Edss Friday Latest-2

Queensland Curriculum, Assessment and Reporting Framework
School Name: St. Flannans
Unit title: Democracy
KLA(s): SOSE
Year level(s): Five
Duration of unit: 10 weeks
Unit outline The Year 5 curriculum introduces students to the key values of Australias liberal democratic system of government, (such as freedom, equality, fairness and justice). Students learn about representative democracy and voting processes in Australia. Students expand on their knowledge of the law by studying how each law impacts on the lives of citizens. Students investigate the role of groups in our community. The civics and citizenship content at this year level involves two strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. Within the unit students will be able to demonstrate their understanding of Australian democracy in numerous ways, through class debates and election presentations. Students will have the opportunity to engage in learning activities that will allow them to understand democracy history and modern democracy.
Key inquiry questions that will shape this unit; What is democracy like today in Australia? What do Freedom, Equality, Fairness and Justice look like? Who are the past democratic figures of Australia? What significant events happened within Australian history in regards to Freedom, Equality, Fairness and Justice? Identify curriculum Content descriptors to be taught KNOWLEDGE AND UNDERSTANDING Government and democracy . The key values that underpin Australias democratic system of government (ACHCK022) General Capabilities: 1,4,5,7 . . The roles and responsibilities of electors and representatives in Australias democracy (ACHCK023) General Capabilities:1,4,5,7 . . The key features of the Australian electoral process (ACHCK024) General Capabilities: 1,4,5,7 Laws and citizens . How laws affect the lives of citizens, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHCK025) General Capabilities: 1,4,5,6,7 Cross Curriculum: 1 . The roles and responsibilities of key personnel in law enforcement and in the legal system (ACHCK026) General Capabilities: 1,4,5,7 General capabilities and cross-curriculum priorities General Capabilities: Literacy Critical and creative thinking Personal and social capability Ethical Understanding Intercultural Understanding Cross-curriculum Priorities: Aboriginal and Torres Strait Islander histories and cultures Sustainability
Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: office@qsa.qld.edu.au; Website: www.qsa.qld.edu.au The State of Queensland (Queensland Studies Authority) 2014 Copyright protects this work. Please read the Copyright notice on our website.
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Citizenship, diversity and identity . Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence (ACHCK027) General Capabilities: 1,4,5,6,7 Cross Curriculum: 1,3 Achievement standards By the end of Year 5, students identify the values that underpin Australias democracy and explain the importance of the electoral process. They describe the role of different people in Australias legal system. They identify various ways people can participate effectively in groups to achieve shared goals. Students develop questions and use information from different sources to investigate the society in which they live. They identify possible solutions to an issue as part of a plan for action. Students develop and present civics and citizenship ideas and viewpoints, using civics and citizenship terms and concepts.
Relevant prior curriculum Year 3 Content description How and why decisions are made democratically in communities Elaborations Making a decision as a whole class by allowing everyone to have a say and a vote Discussing how it feels to be included or excluded from making decisions Identifying places in communities where decisions are made democratically Code ACHCK001 Year 4 Content description The purpose of government and some familiar services provided at the local level Elaborations Exploring what local government does, including the services it provides such as libraries, health, environment and waste, parks, pools and sport, arts, and pet management Describing how local government services impact on the lives of students Code ACHCK011
Curriculum working towards Year 6 Content description The key institutions of Australias democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts Elaborations Explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australias system of government Recognising the importance of the Westminster system and the Magna Carta in influencing Australias parliamentary government Investigating sites virtually or in situ associated with key democratic institutions to explore their roles, such as Parliament House in Canberra Code ACHCK035 Content description The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australias federal system Elaborations Clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal) Identifying instances where there may be multiple levels of government involved, for example in relation to the environment such as management of the Murray-Darling river system Code ACHCK036 Content description The purpose and value of the Australian Constitution
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Elaborations Discussing the key ideas that underpin the Australian Constitution Discussing the advantages of having a written constitution Code ACHCK047 Content description The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers Elaborations Exploring the concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power Exploring the division of powers between state/territory and federal levels of government using an issue such as water management, education or health Describing the role of the Governor-General and the different roles of the House of Representatives and the Senate Code ACHCK048 Bridging content This unit will extend on students history knowledge whilst improving their planning, developing and oral presentation skills . Students will study democracy in relation to their writing, rehearsing, researching and editing skills.
Links to other learning areas This area links in with the English KLA. Students will be developing skills in relation to the English KLA to produce assessment pieces. They will be prompted with persuasive structures to develop their oral which links into the English strand. This history unit strongly links into the English strand as these assessment pieces develop students spelling, punctuation, grammar, text structures, phrasing, planning and editing.
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Develop assessment Type of assessment Formative What will be assessed Students Election for Class President Speech: Students are to work individually to design, plan and prepare a written speech as to why the class should elect you as class president for the week. Students are to work individually Presentations will be assessed according to the rubric Class will vote after all 4 candidates have spoken When it will be assessed Students will be assessed when they present their speech in their allocated week. Make judgments Purpose of assessment 1. Understand the process of voting 2. Develop writing and evaluating persuasive texts 1. 2. 3. 4. 5. Assessable elements Posture and eye contact Speaks clearly Preparation Volume and pitch Content of speech Catering for abilities Low abilities: The time length may be altered for students who have great difficulties public speaking or a diagnosed disorder. Students may also need extra assistance and guidance from teachers or peers when developing their speeches. High abilities: High achieving students may be given the opportunity for extension of their knowledge by creating visual stimulus to accompany their speech.
3. Improve and develop public 4 students each week will be speaking skills selected 4. Develop literacy skills The selected students will be 5. Participate in a democratic process given time during literacy 6. Learning to have a say within rotations to prepare speech society Students are to prepare speech ONLY during allocated time given Literacy During Fridays lesson Understand how texts vary in purpose, candidates will present structure and topic as well as the degree of formality (ACELA1504) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) History: Use historical terms and concepts (ACHHS099) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)
Topic question: Why should you be elected asclass president? Time allocated: 2-3 mins
Each student will be assessed on how they present
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Summative Democracy poster: Students are to research, gather information, create and design a poster on a topic provided in relation to democracy. Students are to work individually Posters will be assessed according to the rubric Be sure to include, pictures, relevant information, labels, colours etc Posters will be presented on parent information night Topics: Significant historical event in relation to one of : o Fairness, Justice, Equality and Freedom Due: 10th April, 2014 Research: Once students have chosen their topic and significant event they can commence their research. This must contain at least two books and two websites, as well as any other relevant sources. Students must be reminded to paraphrase any information that they are including from their selected sources. Students will be given time to work on poster during class time, although a minimum of 5 hours out of class time require Due: 10 April, 2014 Posters will be presented on parent presentation night 15th April 2014
th
1. Emphasise research skills 2. Develop a democratic understanding 3. Learn to note take and synthesise information 4. Develop creativity skills 5. Create a wide knowledge of research databases Literacy Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) History: Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) Use historical terms and concepts (ACHHS099) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources (ACHHS102) Compare information from a range of sources (ACHHS103) Identify points of view in the past and present (ACHHS104)
1. 2. 3. 4. 5.
Graphic clarity Graphic relevance Labels Content accuracy Grammar
Low achievers: Students will be allowed extra class time to work on this assessment piece. Teacher assistance can also be provided in specialist lessons from either class teacher or teacher aid. High achievers: High achievers may choose to create a blurb/speech to support their poster that may be presented to parents and other students on Parent Information night.
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Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)
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Sequence learning Lesson Stage of social Number investigation strategy 1 Identify/Negotiate topic Learning Objectives for Lesson Gain an understanding of democracy and introduce the key aspects that will be researched further within the unit Lesson Description Learning needs Resources Assessment
Focus: Grasping the understanding of democracy and the key values of Australian democracy. Estimated timing: 40 mins Main activity: Show the you-tube clip Discuss the key values of Australian democracy: Freedom, Equality, Fairness and Justice. Have students write down on large cardboard in groups their understanding of one of the above topics. Conclusion: KWL chart that to be completed and the start of a word wall that also has small definitions attached to this that will help in future lesson and assessment.
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources.
Computer Projector KWL letters for chart Paper coloured paper Pens Youtube cliphttps://www.y outube.com/ watch?v=Arn 8Fp1jyok
Formative assessmentobservations and general notes of students prior knowledge to help with scaffolding for future lessons.
2 Explore
For students to gain a better understanding of Australians democracy history.
Focus: History of Australian democracy including past democratic figures Estimated timing: 60mins Main activity: Have students sitting at their desks and facing the interactive whiteboard. Having the class website up on the board. Under history, there will be content that will allow students to grasp an understanding of the history of Australian democracy. From the information in pairs construct a timeline of events using the web tool Time Glide. Give the students in their pairs 20 minutes to complete the timeline. Come back as a class and have a blank timeline on the board and gathering each pairs information construct class timeline. Make a class list on the past democratic figures. Start with who it is now. Add the list of democratic figures to the timeline (when they were in the position and for how long.) Conclusion: Scootle activity- Allow the students to work independently on the scootle activity on their own laptops.
http://www.ci vicsandcitize nship.edu.au/ cce/pacer/str eam/pacer_o nline.html http://timeglid er.com/ Interactive whiteboard Projector Students laptops Class website
Formative assessmentteacher observations on students work
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3 Explore Students will explore Democracy today and compare with the history aspects addressed in prior lesson.
Focus: Modern Democracy Estimated timing: 40 minutes Main activity: Class website displayed on the board with the list of Australian Democracy Strengths. (TAB on website) Have students reading out points. Have a discussion on the differences, similarities and have students individually construct a VEN diagram. Conclusion: Have the student log onto the class website, and write at least one comment (this can be something they have learnt, something they already know about Modern democracy, something they have seen or heard in the media that links to Modern democracy.)
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources.
VEN diagram template Interactive whiteboard Projector Students laptops Pencil Students SOSE work books
Formative assessmentstudents understanding of modern democracy will be noted and used to develop questions for future lessons.
Explore
Students will have the opportunity to demonstrate their ability to conduct a class debate using prior knowledge on debating.
Focus: Modern democracy class debate on topic of Should school uniforms be compulsory in Australian Primary Schools Estimated timing: 2x 60 minutes (Before Lunch and After lunch) Main activity: SESSION 1 Slit the class up into two groups (for and against) Explain to the students they will be having a class debate on the topic of should uniforms be compulsory in Australian Primary school? Students will then be given a list of roles in order to complete the research and writing of speeches to prepare for the debate that will happen in the second session. Each speaker is allowed palm cards with notes only. They have 3 minutes each The remainder of the lesson will be devoted to preparing for the debate (researching, writing, rehearsing) SESSION 2 Students come together as a class to participate in the debate Judges consist of three year 7 students that are coming in to year 5 class for the session Teacher keeps time
Students booklets iPads Palm cards Pencil Timer
Formative assessmentteacher observations on students ability to work within a group, ability to argue/persuade their point as well as ability to present.
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Conclusion: Judges discuss and decide on the most convincing team that argued their point the most successfully 5 Frame, negotiate and identify Students will have the opportunity to demonstrate their ability to pose questions that will help scaffold following lessons. Focus: Posing questions on each topic/ what they want to know about Estimated timing: 40 minutes Main activity: Have students sitting at their desk, on the board have written Fairness, Equality, Justice and Freedom with dot points beneath each heading stating the information that students provided in lesson 1. This will form the W in the KWL chart (what we want to know) Students split into their group rotations (Gillard, Abbott, Rudd and Howard) to create a list of topic questions to further their knowledge and direction of their learning Questions are to be written on the same coloured paper as the poster (ie. FAIRNESS (green poster) will have an accompanying green paper with topic questions. Explain to students these questions will guide their research for the assessment workbook in lesson 7 Conclusion: Class discussion on questions posed by each group. Have students reflect on the lesson in their SOSE books; What was one thing I want to understand more in this unit? 6 Frame, negotiate and identify Students will demonstrate their ability to construct a speech for their presentation. Focus: Assessment planning Estimated timing: 40 mins Main activity: Explain the assessment task to the students; Each week (on a Monday) 4 students will be given the time within literacy rotation to prepare a speech. The purpose of the speech is to give reasons why you should be elected class president. Within the week the four candidates will be given time within each days literacy rotation to prepare their speech and on the Friday morning each candidate will be given up to 2 minutes to present their speech. After each candidate Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may Students SOSE books Pencils Class website How to present tips (on website) How to write paragraphs sentences (on website) Planning Summative assessmentStudents will be assessed on their written speech as well as their presentation conducted in front of their peer. (Refer to Rubric; Appendix?) Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Coloured paper Pencils Group names SOSE booklets White board and markers Formative assessmentStudents ability to work in groups will be monitored for future group work. Students questions will be recorded to help build future lessons.
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have presented the class will have until the last require the opportunity to further session to make their decision. In the afternoon, each research Democracy using a variety student within the class will vote and Monday morning of resources. the teacher will announce the candidate with the most votes and they will be class president for the week. The presidents role for the week will consist of taking the roll each morning, will be at the head of the line when moving around the school, will take care of the teachers classroom keys when leaving the classroom, will hand out required worksheets and will take any suggestions on changing aspect of the classroom for them to replay to the teacher. Ask the students if they have any questions, allow 5 minutes to question and answers. Bring up class website with the How to present tips, How to write paragraphs and sentences and Planning sheets. Discuss each guide sheet and how students will be able to use this to construct their speech. Discuss and add a table on the board of what is and isnt appropriate to add to speeches. Explain to the students this will be added to the website for reference. Go through scootle activity as a class on what is expected when voting and what isnt. sheets. (on website) Interactive white board. Projector Teachers laptop Presentation timetable http://www.sc ootle.edu.au/ ec/viewing/L1 032/index.ht ml
7 Gather Information
Students will have the opportunity to gather information to create an information booklet.
Conclusion: Name the four students that will be preparing their speech first as on the next Monday. Explain that each student has already been allocated a time to present but this will not be shown but each student will be notified when there week is as of approaching Monday. Focus: group rotations recording information on relevant topics in research workbooks Estimated timing: 60 minutes Main activity: Students will begin their research workbook within their group rotations. This will consist of 4 groups (Howard, Abbott, Gillard and Rudd) with 4 research topics of Justice, Freedom, Equality and Fairness. They are mixed ability groupings which promotes peer teaching. This lesson is the first of four and each group will do each topic, covering all 4 topics by the end of the 4 rotational lessons. Conclusion: groups will stop researching and come together and their groups to share information and key points. This
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety
Resources Student pencil cases Class set of computers, laptops or ipads (internet needed) List of sources on class website Student research workbook
Formative assessmentstudents will be monitored on their group work, observations taken on their progress throughout the next 4 lessons.
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ensures students are doing their part in research in order to have information to share at the end. This also helps students in case they have missed any important elements of their topic. of resources. List of student names and their allocated group List of group names and their allocated topic for this lesson Formative assessmentstudents will be monitored on their group work, observations taken on their progress throughout the next 3 lessons.
Gather information
Focus: group rotations recording information on relevant topics in research workbooks Estimated timing: 60 minutes
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6)
Resources Student pencil cases Class set of computers, laptops or ipads (internet needed) List of sources on class website Student research workbook List of student names and their allocated group List of group names and their allocated topic for this lesson
Main activity: Students will continue their research workbook Students with low ability will require within their group rotations from the previous lesson. further explanation and potentially Students will now be on their second topic of Justice, extra completion time. Freedom, Equality and Fairness. Students will be placed into mixed ability groups to allow promote peer Conclusion: groups will stop researching and come together teaching. and their groups to share information and key points. This ensures students are doing their part in research in order to Students with high level ability may have information to share at the end. This also helps students require the opportunity to further in case they have missed any important elements of their research Democracy using a variety topic. of resources.
Gather
Students will have the
Focus: group rotations recording information on relevant
Class has mixed abilities that are:
Resources
Formative assessment-
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Information opportunity to gather information to create an information booklet. topics in research workbooks Estimated timing: 60 minutes Main activity: Students will continue their research workbook within their group rotations from the previous lessons. Students will now be on their third topic of Justice, Freedom, Equality and Fairness. Conclusion: groups will stop researching and come together and their groups to share information and key points. This ensures students are doing their part in research in order to have information to share at the end. This also helps students in case they have missed any important elements of their topic. Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. students will be monitored on their group work, observations taken on their progress throughout the next 2 lessons.
Student pencil cases Class set of computers, laptops or ipads (internet needed) List of sources on class website Student research workbook List of student names and their allocated group List of group names and their allocated topic for this lesson
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Gather Information
Focus: group rotations recording information on relevant topics in research workbooks Estimated timing: 60 minutes Main activity: Students will continue their research workbook within their group rotations from the previous lessons. Students will now be on their fourth and final topic of Justice, Freedom, Equality and Fairness. Conclusion: groups will stop researching and come together and their groups to share information and key points. This ensures students are doing their part in research in order to have information to share at the end. This also helps students in case they have missed any important elements of their topic.
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources.
Resources Student pencil cases Class set of computers, laptops or ipads (internet needed) List of sources on class website Student research workbook List of student names and their
Formative assessmentstudents will be monitored on their group work, observations taken on their progress throughout this lesson.
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allocated group List of group names and their allocated topic for this lesson Permission forms Lunches Hats First aid kits Students work booklets. Pencils Clip boards Bus Formative assessmentobservations on students involvement in the tour.
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Gather Information
Students will have the opportunity to engage in a tour of the Brisbane parliament house and gain outside knowledge linked to democracy.
Focus: EXCURSION TO BRISBANE PARLIAMENT HOUSE (compulsory) Estimated timing: ALL Day Main activity: All students who have completed permission forms and have paid will be attending an excursion to the Brisbane Parliament Question sheet will be provided to each student to complete throughout the day. Conclusion: Once back at school, class discussion on their finding for each question. Also comments on what they feel they learnt whilst on the excursion. (What they saw and What they noticed)
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6)
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Analyse information
Students will have the opportunity to engage in a class discussion and identify important information gathered when creating group work booklets.
Focus: Class Popplet activity. Estimated timing: 30 minutes Main activity: Each student will have their Ipad connected to popplet, as well as the smart board connected. Discuss Create class poplett on both important and interesting information discovered while researching and completing group work booklets. Analyse if statements are sufficient or if there are remaining gaps in knowledge from questions posed in previous lesson. Conclusion: Ask students; Is there any W that we want to add from their information we have just discussed? Focus: Constructing poster Estimated timing: 60 minutes Main activity:
Interactive whiteboard Popplet Web tool Internet Students Ipads.
Formative assessmentobservations on students interaction in the lesson.
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Analyse information
Students will demonstrate their ability to construct a poster using prior lessons research.
Poster cardboard Glue Computers Printer
Summative assessmentStudents posters will be assessed on their posters (refer to rubricAppendix?)
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Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Scissors Information booklets constructed within their groups. Information books from the Library. Internet
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Analyse information
Students will demonstrate their ability to construct a poster Estimated timing: 60 minutes using prior lessons research and will also Main activity: construct questions to Have students sitting at their desks with their posters in help finalize their posters. front of them. Have a class discussion about posters and if anyone has any questions they have regarding completing the poster. Write all questions on the white board and go through each one so that all students are able to read the answers. Allow the students to complete their posters. (printing pictures and text will be allowed via sending it to the class printer.) Monitor students and provide assistance when required. Conclusion: Explain to the students that they are expected discuss their posters and the content on them when the parents come in for presentation night. Allow students if not finished time within the next couple weeks to finish the poster during their free time. Students will have the opportunity to demonstrate their understanding of the units content. Focus: pop quiz (partner work) Estimated timing: 30 mins Main activity:
Have class website up on smart board. Bring the second assessment piece up, explain to the students the link between their research task within groups and the poster they are going to construct. Students are to use the research booklet constructed within the groups to make their assessment poster. Students are to pick one topic researched in the previous lessons and gather information on a significant event within the topic. Students are required to create a poster using text and images, they will be displayed for on presentation night. Students will be expected to discuss the information on their posters with parents. Conclusion: Have all students reflect on what they have learnt through gathering information for their posters in their SOSE books. (1page) Focus: constructing poster continued and teacher feedback
Poster cardboard Glue Computers Printer Scissors Information booklets constructed within their groups. Information books from the Library. Internet White board and markers
Summative assessmentStudents posters will be assessed on their posters (refer to rubricAppendix?)
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Conclude and review
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6)
Students workbook Pencil Questions
Formative assessmentstudents answers will be taken as notes to assist with report card marking.
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Have students paired up (student will be allocated a partner to allow for mixed ability working) Each pair will have a there SOSE books open and 120 numbered down their page. Ask the students a range of questions from who is the Prime minister now to name one significant even that has happened which are linked to Freedom. Once all questions have been answered, collect books to be marked. Conclusion: Once the quiz has been marked write on the board the questions that on average where answered incorrect and go through the correct answer so all students understand what the answer is. 16 Conclude and review Students will have the opportunity to demonstrate their ability to reenact an important aspect of todays democracy. Focus: Election speech Role play Estimated timing: 60 mins Main activity: In groups of 4 students will be given a election speech to watch on their Ipads Once students have watched the election speech they will prepare a reenactment of the speech to present to their peers. Allow for 30-40 minutes for students to prepare Have each group stand up infront of class and reenact the speech. Conclusion: Have students give a feedback sandwich to each presentation. Positive, negative, positive. 17 Take action Students will have the opportunity to present their posters and prepare for their parent presentation night. Focus: presentation of posters/ parents presentation night Estimated timing: 40 minutes in class and Parent presentation night. Main activity: Students are to present their poster to the class. Each student will stand up in front of their peers and discuss the significant event they chosen to research and create a poster on. Students are to discuss the information and pictures they have used to create the poster. Second section to this lesson will be the parent Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. Whiteboard Markers
http://www.youtube. com/watch?v=nQf4 g5eG7HY http://www.youtube. com/watch?v=HEBT 6uz5yRE http://www.youtube. com/watch?v=oTmV 8NpbV2Y http://www.youtube. com/watch?v=IwtR6 bIIYKY Ipads Internet Posters Feedback sandwich poster
Formative assessmentnot taking on students group work and their ability to take on the role of someone else.
Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may
Formative assessmentStudents will be given feedback for the parent presentation night, notes will be taken on students presentations and feedback given.
Parent presentation night Parents
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presentation night; students work through out the term will be on show in particular their poster they have created. Students are to discuss their posters with all parents. This will demonstrate their knowledge to parents. Conclusion: Have students give a feedback sandwich to each presentation. Positive, negative, positive. 18 Reflect Students will have the opportunity to reflect on the unit and the content they have engaged in throughout. Focus: Reflection of content Estimated timing: 40 minutes Main activity: Have students write on the board one thing they have learnt throughout the unit of democracy. Have a class discussion on each point on the board and have each student add it to the class website under the what we have learnt section. Also have each student write his or her statement to a piece of coloured paper and add it to the L (learnt) section of KWL chart. Conclusion: Go through KWL chart and check that the What we want to know have been answered and if not discuss how they could be answered. Class has mixed abilities that are: Low Ability (7) Average Ability (11) High Ability (6) Students with low ability will require further explanation and potentially extra completion time. Students will be placed into mixed ability groups to allow promote peer teaching. Students with high level ability may require the opportunity to further research Democracy using a variety of resources. White board Markers Coloured paper Pencils Formative assessmentobservations on student current knowledge on democracy will be noted. require the opportunity to further research Democracy using a variety of resources. Hall Students poster.
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Use Feedback Ways to Monitor learning and Assessment Feedback to Students
Reflection on the unit plan
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement. Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve. Identify what worked well during and at the end of the unit, including: Activities that worked well and why Activities that could be improved and how Assessment that worked well and why Assessment that could be improved and how Common student misconceptions that need, or needed, to be clarified.
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Queensland Curriculum, Assessment and Reporting Framework

School Name: St. Flannans

Unit title: Democracy

Year level(s): Five

Duration of unit: 10 weeks

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Each student will be assessed on how they present

Queensland Curriculum, Assessment and Reporting Framework

Graphic clarity Graphic relevance Labels Content accuracy Grammar

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

For students to gain a better understanding of Australians democracy history.

Formative assessmentteacher observations on students work

Queensland Curriculum, Assessment and Reporting Framework

Students booklets iPads Palm cards Pencil Timer

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Students will have the

Focus: group rotations recording information on relevant

Class has mixed abilities that are:

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Interactive whiteboard Popplet Web tool Internet Students Ipads.

Formative assessmentobservations on students interaction in the lesson.

Poster cardboard Glue Computers Printer

Summative assessmentStudents posters will be assessed on their posters (refer to rubricAppendix?)

Queensland Curriculum, Assessment and Reporting Framework

Summative assessmentStudents posters will be assessed on their posters (refer to rubricAppendix?)

Conclude and review

Students workbook Pencil Questions

Queensland Curriculum, Assessment and Reporting Framework

Parent presentation night Parents

Queensland Curriculum, Assessment and Reporting Framework

Queensland Curriculum, Assessment and Reporting Framework

Use Feedback Ways to Monitor learning and Assessment Feedback to Students

Reflection on the unit plan

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