pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Present connections to places....

OneSchoolUnit Plan

Name: Unit 1 - HASS Year 2 (V8)Duration: 16 Weeks

Year Level: Year 2

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Present connections to placesIn this unit students will explore tcshe following inquiry question:

How are people connected to their place and other places?

Learning opportunities support students to:

draw on representations of the world as geographical divisions and the location of Australia recognise that each place has a location on the surface of Earth, which can be expressed using direction and location of one place from another identify examples of places that are defined at different levels or scales, such as, personal scale, local scale, regional scale, national scale or region-of-the-world

scale understand that people are connected to their place and other places in Australia, the countries of Asia and other places across the world, and that these connections

are influenced by purpose, distance and accessibility represent connections between places by constructing maps and using symbols examine geographical information and data to identify ways people, including Aboriginal peoples and Torres Strait Islander peoples, are connected to places and

factors that influence those connections respond with ideas about why significant places should be preserved and how people can act to preserve them.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 25

Unit Plan Plan Name: Unit 1 - HASS Year 2 (V8)

Year: 2Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Present connections to places (Yr 02)Students explore the location and significant features of places and consider how people are connected to these and why they should be preserved.

Supervised assessment

Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Labelling a map Describing places Planning a town Reflection

Resources Attachments Plan Resource Bank

Assessment Supervised assessment - Present

connections to places (Yr 02)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS – Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

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)

Questioning

Pose questions about past and present objects, people, places and events (ACHASSI034)

Analysing

Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI040)

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI035)

Geography

The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

The idea that places are parts of Earth's surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)

The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

History

The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)

The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)




Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding Sort and record information and data, including location, in tables and on

plans and labelled maps (ACHASSI036)

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Collect data and information from observations and identify information and data from sources provided (ACHASSI019) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020) Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps (ACHASSI024) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025) Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Locate 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) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057) Draw simple conclusions based on analysis of information and data (ACHASSI058) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)




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

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes

Personal and social capability Self-awareness

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples and Torres Strait Islander peoples cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.




Duration: 16 Weeks

Assessing student learningAssessment name: Present connections to placesAssessment description: Students explore the location and significant features of places and consider how people are connected to these and why they should be preserved.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback may relate to students ability to identify, select, organise and clarify information from a range of sources. In this unit this may include:

collecting, describing and recording data on relevant issues recognising and describing different points of view in relation to a topic use growing subject-specific vocabulary to communicate.




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Labelling a map Lesson 1: Place at the personal scale Lesson 2: Using data Lesson 3: Place at the local scale Lesson 4: Place at the regional and national scale Lesson 5: Place at the world regional scale Lesson 6: Assessment checkpoint: Part A

3 Lessons Describing places Lesson 7: Local connections Lesson 8: Connections to places further away Lesson 9: Assessment checkpoint: Part B

6 Lessons Planning a town Lesson 10: Country and Place Lesson 11: Remains of the past in the local area Lessons 12-13: Points of view about the importance of places Lessons 14-15: Assessment checkpoint: Part C

1 Lesson Reflection Lesson 16: Celebrating present connections to places

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Labelling a map Topic Duration 6 Lessons

Overview Throughout this lesson series, students will: recognise the world is divided into geographic divisions sort and record data on labelled maps.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Place at the personal scale

Lesson objectivesStudents will:

Understand that features are the visible elements of a place. Understand that features can be represented.

Evidence of learningCan the student:

Identify and describe features of places? Represent features of places using symbols?

Example learning sequence Explore the unit focus Review the concept of 'place' Examine the features of places at the personal scale Record data and information about the features of a personal

place on a map using symbols

Resources Supporting learning resource - HASS Year 2 Unit 1 Glossary Slideshow - Aerial views Slideshow - Place and features Sheet - Location of features

Helpful information Website - Aboriginal art and the use of symbols (Aboriginal Art Online)

http://www.aboriginalartonline.com/culture/symbols.php Website - Google Earth (Google Inc.) http://www.google.com/earth/explore/products/

(allows user to explore 2D and 3D maps, street view and aerial view)

Attachments Lesson plan

Lesson 2

Using data


Understand how to collect and represent data about features in a familiar place.

Understand how to interpret data to draw a conclusion.Evidence of learningCan the student:

Collect and represent data about features in a familiar place? Interpret data to draw a conclusion?

Example learning sequence Review place and features Collect data and information about a familiar place Record data about a familiar place Interpret data and information to draw simple conclusions about a

familiar place

Resources Sheet - Using data

Helpful information Website - Google Earth (Google Inc.) http://www.google.com/earth/explore/products/






Duration: 16 Weeks

Teaching Sequence




Lesson 3

Place at the local scale


Understand that places can be described at the local scale. Understand reasons for the location of features within a space at

the local scale.Evidence of learningCan the student:

Identify place at the local scale? Infer reasons for the location of features within a space at the local

scale?Example learning sequence

Examine how places can be described at different scales Identify information in provided sources about places at the local

scale Record data and information about a place at the local scale on a

labelled map Explore the names of places

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 - Place at the local scale Sheet - A place at the local scale Slideshow - What's in a name?


(allows user to explore 2D and 3D maps, street view and aerial view) Website - Aboriginal art and the use of symbols (Aboriginal Art Online)

http://www.aboriginalartonline.com/culture/symbols.php Website - Queensland places (Centre for the Government of Queensland)

http://queenslandplaces.com.au/map (click on markers to find information about places and names of places)

Website - Scribble maps (52 Stairs Studio Inc.) http://www.scribblemaps.com (allows user to draw or write on maps, e.g. add features, show routes)





Duration: 16 Weeks

Teaching Sequence




Lesson 4

Place at the regional and national scale


Understand how place is described at the regional and national scales.

Understand geographical terms that are used to describe direction and location.


Describe and represent places at the regional and national scales?

Use simple directional terms to describe the location of places (including north, south, opposite, near, far)?

Example learning sequence Examine how places can be described at the regional and national

scale Identify information in provided sources about places at the

regional and national scale Record data and information about places at the regional and

national scale on a labelled map


Sheet - Map of Australia Sheet - Where is it in Australia? (finding specific locations)

Helpful information Website - Google Earth (Google) http://www.google.com/earth/explore/products/ (allows

user to explore 2D and 3D maps, street view and aerial view) Website - Scribble maps (52 Stairs Studio Inc.) http://www.scribblemaps.com (allows

user to draw or write on maps, e.g. add features, show routes) Website - OpenStreetMap (OpenStreetMap)

http://www.openstreetmap.org/#map=5/51.500/-0.100 (allows user to view street maps online)

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/ (interactive version)





Duration: 16 Weeks

Teaching Sequence




Lesson 5

Place at the world regional scale


Understand how place is described at the world regional scale. Understand how to describe direction and location. Understand how people give meaning to places.


Describe and represent place at the world regional scale? Use geographical terms to describe direction and location? Describe how people give meaning to places?

Example learning sequence Examine how places can be described at the world regional scale Identify information in provided sources about places at the

regional and national scale Examine how places across scales are given meaning by people


Sheet - World map puzzle Slideshow - Mapping the world Sheet - World map Video - People give meaning to places Supporting learning resource - World map - Answers


(allows user to explore 2D and 3D maps, street view and aerial view) Website - Scribble maps (52 Stairs Studio Inc.) http://www.scribblemaps.com (allows

user to draw or write on maps, e.g. add features, show routes)


Lesson 6

Assessment checkpoint: Part A

Assessment purposeTo explore the location and significant features of places and consider how people are connected to these and why they should be preserved.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Present connections to places Assessment task - Present connections to places: Sources Assessment task - Present connections to places: Model response Assessment task - Present connections to places: Teaching notes





Duration: 16 Weeks

Teaching Sequence

Topic Describing places Topic Duration 3 Lessons

Overview Throughout this lesson series, students will: describe how people in different places are connected to each other identify factors that influence these connections recognise that places can be described at different scales interpret information and data to draw simple conclusions sort and record data in tables.


Lesson 7

Local connections


Understand how people are connected to local places and how these connections are influenced by different factors.


Interpret information displayed in visual sources to identify differing connections between people and local places?

Example learning sequence Examine ways people are connected to places Sort and record information and data about local connections to

place Pose questions about local connections to places Draw simple conclusions about people's connections to local

places and the factors that influence these connections

Resources Slideshow - Terry Traveller's local connections Sheet - Connections to local places Supporting learning resource - Local connection sources







Duration: 16 Weeks

Teaching Sequence

Topic Describing places Topic Duration 3 Lessons

Overview Throughout this lesson series, students will: describe how people in different places are connected to each other identify factors that influence these connections recognise that places can be described at different scales interpret information and data to draw simple conclusions sort and record data in tables.


Lesson 8

Connections to places further away


Understand how people are connected to places that are further away and how these connections are influenced by different factors.


Interpret information displayed in visual sources to identify differing connections between people and places that are further away?

Example learning sequence Review ways in which people are connected to places Collect and record data and information about connections people

have to places that are further away Pose questions about connections to places further away Draw simple conclusions about people's connections to places

that are further away and the factors that influence these connections

Resources Slideshow - Connections influenced by distance Sheet - Stories about people's connections with distant places Sheet - Survey - Connections to other places: Holiday destinations Slideshow - Communicating with connections


Lesson 9

Assessment checkpoint: Part B



standards A-E Conduct the assessment

Resources Assessment task - Present connections to places Assessment task - Present connections to places: Model response Assessment task - Present connections to places: Teaching notes





Duration: 16 Weeks

Teaching Sequence

Topic Planning a town Topic Duration 6 Lessons

Overview Throughout this lesson series, students will: describe a site of significance in the local community explain why places are important to people suggest ways to care for places and sites of significance locate information from sources provided recognise that places have different meaning for people understand why the significant features of places should be preserved sort and record data in tables and plans interpret information and data to identify a point of view and draw simple conclusions communicate findings in a range of texts using language to describe direction and location.


Lesson 10

Country and Place


Understand the unique connection Aboriginal peoples and Torres Strait Islander peoples have with their environment.


Recognise that access to and responsibility for resources influences Aboriginal peoples' and Torres Strait Islander peoples' connections to Country and Place?

Example learning sequence Examine connections between Aboriginal peoples and Torres

Strait Islander peoples and places Identify information in provided sources about factors that

influence Aboriginal peoples' and Torres Strait Islander peoples' connections to places

Explore points of view about the need to care for places that are important to people

Reflect on learning to suggest ways to care for important places

Note: 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 - Country and Place Sheet - Suggesting action

Helpful information Video - Twelve canoes: Language (Twelve canoes) http://www.12canoes.com.au/

(Select the image labelled 'Language') Video - Narbalek, 2001: A trip to Kundjabe (CMAA Productions)

http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/R9255/object/ (TLF R9255) (purposes of connections for Indigenous peoples)





Duration: 16 Weeks

Teaching Sequence




Lesson 11

Remains of the past in the local area


Understand what remains of the past (sites or places) can reveal about the local area.


Recognise that remains of the past (sites or places) can help us to learn about the local area?

Recognise that remains of the past (sites or places) can be important to people for different reasons?

Example learning sequence Explore how remains of the past (sites or places) can help us to

learn about the local community Examine clues from the past to identify what they reveal about a

local community Identify information in provided sources that explains why remains

of the past (sites or places) are important to people in the present

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Describing historical sites Sheet - Signs of the past in the present Video - Historical sites Slideshow - Significance of historical sites





Duration: 16 Weeks

Teaching Sequence




Lessons 12-13

Points of view about the importance of places


Understand that people have different points of view about the importance of sites or places that reflect the past.


Identify different points of view about the importance of a site or place in a local community that reflects the past?

Example learning sequence Review the concept of 'significance' Explore points of view about the importance of a site in a local

community Interpret information to draw simple conclusions about the

importance of a site in a local community Reflect on learning to suggest reasons why an important site in a

local community should be preserved and how it can be preserved

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 - Points of view about the importance of a historical site Sheet - Points of view about the importance of Queen Alexandra Home Sheet - Points of view comparison table Sheet - Describing historical sites Supporting learning resource - Points of view on historical sites


Lessons 14-15

Assessment checkpoint: Part C



standards A-E Conduct the assessment Conduct the assessment

Resources Assessment task - Present connections to places Assessment task - Present connections to places: Sources Assessment task - Present connections to places: Model response Assessment task - Present connections to places: Teaching notes





Duration: 16 Weeks

Teaching Sequence




Teaching Sequence

Topic Reflection Topic Duration 1 Lesson

Overview Throughout this lesson series, students will: reflect on their learning from the unit share points of view with peers about how people are connected to places near and far, and why places are important to people.


Lesson 16

Celebrating present connections to places


Reflect on their learning to draw simple conclusions in response to the unit inquiry question: How are people connected to their place and other places?


Reflect on their learning from the unit? Share points of view with peers about how people are connected

to places near and far, and why places are important to people?Example learning sequence

Reflect on learning in response to the unit inquiry question Explore points of view about places and people's connections to

places Present information and findings in oral, graphic and written forms

Resources Sheet - My treasure map





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 - Labelling a map Lesson plan - HASS_Y02_U1_LP01.docx

Lesson plan - HASS_Y02_U1_LP02.docx





Sequence - Describing places Lesson plan - HASS_Y02_U1_LP07.docx



Sequence - Planning a town Lesson plan - HASS_Y02_U1_LP10.docx


Lesson plan - HASS_Y02_U1_LP12-13.docx

Lesson plan - HASS_Y02_U1_LP14-15.docx

Sequence - Reflection Lesson plan - HASS_Y02_U1_LP16.docx

Sequence Sheet - A place at the local scale

Sheet - Connections to local places

Sheet - Describing historical sites




Duration: 16 Weeks


Sheet - Location of features

Sheet - Map of Australia

Sheet - My treasure map

Sheet - Points of view about the importance of Queen Alexandra Home

Sheet - Points of view comparison table

Sheet - Signs of the past in the present

Sheet - Stories about people's connections with distant places

Sheet - Suggesting action

Sheet - Survey - Connections to other places: Holiday destinations

Sheet - Using data

Sheet - Where is it in Australia? (finding specific locations)

Sheet - World map

Sheet - World map puzzle

Slideshow - Aerial views

Slideshow - Communicating with connections

Slideshow - Connections influenced by distance

Slideshow - Country and Place

Slideshow - Mapping the world




Duration: 16 Weeks


Slideshow - Place and features

Slideshow - Place at the local scale

Slideshow - Points of view about the importance of a historical site

Slideshow - Significance of historical sites

Slideshow - Terry Traveller's local connections

Slideshow - What's in a name?

Supporting learning resource - HASS Year 2 Unit 1 Glossary

Supporting learning resource - Local connection sources

Supporting learning resource - Points of view on historical sites

Supporting learning resource - World map: Answers

Video - Historical sites Video - Narbalek, 2001: A trip to Kundjabe (CMAA Productions) http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/R9255/object/ (TLF R9255) (purposes of connections for Indigenous peoples)

Video - People give meaning to places

Video - Twelve canoes: Language (Twelve canoes) http://www.12canoes.com.au/ (Select the image labelled 'Language')

Website - Aboriginal art and the use of symbols (Aboriginal Art Online) http://www.aboriginalartonline.com/culture/symbols.php

Website - Google Earth (Google Inc.) http://www.google.com/earth/explore/products/ (allows user to explore 2D and 3D maps, street view and aerial view)Website - OpenStreetMap (OpenStreetMap) http://www.openstreetmap.org/#map=5/51.500/-0.100 (allows user to view street maps online)Website - Queensland places (Centre for the Government of Queensland) http://queenslandplaces.com.au/map (click on markers to find information about places and names of places)




Duration: 16 Weeks


Website - Scribble maps (52 Stairs Studio Inc.) http://www.scribblemaps.com (allows user to draw or write on maps, e.g. add features, show routes)

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/ (interactive version)

Assessment Planner - Present connections to places

Assessment task - HASS_Y02_U1_AT_MR_PresConnectPlace.docx

Assessment task - HASS_Y02_U1_AT_PresentConnectPlace.docx

Assessment task - HASS_Y02_U1_AT_SH_Sources_PresConnectPlace.docx

Assessment task - HASS_Y02_U1_AT_TN_PresConnectPlace.docx

Assessment Assessment task - Present connections to places

Assessment task - Present connections to places: Model response

Assessment task - Present connections to places: Sources

Assessment task - Present connections to places: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Present connections to places (Yr 02)Type Supervised assessment

Date

Description Students explore the location and significant features of places and consider how people are connected to these and why they should be preserved.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Describe a site of significance in the local community and explain why places are important to people.Recognise the world is divided into geographic divisions and that places can be described at different scales.

Locate information from observations and from sources provided.Sort and record data in tables, plans and on labelled maps.Pose questions about familiar and unfamiliar places.

Interpret information and data to identify a point of view and draw simple conclusions. Suggest ways to care for places and sites of significance.

Communicate findings in a range of texts using language to describe direction and location.

A ◄

Explains the significance of a place to themselves and others.Identifies factors that influence their own and others connections to places.Accurately identifies all geographic divisions on a world map.

◄

Accurately labels and locates information on maps.Poses questions of personal relevance.

◄ Justifies actions taken when caring for a place and point of view.

◄ Accurately describes direction and location using complex terms.

B ◄

Makes personal connections when describing a place of significance.Explains how they are connected to places.Identifies why selected places are important to people and how they can be preserved.Accurately identifies most divisions on a map and all scale of places.

◄Represents data in tables.Poses a range of relevant questions.

◄ Explains actions taken when caring for a place and point of view.

◄ Describes direction and location using some complex terms.




Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Present connections to places (Yr 02)Type Supervised assessment

Date

Description Students explore the location and significant features of places and consider how people are connected to these and why they should be preserved.

Learning Area Humanities and Social Sciences

C ◄

Uses words or pictures to describe a place of significance and how people are connected to places.Identifies a factor when considering connections to places.Recognises that places have meaning to people and can be preserved. .

◄

Labels and locates information on maps.Records data in tables.Poses questions about places.

◄

Identifies more than one way to care for a place.Suggests a point of view and drawsimple conclusions.

◄Describes direction and location using simple terms in a range of texts.

D ◄

Identifies a place as important.Identifies at least one geographic division on a world map and the scale of a place.

◄Locates a feature on a map.Poses a question about a place.

◄Identifies an action to care for a place.Identifies a personal connection to a place.

◄ Identifies the location of a place using positional tree.

E ◄Acknowledges that places can be important to people.Attempts to label a world map.

◄ Makes a record in a table. Poses a question. ◄

Acknowledges that places can be cared for.Responds to questions.

◄ Points to a location on a map.




Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Present connections to places....

Documents

Transcript of pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Present connections to places....