Our Unique Community / Communication’ Integrated Unit of Work Class: 3H

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Our Unique Community / Communication’ - Integrated Unit of Work

Class: 3H

Year: 2010

Duration: 10 weeks - Term 3 Wk 1 - Wk 10

Aim/Rationale: Students to develop an understanding about the different communities people live in within Australia, characteristics of communities and the contribution that they make towards the community they live in.

Big Ideas: Social Systems & Structures and Cultures/Communication

Complex Question: What type of community do we live in? How do we contribute to our community?

Inquiry Questions:

  • What is a community and how do we contribute to our community?

  • How is our community different to other communities?

  • What types of workers are there in our community?

  • How do we make our community what it is?

  • Who contributes to our community?

  • What events do we celebrate?

  • Why are significant events celebrated?

  • How are our celebrations different to other countries celebrations?

Areas of Integration:

English - Text types: Information report, Exposition & Discussion

Creative Arts - Making & Appreciating

Science & Technology / HSIE - Living Things, Change & Continuity, Social Systems & Structures

Mathematics - Data , Chance


Developing a sense of community

  • Students develop what the ‘meaning’ of being part of a community is.

  • Gain knowledge about how each person needs to contribute in some way to make community events successful.

  • Gain an understanding about the changes that have/do occur over years - the changes that occur and the increase/decrease in community populations.

  • What are the technologies that help communities communicate?

  • Look at how technologies have increased - do they make communities better.

  • Gain and understanding of how communities would be affected by technological difficulties - how homes, business, university/schools would be affected by these.

  • Gain a knowledge about the difference in cultural communities and how each community celebrates differently.

Generic Skills:

Research Communication Solving Problems

Using Technology Critical Thinking Expression

Task Management Cooperation Citizenship

Foundation Statements: Stage 2 - As there are a significant number of students within the class operating below Stage 2 it is necessary to include Stage 1 Foundation Statements, as this will help guide differentiation for those lower achieving students. There are no students within 3H achieving beyond Stage 2 for the KLA’s integrated in this unit.


Stage 1

  • Students sequence events in the past and explain changes in their lives, in their communities and other communities.

  • They acquire information about their local community by direct and indirect experience and communicate with others using various forms of electronic media.

Stage 2

  • Students explain how different cultures and traditions contribute to Australian and community identity.

  • Students identify, locate and describe natural and built features in the local area and in other parts of Australia and explain their significance and management.

  • They examine how technologies affect the provision of goods and services & lifestyles. Students use a variety of texts and media to communicate information and data.


Stage 1

  • Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes.

  • They listen to instructions and share ideas with peers to complete tasks.

  • They write using basic grammatical features and conventions or punctuation, showing awareness of different purposes, audiences and subject matter.

  • They write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.

Stage 2

  • Students communicate proficiently ideas and information in classroom, school and social situations for a range of purposes. They explore a range of roles when interacting in pairs and groups using various listening strategies to gather general ideas from conversations, reports and spoken presentations.
  • They integrate a range of skills and strategies efficiently when reading and interpreting texts and visual images. They explore the structure and grammatical features for a range of written and visual texts.

  • Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising and proofreading. They use accurate sentence structure, grammatical features and punctuation conventions to produce various texts an spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns and a range of other strategies. Students use joined letters when writing in NSW Foundation Style.

Science & Technology

Stage 1

  • Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computer-based technology and other resources to investigate and explore.

Stage 2

  • Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables.

  • They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.

Creative Arts

Stage 1
  • Students make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different reasons.

  • Students explore and convey stories, events and feelings through roles and they work collaboratively to communicate and express feelings about the action of the drama. They experience and respond to a range of drama forms and elements by making, performing and appreciating drama.

Stage 2

  • Students make artworks that represent a variety of subject matter and make choices about the forms and techniques used to best represent the qualities of the subject matter.

  • Students use movement and voice to build the action and roles of a drama in a variety of situations. They devise and sequence drama to create meaning.


  • Cultural

  • Historical (Local)

Preparing the Learning Environment:

  • Display complex and inquiry questions

  • Display texts/websites/stimulus materials

  • Establish a ‘Our Community’ wall


  • Bulk loan of library books

  • Related text and information of local area

  • Nikki’s Walk

  • My Place

  • Primary Society & Environment, Book D

Initiating the Unit:

  • Introduce questions and resources

  • Find out what students know and what they want to know


Human Society & Its Environment:

CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities

CUS2.3 - Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.

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.

TS2.4 - Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.

WS2.9 - Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.

WS2.12 - Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.
Science & Technology:

LT S2.3 - Identifies and describes the structure and function of living things and ways in which living things interact with other livings and their environment.

IC S2.2 - Creates and evaluates information products demonstrating an understanding of the needs of particular audiences.

INV S2.7 - Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

UT S2.9 - Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Visual Arts:

VAS2.2 - Uses the forms to suggest the qualities of subject matter.

VAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.

DRAS2.2 - Builds action of the drama by using the elements of drama, movement and voice skills.

DRAS2.4 - Responds to, and interprets, drama experiences and performances.

NS2.5 - Describes and compares chance events in social and experimental contexts.

DS2.1 - Gathers and organises data, displays data using tables and graphs, and interprets the results.

GDS2.9 - Describes life changes and associated feelings.

COS2.1 - Uses a variety of ways to communicate with and within groups.

PH2.12 - Discusses the factors influencing personal health choices.

DMS2.2 - Makes decisions as an individual and as a group member.

Focus Question:

What makes a community unique?
Contributing Questions:

  1. What does community mean to you?

  2. Who contributes to our community?

Duration: 3 weeks




Generic Skills

Tuning In - Initiating (I)

  • Introduce students to the theme of ‘Living in Communities

  • What is a community?

  • What do we know about our community / want to know about our community?

  • In small groups complete a graphic organiser or KWL chart as a group.

S & T

Books to read associated with communities:

Tom Tom - (Indigenous story by Rosemary Sullivan & Dee Hurley

Dust - (Save the Children Book) by Colin Thomsen.

Student’s responses and contribution to discussion.


Finding Out - Gathering Information (G)

  • What is in a community?

  • Who contributes to our community?

  • What families live in our community? Explain how Indigenous communities/multicultural communities contribute to all communities.

  • In what ways has our community changed over the past years. Explain changes you have seen eg. New shopping centre.

  • What is different about today’s communities?

  • Where do people live in our community?

  • Identify & locate special buildings are there in our community - describe what are they used for? ** Acquire pictures of local buildings. Display special places in our community - wall.

S & T

What is Communication?

  • Discuss and brainstorm what is communication and what are the different ways in which

people communicate.

  • Create a title page for ‘Keep in Touch’. Jointly create a class mind-map consisting the

  • definition as well as various tools for communication, i.e. Morse code, TV, radio, sign language, electronic media, email, newspapers, phone, internet etc. How do we communicate in our community?

  • What types of communication do we use in our community?

  • Visit to the Printing Museum exploring how print changed communication & Aboriginal Keeping Place exploring how Aborigines communicated in the past

Non-verbal Communication:

  • Students view three images of various non-verbal messages. Identify what messages the pictures convey and give appropriate reasons.

  • Students discuss why non-verbal communication is significant in our community. Why do

people need it? Discuss how most of the communication communicated happens through nonverbal channels, because it is a more universal language than spoken language. What sort of

non-verbal communication is important in other cultures? Are there times when people could

be offended or amused by someone else’s non verbal communication?

  • Use two Morse code walkie - talkies and decipher the codes.

  • Students then design own code and send messages to a friend.

Excursion to Macdonald Park - Re-enactment “The Naming of Armidale” (Wed 30th September)

Excursion to NERAM & Museum of Printing (Thursday 17th September)


Sorting Out - Analyse and Conclude (A)

  • Collate information, focusing on what makes a good community.

  • Working in group’s complete information.

S & T

Science Journals


Making Connections / Synthesis and Conclude (S)

  • Students to complete a concept map to demonstrate their understanding of ‘What makes a community unique’

Concept map

Students to complete a concept map demonstrating their understanding about what makes a community unique. Including community organisations, types of communities, people, jobs and types of communication.


Going Further / Apply (A)

  • Share concept maps and ideas.


Reflecting and Acting / Reflect (R)

  • Students reflect on what they have learnt & can answer focus question.

  • Complete KWL chart

  • Students reflect on focus question and conclude what makes a community unique?

S & T

KWL Chart


Focus Question:

Who contributes to our community?
Contributing Questions:

  1. Who works in our community?

  2. How can we contribute to our community?

Duration: 3 weeks




Generic Skills

Tuning In - Initiating (I)

  • Brainstorm what types of workers are there in our community?

  • What jobs do they do?

  • Hot seat - who are workers in our community?

S & T

  • .

Class discussion and participation


Finding Out - Gathering Information (G)

  • Workers in our community.

  • Governments in our community.

  • Systems & Leisure in our community.

  • Students split into 2 groups - Group 1 research and find charity/volunteer organisations in our community, Group 2 research jobs in our community. (Further groups of 3)

  • Guest speaker/s

S & T

Research skills


Sorting Out - Analyse and Conclude (A)

  • Group to then decide and find what jobs offer a service to our community - all or some jobs & how they cooperate in the community?


Making Connections / Synthesis and Conclude (S)

  • Students make a list of jobs in our community and discuss who benefits from their services & examine how technology affects goods, services & lifestyles in our community.

  • Students make a mind map - how they contribute to the community.

  • Possible visit to a volunteer organisation.

S & T

Critical Thinking

Going Further / Apply (A)

  • Using a variety of text type student’s are to design an advertisement/article advertising products/services in our community.

S & T



Reflecting and Acting / Reflect (R)

  • Students are able to distinguish the important roles that workers/volunteers contribute to communities.

S & T


Focus Question:

What makes a community celebration successful?
Contributing Questions:

  1. What is a celebration?

  2. What do we celebrate in Australia & in our community?

Duration: 3 weeks


Generic Skills

Tuning In - Initiating (I)

  • Group discussion - what is a celebration.

  • How do we celebrate events in our families, our community and our country.


Finding Out - Gathering Information (G)

  • Get students to research, interview family members - find out what events are celebrated in our community.

  • What events have happened this year and what will happen in the remainder of the year?

  • What events are celebrated in other communities?

  • What events are celebrated in our school community?


Sorting Out - Analyse and Conclude (A)

  • Categorise events into a calendar/chart.
  • Why do we celebrate events in our community & wider communities eg Chinese New Year.

  • How do we celebrate?

  • Special events.

  • What are significant events in our history & why are they celebrated?



Making Connections / Synthesis and Conclude (S)

  • Why is it important to celebrate events?

  • What events have students celebrated? What is significant about them?

  • Students research important events celebrated in Australia.


Going Further / Apply (A)

  • Students communicate to plan a class celebration - What food, if any visitors are invited?

  • Students gain an understanding about what is involved in organising an event.

Participation in organising class celebration

Task Management

Reflecting and Acting / Reflect (R)

  • Students write comparison/similarities between Australian celebrations and other country celebrations eg. Indonesia in a Venn Diagram.

Venn Diagram

Critical Thinking

Stage 2, Year 3/4 Maths

Assessment Information


DS2.1: Gathers and organises data, displays data using tables and graphs, and interprets the results.

  • Conduct surveys, classify and organise data using tables.

  • Construct vertical and horizontal column graphs and picture graphs.

  • Interpret data presented in tables, column graphs and picture graphs.

Working Mathematically

  • Create a table to organise collected data, using a computer program eg spreadsheets (Applying Strategies)

  • Discuss the advantages and disadvantages of different representations of the same data (Communicating, Reflecting)

  • Compare tables and graphs constructed from the same data to determine which is the most appropriate method of display (Reasoning)

NS2.5: Describes and compares chance events in social and experimental contexts.

  • Collect data and compare likelihood of events in different contexts

  • Conduct simple chance experiments

Working Mathematically

  • Discuss the ‘fairness’ of simple games involving chance (Communicating)

  • Explain the differences between expected results and actual results ina simple chance experiment (Communicating, Reflecting)

Learning Sequence

Lesson: 1 Lesson Title: Chance and Data

KLA: Maths Time: 60 min


NS2.5 - Describes and compares chance events in social and experimental contexts.

DS2.1 - Gathers and organises data, displays data using tables and graphs, and interprets the results.
Working Mathematically:

Questioning Communicating Reasoning

Key Ideas:

Collect data and compare likelihood of events in different contexts.

Interpret data presented in tables, column graphs and pictures.

Lesson Structure:

Revision: Time - using clock revise times on the clock, minutes to and past.

Introduce Chance - The probability of something happening; the meaning of ‘certain’ & ‘not certain’

  • Using a dice ask students to predict the chances of rolling a 6 first time dice is rolled - probability of that happening - 1 in 6 chance.

  • Using a coin ask students what is the hance of throwing a heads or tails - 1 in 2 chance.

  • Demonstrate using a tally system to record data.

  • As a class tally 10 throws of the dice.

  • In pairs students throw the dice and record the data using a tally.

  • Revise

Language Modelled: Chance - Certain & uncertain - it does not mean ‘impossible’, always, never, sometimes, often, might, fifty-fifty, probably, certain, possible, mostly, won’t happen, will happen, can happen can’t happen, lucky, ‘that would never happen’, ‘you don’t know which colour you’ll get because you can’t see in the bag’, Yes that might happen, ‘there’s not much chance of that happening’

Data - Column graphs consist of vertical columns or horizontal bars. However, the term ‘bar graph’ is reserved for divided bar graphs and should not be used for a column graph with horizontal bars.


  • Students understand the concept of chance

  • Students can predict record data using a tally



Lesson 1 Lesson Title:

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