EDUC 2056:

ASSESSMENT 2 – HASS UNIT PLAN

Tyla Milich
110171373
 What is the BIG idea? Constructing life from the environment
Sub-strand/subject: Geography Length: 5 weeks
Year level: 5 Concept focus:
Year level theme:
Investigate how the characteristics of environments are  Sustainability
influenced by humans in different times and places, as they  Environment
seek resources, settle in new places and manage the spaces  Change
within them. Specifically, the relationship between Aboriginal  Interconnection
and Torres Strait Islander Peoples and their environment will  Space
be identified, to scaffold investigation as to how they built  Place
sustainable ways of living through their methods of land and
resource management (ACARA 2017).
Rationale for the unit
Through geography, students will come to understand why people in other places may see and construct their world
differently. It involves the study of the biophysical environment, the relationships between people and that
environment, the spatial distribution of phenomena across the earth, and the interconnections and interactions
between people and those environments (ACARA 2011). Thus, Geography teaching nurtures students’ curiosity
about places and the differences between them, which develops a geographical imagination that enables students
to relate to other places and people, and to appreciate the cultures and perspectives of others (Matthews & Cranby
2017). The content in the geography sub-strand provides opportunities to develop students’ understanding of place,
space, environment, interconnection, change and sustainability. The curriculum explores ways of influencing and
managing the future of places including their environmental, economic and social sustainability, and how human
actions; including Aboriginal and Torres Strait Islander Peoples, can influence the environmental characteristics of
Australian places. This is important in the learning and development of students’, as they acquire the skills to identify
how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through
their methods of land and resource management (ACARA 2017). These concepts will provide a focus for inquiries,
as students will locate and collect relevant information and data from primary and secondary sources to generate
deeper understanding of sustainability; to determine its origin, purpose and reliability (ACARA 2017). This
investigation enables students to explore the opportunities and constraints that the environment provides for
human life and economic activity; as they examine the different ways people have perceived, managed, used and
altered the earth’s environmental resources and learn about the importance of environmental sustainability for
humanity’s future (Hoepper & Cutter-Mackenzie 2017). For Aboriginal and Torres Strait Islander students; it
provides opportunities to see themselves within the curriculum, in an education setting that respects and promotes
their cultural identities and heritage (ACARA 2011). By finding out how Aboriginal and Torres Strait Islander
communities managed their biophysical environment, students will form intercultural understanding as they learn
from the experience of their thousands of years of occupation of this land. This enables students to deepen
knowledge of their country and to appreciate the ongoing contribution of Aboriginal and Torres Strait Islander
people to Australia. Sustainability is both an individual and collective endeavor often shared across communities
and nations, requiring a balanced but different approach to the ways humans have interacted with each other and
with their biophysical environment and its resources. This study leads to students developing the capacity to
contribute to a more sustainable future in terms of environmental integrity, economic viability, and a just society
for present and future generations (ACARA 2011).
Knowledge and Understanding Content Descriptions Inquiry and Skills Content Descriptions covered:
covered:
Questioning - Develop appropriate questions to guide an
 The influence of people, including Aboriginal and inquiry about people, events, developments, places,
Torres Strait Islander Peoples, on the systems and challenges (ACHASSI094).
environmental characteristics of Australian
places (ACHASSK112) Researching - Organise and represent data in a range of
 Elaboration - Identifying how Aboriginal and formats including tables, graphs and large and small-scale
Torres Strait Islander communities altered the maps, using discipline-
environment and sustained ways of living through appropriate conventions (ACHASSI096).
their methods of land and resource management Analysing - Examine primary sources and secondary
(ACARA 2017). sources to determine their origin and
 The environmental and human influences on the purpose (ACHASSI098).
location and characteristics of a place and the
 management of spaces within Evaluating and Reflecting - Work in groups to generate
them (ACHASSK113). responses to issues and challenges (ACHASSI102).
Communicating - Present ideas, findings, viewpoints and
conclusions in a range of texts and modes that
incorporate source materials, digital and non-digital
representations and discipline-specific terms
and conventions (ACHASSI105).
Knowledge and Understanding Achievement Inquiry and Skills Achievement Standards aspects
Standards aspects assessed assessed
 Students will identify and describe the  Students develop appropriate geographical questions
interconnections between people and the human for an investigation. They locate, collect
and environmental characteristics of places, and and organise data and information from a range of
between components of environments. sources to answer inquiry questions.
 They identify the effects of these interconnections  They present findings and ideas using geographical
on the characteristics of places and environments. terminology in a range of communication forms.

Key inquiry questions to guide unit thinking

 Australia was not natural; it was made. Discuss…
 What is meant by ‘sustainability’? How do we undertake sustainable practices in our every-day lives?
 How were cultural tools used to maintain a sustainable environment?
 What are the environmental and human influences on the changes to place in Australia, and the management of
spaces within them?
Learning activities/experiences Assessment tasks
 Mind Map of prior knowledge Formative:
 Arrange Photo Timeline of environmental change  Class Mind Map – Diagnostic assessment; ask questions
 Video’s to find out student’s prior knowledge of Indigenous
 Research Project – fishbone diagram sustainability through their land and resource
 Research Project – de Bono’s six thinking hats management.
 Excursion to South Australian Museum  South Australian Museum - Use activity sheet to record
 Research Project – create cultural tools using their findings, which will be undertaken and assessed
S.T.E.M individually on how well they achieve their stages of
 Blooms Taxonomy inquiry.
 Poster Presentations Summative:
 Research Project Poster Presentations - Students will be
assessed on their knowledge and understanding of their
chosen topic, their use of different resources to conduct
this information, and their presentation skills and
organisation in pairs.
ICT resources available Learning resources to be used with the students
 Australian Museum  Interactive online mind map.
 Indigenous Australian Objects  Class mind map
 Australian Geographic  Indigenous knowledge helping sustainability
 Indigenous Inventions  Video
 The Biggest Estate on Earth  Australian Aboriginal Cultures Gallery
 Video  Assessment sheets
 Ngurunderi
 Website
Opportunities to incorporate Cross Curriculum Opportunities to incorporate General Capabilities
priorities
Literacy - Students become literate as they develop the
 Aboriginal and Torres Strait Islander Histories and skills to learn and communicate confidently, as they
Cutures – that Aboriginal and Torres Strait Islander become effective individuals, community members,
students are able to see themselves, their identities workers and citizens. These skills include listening, reading
 and their cultures reflected in the curriculum, which and viewing, writing, speaking and creating print, visual
builds their self-esteem (ACARA 2017). and digital materials accurately and purposefully. The
Sustainability – Understanding the ways social, development of graphical, spatial and visual skills will be
economic and environmental systems interact to achieved through work with maps, diagrams,
support and maintain human life. Education for photographs, images, and other visual material (ACARA
sustainability develops the knowledge, skills, values 2017).
and world views necessary for people to act in ways Critical and Creative Thinking - Students develop critical
that contribute to more sustainable patterns of living and creative thinking as they learn to generate and
(ACARA 2017). evaluate knowledge, ideas and possibilities that are
 Intercultural Understanding – The Australian integral to activities that require reason, logic, imagination
Curriculum: Geography will provide opportunities for and divergence. The geography curriculum will develop
students to gain a more accurate understanding of students’ ability to think logically in order to evaluate and
other places and of the lives, cultures, values and use evidence, test explanations and analyse arguments.
beliefs of their people (ACARA 2017). Students develop Thus, the geography curriculum will stimulate students to
intercultural understanding as they learn to think creatively about the ways in which places and spaces
understand themselves in relation to others which could be better designed, and about possible, probable
involves students valuing their own cultures and beliefs and preferable futures (Hoepper & Cutter-Mackenzie
and those of others, and engaging with people of 2017).
diverse cultures in ways that recognise differences,
create connections and cultivate respect between
people.
Topic background resources to support teaching Pedagogical resources to support the teaching of the
learning for the unit unit
 ACARA – Shape of the Australian Curriculum:  Indigenous knowledge of sustainability
Geography  Video
Book chapter  Teaching Geographical thinking – in Teaching Humanities
 Creating Culturally Responsive, Inclusive Classrooms and Social Sciences (pp. 248-277)
 Journal article  Text book chapter

 Earth Charter Education for Sustainable Ways of  Teaching for Sustainability – in Teaching Humanities and
Living Social Sciences (pp. 390-418)
 Journal article  Text book chapter

Rationale for learning activities

 Mind Map of prior knowledge
 Gilbert and Johnson (2017, p. 160) believe the framework of connectivism can help students to not only consider
how to manage information, but to evaluate it, sift through it, critique it and synthesise it. Thus, mind maps scaffold
this approach and enable students’ knowledge to be organized and connections to be made with people and
environments to strengthen their process of thinking. This provides structured tasks that guide and support their
knowledge construction.
 Arrange Photo Timeline of environmental change
 Timelines are important in evaluating feasibility for a project, as it allows for significant events to be mapped out
over a period of time to see how something has changed/developed (Clugston 2010, p. 160). Through this, it allows
students to review a series of photos and synthesize and reflect upon the changes of environmental patterns which
forms the relationships between people and that environment, the spatial distribution of phenomena across the
earth, the connections and interactions between people and environments in different places in Australia, and how
this has impacted environmental characteristics in Western society today (Clugston 2010, p. 160).
 Research Project – de Bono’s six thinking hats
 Using de Bono’s six thinking hats is a method that allows students to express their thinking, to separate out the
different aspects of thinking and to pay attention to each aspect in turn. It allows students to focus, which improves
communication, decision making and creates awareness of multiple perspectives that leads to more creativity in our
thinking (Sergent 2012). Thus, this mechanism is convenient for students to think in new ways as they develop a
deeper understanding of their Research Project topic.
 Research Project – create cultural tools using S.T.E.M
 S.T.E.M; science, technology, engineering, and mathematics, is highly important because it pervades every part
of our lives. Science is everywhere in the world around us, Technology is continuously expanding into every aspect
of our lives, Engineering can evaluate environmentally-friendly changes to our home and Mathematics is used in
every activity we do in our lives. By exposing students to STEM and giving them opportunities to explore STEM-
related concepts, they will deal with real-life situations to help the student learn (EK 2017).
 Blooms Taxonomy
 Bloom’s Taxonomy outlines a hierarchy of cognitive-learning levels ranging from knowledge of specific facts and
conventions, to more advanced levels of analysis, synthesis, and evaluation (Bloom et al. 1984). Thus, it is presented
to help students strive to attain more sophisticated levels of understanding and abstraction when gathering facts
and information for the creation of their Research Project.
Rationale for the assessment design for this unit reference to learning theories)
Formative Assessment:
Stage 1 – establishing what we want to find out: posing questions and planning inquiry
A class Mind Map was embedded to assess student’s prior knowledge of how Aboriginal and Torres Strait Islander
communities altered the environment and sustained ways of living through their methods of land and resource
management. Thus, mind mapping will allow the teacher to establish what the students already know; posing
questions and planning inquiry, to discover what they still need to find out to cover the topic in-depth (Gilbert 2017).
Stage 2 –Finding out: collecting and analysing evidence
Australian Aboriginal Cultures Gallery Inquiry Question Sheet was employed for students to record their findings
after following a process of interpretation (reading, observing, listening, viewing) and/or expression (speaking,
writing) with the content within the Cultures Gallery. The students will interact with information, concepts,
processes, values and/or skills relevant to understanding Indigenous sustainability and to scaffold their Research
Project assessment task. As students locate, collect and organise data and information from a range of sources to
answer the inquiry questions, they achieve outcomes of; new knowledge, clearer understanding, greater facility in
processes and skills, more discriminating values, experience of more democratic, just and sustainable action, receive
feedback from teacher, fellow students and/or others.
Summative Assessment:
Stage 3 – What do we do with what we’ve found? Concluding, reflecting on and responding to the inquiry
Research Project Poster Presentation involves students working collaboratively in pairs; building and maintaining
relationships which are also aspects of the Australian Curriculum General Capability of ‘Personal and social
capability’ which will be developed in part through group work in the classroom (ACARA 2017). As a form of
assessment, group work provides important opportunities to assess students’ ability to work collaboratively,
including aspects of interpersonal skills, leadership and communication. Thus, poster presentations allow for
cohesive working relationships to be formed, to collaboratively explain issues, solve problems, interpret ideas and
construct arguments (Gilbert 2017, p. 99).
Assessment Rubric:
Assessment for Learning (AfL) needs to be part of effective teacher planning so that it can contribute to the intended
outcomes of learning (Gilbert 2017, p. 98). Thus, an assessment rubric was developed in conjunction to Assessment
2. It follows a format which lists the criteria to be assessed in the assessment task and the aspects of the
achievement standards which will be used to categorise students’ work at identified levels of performance (ACARA
2011). An important requirement in the assessment rubric, is that the terms are very clear and explicit and should
focus on how students lean, so that students to have a guide of expectations for the assignment and will be able to
use the feedback to identify what they need to do to improve in future. It helps critique student understanding of
the topic and their ability to translate and convey ideas and information/facts into their own words, to effectively
communicate it in their poster presentations (Gilbert 2017, p. 101).
 Teaching and Learning sequence for the 5-week unit

Week 1: Knowledge and Understanding

Teaching Focus: Learner activity: Assessment: Resources used:
Session 1 – 60 mins  Acknowledgement of the land we live on. Formative  Interactive
Aim:  Class mind map brainstorming what the assessment: online mind
Gather student’s prior students know about the topic (Food Gathering  To find out map.
knowledge of how Aboriginal and Preparation, Shelter and Clothing, Fishing) student’s prior  Class mind
and Torres Strait Islander  Students separate into pairs and given two post- knowledge of map
communities altered the it notes with a question on one such as; What the topic.
environment and sustained plants are commonly used for natural medicine?
ways of living through their What materials are used in basketry?
methods of land and resource  Pairs form their own inquiry question.
management.  Develop their researching skills using online
Stages of Inquiry: resources to answer inquiry questions. Stick
 Questioning their post-it note findings under the appropriate
 Researching headings created on the class mind map.
 Analysing
 Communicating
Session 2 – 60 mins  Discuss “Australia was not natural; it was made.”  Indigenous
Aim:  View video knowledge
Determine the  Timeline - Arrange a series of photos from helping
influence/impact of Aboriginal traditional aboriginal life (environment, places, sustainability
and Torres Strait Islander shelters), to life now in western society.  Video
Peoples land and resource  Discuss the environmental and human
management, on the influences on the changes to place and the
environmental characteristics management of spaces within them.
of Australian places and how  Analyse the cause and effect of these
they shaped Australia as a developments and how the change of the
stable economy, past and environment was altered to provide sustainable
present. futures.
Stages of Inquiry:
 Questioning
 Analysing
 Evaluating and Reflecting
 Communicating
Week 2: Research Project
Teaching Focus: Learner activity: Assessment: Resources used:
Session 1 – 60 mins  Research Project - In pairs (chosen by pop Provided for
Aim: sticks), choose a topic on environmental students to view
Research an area of sustainability (food gathering, food preparation, and research:
sustainability regarding shelter and clothing, Fishing etc.)
 The Biggest
environmental and human  Form one inquiry question to guide Research
Estate on
influences on the location and Project.
Earth
characteristics of a place, the  Research Project - Create a fishbone diagram  Video
management of spaces within with overall focus/topic, having ideas stemming
them and how they were used off the side to form the basis of their research.  Bill Gammage
to build sustainable futures.  Employ stages of inquiry to analyse how the discusses ‘The
topic promotes sustainable practices and what Biggest Estate
Stages of Inquiry:
it does and/or is used for and how it works. on Earth’
 Questioning
 Video
 Researching
 Analysing  Ngurunderi
 Communicating  Website
 Session 2 – 60 mins  Research Project - Use de Bono’s six thinking
Aim: hats to further scaffold their research on their
Use online resources, sustainability topics.
websites and videos to gather  Start to put research onto poster (used for
information about their summative assessment)
research topic. Start creating
their poster presentation
used for assessment.
Stages of Inquiry:
 Questioning
 Researching
 Analysing
 Communicating

Week 3: Excursion
Teaching Focus: Learner activity: Assessment: Resources used:
Session 1 – 120 mins  Excursion to the South Australian Museum – Formative  Australian
Aim: Australian Aboriginal Cultures Gallery. assessment: Aboriginal
Students will research evidence  Students will analyse primary and secondary  Students will Cultures
needed to determine the cause sources to determine their origin, purpose and interact with Gallery
and effect of developments reliability. They will discover the significant content in the 
that shaped Australia as a interconnection Aboriginal Communities have museum, and Assessment
stable economy, and the with their land. use an activity sheets
experiences of Aboriginal  The gallery includes tools to aid their sheet to record
people who have contributed understanding; boomerangs, bark paintings, their findings,
to and are/were affected by shields, maps, early recordings, photographs, which will be
these events and field notebooks and bark canoes. undertaken and
developments, past and  Class discussion reflecting on key findings. assessed
present. individually.
Stages of Inquiry:
 Assessed on
 Questioning
engagement,
 Researching
researching and
 Analysing
analysing and
 Evaluating and Reflecting
reflection skills.
 Communicating
Week 4: Recap Excursion/Research Project
Teaching Focus: Learner activity: Assessment: Resources used:
Session 1 – 40 mins  In groups of three, use findings from excursion to  Australian
Aim: discuss what they learned/found interesting. Aboriginal
Engage students with findings  Class will form circle (still in groups) - given a Cultures
from the excursion to generate sheet of paper with topic of sustainability on it Gallery
class discussion. Students will (i.e. plant resources). 
use knowledge to create  Each group will write down one fact/piece of Assessment
information sheets to present information regarding topic then pass it to the sheets
to the class. next group around the circle.
Stages of Inquiry:  Each group must write something different
 Questioning about the topic.
 Analysing  Continues around until groups receive their
 Evaluating and Reflecting sheet back. Each group will read aloud the class
findings about the topic.
 Communicating
 Session 2 – 40 mins
Aim:
Exploring S.T.E.M learning
aspects, Students will engage
with materials and resources to
analyse and develop
understanding of how cultural
tools were made and their
significance in Indigenous
sustainability. This will be
presented with their poster.
Stages of Inquiry:
 Questioning
 Researching
 Analysing
 Communicating
Session 3 – 40 mins
Aim:
Continue working on their
Research Project posters and
cultural tool replicas. Finish
researching and gathering
information and consider
engaging ways to
display/present it on their
posters.
Stages of Inquiry:
 Questioning
 Researching
 Analysing
 Communicating
Teaching Focus:
Session 1 – 60 mins
Aim:
Half the class will present
their Research Project posters
and cultural tools to the
whole class, showcasing their
topic and explaining how it
involves sustainable practices.
Stages of Inquiry:
 Evaluating and Reflecting
 Communicating
Session 2 – 60 mins
Aim:
Half the class will present
their Research Project posters
and cultural tools to the
whole class, showcasing their
topic and explaining how it
involves sustainable practices.
Stages of Inquiry:
 Evaluating and Reflecting
 Communicating
 Research Project partners – create a tool used  Australian
to provide sustainability for the topic they have Museum
chosen (i.e. bark canoe – topic of fishing)  Indigenous
 Research materials used to make the tool and Australian
note information i.e. how it is made and what it Objects
is used for to write on poster.
 Gather and use range of materials natural/man  Australian
made and explore their learning through 100 Geographic
languages (e.g. bark, sticks, string, leaves, rocks,  Indigenous
paper, cardboard etc.) Inventions
 Engage with materials to finish off their cultural
tools.
 Use Bloom’s Taxonomy – to create the tool,
evaluate its purpose, analyse what it is used for,
apply concepts to Research Project, understand
and remember for Research Project poster
presentation.
 Continue polishing off posters and practice
presentation for next week (5-10mins per pair).
Week 5: Research Project Poster Presentations
Learner activity: Assessment:
 Present their Research Project posters to the Summative Assessment:
class, and explain how they made their cultural  Students will be assessed on their
tool and what it is used for. knowledge and understanding of
their chosen topic, their use of
different resources to conduct this
information, and their presentation
skills and organisation in pairs.
 Present their Research Project posters to the Summative Assessment:
class, and explain how they made their cultural  Students will be assessed on their
tool and what it is used for. knowledge and understanding of
their chosen topic, their use of
different resources to conduct this
information, and their presentation
skills and organisation in pairs.

Student Name:
Criteria
Identify and describe the
interconnections between people
and the human and
environmental characteristics of
places, and between components
of environments.
Identify the effects of these
interconnections on the
characteristics of places and
environments.
Develop appropriate
geographical questions for an
investigation.
Locate, collect and organise data
and information from a range of
sources to answer inquiry
questions.
Present findings and ideas using
geographical terminology in a
range of communication forms.
Assessment 1: Research Project Poster and Cultural Tool Creation
Not Evident
Topic of sustainability is not
identified, and connections as to
how human and environment
characteristics of places can be
influenced have not been made.
Significance of Research Project
topic have not adequately been
established and no connections
are made to sustainable practices.
Cultural Tool does not support
sustainable practices.
Inquiry question is not
appropriate to guide research and
understanding of chosen topic.
No research has been gathered to
answer inquiry question or to
support analysis of Research
project topic.
Findings and ideas have not been
communicated adequately for an
effective poster presentation.
No attempt to research and
collate appropriate materials to
create cultural tool.
Emerging
Topic of sustainability is not clearly
identified, however connections as
to how human and environment
characteristics of places can be
influenced have been attempted.
Research Project topic is evident
however minimal connections are
made to sustainable practices.
Cultural Tool shows signs of
support to sustainable practices.
Developed inquiry question with
minimal guidance for Research
Project topic.
Limited research has been collated
to answer inquiry question and to
support Research Project analysis.
Present findings appropriately for a
poster presentation.
Research natural/man made
materials was attempted to
generate a tool used to provide
sustainability for chosen Research
Project topic.
Competent
Topic of sustainability is clearly
identified, and connections as to how
human and environment
characteristics of places can be
influenced have been successfully
made.
Research Project topic is well
developed and makes good
connections to Aboriginal and Torres
Strait Islander sustainability.
Cultural Tool adequately supports
sustainable practices with evidence of
understanding.
Developed an appropriate inquiry
question to guide Research Project
topic.
Variety of research has been
undertaken to answer inquiry question
and to support Research Project topic.
Present findings and ideas with
appropriate terminology for an
engaging poster presentation.
Research, gather and usilise a variation
of natural/man made materials to
generate a tool used to provide
sustainability for chosen Research
Project topic.
Highly Competent
Topic of sustainability is evident, and
strong connections as to how human
and environment characteristics of
places can be influenced have been
effectively made.
Outstanding analysis of how
Aboriginal and Torres Strait Islander
communities altered the environment
and sustained ways of living through
land and resource management
regarding Research Project topic.
Cultural Tool shows significant
support to sustainable practices with
strong evidence of research and
understanding.
Developed rich inquiry question to
support Research topic regarding the
management of spaces to achieve
sustainable futures.
Use of de Bonos six thinking hats to
guide and organise research to
answer inquiry question and support
Research Project topic.
Communicated and presented
findings and ideas using correct
terminology, appropriate for excellent
poster presentation.
Research, gather and usilise an
extensive range of natural/man made
materials to generate an appropriate
tool used to provide sustainability for
chosen Research Project topic.
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