Ubd Unit and Rubric
Ubd Unit and Rubric
Ubd Unit and Rubric
Title: Our country and the significance of our environment to Indigenous and Non- Indigenous Australians.
Year Level: Year 4
Focus Curriculum Area (s): HASS, Literacy and Technologies (digital technologies).
Ethical Behaviour
ICT
Intercultural
Crosscurriculum
Priorities
(CCP)
Sustainability
Year Level
Content
Descriptors
Literacy
Histories and
Culture
Numeracy
(ACHASSI079).
Present findings in text modes that incorporate discipline specific
(ACHASSK088).
The use of natural resources and different views on their
sustainability (ACHASSK090).
That human activity can cause changes to earth over time
(ACSSU075).
Understand how texts vary in complexity and technicality
Understanding
Year Level
Achievement
Standards
Knowledge
(ACELA1489)
Understand that Standard Australian English is one of many social
dialects used in Australia, and that it has been influenced by many
other languages (ACELA1487)
Skills
shelter, weapons).
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LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to......
Students will be able to identify the significance of our country / environment and the interconnections it has with Australians,
both Indigenous and non- Indigenous. They will be able to consider different perspectives and assess information to differentiate
between facts and opinions. Students will develop an understanding of the natural resources that are sourced from our
environment and the importance of sustainability. They will be able to interpret data and information from different sources and
identify patterns between them. They will develop a vocabulary of discipline-specific terminology based on the information gained
throughout the unit to compose a report on the significance of our environment to Indigenous and Non- Indigenous Australians.
They will be able to source and use images in their work to communicate and extend on key ideas.
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Task description:
At the beginning of the final week, students will begin their summative assessment. Individually they will write a report on the topic, Our country, and
the significance of the environment to Indigenous and Non- Indigenous Australians. The content of the report will be based on the knowledge that they
have acquired throughout the unit and that has been documented on the students KWHL Charts (figure 2 in Appendices). Students will discuss the
Indigenous nation / Aboriginal Country that their school is in the vicinity of, and the connection that the Indigenous Australians have with the land.
Students will also discuss the significance of the land to non-Indigenous Australians in terms of resources and recognise differentiating perspectives
regarding sustainability. The students will compose their reports on the computer using Microsoft word. They will draft, revise and edit their work to
ensure that the structure of the report is appropriate, and that the terminology used is relevant to this specific genre of writing. Students are required to
use language features that create coherence and add details to their report. Students will be given a topographical image which shows the
boundaries for their local Indigenous country. They will use the information from this map to search for, view, and screen shot the
boundary of Dharug Country on google earth. This image is then to be included in the body of their report under the appropriate paragraph.
Students are also expected to include discipline-specific terminology in their work.
Assessment Criteria:
ACHASSI077: Students will analyse information regarding the different perspectives that Indigenous and non-Indigenous
Australians have in relation to the environment.
ACHASSI078: Students are required to interpret data and information that is displayed in still images of a topographical map which
show the boundaries for the local Indigenous country. They will then use this information to view the boundaries on google earth.
Students interpret the information and data by identify and describing patterns.
ACHASSK083: Students must display an understanding that Aboriginal Australia is diverse and of the connections that the
Indigenous people have with the land.
ACHASSK088: Students are required to identify the importance of the environment to Indigenous and non-Indigenous Australians.
ACHASSK090: Students are required to identify different natural resources, their use and the views of Indigenous and NonIndigenous Australians regarding the sustainability of such resources.
ACELA1490: Students must display an understanding of how texts vary in complexity and technicality depending on their purpose.
ACHASSI082: students must present their work in text mode using discipline-specific terminology and a digital representation of
the borders of their local Indigenous Country sourced through google earth.
Self-assessment:
Students will assess their learning and reflect upon their learning when reviewing the feedback provided throughout the marked
report and reviewing their highlighted rubric (Figure 3 in Appendices).
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Wee
k
Learning Experiences
Assessment
For/As
Learning
(Formative
Assessment)
Resources
1. Students
complete K
section of
KWHL chart
2- 3. group
discussion
4 Adding to
W&H
sections of
KWHL chart.
1. Group
discussio
n
2. Adding
to KWHL
charts
Peer
feedback
3-4. Educator
will observe
students, listen
to the
discussions and
provide
necessary
feedback.
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5.
3
1.
2.
3.
4.
1, 2 and 3.
Group
discussion.
5. KWHL
chart
1. Student
s selfassessm
ent of
learning.
2. Educator
observes
students
and
provides
necessar
y verbal
feedback
.
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Appendices:
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Criteria
Exemplary
Accomplished
Developing
Beginning
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up
of
deep Understands
not
understand
that
Indigenous understanding
Indigenous nations and successfully how Australia is and was unable to locate the
and located
the
Dharug made
up
of Dharug
different
Dharug nation on a
Indigenous nations
topographic
and
and
satellite map.
nation
on
different
maps.
attempts
to
that connection
of
different can
understand
that
the
Indigenous
have with the land and have with the land and Indigenous
identified
not
identify
some Australians
resources that they gain resources that they gain with the land and
from it.
from it.
attempted
identify
to
resources
understanding
resources different
it.
basic With
of identifies
resources resources
environment
by
Non- gained
Indigenous people.
from
the gained
from
by
Indigenous people.
the from
the
Non- environment
by
Non-Indigenous
Australians.
can Understands that there Needs assistance to Only recognises and considers
different points of views identify and consider a are different points of identify
regarding
sustainability.
of
view
regarding consider
regarding environmental
sustainability.
sustainability.
points
view
regarding
environmental
communicate
wide
range
sustainability.
of The choice of vocabulary Some
of
used
to
communicate vocabulary
the The
vocabulary
is irrelevant
in
used
is
communicating
words learnt throughout the communicate ideas. A words that have been communicate ideas included however no attempts
investigation. The words are number of new words included in the report new words have have been made to use them in
used in the correct context.
learned throughout the have been used in the been included and the correct context.
investigation have been correct context.
used
in
in
the
correct
context.
Successfully wrote a report Is very independent in
using
the
appropriate writing
report
correct
context.
Is able to write a report Requires
Requires
the
image
was assistance
constant
assistance
google earth image. There structure. The required minimal spelling and / or word. The work is included in a report. There are
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were
mistakes
errors.
minimal
and
there
spelling
structured
similar constant
regarding
were
no
included numerous
mistakes
or
spelling
punctuation errors.
mistakes
and
punctuation errors.
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