EEO311 Assessment Task 2: Scope & Sequence Unit Plan

Names:
Mitchell James 212146789
Stacey Jolly 700136675
Tutorial: Tuesday 12-2pm
Focus Week:
Week 4

Topic:
Living with others locally: Who and what
is in my neighbourhood?

Year Level:
Level 1/2
Concept Map:
Appendix 1.1
Rationale:
The following scope and sequence plan outlines a ten- week plan with the topic of
living with others locally. This plan ranges from KWL (what the students know, what
they want to know and what they have learnt) charts at the beginning to an excursion
to the local emergency services department (country fire authority/ Metropolitan fire
brigade). The students will be able to progress in their knowledge of the local area
through a wide range of cross curricular, discipline based learning activities supplied
over this time. The following rationale for this scope and sequence plan will cover,
why this particular is in the curriculum, why the pre-service teachers believe this an
important area of study and the reasoning for choosing the particular activities
supplied in the unit plan.
The investigation of the local area is a practical unit for young students to be involved
in as it is the area in which they live, learn and interact with others (Pickford, Garner &
Jackson, 2013). The Victorian Curriculum and Assessment authority (VCAA) and
Victorian essentials learning standards highlight the importance for level one and two
students to become citizens that are aware of what is available in their local area,
including pointing out significant local places on a map (home, school, town etc.),

community interdependence, sustainability needs and local peoples needs.

This unit plan enables students step outside of their classroom and investigate their
local geographical area and its components. The type of teaching that will be within
this scope and sequence plan will engage and challenge (Pickford, Garner &
Jackson, 2013) students in both inquiry and traditional based education.
Why we think it should be in the curriculum:
Humanities are seen as an important building block in the development of primary
school students. The topic Living with others Locally: Who and What is in my
neighborhood? is an important part of the humanities curriculum because it educates
the students about the community around their homes and their school. Pickford et al
(2013), states, children are extremely curious and should be given the opportunity to
explore and to make sense of the world around them. Where better place to start
than their local community? Teaching students about their local community gives
them valuable life skills that can be utilized at home, school and in public. Skills such
as the ability to read maps, knowing what to do in an emergency, learning about
chores and knowing what is within their local community. As the students learn about
these aspects of community, school and home life, they will be more able to
contribute and function as people within the community.
Why we chose these activities:
Many of the activities Stacey and I have chosen directly relate to being able to
contribute to the community that surrounds a school. Beginning with determining what
the children know, gives a rough base from where to work. The use of multimedia and
technology has become a huge part of education as the availability and mobility of
technology improves, so does its capabilities. In particularly for this topic, the ability to
research various online resources. Saxenas article Using Technology in Education:
Does it improve anything? lists many benefits from the use of technology, including
developing researching skills at a young age and allowing access to more information
than students can get their hands on. Emphasis on different aspects of the local

community is also a focus; the emergency services and emergency procedures are a
large chunk of the lessons because it is very important to ensure the children know
what to do in certain events. It is also easy to engage many students because a lot of
children, especially boys, look up to fire fighters and policeman because they are
seen as heroes. The progression all flows towards the final topic, which includes a
visit to the local fire station.

Week
Wk 1

Main ideas
Our local area.

Learning Outlines
Lesson 1
Our local area (What, where, who).
-

Introduction of topic by showing

region clip.
- Class discussion of prior
knowledge of the local area.
- Modeling of KWL chart
(Write and draw five things that
they know about the local area).
- Students will now fill out the
chart.
Lesson 2
What we want to know.
-

Wk 2

Location,
location,
location!

Students will now fill out the

second section of the KWL chart
(what they want to find out).
- Class discussions about what
students want to know,
recording a class question
board.
- Using the iPads and computers,
students will spend time
searching the local area on the
Visit Melbourne website
provided.
Lesson 1
Locating the notable places.
-

Area map on interactive

whiteboard.
Class discussion of map
reading.
Using iPads and computers,
students will need to locate the
following:
Street address (home)
Local police station.
Local fire brigade.

Resource
Local area
video:
http://www.visit
melbourne.co
m/Regions
Worksheet:
(Appendix 2.1)

Research
page:
http://www.visit
melbourne.co
m/Regions
Worksheet:
(Appendix 2.1)

https://www.go
ogle.com.au/m
aps/preview?s
ource=newuse
r-ws
Worksheet:
(Appendix 3.1)

VCAA
Use comprehension
strategies to build
literal and inferred
meaning and begin to
analyse texts by
drawing on growing
knowledge of context,
language and visual
features and print
and multimodal text
structures (ACELY167
0) (VCAA, 2014)

With guidance, they

recognise and point to
their street, town or
city and state on an
appropriate map.
(VCAA Humanities,
2014).

With guidance, they

recognize and point to
their street, town or
city and state on an
appropriate map L1 &
2

 School.
Doctors
Supermarket.
Local post office.
Newsagent.
Bus station.
Sporting clubs.
Lesson 2
Navigation between places
-

Wk 3

Orienteering.

Local map on the interactive

whiteboard (Labeling the
locations from the previous
lessons investigations).
- Using Google maps in pairs,
students will need to find
directions, time lapse and
distance between places on
worksheet.
Lesson 1
Grid Mapping
-

Using the resource create

another map that can be used to
do the same sort of mapping
activity.
Teach the class about the grid
system and how it works.
Using the smart board access
the second and third resource
and work through them with
class.

Have the class complete worksheet

resource. Allow them to work in pairs to
allow all students the chance to finish
the work sheet
Lesson 2
-

Map reading and following

Instructions
First resource, work through
with class on the board.
Using class laptops/ipads use
second resource.
Students to work in pairs to
understand the prompts, as they
may prove difficult for some
students.

https://www.go
ogle.com.au/m
aps/preview?s
ource=newuse
r-ws
Worksheet:
(Appendix 3.2)

http://educatio
n.nationalgeog
raphic.com/ed
ucation/multim
edia/interactive
/maps-toolsadventureisland/?ar_a=1
http://splash.a
bc.net.au/res/i/
L350/li_001_g
v_006/index.ht
ml
http://www.edu
place.com/kids
/socsci/books/
applications/im
aps/maps/g2_
u1/
Worksheet
resource
http://workshe
etgenius.com/y
our_worksheet
.php?workshe
et=coordinates
&WorksheetTit
le=Coordinate
s&QuestionCo
unt=8&GridWi
dth=14&GridH
eight=9&FillPe
rcent=25&QDr

Students develop
increasingly
sophisticated map
skills enabling then to
visualize and describe
location (AusVELS,
2014)
Begin to organise
their ideas through the
application of the
spatial concepts in
geography such as
location, distance and
direction together with
simple spatial
associations
The influence of
purpose, distance and
accessibility on the
frequency with which
people visit places
(ACHGK013)
(AusVELS, 2014).

aw=false&QWr
ite=true
http://www.enc
hantedlearning
.com/geograph
y/mapreading/
city/

Wk4

Council
Information.

Lesson 1
What is the Council?
-

Local council website on

interactive whiteboard.
Discussion of what the council
is and where it is.
Using the iPads/ computers to
research the council site.
Investigating:
Rubbish and Recycling
Burning off
Hard rubbish collection
Animal registration
Fire and emergency
notifications.

http://www.fun
englishgames.
com/readingga
mes/directions.
html
Example of
Council
Website
http://www.yarr
aranges.vic.go
v.au/Property
Worksheet:
Appendix 4.1

Class discussion to follow.

Discoveries to be recorded on
butchers paper, to be displayed
in room. Eg. Rubbish collection
day is.

Lesson 2
Council pamphlet.
-

Wk 5

Police officer
visit.

Construct texts
featuring print, visual
and audio elements
using software,
including word
processing
programs (ACELY167
4)
(VCAA, 2014)

Using ICT (information and

communication technologies),
Word or PowerPoint students
need to create a pamphlet about
the local council.
Needs to include images of the
area, the topics researched in
previous lesson and a title page.

Note. This activity may require another

lesson for completion and presentation.
Lesson 1
Investigation.
-

Students are
introduced to the
concept of resources
and their
management, and
begin to understand
how resource use
reflects community
interdependence and
economic
sustainability. L1&2

Have the class use

http://www.poli
ce.vic.gov.au/c
ontent.asp?Do

Record and represent

data and the location
of places and their
features by

laptops/ipads to go resource 1
and explore the website.

cument_ID=12
260

Have each student prepare 3 questions

each they will ask the policeman or
woman.
Lesson 2
Police officer visit.

Identify a range of
groups to which they,
their family members
and their belongs
(Ausvels, 2014)

Wk 6

Local
community
clubs.

Have the local police come to

the school for an incursion.
- Allow lots of questions after the
presentation from the ones they
created in the prior lesson.
Lesson 1
What community clubs are around?
-

Question the class about what

clubs they are involved in within
the community.
Examples such as Scouts, cubs,
sporting clubs etc.
Get the class to make Posters
advertising the Local club they
participate in.

constructing tables,
plans and labelled
maps (ACHGS009)

http://www.mo
nash.vic.gov.a
u/noticeboard/
clubs.htm

Research the club, make pictures and

write about the good features of the club
and why a new participant should join.
Lesson 2
Advertisement of clubs.
-

Wk 7

Emergency
Procedures.

Role Play and dress up.

Allow the class to wear their
respective club uniform.
After creating their poster send
the class off in at least pairs to
create an Advertisement for
their club in the form of TV
commercial.
They must act it out in front of
the class.

Give them small amount to time to

create their advertisement, and then
have each group present in front of the
class.
Lesson 1
What is your emergency procedure?
-

What to do in the case of an

emergency at home?
On the smart board create a
mind map with the students with
what they think they do in case
of an emergency at home

http://www.mfb
.vic.gov.au/Co
mmunity/Whatto-do-in-anEmergency.ht
ml
http://www.mfb

Present findings in a
range of
communication forms,
for example, written,
oral, digital and visual,
and describe the
direction and location
of places, using terms

Questions like what sort of

emergencies happen at home?
What do you do in case of this
emergency?
Activity: Send the children off to
create a Home safety message.
Create a slogan and display it
on a information pamphlet. Eg:
Dial 000, it will save you.

brochures.com
.au/en/main
Use the
School
emergency
procedures

such as north, south,

opposite, near, far
(ACHGS017)

Environmental
ideas:
http://www.yarr
aranges.vic.go
v.au/Property/
Environment

They begin to
understand how local
resources are used to
make products, which
meet local people's
needs and the needs
of people in other
places.

Lesson 2
Emergency procedures at school.
-

Wk 8

Sustainability in
our area.

Emergency Procedures at
School
Go through each of the
emergency procedures that are
in place at the school.
Make a list of them on the board
with the class generating
discussion about the different
circumstances in which they are
triggered.
Split the class into enough
groups to cover every procedure
and have them make a large
poster to display outside the
classroom for the school to see.

Organize for the class to present their

posters at assembly. They may require
an extra lesson to finish this activity.
Lesson 1
What does sustainability mean?
-

Introduce the word sustainability

and ask for student predictions
of word.
- Ask some students to look it up
in their dictionaries, assisting
them to read the definition when
found.
- Class mind map of how they
can act with sustainability in
mind.
Lesson 2
How can our school/ class act with
sustainability in mind?
-

Class discussion about green

schools.
In pairs, students create a
poster for display around the
school encouraging Learning
for sustainability.
Concepts; water, habitat,

Green schools
concept:
http://lfs.yarrar
anges.vic.gov.
au/lfs/home

energy, materials and

community.
Note. Students may require extra time to
finalize their posters.
Lesson 3:
Compost system setup.
-

Wk 9

Local produce
supply

Students to look up what is

required for a compost system.
Gather students outside
classroom, with compost
materials and set it up.
Outside class discussion on the
materials that would go into
compost system.

Note. Afternoon activity, due to high

mess risk activity.
Lesson 1
What is produce and where can we get
it?
Class discussion about what
produce is.
- Discussion of where it might be
sold (Woolworths, Coles, IGAwhere do they get it from).
- In pairs, students will research
local produce (specific type per
pair, eg. Apple, pear, lettuce
etc)
Where does it grow
best?

When does it grow?

What conditions does it

need to grow?
- Pairs will create a PowerPoint
presentation of their particular
produce item.
Lesson 2 & 3
Table groups herb garden

How to
compost site:
http://council.cl
eanaway.com.
au/albany/eart
hfriendly/compo
sting/how-toset-up-acompostbin.aspx

Worksheet:
(Appendix 5.1)

After investigation of local

produce supplies, students will
build (groups of 4) a herb
garden.
Students need to label the herbs
and decorate herb pots.
Students will organize a
watering schedule between
them.

Note. This is an activity that will take 2

lessons. Use the extra time for students

Herb garden
instructions:
http://www.ho
melife.com.au/
gardening/feat
ures/kids+herb
+garden+proje
ct,5287

They also begin to

understand that
resources from other
places may be used to
make products locally
to meet their needs.
L1&2

to complete any unfinished work on this

topic.
Wk 10

Excursion to
emergency
services in area

Lesson 1
CFA/ MFB visit
-

4 minute walk from school to fire

brigade (5 parent helpers
required).
Information lecture session with
fire chief (15 minutes).
Fire brigade tour (20 minutes).
Walk back to school.

Note. Following excursion, if time

permits, explore CFA website and play
interactive games.
Lesson 2
Excursion recount
-

Students will write a recount

about their experience at the fire
brigade.
Draft and word- processed final
copy with photo. Display their
work on the wall in the
classroom.

Note. Students may need an extra

lesson to complete this task.
Lesson 3
KWL conclusion
-

Students will complete the last

section of the KWL (what they
have learnt) with the inclusion of
drawings.
Class discussion in reference to
the question board created at
the beginning of the unit.
Recording student answers on
the interactive whiteboard.

Post Excursion
games1.
http://www.cfa.
vic.gov.au/kids
-schools/ckand-friends/
2.
http://www.cfa.
vic.gov.au/kids
schools/activiti
es/
Recount
template
Worksheet:
http://www.pri
maryresources
.co.uk/english/
englishD6.htm
(Dennis Jolley,
2013).

KWL:
(Appendix 2.1)

Students are
introduced to the
concept of resources
and their
management (VCAA,
2014).
Construct texts that
incorporate supporting
images using software
including word
processing
programs(ACELY166
4) (VCAA, 2014).
Rehearse and deliver
short presentations on
familiar and new
topics (ACELY1667)
(VCAA, 2014).

Appendix
1.1 Concept map:

2.1 KWL chart- Before and following unit: (Week 1 & 10) (Source: Jolly. S, 2014)
Name:_____________________________________ Date______________________
What I know about the local
area

What I want to know about

the local area

What I have learnt

3.1 Finding local places (Week 2). (Source: Jolly. S, 2014)

Find these places on the map of the area.

Highlight locations and print the map.

Street address (home)

Local police station.

Local fire brigade.

School.

Doctors.

Supermarket.

Local post office.

Newsagent.

Bus station.

Sporting clubs.

Paste this sheet in your workbook.

3.2 How long does it take to get there? (Week 2). (Source: Jolly. S, 2014).
Location
Home to our school.

School to the Doctors.

School to the Police

Station.

Fire Brigade to our School.

Home to the Fire Brigade

Post Office to our school.

Bus station to home.

Bus station to the

Newsagent.

Directions

Time/ Distance

4.1 The councils timetable (Week 4). (Source: Jolly. S, 2014)

Name_____________________________________________ Date________________
Household Responsibility

Council allotted time:

Rubbish and Recycling

Burning off

Hard rubbish collection

Animal registration

Fire and emergency notifications.

Do you help with any of these at home, if so which ones?

______________________________________________
______________________________________________
______________________________________________
______________________________________________
Which ones would you like to help with at home?

______________________________________________
______________________________________________
______________________________________________

5.1 Where does produce come from? (Week 9). (Source: Jolly. S, 2014)
Name of produce item______________________________ Date__________________

Where does it grow best?

When does it grow?

What conditions does it

need to grow?

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