Term 4

INTEGRATED UNIT OF WORK

RATIONALE
This unit provides opportunities for students to explore ways, in which environments and social systems and structures in local areas meet peoples needs, influence the lifestyles of people and contribute to community identity. The unit also focuses on how people participate in community life and the role of the local council in solving problems.

FOCUS QUESTION

How and why do people cooperate in communities?

CONTRIBUTING QUESTIONS
1. 2. 3. 4. What are communities and where are they? What do people in communities share and why? How are communities alike and different? How do local councils help communities to solve problems?

AREAS OF INTEGRATION
HSIE Culture, Social Systems and Structures, Environment English Information Report, Factual Description Mathematics Space and Geometry Science and Technology Products and Services, Investigating, Using Technology Creative Arts Visual Arts

STAGE 2

ESTIMATED TIME: 10 WEEKS

GENERIC SKILLS RESEARCH

HSIE
ENS2.5 CUS2.4 SSS2.7 SSS2.8 ENS2.5 CUS2.4 SSS2.7 SSS2.8 CUS2.4 SSS2.7 SSS2.8

ENGLISH
TS2.1 TS2.2 RS2.6 TS2.1 TS2.2 WS2.13 WS2.14

MATHS
SGS2.3

S&T
PSS2.5 INVS2.7

CREATIVE ARTS

COMMUNICATION THINKING CRITICALL Y SOLVING PROBLEMS USING TECHNOL OGY EXPRESSION CO-OPERATION

SGS2.3

PSS2.5

PSS2.5

VAS2.4

SSS2.8

SSS2.7 SSS2.8

TS2.1 WS2.12

PSS2.5 UTS2.9

VAS2.1

VAS2.1 ENS2.5 CUS2.4 SSS2.7 SSS2.8 TS2.2 RS2.6 SGS2.3 PSS2.5 INVS2.7

CONTENT
KNOWLEDGE
A community is a social group of any size whose members reside in a specific locality, share government, and have a cultural and historical heritage Australia has a diverse variety of communities Aboriginal communities cooperate and relied upon each other across the continent for material and cultural exchange Communities provide a variety of facilities to meet peoples needs individuals, businesses, organisations and governments Communities are alike and different because of their location, historical and cultural backgrounds, facilities, employment opportunities, wealth and education The local council help solve problems in communities Members of the local council have specific roles and responsibilities in making decisions

GENERIC SKILLS
Research Communication Using Technology Thinking Critically Expression Cooperation Solving Problems

VALUES AND ATTITUDES

English V4 Shows confidence in using language in a variety of contexts V5 Shows independence in using and learning language HSIE Intercultural Understanding Respecting different viewpoints, ways of living, belief systems and languages Supporting cultural diversity within a cohesive society Ecological Sustainability Appreciating the environment, ones personal relationship with it and ones responsibility for its future Being environmentally responsible Democratic Processes Showing commitment to individual freedom and to the rights and responsibilities of participating in a democracy Respecting different viewpoints and choices, and showing commitment to peaceful ways of resolving conflict Science and Technology VA1 Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges PDHPE To develop students appreciation of and a commitment to healthy and socially just ways of living. Maths Students will appreciate mathematics as an essential and relevant part of life and demonstrate and develop perseverance in undertaking mathematical challenges. Creative Arts Students will respect the views of various social and cultural groups, people

with different religious belie systems and people with disabilities

OUTCOMES AND INDICATORS

HSIE Culture CUS2.4

Describes different viewpoints, ways of living, languages and belief systems in a variety of communities Gathers information and explains the various lifestyles and experiences that different groups have within communities in Australia.

Environment ENS2.5 Describes places in the local area and other parts of Australia and explains their significance Locates and names the capital city of Australia and of each state, and major regional centres Compares ways in which members of the community use features of the local area to meet their needs Social Systems and Structures SSS2.7 Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment Describe ways in which people cooperate with and depend on one another in their work SSS2.8 Investigates rights, responsibilities and decision making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life Describes how decision are made in local government and the roles and responsibilities of those involved

ENGLISH Talking and Listening TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum Justifies a point of view with supporting evidence Listens to descriptions of unfamiliar places, people and things Describes people, places, and things in detail TS2.2 Interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses various listening strategies for different situations Uses correct word order when asking questions or making statements

 Retells the gist of a conversation Reading RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types Identifies types of visual information, eg map, chart, table, animation Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts Makes brief notes of information relevant to the topic, recording resources used Locates information from sources such as books, pictures, book marked sections of the internet, databases, CD-ROMs and media texts Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer Writes using consistent shape, size, slope and formation in NSW Foundation style Investigates other forms of publishing, eg slide shows, multimedia Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. Talks about research as a way of building up a topic Understands purpose and stages of the organisation of texts Identifies audience of a text and adjusts writing accordingly Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. Talks about how different types of adjectives have been used to add information in own writing Recognises the subject, verb and object of a clause

RS2.6

Writing WS2.12

WS2.13

WS2.14

Science and Technology PSS2.5 Creates and evaluates products and services considering aesthetic and functional factors Selects desktop publishing software as a way of creating a menu for the school canteen INVS2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions

 Surveys community groups =, eg farmers, land care, using email or fax to identify and analyse environmental problems in different parts of NSW. UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. Experiments with a range of desktop publishing features, graphics, fonts and borders to develop an effective poster

PDHPE Active Lifestyle ALS2.6 Discusses the relationship between regular physical activity and health Participates in regular physical activity and discusses progress Identifies factors that influence participation in physical activity Mathematics SGS2.3 Uses simple maps and grids to represent position and follow routes. Describes the location of an object using more than one descriptor Uses an arrow to represent North on a map Uses a key or legend to locate a specific object Creative Arts Visual Arts VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter Talks about and thinks about their intentions for artmaking and recognises how these affect their selection of ideas, materials, tools and techniques and methods of working VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques Identifies resemblance between subject matter in artworks and the features of things as they exist in the world, recognising similarities and differences in how things are represented in the artworks

Display: Focus and contributing questions Maps local area, NSW and Australia Names of towns Warringah Council information Pictures and information about local community services Photographs of a variety of different communities

Resources:

CQ 1:

What are communities and where are they?

Planned Observation Teacher Conference Product Analysis

Duration: 2.5 weeks

Teaching and Learning Experiences

Assessment Product

Outcomes/Generic Skills

Tuning In Small group discussion: What is a community? Groups report then develop a whole class definition. Finding Out Provide a map of Australia and a set of guiding questions. Children investigate states, regions, places and landscapes of Australia. Children locate and describe their position within Australia. Classify according to the following criteria: urban, rural, coastal, suburb, town, city, capital city, state, territory. Sorting Out Record on a class map of Australia specific locations and communities. Making Connections Pose the question: why is Harbord a community? and what larger community is it apart of? For example: Harbord is a coastal suburb it belongs to

CQ 1:

What are communities and where are they?

Planned Observation Teacher Conference Product Analysis

Duration: 2.5 weeks

Teaching and Learning Experiences

Assessment Product

Outcomes/Generic Skills

the city of Sydney which is the capital city of NSW. Going Further (Independent Research Task) Children write a factual description of the community that they live in using the following headings: Natural and Built Features, Leisure Facilities, Special Landmarks, People and Places of Worship. Reflecting and Acting Children write a reflection: I like living in because I would like to see improved in my community

Evaluation:

CQ 2:

What do people in communities share and why?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences Assessment Product

Duration: 2.5 weeks

Outcomes/Generic Skills

Tuning In Pose the question: what do people need in a community? In small groups children create a web using Inspiration. Finding Out Go for a walk around the local community. Children will observe and list a variety of facilities the community members share. Sorting Out List the needs of community members, for example: food, shelter, education, clothing, leisure etc Children will sort and classify their observations under the above headings. Making Connections
Service For Whom Purpose Funding How they operate

Interview a variety of people who provide community services or facilities.

CQ 2:

What do people in communities share and why?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences Assessment Product

Duration: 2.5 weeks

Outcomes/Generic Skills

Record information on the above retrieval chart Discuss what would happen if particular services or facilities were no longer available to the community. What impact would this have on community members lives? Going Further Write a letter to a government agency on a community issue that they feel strongly about. Reflecting and Acting Children discuss with their families what facilities they really appreciate in the community of Harbord and what facilities do they feel are lacking and why?

Evaluation:

CQ 3:

How are communities alike and different?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences

Duration: 3 weeks
Assessment Product Outcomes/Generic Skills

Tuning In Show a video of a different community. Discuss communities they have also visited. What makes these communities different to Harbord? Finding Out/Sorting Out
Place Coastal Harbord Rural Town Inner City Location Natural Features Infrastructure Business/ Shopping Leisure Facilities Schools Places of Worship

In expert groups children will gather information to complete the retrieval chart using web cams and email. Making Connections Create Venn diagram to illustrate the similarities and differences between the three communities.

CQ 3:

How are communities alike and different?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences

Duration: 3 weeks
Assessment Product Outcomes/Generic Skills

Going Further Children investigate the canteen service offered in the school community. Children examine the needs of the school community, work roles and make decisions and recommendations on how well the canteen functions. Reflecting and Acting Represent in an artwork the flavour of one of the communities studied.

Evaluation:

CQ 4:

How do local councils help communities to solve problems?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences Assessment Product

Duration: 2 weeks
Outcomes/Generic Skills

Tuning In: Discuss community facilities in local area that are shared. Discuss why governments provide certain goods and services. Finding out/sorting out:
People or Businesses to meet common to earn profits needs Governments

Research and briefly discuss the three levels of government. Look at local council website, video (Its Your Council), and handouts then create a detailed list of what local governments are responsible for. Making Connections: Discuss why the local council provides certain goods and services, for example: why does the local council provide a library when they could buy their own books?

CQ 4:

How do local councils help communities to solve problems?

Planned Observation Teacher Conference Product Analysis
Teaching and Learning Experiences Assessment Product

Duration: 2 weeks
Outcomes/Generic Skills

Make a prediction chart: What if our community had no patrolled beaches? Going Further: Students write an information report on how their local council helps their community. Reflecting and Acting: Discuss with students how they can have a say in local council decision making processes, e.g. talking to their local member, writing a letter, voting for councillors they agree with, joining a community group to express an opinion, writing to the local newspaper Provide students with an opportunity to express their views to the local council in an appropriate way.

Evaluation:

Pacing Guide
Week Monday Tuesday Wednesday Thursday Friday

10

Observational Checklist Name: _______________________ Date: ___________________

beginning Working achieved Working towards beyond

Identifies the purpose for the collection of information organises information in a variety of ways distinguishes between fact and opinion Selects and describes a strategy to solve a problem and justifies a choice Demonstrates independence when carrying out basic functions using technology Comments: __________________________________________________________ __________________________________________________________ __________________________________________________________

Local Council Worksheet