UNIT PLAN TEMPLATE Australian Curriculum and Understanding by Design

Year Level: One

Teacher: Miss Emma Lightly

Subject(s): Mathematics, Humanities and Social Sciences (HASS) and Arts Duration: Three Week Integrated Program for
Term 2 Weeks 1-3
SUBJECT
S

Maths

HASS

Visual
Arts

Content Descriptors and Proficiency from AC/SCASA

Develop
confidence with
number
sequences to and
from 100 by ones
from any starting
point. Skip count
by twos, fives and
tens starting from
zero(ACMNA012)

Recognise,
model, read,
write and order
numbers to at
least
100. Locate
these numbers
on a number
line (ACMNA01
3)

Represent data
with objects and
drawings where
one object or
drawing
represents one
data value.
Describe the
displays(ACMS
P263)

Choose simple
questions and
gather
responses and
make simple
inferences(ACM
SP262)

Describe duration
using months,
weeks, days and
hours(ACMMG02
1)

Tell time to the

half-hour (ACM
MG020)

Identify outcomes of
familiar events involving
chance and describe them
using everyday language
such as will happen
wont happen or might
happen (ACMSP024)

Students will understand the present, past and future. This can be identified by using terminology such as a long time ago, then and now,
now and then, old and new tomorrow. Students can also indicate dates and changes that may have personal significance, such as
birthdays, celebrations and seasons (ACHHK029)

Use and experiment with different materials,

techniques, technologies and processes to make
artworks (ACAVAM107)

Creation of original artworks to display

using the artistic elements and
techniques that communicates an idea to
a specific audience (ACAVAM108)

Expression of feelings and ideas about

artworks they view and make
(ACAVAR109)

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Mathematics:
By the end of Year 1, students describe number sequences resulting from
skip counting by 2s, 5s and 10s. Students explain time durations. Students
describe data displays.

Achieve
ment
Standard
from all
subjects
included
in unit
(just the
relevant
section)

Students count to and from 100 and locate numbers on a number line.
They tell time to the half-hour. They use the language of direction to move
from place to place. Students classify outcomes of simple familiar events.
They collect data by asking questions, draw simple data displays and
make simple inferences.
HASS (History):
Students describe how families have changed or remained the same over
time. They describe how daily lives change over generations, and consider
the personal significance of events in the present, past and future.

Visual Arts:
By the end of Year 2, students describe artworks they make and view and
where and why artworks are made and presented.
Students make artworks in different forms to express their ideas,
observations and imagination, using different techniques and processes.

PRELIMINARY STAGE: Finding what the desired result should be

General
Capabilities
(GP)
Crosscurriculum
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:

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UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS

LEARNING OUTCOMES:Students will be able to independently:
Participate in discussions while interrogating ideas as well as sharing
and evaulating information including predicitions, observations and
opinions.
Investigate how time is used in an authentic context.
Use inquiry skills to identify current understandings, develop and
answer inquiry questions, locate and collect information, use ethical
protocols, determinerelevancy of information, justify conclusions and
present findings.
Plan, draft and create an original artwork that portrays where they see
themselves in the future, using correct terminology, materials and
context.
DEEP UNDERSTANDINGS:
How the prsent, past and future are signified by terms indicating time.
Representing information and data in more than one way.
ESSENTIAL QUESTIONS:
How do we use time?
What differences can we identify between the past, present and
future?
Where do you see yourself in the future?

KNOWLEDGE AND SKILLS

Knowledge and Understanding:

Data can be collected in a variety of ways and

represented using bar graphs.

Exploring creative ideas and improvising ways to

represent ideas.

The safe and correct use of materials such as paint,

clay, crayons.

Definition of shape, line and texture.

introduction of chance.

Interpreting both analogue and digital clocks.

Skip Counting.

Describing the duration of familiar situations.

Identify dates and changes that have personal

significance.

Terminology for Past, Present and Future.

Skills:

Work effectively in groups and independently.

Participate in collaborative discussions.

Locate, interpret and analyse information through the

effective use of ICT.

Plan, draft and present a two sentence explanation for

the ideas and materials they have chosen.

Read aloud completed written work, using correct

vocabulary and eye contact.

Interpret and complete written mathematical problems

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demonstrating ability to use data analysis.

Self and peer editing through the use of a feedback

sandwich.

Self and peer reflection to improve future learning.

Use Check-list to identify if written work has all

necessary requirements.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Performance Task(s):
Throughout the duration of this unit students will complete two performance task portfolio's. The first portfolio is in History; the students
will create work samples each week to be collected as a portfolio. During the duration of this unit students will create one portfolio entry
identifying dates and changes that have personal significance.
The second is an Art Portfolio; At the beginning of the unit students are given a checklist of portfolio items that need to be included in art
portfolio. Checklist will have images of tasks next to words for IEP students. The first entry will include students Brainstorms identifying
how design elements, such shape, colour or texture, are used in their artworks. It will also show students selection of materials such as
paint, crayons, clay and found objects and why they chose them. The second entry to the art portfolio is the students final original
artwork. The third entry is a written piece explaining to their classmates about the choices they made in their artwork. This will be
marked against a rubric for both visual art and literacy Oral presentation skills.
The performance tasks for mathematics will be conducted at the end of each new concept, however some informal formative
assessment will be conducted throughout the concept. Work samples on data and graphing will be collected and marked against a rubric
at the end of the week. Lesson 5 will be assessed based on the content they have retained that week, and to find the misconceptions.
Students will complete a Goals checklist (see appendix 6.2) to reflect on how they are progressing with the new concept. Additionally a
selection of work samples will be collected to informally formatively assess student progress using both analogue and digital time, further
observing students ability to describe the duration of familiar situations such as how long is it until we next come to school?
For each Performance task an IEP will be created for students with disabilities or Behavioural Plans. Additionally extension work will be
provided to students who are achieving at a gifted level.

Other Evidence of Learning:

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In History an informal diagnostic assessment will be conducted using a brainstorm this will evaluating what the students already know,
and if there any conceptual misconceptions or gaps. Additionally observation and running records will be kept to identify students using
terminology in correct context. An IEP for the hearing impaired student will have the student match words to images relating to past
present, future.
In Mathematics for Numeracy observation and practice of the popular Korean counting game (sam-yuk-gu) for students ability to skip
counting helping them develop fluency with forwards and backwards counting in meaningful contexts such as circle games. During Data
running record regarding student progress on understanding one-to-one correspondence will be conducted. Students will identify
categories with the greatest or least number of an object. Finally in measurement students will be observed modelling numbers with a
range of material and images, additionally anecdotal notes will be kept about students ability to identify numbers that are represented on
a number line and placing numbers on a prepared number line.

Other evidence of learning will include a marking rubric, a marking checklist and a self assessment checklist. The marking rubric will be
used to assess performance task two (Art Oral Presentation) the checklist will be used for performance task one (a history written piece)
and the self-assessment checklist will be conducted at the end of the Mathematical concept Data. Daily observations and descriptive,
thoughtful and goal orientated feedback will be used throughout the duration of the unit to assist and guide students knowledge and
understanding.
Daily observations include:
- Students contributions to discussions
- Students ability to work effectively in a pair or small group (this will determine if all students are contributing to work load evenly)
- Students ability to use ICT effectively
- Students ability to present to the class
Using daily observations will help me identify students knowledge and understanding around the topic. It will help me identify the
students who have grasped and understood the concept and those that may need a more assistance. Notes from these observations will
help me plan and guide future lessons to ensure they are aimed at an appropriate level that allows all students to achieve.
Diagnostic assessments will be used at the beginning of new topics to assess what students know. Summative assessments will then be
used at the end of the topic to see what students have learnt. Summative assessments will then be compared to diagnostic assessments
to see the progression of student knowledge.

Feedback:
Students will be given both verbal and written feedback from the teacher to aid in the progression of their learning, through both
informal and formal means. Verbal feedback will be given during discussions and lesson tasks to address both correct and incorrect
student knowledge. It is important for teachers to correct any misconceptions students have to ensure learning caps are not created.
Written feedback in a formal means will come about through their performance tasks and the comments that are both positive and
constructive of their understanding. students with front-loading feedback. Observe students ability to work in small groups, take turns, collaborate
and contribute.
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Students will also receive feedback from their peers, this is implemented through the English program where students will use the
sandwich strategy and peer editing.

Self-assessment:
Students will use self-assessment through the WILT (discussed below) approach at the conclusion of each lesson. Students will also have
the chance to self-assess and reflect throughout the unit as their knowledge is expanded and they find the concepts clearer, indicating
that they are progressing towards the desired learning outcomes.

STAGE 3: LEARNING PLAN

Room 6 has been created around a student centred approach where students are considered active participates who have the
opportunity to contribute and construct their own knowledge. Students gain knowledge through an inquiry-based learning approach
which develops essential skills which aids students in becoming active and informed citizens who contribute positively to society. The key
concept during this unit of study is focusing on TIME. I chose this focus because it is heavily outlined in the curriculum, and holds realworld significance which can provide the students with authentic learning. Students will learn how to identify digital and analogue time on
clocks during mathematics, while putting this concept of time into real world contexts in History and Art. Focusing on Past, Present and
Future. This inquiry concept has been constructed through the Understanding by Design Model (or Backwards mapping) focusing on the
learning areas: Mathematics, Humanities and Social Sciences (HASS) and Art (Readman& Allen, 2013). During this unit of study teachers
must ensure transparency, that the assessments are fit for the purpose, have a clear objective, performance indicators are valid, reliable
fair and equitable (Readman& Allen, 2013).
For assessment I have chosen to favour informal formative assessment, as I believe it allows the students to portray a more accurate
demonstration of their abilities and knowledge. This will be constructed through observation, anecdotal notes, running records (that will
help me reflect on how the students have progressed) portfolios (that allow the students to demonstrate a variety of their skills, on more
than one given day, limiting environmental, emotional and social factors from grades) and rubrics (the rubrics ensure that the students
are being marked accurately and fairly and the activities align to the curriculum). See appendix 6 for examples of check lists, selfassessments and rubrics. Descriptive, thoughtful and goal-orientated feedback will be provided to the students daily, as will teacher selfreflection. This will for daily adjustments throughout the week to make lessons more effective and engaging. I have also included a selfreflection for students when learning a new concept in mathematics (seep appendix 6.2). This is a useful tool to gage how students
believe they are developing and helps them be more aware of their progress. This also helps shape feedback to further support students
learning. If a student doesnt believe they are achieving (on the checklist) it indicates that despite their progress, they arent feeling
confident in this concept. As a teacher I can then make the time to sit down with this student and address their individual concerns
regarding the topic, or mathematics in general.
The structure of the lessons is based on the 5Es inquiry model (PrimaryConnections, 2011). Each lesson begins with a launch that
engages the students, followed by Explore, during this part of the lesson the students get to play around with the concept and put it
into practice. Finally concluded with a Discuss, this wraps up the lesson and re-establishes the content that was taught during the
lesson. Each lesson is scaffolded to teach the students a new skill, directly linked to their age group in the Australian Curriculum. While
IEPs have been included it is difficult to make it effective without having an individual child to base it on. Without knowing their
knowledge and capabilities it is difficult to construct an IEP. So in the plan below it is just a guide as to how the activity could be
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differentiated.
For Mathematics scaffolding, I have used enVision MATHS for year one as a guide for activities and capabilities (enVision MATHS, 2011).
For extension work I like to use higher achieving students to peer teach the lower achieving students, they can work in pairs or help once
a task is over. Specific extension questions have been developed for some lessons to challenge these students to think about the task in
a slightly different manner.
By linking the art and history topics together, it will help portray a much more accurate display of the students ability, making it easier to
assess. It will also generate a nice portfolio that can be taken home to show parents what is being done in class. In these lessons I have
tried to include authentic learning and assessment, while using minimal resources (the school I am attending is considered low SES), this
allows the lessons to be easily adaptable. I also chose lessons with lots of structure, as this class has five students with individual
Behavioural Plans. I have set clear class goals and expectations for every lesson. Students are encouraged to be responsible learners who
learn through social interaction, so where ever it is possible, I have included lessons where students can peer-teach.
Within the learning environment the acronyms, WILF (What Im Looking For) and WILT (What I Learnt Today) are used to identify what is
expected of the students and to allow them to self-reflect at the end of the lesson about what they learnt. This strategy is used as it
makes the desired outcomes easily visible to the students and allows assessment of student learning to be easily identified. The
classroom has been designed to cater for all students, allowing each individual student to achieve academic outcomes and educational
goals.

Lesson
Title
Learning
Area

Lesson Activities

Mathematics:
Data

O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Who likes dogs? Analyse students answers. Link to data and compare
answers.
E: Use classroom to show data. corners Exercise. Collecting data worksheet.
D: Discuss how we might see data in the real world.
Ex: Have students make their own question. Collect data from friends.
IEP: Instead of asking friends for answers, have them cross off the answer on their
worksheet.

CCPs and
GPs
GP: Critical
thinking,
Numeracy.

Resources

Collecting Data
worksheet
(envision math).
Whiteboard.
Laminated
Student name
cards (Daily Q).
Blue Tac

Page 7 of 12

Mathematics:
Data
.

Mathematics:
Data

4
Mathematics:
Data

5
Mathematics:
Data

O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Who supports the Eagles or the Dockers or Neither? Analyse students
answers. Link to data and compare answers. Revise yesterdays concept.
E: Create a classroom graph with data from AFL question. Explain how data can used.
(Real World Example). Have students collect data from each other regarding food, colours,
sports. Then graph them using colours and images.
D: Discuss findings what they learnt about collecting data.
Ex: how else might they show their data findings?
IEP: Use images to place data in categories. Then tally.

GP critical
and
creative
thinking,
Numeracy

Football Images
paper

O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Spaghetti/Pizza or Neither? Have student tally on board. Revise
yesterdays concept.
Create class graph of answers.
E: Play Corners again. Have a discussion about what this means. Complete understanding
data worksheet.
D: Go through answers, discuss how they got their answers.
Ex: Read silently Or Math games
IEP: place images in a row to create a bar graph from todays tally.
O: justifying that some events are certain or impossible.
L: Daily Question: Will it rain today? Yes/No/Maybe. Have student tally on board. Group
discussion about why they chose their answers.
Create class graph of answers.
E: Have students divide page into 3. Will happen, wont, happen, might happen. Working in
groups fill in 5 things in each column. They can write or draw answers.
D: classroom discussion and share answers. Why did they choose those things.
Ex: Graph answers using drawings.
IEP: images of daily tasks, put in categories of likelihood
O: justifying that some events are certain or impossible.
L: Daily Question: Are you likely to drive in a car today? Will happen/ wont happen/ might
happen. Have students individually tally answers and create a graph. COLLECT FOR
ASSESSMENT.
E: Lucky dip bags. (2 red counters 8 blue). Empty contents and discuss with students which
is more likely to be chosen. Red or Blue. Have students take turns taking counters out and
recording their answers with tally's.
Complete indentifying more likely worksheet.
D: go through answers as a class.
Ex: Math games.
IEP: Tally or count categories of data. Continue with chance.

GP critical
and
creative
thinking,
Numeracy

Food Images.

GP critical
and
creative
thinking,
Numeracy

GP critical
and
creative
thinking,
Numeracy

Images

Coloured
counters,
bags,
worksheets,
images.
Self Reflection
(See Appendix 6)

Page 8 of 12

History: Time
words

7
Visual Art

10

. Mathematics:
Measurement

Mathematics:
Measurement

Mathematics:
Measurement

L:.Focus question: what words describe time?

Brainstorm words in groups of 3-4.
E: Students then complete timeline on daily routine organising time words.
D: Discuss findings as a class. Create classroom brainstorm.
Ex: word sleuth with hidden time words.
IEP: Match time words with images. Put images on classroom brainstorm.
(ACHSSK029).

GP: Literacy
and critical
and
creative
thinking,
Personal
and Social

A3 paper,
Coloured texters,
cut out images,
routine timeline
worksheet.

O: students will identify how design elements, such as line, shape, colour or texture, are
used in their artworks and in the artwork of others.
L: Where do you see yourself in the future? Use imagination. Link to history lesson.
E: Brainstorm ideas, thinking about how you will portray this image. What shapes will you
use? Crayons/paint. What materials do you need?
D: Classroom discussion about their ideas and dreams.
Ex: Have them describe colours, textures and why they chose them. Help other students
IEP: Checklist will have images of tasks next to words for IEP students.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

A3 card paper,
coloured texters,
crayons,
pencils.

O: Estimating and ordering time lengths.

L: Have students guess how long a minute is, by sitting down when they think its been a
minute.
E: Do first question as a whole class. Demonstrate then Discuss answers.
D: Discuss ideas they had for what they can do in a minute. Trial them
Ex: Help other students who are struggling
IEP: Use images of clocks, use EA to complete work sheet about time.

GP:
Numeracy

O: Understanding times of events

L: Revise yesterdays concept. What did they learn about a minute? Has that changed or
stayed the same?
E: complete understanding times of events worksheet.
D: Go through answers together as a class. Discuss differences.
Ex: draw a picture of weekend activity Or silent reading.
IEP: Have student order images from morning to evening.

GP:
Numeracy

Collecting
Estimating and
ordering time
lengths envision
work sheet
(envision math).
Whiteboard.
Collect work
samples
envision maths
book.
Collect Work
Samples for
assessment.
Focus on
terminology and
explanation.

O: Understanding hour and minute hands.

L: Revise yesterdays concept. Draw a big clock on the board. Ask students to explain how
to tell time.
E: Have students come up and display knowledge and draw time on different clocks. Then

GP:
Numeracy

A3 paper,
pencils

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11

Mathematics:
Number

12

Mathematics:
Number

13

History: Past,
Present, future.

14

15

Visual Art

Mathematics:
Measurement

tell time from an already drawn clock. Have groups of 3 students draw a clock, the hands,
the time and an activity they would do at that time of the day.
D: students present their answers and images to the class.
Ex: Read silently Or Math games
IEP: further practice identifying the time from a drawn clock, and drawing on the hands.
O: using the popular Korean counting game (sam-yuk-gu) for skip counting
L: As a class skip count together to 100.
E: Play Sam-Yuk-Gu as a class.
D: How can we change the game to make it more challenging?
IEP: Place them at the beginning of the circle. Create a rule that they can pass if they need
to.
O: identifying numbers that are represented on a number line and placing numbers on a
prepared number line.
L: Revise game from yesterday. Discuss what they found difficult/easy.
E: Skip Train activity on computers. Working in pairs. Link to technology outcome
D: What did they learn?
Ex: Peer teach.
IEP: Work with EA on counting forwards/backwards
O:create work samples identifying dates and changes that have personal significance
L: How can we show that the present is different from the past?
E: Students draw themselves as a baby, now and what they want to do in the future?
D: Discussion on what they could do as a baby, now and what they want to do in the future.
Link to art lesson. Develop their ideas How can you tell from your pictures that the past is
different from the present?
Ex: continue art brainstorm
IEP: choose either past or future.
O: comparing the qualities and properties of materials such as paint, crayons, clay and
found objects and select appropriate applications to represent themselves in the future
L: Revise brainstorms and add to them the materials they want to use.
E: Create art work with chosen materials.
D: pack away. Discuss progress on art pieces.
Ex: Extra detail. Help pack away chairs.
IEP: guidance picking materials.
O: Telling and writing time to the hour
L: Have students come up and display knowledge and draw time on different clocks. Then
tell time from an already drawn clock. Revision of last weeks work.
E: Do first question as a whole class. Demonstrate then Discuss answers.
D: Go through answers together as a class.

GP:
Numeracy

GP:
Numeracy,
critical and
creative
thinking

computers.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.
GP:
Literacy and
critical and
creative
thinking.

Collect work
samples
A3 paper,
Coloured texters.

GP:
Numeracy,

crayons,
paint,
newspaper,
paint brushes,
chalk.
A3 paper.
Collect work
samples
Telling and writing
time to the hour
envision work
sheet (envision
math).
Page 10 of 12

Ex: Help other students who are struggling.IEP: Use images of clocks, use EA to complete
work sheet about time

16

17

18

Mathematics:
Measurement

Mathematics:
Measurement

Mathematics:
Number

19

Mathematics:
Number

20

History:

O: telling and writing time to half an hour

L: write 9.00 on the board. Have students take turns in adding half an hour. Then have a
student draw what that would look like on a clock. Demonstrate 4 answers.
E: complete envision worksheet.
D: Go through question 7 answers together as a class. Discuss differences.
Ex: silent reading.
IEP: Use images of clocks, use EA to complete work sheet about time

GP:
Numeracy,

O:Giving and following directions

L: Read a book about treasure maps. Explain the importance of following directions.
E: Put directions on the board. Students will have paper with pond on it. Do the first step
together demonstrating. Then have them following the other questions together.
D: Work in pairs to complete question: give your friend directions to get from our classroom
to the office.
Ex: Read silently Or Math games
IEP: Read allowed all questions for lower readers. Have EA sign activity instructions, with
less directions.
O: identifying numbers that are represented on a number line and placing numbers on a
prepared number line
L: Give students numbers and let them get into the correct order. Creating a student number
line. Explain when this might be useful.
E: Change numbers to include skip counting and different students, to again create number
lines.
Go outside, put students in groups of 4. Give them a bag of numbers. Have them create
number lines with the same colours.
D: What did they discover?
Ex: leader position
IEP: Place with Extension kids, and EA to explain game.
O: modelling numbers with a range of material and images
L: Play Sam-Yuk-Gu as a class.
E: Have students change the game to include numbers, letters and drawings in small
groups. Skip counting. If they are 4, show 3 ways of describing 4.
D: share with your partner
Ex: Peer teach.
IEP: Work with EA on counting forwards/backwards
O: Students will use correct terminology for past, present and future in written piece

GP:
Numeracy,

Whiteboard.
Collect work
samples for
assessment.
envision maths
book.
Collect Work
Samples for
assessment.
Focus on
explanations and
written work.
A3 paper,
pencils.

GP:
Numeracy,

Large numbers
lucky dip bags

GP:
Numeracy

GP:

Photographs from
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Families Past &

Present.

Visual Art

L: Show children from variety of photographs from past and present? For each response
ask: What do you see that makes you say that?
E: Children sort through pictures into past and present and write their reasoning behind
answers.
D: Discussion Reasoning in partners. Share answers and ideas.
Ex: Silent Reading
IEP: Work in pairs

Literacy,
critical and
creative
thinking
and
personal
and social.

past and present.

Collect work
samples to mark
against Rubric

O: share ideas with their classmates about the representational choices they made in their
artwork
L: Finish art pieces.
E: Write 2 sentences about why they chose that idea and why they chose those materials.
Use brainstorms
D: Students Present ideas and art work to the class. Self-reflection.
Ex: Draft and final copy
IEP: guidance picking materials

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

Crayons, paint,
newspaper,
paint brushes,
chalk.
Collect work
samples to be
marked against
Rubric. Anecdotal
notes to be made
during
presentation

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