UNIT PLAN TEMPLATE Australian Curriculum and Understanding by Design

Title for Unit of Three Week Unit of Work:

First Contacts and Change ~ Shoeboxes of Love
Year Level: Four
Subject(s): English & History. Mathematics
PRELIMINARY STAGE: Finding what the desired result should be

General
Capabilities (GP)
Cross-curriculum
Priorities (CCP)

Literacy

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Histories and Culture

Asia and Australias

Engagement with Asia

Sustainability

Critical and Creative Thinking

Strands and Sub-strands

Language

Sub-strands
Language
variation and
change
Language for
interaction
Text structure
and
organisation
Expressing and
developing
ideas

Content Descriptions

Understand that Standard Australian English is one of many social dialects used in
Australia, and that while it originated in England it has been influenced by many other
languages (ACELA1487)
Understand differences between the language of opinion and feeling and the language
of factual reporting or recording (ACELA1489)
Understand how texts vary in complexity and technicality depending on the approach
to the topic, the purpose and the intended audience (ACELA1490)
Understand how texts are made cohesive through the use of linking devices including
pronoun reference and text connectives (ACELA1491)

Achievement Standard
(organised by reading and
viewing, writing, speaking and
listening)
Reading and viewing
Students understand that texts
have different structures
depending on the purpose and
audience. They explain how
language features, images and
vocabulary are used to engage
the interest of audiences.

Understand that the meaning of sentences can be enriched through the use of noun
groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Understand how adverbs and prepositional phrases work in different ways to provide
circumstantial details about an activity (ACELA1495)
Explore the effect of choices when framing an image, placement of elements in the
image, and salience on composition of still and moving images in a range of types of

Writing
Students create texts that show
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Sub-strands

Texts in
context

Literacy

Interacting with
others

Interpreting,
analysing and
evaluating
Creating texts

Content Descriptions

texts (ACELA1496)
Incorporate new vocabulary from a range of sources into students own texts including
vocabulary encountered in research (ACELA1498)

Identify and explain language features of texts from earlier times and compare with the
vocabulary, images, layout and content of contemporary texts (ACELY1686)

Use interaction skills such as acknowledging anothers point of view and linking
students response to the topic, using familiar and new vocabulary and a range of
vocal effects such as tone, pace, pitch and volume to speak clearly and coherently
(ACELY1688)

Literature

Literature and
context
Responding to
literature
Examining
literature
Creating
literature

Identify characteristic features used in imaginative, informative and persuasive texts to

meet the purpose of the text (ACELY1690)
Use comprehension strategies to build literal and inferred meaning to expand content
knowledge, integrating and linking ideas and analysing and evaluating texts
(ACELY1692)
Plan, draft and publish imaginative, informative and persuasive texts containing key
information and supporting details for a widening range of audiences, demonstrating
increasing control over text structures and language features (ACELY1694)
Use a range of software including word processing programs to construct, edit and
publish written text, and select, edit and place visual, print and audio elements
(ACELY1696)
Make connections between the ways different authors may represent similar
storylines, ideas and relationships (ACELT1602)

Discuss literary experiences with others, sharing responses and expressing a point of
view (ACELT1603)

Discuss how authors and illustrators make stories exciting, moving and absorbing and
hold readers interest by using various techniques, for example character development
and plot tension (ACELT1605)

Create literary texts that explore students own experiences and imagining
(ACELT1607)

Achievement Standard
(organised by reading and
viewing, writing, speaking and
listening)
understanding of how images
and detail can be used to
extend key ideas.
They demonstrate
understanding of grammar,
select vocabulary from a range
of resources and use accurate
spelling and punctuation,
editing their work to improve
meaning.
Speaking and listening
Students listen for key points in
discussions.

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Australian Curriculum: Mathematics - (Year 4)

Proficiencies
Understanding

Fluency

Problem solving
Reasoning

Sub-strands
Fractions and decimals

uremMeas Number and

ent
Algebra

Achievement Standard
(organised by Strands)

Examples in this year

Money and financial

mathematics
Using units of
measurement

making connections between representations of numbers, partitioning and combining

numbers flexibly, extending place value to decimals, using appropriate language to
communicate times, using informal units for comparing, and describing properties of
symmetrical shapes
recalling multiplication tables, communicating sequences of simple fractions, using
instruments to measure accurately, creating patterns with shapes and their
transformations, and collecting and recording data
formulating, modelling and recording authentic situations involving operations,
comparing large numbers and time durations, and using properties of numbers to
continue patterns
using generalising from number properties and results of calculations, deriving
strategies for unfamiliar multiplication and division tasks, comparing angles,
Content Descriptions

Australian Curriculum: History

Histo

They recognise
common equivalent
fractions in familiar
contexts and make
connections between
fraction and decimal
notations up to two
decimal places.

Investigate equivalent fractions used in contexts (ACMNA077)

Recognise that the place value system can be extended to tenths and hundredths. Make connections
between fractions and decimal notation (ACMNA079)

Students solve simple

purchasing problems.

Solve problems involving purchases and the calculation of change to the nearest five cents with and
without digital technologies (ACMNA080)
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures
(ACMMG084)
Compare objects using familiar metric units of area and volume (ACMMG290)

Students use scaled

instruments to
measure
temperatures,
lengths, shapes and
objects.

(Year 4)
Content

Year level First contacts

focus

Number and Algebra

Achievement Standard
Students explain how and why

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Australian Curriculum: History

(Year 4)

Historical skills

understanding
rical knowledge and

Content
Key concepts
Inquiry
questions
Historical
knowledge

Achievement Standard

Continuity
Cause and Perspective
Significanc
Sources
and
Empathy
effect
s
e
change
What was the nature and consequence of contact between Aboriginal and/or Torres
Strait Islander Peoples and early traders, explorers and settlers?

The nature of contact between Aboriginal people and/or Torres Strait Islanders and
others, for example, the Macassans and the Europeans, and the effects of these
interactions on, for example families and the environment. (ACHHK080)

Chronology,
terms and
concepts

Use historical terms (ACHHS082)

Historical
questions and
research

Identify sources (ACHHS216)

Explanation
and
communication

Develop texts, particularly narratives (ACHHS086)

Use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS087)

UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS

LEARNING OUTCOMES:
Students will be able to independently
Pose a range of questions about the past
Research the information to answer these questions
Compare lives of different groups of people from the past
Identify features of a range of text types

KNOWLEDGE AND SKILLS (from Australian Curriculum)

Knowledge and Understanding:
Students will understand and know

How and why life changed during the colonial times

Historical terms specifically from colonial times

Key facts about colonial times in Australia both about the

European settlers and Aboriginal and Torres Strait Islanders
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DEEP UNDERSTANDINGS:
Students will understand that:
Who we are, who came before us and traditions and values have shaped
societies.
Money is used to buy items, how money can be saved
Similar goods and services may vary in price
ESSENTIAL QUESTIONS:
English and History
Was life the same for everyone?
Whose story is this? Whose voices arent we hearing?
Why am I writing? For whom?
What is the author sayng? What makes you think so?
Mathematics
How does comparative shopping save money?
How best to make money amounts

The features of different text types, specifically narratives and

informative texts

Money can be named, modelled and ordered using place value

and fractions

Skills:

Pose questions

Use research skills to find out about a selected group during

colony times

Use historical terms

Express their finding

Money can be exchanged

Making change with Australian coins is rounded to 5 cents

Discuss reasons for spending

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Performance Task(s):
English and History
Students to create their own historical narrative Rubric will be used to mark this
Formal oral presentation of their historical narrative
Maths
Students to present a plan for a shoebox filled with items for Christmas
Other Evidence of Learning:
English and History
Formative Tasks Comparing class novel and other text type
Response to characters and events and issues in class novel

Informal feedback given during class participation for the KWL chart and class word wall

Formal feedback given during the teacher-student conferences and when students chose their inquiry question
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Maths
Diagnostic Task - What do you know about Money?
Formative Tasks - Rounding and giving change activity
Student response to comparing prices

Informal feedback given during class participation for class word wall

Self-assessment:
English and History
Students in collaboration with teacher will create a self-assessment sheet for the historical narrative to be completed at the end of the unit
STAGE 3: LEARNING PLAN
What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? * Where have they been? * How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the
pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
[N.B. Questions with an asterix (*) need not be addressed unless you have had a chance to find out about your prac class]

Students today are required to be active and informed citizens and by allowing students to complete inquiry learning, they are being equipped to
understand where information comes from and how they can access reliable information, rather than simply learning facts that are given to
them. With this in mind the classroom will be set up with learning stations where students can access different forms of information. There will
also be displays of information and work that will begin in consultation with the students about how they wish to display work and the types of
work that could be displayed. The students themselves will have some control of what they wish to display when the work is completed.
How will you engage students at the beginning of the unit? (motivational set)

By allowing students to complete inquiry learning, they are being equipped to understand where information comes from and how they can
access reliable information, rather than simply learning facts that are given to them.

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Week One
Monday
English

Tuesday

Wednesday
Thursday
Class Novel: Nanberry: Black Brother White by Jackie French
Students to create a word bank of historical vocabulary.
Explore features of narrative text
Aim:
Aim:
Aim:
Introduction to unit, looking at life in the colonial years
Exploring informative text Exploring informative text
Pre-assess
complete KWL chart on what was life like in the early
years of the colony. Code for different groups

Friday

Shared reading: Avoid

Being a Convict Sent to
Australia by Meredith
Constain

Shared reading: Captain Arthur Phillip and the First

Fleet by Melanie Guile

Before reading: look at

cover and title and
illustrations

During Reading:
Assist in identifying features of informative text.

Before reading: look at cover and title and illustrations

Students to create their own KWL charts

Viewing European Observers
Understanding of first contact between Europeans and
Indigenous Australia.
Look at visual features of multimodal text
For acquisition:
Inquiry - Class discussion about what we already
know, and want to know.
Teacher to model questions, students to add
independently.
Students to write inquiry questions
Introduce the assessment task students will be
completing: in groups creating an Historical narrative
based on How was life different in colony times? with
a focus on a particular group. (This is to be used as an
summative assessment piece for both English and
History)

During Reading:
Assist in identifying
features of informative
text.
Point of View

For acquisition of understanding class discussions

on text types. Also update KWL, any new ideas or
misconceptions identified.
Class discussion participation also assessed

Teacher- assisted word

wall during reading
identify new vocabulary,
both standard English and
words from Aboriginal
languages
For acquisition of
understanding class
discussions on text types.
Also update KWL, any
new ideas or
misconceptions identified.
Class discussion
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participation also
assessed

Maths

Aim:
Introduce the concept of shoebox project
Understand wants and needs
Review prior learning
Needs and wants. Students identify their needs and
wants and compare to other.
As a class plan to restock a household with grocery.
For acquisition
Explore concepts of underprivileged and children in
need students brainstorm items and classify
As a class discuss the summative assessment that
they will be working towards planning a shoebox to
send to an underprivileged child for Christmas. This
will require mathematical skills to work out postage
and for the cost of items they wish to put into the box

Review how this links

with assessment
Aim:
Students explore money
Physical
Denominations
How to obtain
What its used for
Cashless society
To prepare for transfer class discussion to develop
ideas of money and the maths used. Revise place
value
For acquisition of knowledge
Explore students understands of money. Brainstorm
as a class. Begin a class wall using these words
Diagnostic
Teacher to provide worksheet What do you know
about money?
Review as a class answers to the worksheet and
discuss strategies students used.

Money Fraction Wall

Aim:
Students to understand
how Australian currency is
linked
Revise denominations of
money
Discuss different ways of
making one dollar
Revise basic fractions and
how these link to making
one dollar
Model how to make a
fraction wall. Students
work in partners to build
their own fraction walls
Teacher to provide
worksheet with questions
relating to this concept
Conclusion class
discussion about
strategies used and what
information the
denominator and
numerator provided.

History

Aim:
Students in groups to
create response to
characters and events
and issues in class novel
to date. Teacher provided
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organiser
For acquisition
Groups share their
responses & read group
notes.
Explore some primary
sources from the period.
Developing research skills
Working towards
summative choose a
group to write historical
narrative about
Review links between
English and History.
Week Two
Monday
English

Tuesday
Wednesday
Thursday
Class Novel: Nanberry: Black Brother White by Jackie French
Students to create a word bank of historical vocabulary.
Explore features of narrative text
Aim:
Aim:
Analysing and comparing literary and informative text
Exploring Language
(Comparing Nanberry and Avoid Being a Convict Sent to
Australia)
Working towards summative assessment
explore language features in Nanberry aims to
Class discussion on Nanberry
explore techniques used to develop characters
Students complete Think-Pair-Share (Discuss characters and
points of view and their influences on text)
As a class develop a self-assessment work sheet
for their final historical text
Formative Task Teacher supplies graphic organiser and prompts to help
students. Students discuss and write about the class novel
and identify techniques used to make story engaging.

Friday

Aim:
Students work in small
groups to plan, draft
and publish a
multimodal text a
informative text
Teacher to provide a
sample assessment
text for class to look at
and discuss the type of
design elements that
could be used.
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Class discussion Compare novels with other text studied

Maths

Aim:
Students able to trade smaller
denominations of coins for larger
denominations with the same value
Review Australian currency and
coins. Look at how many coins to
trade for a higher value. Students
encouraged to come up with trades
of their own

Aim:
Rounding and giving change
Class discussion rounding in financial
transactions. Look at previous Australian currency
of having 1c and 2c.
Student exploration of prices that need to be
rounded
Exploration of rounding rules

Class discussion on spare change

Advantage/disadvantages of
loose change
Using for saving
Review class word wall
For acquisition students work in
groups to play trading game
Teacher to demonstrate the how the
game works, looking at trying have
the least coins as possible, with the
most money
Class discussion on benefits of
trading denominations and how this
can be useful in real-life

Teacher supplied worksheet on rounding and

giving change
Formative task
Determine students ability to correctly
round
Determine students ability to calculate
change to nearest 5
How well did they use an empty number
line when calculating change

Teacher to provide
planning sheet for
planning and drafting
Aim:
Looking at prices of items and ability to reason for
price differences
Review Prices in stores and Australian
currenecy.
Class discussion why and how prices of similar
items differ for store to store
Teacher to provide examples (catalogues,
newspaper, online advertisements)
Group students with an allocation of what could
you buy for your shoebox. Brainstorm ideas of
what to include. Then need to choose items to
find prices on. Need to think about volume and
capacity of their shoebox
Students to shop around for prices and need to
have different prices for their items. Need to
calculate savings.
Teacher to provide activity sheet,
Afterwards class discussion on benefits of
shopping around. What are the influencing
factors?
Review class word wall
Formative
Estimation of shoebox
Determine students ability to shop around
and save
Students ability to reason the price
differences.

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History

Aim:
Students to examine
the difference between
primary and secondary
sources.
Developing research
skills. Teacher to
provide graphic
organiser for students
to record information

Week Three

English

Monday
Aim:
Creating multimodal text

Tuesday
Aim:
Creating multimodal text

Students work in small

groups to plan, draft and
publish a multimodal text
a informative text

Students work in small groups to plan, draft and

publish a multimodal text a informative text

Teacher to provide
planning sheet for
planning and drafting

Wednesday

Students to conference with other groups and then

with teacher to discuss their draft.
Work on changes to draft as need from feedback
Teacher- Student conference to discuss design
choices and choices made in their informative text

Thursday
Aim:
Creating multimodal text

Friday
Aim:
Creating multimodal text

Students continue to work

on their multimodal text

Publish historical text.

Student can begin to

publish their text

Students to complete selfassessment on the text

portion of assessment.
If published, students can
begin to rehearse
presentations.
Presentations to take
place at a later time.

Maths

Aim:
Using results from last
lesson, students use
place value skills to order
items.

Aim:
Summative assessment - Presenting a plan for shoebox

Students to compare
prices from previous
activity

To prepare students for transfer have them develop ideas of items that can be included and reasons to why
items were chosen.

Revise the requirements for the shoebox. Discuss the criteria required for the shoebox, review marking rubric
with students

Teacher supplies information sheets regarding postage costs, supports students with calculations for total costs.
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Complete a class
comparison as an
example

Students to consider how this shoebox can be presented

Calculate the items costs

Students to calculate
volume of their shoebox.
Focus on estimation and
items that could fit the box
Class example using
cm cubes
Focus questions
Best way to fill box
Is there an easier
way?
History

Aim:
Development of research
skills
Research skills using a
variety of sources, find
information that is
historical accurate for
their text.
Review of knowledge
discussion in small
groups on the sources
found and the skills need
to find. Then to be
completed as a whole
class discussion.

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