic.Process 1: Ella’s mum’s ruleElla’s mum has an idea for a classroom rule: ‘School bags are to be kept zipped up in the lockers’ because Ella and other students have had things falling out of their bags and getting lost.The class discusses the rule in partners and in a class meeting; the rule is written on the board and most people think it’s a fair rule.The class votes on the rule secretly and the teacher counts the votes.The results are announced, the majority of students voted for the rule so it is put into action.Process 2: Brody’s ruleBrody thinks ‘People who can’t kick well can’t play soccer’ should be a new class rule because he thinks his team always loses because of certain players.Only Brody’s friends are allowed to vote. They have to raise their hands in front of everyone and Brody takes the count.Brody announces that the rule will be put into action.Explain why: Year 3 HASS: Unit 2 — Exploring places near and farName:Purpose of assessment: To 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.Knowledge and understandingQuestioning and researchingAnalysing, evaluating and reflectingCommunicatingDescribe the diverse characteristics of different places at the local scale.Identify and describe the similarities and differences between the characteristics of these places. 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 municate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.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.-55245-22542500Explains 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.AIdentifies 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.BDescribes the diverse characteristics of different places at the local scale.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.Locates and collects information from observations.Records and represents data in different formats.Interprets data to identify and describe simple distributions.Draws simple conclusions and shares a view on an issue. Suggests individual action in response to an issue or municates their ideas, findings and conclusions using simple discipline-specific terms.CDescribes 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.Identifies an municates their ideas, findings or conclusions using simple terms.DIdentifies familiar places.Identifies a feature of a place.Acknowledges that rules exist in communities.Represents data.Interprets data.Identifies an action or issue.Shares an idea.EFeedback:Australian CurriculumF-6/7 HASS - Year 3Year 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 DescriptionsInquiry and skillsKnowledge and UnderstandingEvaluating and reflectingDraw 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)AnalysingExamine 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)ResearchingLocate and collect information and data from different sources, including observations (ACHASSI053)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)QuestioningPose questions to investigate people, events, places and issues (ACHASSI052)CommunicatingPresent ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)Civics and citizenshipThe importance of making decisions democratically (ACHASSK070)Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)GeographyThe 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)Curriculum Priorities - PedagogyConsiderationsPrior 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)General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.LiteracyComprehending texts through listening, reading and viewingComposing texts through speaking, writing and creatingText knowledgeGrammar knowledgeWord knowledgeVisual knowledgeNumeracyRecognising and using patterns and relationshipsUsing spatial reasoningInterpreting statistical informationInformation and communication technology (ICT) capabilityInvestigating with ICTManaging and operating ICTCritical and creative thinkingInquiring - identifying, exploring and organising information and ideasGenerating ideas, possibilities and actionsReflecting on thinking and processesAnalysing, synthesising and evaluating reasoning and proceduresPersonal and social capabilitySelf-managementSocial awarenessEthical understandingUnderstanding ethical concepts and issuesReasoning in decision-making and actionsExploring values, rights and responsibilitiesIntercultural understandingRecognising culture and developing respectInteracting and empathising with othersFor 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 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.FeedbackFeedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:what each student already knows and can dohow each student is goingwhere 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.8724900-12954000Year 3 Semester 2 Report Card Comment BankABCDE2H3A2H3B2H3C2H3D2H3EUnit 2: Exploring Places Near and Far{Name} made inferences about the connections people have with the characteristics of places. {She,He} identified factors that influence the process of making decisions democratically. {Name} accurately interpreted data to justify responses and explained simple distributions using data to support. {She,He} identified multiple factors to support their views on an issue and identified the impact of an individual action in their response. {Name} used of more complex discipline-specific terms.Unit 2: Exploring Places Near and Far{Name} identified and compared multiple characteristics of places.{She,He} explained how people are connected to the characteristics of places. {Name} connected ideas to explain the importance of making decisions democratically. {She,He} consistently applied cartographic conventions when recording data. {Name} described actions taken in response to an issue, and logically organised ideas, findings and conclusions.Unit 2: Exploring Places Near and Far{Name} described the diverse characteristics of different places at the local scale, andidentified and described a similarity and difference between the characteristics of places. {She,He} identified connections between people and the characteristics of places, and described the role of rules in their community. {Name} demonstrated an understanding of the importance of making decisions democratically.{She,He} interprets data to identify and describe simple distributions.Unit 2: Exploring Places Near and Far{Name} described a characteristic of a place and identified a similarity or a difference between characteristics of places. {She,He} identified a rule and information from observations. {Name} recorded relevant data and interpreted data to identify a simple distribution. {She,He}identified an issue and communicated their ideas, findings or conclusions using simple terms.Unit 2: Exploring Places Near and Far{Name} identifies familiar places and a feature of a place. {She,He} acknowledged that rules exist in communities. {Name} represented data and interpreted data. {She,He} identified an action or issue and shared an idea.550291014414500HASS Pre-ModerationYear 3: Unit 2 Semester 2Title: Exploring Places Near and FarCurriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question: How and why are places similar and different?Learning opportunities support students to:identify connections between people and the characteristics of placesdescribe the diverse characteristics of different places at the local scale and explain the similarities and differences between the characteristics of these placesinterpret data to identify and describe simple distributions and draw simple conclusionsrecord and represent data in different formats, including labelled maps using basic cartographic conventionsdescribe the importance of making decisions democratically and propose individual action in response to a democratic issueexplain the role of rules in their community and share their views on an issue related to rule-makingcommunicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.5323205332105Scan and AssessPrioritiseDevelop and Plan00Scan and AssessPrioritiseDevelop and PlanAssessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students:Describe the diverse characteristics of different places at the local scaleIdentify and describe the similarities and differences between the characteristics of these placesIdentify connections between people and the characteristics of placesExplain the role of rules in their community and the importance of making decisions democraticallyLocate and collect information from observationsRecord and represent data in different formats, including labelled maps using basic cartographic conventionsInterpret data to identify and describe simple distributionsDraw simple conclusions and share their views on an issueSuggest individual action in response to an issue or challengeCommunicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:56705505524500Unit Success Criteria and DifferentiationHow will you know you students have succeeded?Differentiation:CONTENTPROCESSPRODUCTand ENVIRONMENT‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Describes the diverse characteristics of different places at the local scale.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 democraticallyLocates and collects information from observations.Records and represents data in different formatsInterprets data to identify and describe simple distributions.Draws simple conclusions and shares a view on an issue. Suggests individual action in response to an issue or challengeCommunicates their ideas, findings and conclusions using simple discipline-specific terms.‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)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 democraticallyConsistently applies cartographic conventions when recording dataDescribes actions taken in response to an issue.Logically organises ideas, findings and conclusions.‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Describes how the characteristics of places impacts local communitiesMakes inferences about the connections people have with the characteristics of placesIdentifies factors that influence the process of making decisions democraticallyAccurately interprets data to justify responsesExplains simple distributions using data to support responseMultiple factors are identified to support their views on an issueIdentifies impact of an individual action in response to an issueExtended use of more complex discipline-specific termsSupport Plan or ICP Adjusted Content – Refer to ICPStudents:Tasks: Supported Plan or ICPsDifferentiated AssessmentReporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’right-5778500Maker Model Guiding QuestionsContent What students need to learn (Select focus questions as required)Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?What links can I make to real life?Can I change the context to match student interests?What prior learning experiences are required?How will I know what students already know? Which data? Will students complete a Pre-test?Can I skim over some of the content or miss it completely?How will I extend those students who already have this knowledge?Will I accelerate students? Process How students learn (Select focus questions as required)Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?Can I scaffold activities or break larger tasks down into smaller tasks?Can I provide study guides or graphic organisers for targeted students?Can I modify delivery modes for individuals or small groups?Can I use peer tutoring?ProductHow students demonstrate what they know (Select focus questions as required) To complete the scheduled assessment task will some students require more/less time?Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audienceAre there students who need the assessment task to be broken down for them?Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?Will some students need feedback provided more frequently or in a different manner?Environment How learning is structured (Select focus questions as required) Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?right-11493500Feedback: Evidence of LearningTeaching SequenceFeedbackLesson 1Characteristics of placeExample learning sequenceExplore the unit focusExamine information to describe and classify characteristics of places as human or naturalExplore methods of representing places and their characteristicsEvidence of learningCan the student:Define place and explain how places can be represented?Identify and classify characteristics of places?Lesson 2Climate types of the worldExample learning sequenceExplore climate as a natural characteristic of placesLocate information about world climate zones on a mapSort and record information about the characteristics of world climate zonesEvidence of learningCan the student:Recall the names and boundaries of the world climate zones?Identify the climate zones for different places around the world?Lesson 3Australia's states and territoriesExample learning sequenceExamine the cartographic conventions of a mapLocate and record information about place at the regional scale using mapsExplore different perspectives of place at the regional scaleExplore how features can be represented on mapsEvidence 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?Lesson 4Aboriginal and Torres Strait Islander Country and PlaceExample learning sequenceExamine the meaning and significance of Country and Place to Aboriginal peoples and Torres Strait Islander peoplesLocate information in sources to identify how traditional Aboriginal symbols represent places and featuresExplore Place for Torres Strait Islander peoplesRecord features of a known local place using symbolsEvidence 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?Lesson 5Grid references and the Torres StraitExample learning sequenceRecord and represent data about direction and distanceExamine the simple grid reference systemInterpret data to determine and describe the location of places using simple grid referencesEvidence of learningCan the student:Use simple grid referencing and cardinal compass points to locate places on a map and describe relative location?5704708-38682200Teaching SequenceFeedbackLessons 6-7Australia's major human and natural featuresExample learning sequenceExamine major human features of places throughout AustraliaExamine major natural features of places throughout AustraliaRecord and represent data about major human and natural features and their locations on a mapInterpret data about major natural features of AustraliaEvidence of learningCan the student:Use geographical terms and mapping conventions appropriately?Describe and represent major human and natural features of Australia?Lesson 8 Climate in AustraliaExample learning sequenceReview climate as a characteristic of placeLocate information to identify climate types in AustraliaExplore column graphsInterpret data to identify seasonal rainfall variations between placesInterpret temperature data to identify and explain differences between placesEvidence of learningCan the student:Record rainfall data in a table?Interpret temperature data to explain differences between places?Lesson 9 Diversity of Australian communitiesExample learning sequenceExplore the human characteristics that make places similar or differentLocate information in provided sources about communities located in different parts of QueenslandSort and record information about the characteristics of different communities in a tableInterpret data to draw conclusions about similarities and differences between places and lifestylesEvidence of learningCan the student:Recognise that diverse human characteristics influence where and how people live?Select and record data to show similarities and differences?Lesson 10Australia and its neighboursExample learning sequenceExamine place at the world regional scale using mapsIdentify information in maps about the locations of Australia's neighbouring countriesRepresent Australia's neighbouring countries on a mapInterpret information on a map to describe the location of placesEvidence of learningCan the student:Describe relative location using a four-point compass and represent Australia's neighbouring countries on a map?Teaching SequenceFeedbackLesson 11Assessment checkpoint: Part AExample assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentAssessment 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.Lesson 12Natural features of Australia's neighbouring countriesExample learning sequenceExplore the characteristics of places in Australia's neighbouring countriesLocate information in maps to compare features of places in Australia's neighbouring countriesSort and record information from provided sources about human and natural features of selected neighbouring countriesInterpret information to draw simple conclusions about the distribution of features in two placesEvidence of learningCan the student:Interpret information from maps and other sources to develop appropriate conclusions about similarities and differences?Lesson 13Communities in Australia's neighbouring countriesExample learning sequenceExamine similarities and differences between communities in different countriesSelect and record information from provided sources about the characteristics of communities in different countriesInterpret information to draw simple conclusions about the diversity of communitiesEvidence of learningCan the student:Interpret data from sources to develop appropriate conclusions about similarities and differences?Lesson 14How places differExample learning sequenceReview how the human characteristics of places are similar and differentInterpret information about the human characteristics of selected places and the similarities and differences between themInterpret information to identify reasons for similarities and differences between selected placesEvidence 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?Lesson 15Comparing school communitiesExample learning sequenceExamine provided sources to identify characteristics of different school communitiesSort and record data about the characteristics of different school communitiesInterpret information to identify distributions and draw conclusionsEvidence of learningCan the student:Interpret information to identify the spatial distribution of features and develop appropriate conclusions about similarities and differences?Teaching SequenceFeedbackLessons 16-17Assessment checkpoint: Part BExample assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentAssessment 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.Lesson 18How people feel about placesExample learning sequenceExplore what makes a place importantInterpret information in provided sources to identify different points of view about the importance of placesDraw simple conclusions about similarities and differences in how people view placesEvidence 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?Lesson 19Australia's World Heritage sitesExample learning sequenceExamine World Heritage sites in AustraliaExplore how people's feelings about places influence their views about the protection of placesDraw conclusions about similarities and differences in people's perception of placesEvidence of learningCan the student:Recognise that people may have regional and national connections to significant places in Australia and different views about their purpose?Lessons 20-21Protecting places: A local case studyExample learning sequenceExamine provided sources to identify different points of view about an issue in a local communityInterpret information from sources to draw conclusionsInteract with others respectfully to share points of view about an issue in a local communityReflect on learning to propose actions in response to an issue in a local communityEvidence of learningCan the student:Describe different points of view from a newspaper article?Suggest action for protecting a place of significance?Lesson 22Case study: Fraser IslandExample learning sequencePose questions to frame a short inquiry to investigate Fraser IslandLocate and record information from provided sources to answer questions posedInterpret data to draw simple conclusions about the reasons for protecting Fraser IslandReflect on learning to propose actions for the care of Fraser IslandEvidence of learningCan the student:Propose action for the care of a significant place?Teaching SequenceFeedbackLessons 23-24Democratic decision- makingExample learning sequenceExplore why decisions are made democratically in communitiesInterpret information from sources to distinguish between facts and opinionsInteract with others respectfully to share points of view about the importance of fairness in decision-makingExplore how decisions are made democratically in communitiesLocate information in provided sources about the steps involved in making a decision democraticallyReflect on the purpose and features of democratic decision-makingEvidence 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?Lessons 25-26Places where democratic decisions are madeExample learning sequenceExplore how decisions are made democratically in places throughout the communityExamine an issue and possible solutionsInteract with others respectfully to role-play the steps involved in democratic decision-makingEvidence 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?Lessons 27-28Rules in our communitiesExample learning sequenceExplore the reasons for rules in the classroom and school communityExamine information to distinguish between facts and opinionsLocate information in a range of sources to develop a point of view about the importance of rulesPresent ideas and opinions on why rules are importantExplore ways rules are made in the classroom and school communityInteract with others respectfully to identify where a new rule for the class community is neededPresent ideas and opinions on how people make rulesEvidence 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?Teaching SequenceFeedbackLessons 29-30Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentAssessment 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.Lessons 31-32Reflecting on our exploration of places near and farExample learning sequenceReflect on learning in response to the unit inquiry questionExplore points of view about how places near and far are different or similarDraw a simple conclusion about how people are connected to places near and far, and why important places should be protectedEvidence 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?right15176500Post Moderation“Every Student Succeeding”Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.53340007620Scan and AssessActReview00Scan and AssessActReviewModeration of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.Previously agreed criteria (Pre Moderation)A-E given using the GTMJOn balance teacher judgement- polesStart at the CMove up or down according to the evidence in the sample.The achievement standard is the C pare each student sample to the standard not against other student samplesGive an A-E grade for the taskThis sample will become part of the student’s portfolio of work532574528575PrioritiseReview00PrioritiseReviewWhere to next after ModerationRefer Appendix of School Policy – Moderation Reflection Tool.From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation. ................
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