Humanities and Social Science Unit Planner

Topic: Lives of people in different parts of the World

Year Level: 3
HASS Sub-Strand:
• Geography

Context Descriptor:
Knowledge and Understanding
• The similarities and differences between places in terms of their type of settlement, demographic
characteristics and the lives of the people who live there, and people’s perceptions of these
places (ACHASSK069) (Australian-Curriculum,-Assessment-and-Reporting-Authority-[ACARA]-
2016, ACHASSKO69)

Rationale:
Humanities and Social Sciences is a broad learning area of which geography is an independent
sub-strand within. Gilbert and Hopper exert that the geography strand is designed to “introduce
students to geography, developing an appreciation and understanding of the World around them
with a gradually expanding scalar focus” (2017, p.253). The topic for the unit plan is ‘lives of
people in different parts of the World’ and this fits perfectly with the year 3 level description
“diverse communities and places and the contribution people make” (ACARA, 2016a) as it
provides opportunities to develop understanding and awareness of different locations and ways
of life around the World. The Australian Curriculum shows that between years 3 to 6 the places
studied moves from the “local to national, world regional and global scales” (ACARA, 2016f)
where a key learning focus is for them to identify “similarities and differences of places within and
outside Australia” (Gilbert and Hopper, 2017, p.253).

It's important for students to engage with this topic so they gain awareness, knowledge and
understanding of the vast range of differences in living conditions around the world and get a
sense of Global issues. Within this topic students will analysis text given, describe the similarities
and differences between places and effectively inform peers of their findings.

The Learning Focus:

Learning Focus Elaboration/Explanation/Links to unit

Knowledge and Understanding

The similarities and differences • Examining the similarities and differences between their daily lives and those of
between places in terms of their type people in another place in Australia or neighbouring country, and inferring what
of settlement, demographic it would be like to live in these places.
characteristics and the lives of the
people who live there, and people’s
perceptions of these places (ACARA,
2016, ACHASSK069)

Inquiry Skills
• Posing relevant questions when investigating the contribution individuals and
Questioning: groups have made to the development of the local community ('Who?', 'What?',
'When?', 'Where?', 'Why?')
Pose questions to investigate people, • Developing inquiring questions as they investigate
events, places and issues (ACARA, • Asking key questions when investigating a topic
2016, ACHASSI052) • Posing evaluating processes

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner
Researching:
Locate and collect information and
data from different sources, including
observations (ACARA, 2016,
ACHASSI053)
Analysing
Examine information to identify
different points of view and distinguish
facts from opinions (ACARA, 2016,
ACHASSI056)
Evaluating and Reflecting:
Reflect on learning to propose actions
in response to an issue or challenge
and consider possible effects of
proposed actions (ACARA, 2016,
ACHASSI060)
Communicating:
Present ideas, findings, viewpoints and
conclusions in a range of texts and
modes that incorporate source
materials, digital and non-digital
representations and discipline-specific
terms and conventions (ACARA, 2016,
ACHASSI133)
• Collecting information in the field (for example, taking photographs, making
sketches, taking water measurements or collecting natural objects to support
the investigation of ecological health, settlement or demographic details of a
place)
• Collecting data from maps, aerial photographs, satellite images or a digital
application (for example, Google Earth) to identify, locate and describe different
types of settlement
• Interviewing people to seek information about feelings, preferences,
perspectives and actions (for example, to find out how people feel about
places; how people celebrate and commemorate; how decisions are made in
different situations; how and why people participate in their community)
• Distinguishing fiction and non-fiction texts in relation to representation of
places, environments and past events
• Identifying statements of fact and statements of opinion in class discussions
• Exploring stories about places and people told by Aboriginal and Torres Strait
Islander Peoples, and by people from other cultures including people from Asia
and the Pacific region
• Reflecting on anticipated effects of actions designed to protect and improve
places that people perceive as important (for example, places of environmental
value, cultural value or historic significance)
• Recalling what they know when contributing ideas to a group response to a
community challenge
• Considering the findings of an inquiry when developing a plan of action to
achieve a set goal (for example, to protect a place, to participate in a
community festival or commemoration, to raise awareness about an issue, to
raise money for a purpose)
• Composing different types of texts to report findings of an investigation
• Describing the location and direction from a local place in Australia to a local
place in at least two neighbouring countries (for example, New Zealand and
Indonesia) using a globe or wall map
• Selecting and applying appropriate media to communicate their findings,
including the use of graphs, tables, timelines, photographs and pictures
• Using subject-appropriate terms when speaking, writing and illustrating, for
example, geographical terms (such as ‘climate’, ‘settlement’, ‘environment’,
‘natural’ and ‘constructed’)
Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

The concept of place is about the significance of places and what they are like.
Concepts Through this unit, students will be able to identify using a globe and a world map
where different places, including themselves are located on the Earth’s surface.
They will be able to identify that places are unique and can vary significantly in
• Place sizes. Students will be given the opportunity analyse and discuss different housing
structures and sleeping places in regards to their location, shape, features and
characteristics.

Students will be able to acknowledge that different places provide us with facilities
to support and help improve our lives. They will be able to identify the
characteristics of places that allow us to feel safe and nurtured. The images
provided throughout the unit will give the students an insight into the lives of the
people and enable them to realise that the places of which people live influence
their wellbeing and opportunities.

The concept of space is about the significance of location and spatial distribution,
and ways people organise and manage the spaces that we live in. This concept will
• Space be implemented throughout the unit as students will identify and analyse a range of
images to understand that’s spaces are perceived, structured, organised and
managed by people. Students will be able to discuss that human characteristics
and living conditions are influenced by their location but also other factors influence
this (money, family members, and jobs).

General Capabilities •
• Literacy Through this unit students will increase their literacy skills as they develop their
knowledge on global concerns and their abilities to interpret a range of information
centred on a variety of different issues. Students will be able to use language
confidently to be able to communicate their learnt information both in written and
oral form.

“Literacy involves students listening to, reading, viewing, speaking, writing and
creating oral, print, visual and digital texts, and using and modifying language for
different purposes in a range of contexts” (ACARA, 2016b).

Ethical Understanding is developed through this unit by exposing students and

• Ethical Understanding
developing their awareness to new knowledge and global concerns. Student will
compare their local communities/way of life (housing, bedding, eating habits) with a
range of distant communities through the use of technology. This unit will allow
students to gain knowledge of how to act with ethical integrity and how to show
empathy and respect for others (ACARA, 2016c).

Critical and creative thinking is dominant in many of the activities that involves the
• Critical and Creative thinking students to question, interpret, analyse, evaluate information and show reasoning.
The activities selected allows students to be presented new information that allows
them to think both critically and creatively.

Information and communication technology will be developed through activities that

• Information and Communication
allow students to work on digital technologies to complete research or locate
technology.
images.

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner
Cross curriculum priorities
• Asia and Australia’s engagement
with Asia.
Achievement Standards
(Disciplinary)
Explanation/Links to unit
After undertaking this unit students
will be able to effectively describe the
diverse characteristics of different
places and will be able to identify and
describe similarities and differences
between these characteristics and the
characteristics of their local community
or home.
Through this they will be able to
effectively share their views on the
particular issues and suggest
individual actions in response to the
issues presented. They will be able to
voice their opinions, ideas and findings
in oral, visual and written forms.
This unit plan highlights the diversity within the lives of people within a range of
different countries allowing students to compare similarities and differences
regarding characteristics of livelihood, settlement and culture. Students will be
“provided with rich contexts to investigate the interrelationships between diverse
places, environments and peoples in the Asia region” (ACARA, 2016d).
Year 3 Achievement Standard
“By the end of Year 3, students identify individuals, events and aspects of the past
that have significance in the present. They identify and describe aspects of their
community that have changed and remained the same over time. They describe
the diverse characteristics of different places at the local scale and identify and
describe similarities and differences between the characteristics of these places.
They identify connections between people and the characteristics of places.
Students explain the role of rules in their community and the importance of making
decisions democratically. They identify the importance of different celebrations and
commemorations for different groups. They explain how and why people participate
in and contribute to their communities.
Students pose questions and locate and collect information from sources, including
observations, to answer these questions. They examine information to identify a
point of view and interpret data to identify and describe simple distributions. They
draw simple conclusions and share their views on an issue. They sequence
information about events and the lives of individuals in chronological order. They
record and represent data in different formats, including labelled maps using basic
cartographic conventions. They reflect on their learning to suggest individual action
in response to an issue or challenge. Students communicate their ideas, findings
and conclusions in oral, visual and written forms using simple discipline-specific
terms.” (ACARA, 2016e)
Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Teaching sequence

Teacher Focus Learner Activity Learner Curriculum Links

organisation &
resources
Questioning Activity 1: Activity 1: Activity 1:
Book: Whoever you are:
Teacher will read the picture book ‘whoever you
Pose questions to General capabilities
are’ to the group of students. The storyline and • ‘Whoever you
investigate people, engaging pictures will allow students to understand are’ written by
events, places and that there are people all over the world who may Mem Fox • Literacy
issues (ACARA, have a different appearance or way of living then • Ethical
2016, ACHASSI052) our own but deep down we are all the same. Understanding
Teacher will ask questions to allow a discussion • Students will be • Critical and
I will be looking to: based on the important features of the book and the seated in a group creative thinking
• Spark students’ underlying meaning behind it. on the floor,
interest and looking at the Cross curriculum
curiosity -What did you like about the book? book.
-What stood out the most to you within the text? priorities
-What were some of the things that you noticed
• Explore feelings, within the book that were different from our lives? • Asia and
values and -What were some of the similarities that you Australia’s
viewpoints identified? engagement with
• Make (When talking about a specific page refer back to Asia. (Is apparent
connections with the image so children can grasp meaning)
by not direct)
their lifeworld’s
POSE INQUIRY QUESTION: How are the lives of
Concepts
people in other parts of the world different to
our own? • Place

Activity 2: Activity 2: Activity 2:

Researching Field trip:
Students will be engaged in an Excursion around General capabilities
Locate and collect their community or suburb (by walking or bus).
information and Students will be asked to write down or draw key • Bus • Literacy
data from different features they see regarding the area they live. • Writing materials • Critical and
sources, including creative thinking
observations Students will be asked simple prompt questions: • Students will be
seated on the Concepts
(ACARA, 2016,
-What is the town like? Clean, dirty, busy? bus, teacher will • Place
ACHASSI053) direct questions
-What do the houses look like? How big are the • Space
as she sees
houses? Are they well structured? What are they something
I will be looking to:
made out of? Do they have roofs? How about a relevant.
• Provide students fence? How would you feel to live in one of these
with information houses? Safe and happy? Or Sad and scared?
to help them
answer the -What kind of transport can you see? Why do we
inquiry question use transport? Where would these people be
going? (To work, the supermarket?)
• Keep the
students’ interest -Look at the people, What appearance do they
stimulated have? What are they wearing? How do you think
they feel?

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Activity 3: Activity 3: Activity 3:

Research our Country/location:
• World Map
Locate where Australia is on the Globe and then • Globe General capabilities
where we are located within Australia on the world
map. • Literacy
• Source primary
http://www.scienceki • Ethical
Get children to independently go on the internet to ds.co.nz/sciencefacts Understanding
and secondary locate information on Australia- /countries/australia.ht
sources What is the population of Australia? ml • Information and
Communication
What are the main job opportunities?
technology.
• Allow students to What are the types of housing found within
gather and Australia? https://www.factmons
What are some features that make people want to ter.com/ Cross curriculum
manage priorities
live here? STEPS TO USE:
information 1. World
Then get children to go onto the website provided
and identify and write down 3-5 thought provoking 2. Country maps • Asia and
points that they may not have known about 3. Locate and select Australia’s
Australia the region, Asia
engagement with
4. Click on a Country
of interest Asia.
World Map to locate us to other places: 5. View their profile
6. Write down Concepts
Allow students to independently explore the website important information Place
factmonster. During this time they will be able to
identify paces within the world but more specifically
within the Asia region. They will be able to gather
important information on different countries.

Activity 4:
Parents come in and share their Activity 4: Activity 4:
experiences (Primary source data)
• Students will be General capabilities
• Source primary Parents and members of the community will be seated on the
sources. invited in to discuss and inform children of their • Literacy
floor paying
knowledge of places around the world. They may close attention to
• Keep their have gained this information through past Cross curriculum
the speaker.
interest experiences of travelling, working, and volunteering priorities
• No equipment
stimulated or may have previously lived in a different needed • Asia and
town/city/country. They will show students images Australia’s
that they sourced themselves and tell insightful
engagement with
stories.
Asia
Students will engage with the information through
listening, viewing and asking questions.
Concepts
• Place
• Space

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Analysing Activity 5: *Formative Assessment* Activity 5: Activity 5:

Homes around the world:
I will be looking to:
General capabilities
Teacher will engage with the power point • Interactive white • Literacy
• Allow students to presentation that shows a variety of different
houses and where they are located around the
board • Ethical
interpret and • PowerPoint Understanding
analyse data world. After the discussion students will be asked to (used for
pick a picture that stood out the most to them. They assignment 1) • Critical and
• Provide students will be required complete the task sheet where they (During this creative thinking
with information are to write a news headline to inform people about students will be
to help further the issue. seated on the Cross curriculum
allow them floor) priorities
answer the They will then write a short summary on what they • Asia and
inquiry question can see in the picture and know from the Australia’s
information provided (Appendix 1) • When completing engagement with
the news article Asia
they will be
seated at their
desks working Concepts
individually. • Place
Space

Activity 6: *Formative Assessment* Activity 6:

Activity 6:
Where children sleep: General capabilities
• Images and
information need • Literacy
Students are to work in pairs, they will be required
to be printed • Ethical
to pick a printed image from off the board (each pair
• Provide students (laminated- Understanding
will have a different photo). They will return to their
with images that desks analysing what they see within the image, preferably) • Critical and
will allow them to
how it makes them feel, what they think and • Link:http://www.d creative thinking
explore and ailymail.co.uk/ne
wonder.
interpret ws/article- Cross curriculum
Out the front spread over the board will be the
features. 2595808/Sleepin priorities
descriptions of the pictures. In pairs students will be
g-rubbish-
asked to come up and decided what description fits • Asia and Australia’s
best with their image. Once everyone has been surrounded- engagement with Asia
match, each group will show their image, explain guns-poster-
Concepts
what they see and then read the description given Chairman-Mao-
Photographs- • Place
with the image. Students will be able to see a vast
range of different sleeping arrangements and will be world-children- • Space
able to have a greater understanding of people’s slumber.html
lives throughout the world. • Writing materials

Activity 7: Activity 7: Activity 7:

A day’s worth of food:
Students are to go onto the website provided and • PICTURES AND General capabilities
pick two images, preferably one person who WRITING: • Literacy
consumes a lot of food in a day and one who does http://www.daily • Ethical
not. mail.co.uk/news/ Understanding
article-
Students will be required to print these images and 2595808/Sleepin • Critical and
place them side by side on an A3 piece of paper to g-rubbish- creative thinking
be able to creatively and effectively analyse both surrounded- • Information and
the image and the information. guns-poster- Communication
Chairman-Mao- technology.

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Students are to identify: Photographs-

-Where these people are located around the world. world-children- Cross curriculum
-What types of food they both consume daily. slumber.html priorities
-Are these food choices healthy, moderately • Printed pictures
• Asia and
healthy, or not healthy at all? with separate
-How many calories this food adds up to (Students writing. Australia’s
may also research how many calories an average • Writing material engagement with
person is meant to consume a day) for students to Asia
-Analyse the image and identify if their occupation write down their
or life impacts what they eat. analysis Concepts
• Place

Evaluating and Activity 8:

Compare what we eat on a regular Activity 8: Activity 8:
Reflecting
school day:
General capabilities
Activity will go over the whole day and will be
discussed the next day: • Literacy
I will be looking to: Day 1: Students will be presented a food • WEBSITE: • Ethical
consumption log where they are to write down http://content.ti Understanding
every item of food they eat during the day. They will me.com/time/ph
• Challenge or
identify when they eat it and how much. (Appendix otogallery/0,293 Concepts
develop
2) 07,2037749_221 • Place
knowledge,
values and 9851,00.html?ii
Day 2: Students will identify or recap on Musutua d=sr-link3
beliefs
Viahondjera’s food intake (picture and specific • Interactive white
information will be given to the students [Appendix board to display
• Encourage
3]). From here the teacher will present plain image.
students to
porridge (not with sour milk-although this will be an • Writing materials
critically examine
aspect of discussion) for the students to eat. (including glue)
the evidence
Students will reflect on Musutua’s eating habits and
provided.
propose explanations for the types of food that
Musutua eats by drawing on evidence given in the
description.
Students will then reflect on their own food intake
and discuss the similarities (if any) and differences
and suggest action.
Activity 9: Activity 9:
Activity 9:
Compare where we sleep: • Individual work General capabilities
• Literacy
Within all the images and statements presented, • Ethical
students are to identify what one stood out the most • Image Understanding
• Assist students
to them. They will locate this picture, present it in on • Writing materials • Critical and
to make links
a piece of paper and creatively reflect and evaluate. (or computer) creative thinking
and apply their
understanding of
the concepts to -Why it stood out to them Cross curriculum
improve -What was the picture presenting priorities
-How does it make them feel
situations. • Asia and
-How does the image compare with our lives
-How would they like to help these people. Australia’s
engagement with
Asia

Concepts
Place & Space
city

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Activity 10: Activity 10:

Activity 10: General capabilities
Comparing our homes to theirs: • Whole class • Literacy
discussion • Ethical
Students are to reflect on aspects that they have
Understanding
previous learnt about homes around the world. Why
is it important to have a home? What do you believe • Critical and
a house must have to be a suitable for living? • Students will go creative thinking
back to their
Thinking in regards to our own housing, sleeping desks to think
and eating, teachers and students will create a about their Concepts
display board that discusses the ideas presented in answers in • Place
class and incorporates these statements (that regards to the
students will answer): questions and
what they have
“Everyone needs a house that provides ….” learnt.
“Every home should have…”
“The most important thing about home is….”
“All people should have access to …” • Create a display
“I would like everyone in the world to have a home board based on
that … “ ideas presented

Communicating
Activity 11: *Summative Assessment*
Students are to use information and images
gathered throughout the unit to identify an issue or
a topic of investigation (could just be one aspect or
could be all three). Students are to conduct further
research (whilst including resources given) then
creatively present their information (Oral,
presentation, poster ect) to inform their peers about
similarities and differences between places (and
ours) in terms of settlement, demographic
characteristics and the lives of people that live
there. Students should pose their opinions on the
matter and suggest action on their specific issue of
investigation.

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Assessment:

Assessment Assessment Description Assessment Criteria Links to the AS

Piece Type Strategy
Working individually
students are identify a They describe the diverse
Informing topic of investigation Rubric characteristics of different
that has been • Design places and identify and
us of discussed within the • Research describe similarities and
Summative
People’s unit. They will use
• Literacy/
differences between the
resources provided characteristics of these
lives Grammar
and conduct more places.
around the research on the topic • Knowledge
and present this in a gained They draw simple
World. creative way (of their conclusions and share
choice). their views on an issue.
Required
Their information must elements: They reflect on their
inform their peers • Similarities learning to suggest
about similarities and and individual action in
differences between differences. response to an issue or
places (and our own) • Analyse challenge. Students
in terms of settlement, • Point of view communicate their ideas,
demographic findings and conclusions
• Proposed
characteristics and the in oral, visual and/or
actions
lives of people that written forms
live there. Students
should pose their
opinions on the matter Task Sheet:
and suggest action on (Appendix 4)
their specific issue of Rubric: (Appendix
investigation. 5)
Working in pairs,
students are to pick a
sleeping situation
Where presented within the • Analyse Students identify and
Children Formative gallery walk. They will • Literacy/Oral describe similarities and
then be required to skills differences between the
Sleep: analyse what they
• Collaboration characteristics of places
see, think, feel and
wonder and identify • Similarities
Gallery Walk They draw simple
how this sleeping and
conclusions and share
arrangement is differences
their views on an issue
different from their
own. After, students Students communicate
will then go and find their ideas, findings and
the correct description conclusions in oral, visual
of the image. They will and written forms
then prepare a short
oral presentation that
presents their analysis
of the image and
information.

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Students will be
shown a variety of They describe the diverse
Homes Formative different housing characteristics of
situations of people • Literacy skills different places
around the throughout the world. • Critical and
world: Students are to
creative
identify the one image They draw simple
thinking
Newspaper that stands out the conclusions and share
most to them. From • Presentation
their views on an issue.
article there they will create a • Analysis
news article on the • Views on the Students communicate
image as if they were issue their ideas, findings and
the first to witness the conclusions in oral, visual
issue. This must and written forms
include;

• An image,
• Eye catching
headline
• An summary
based on what
they can see

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

Resource List
Teacher Resources:
Globaleducation.edu.au. (2014). My place, your place | Global Education. [online] [Accessed 3 Jun.
2017]. < http://www.globaleducation.edu.au/teaching-activity/my-place,-your-place.html>

Mollison, J. and Boot, C. (2017). Where children sleep. [Online] Telegraph.co.uk. [Accessed 2 Jun.
2017]. < http://www.telegraph.co.uk/culture/photography/8063624/Where-children-
sleep.html?image=5>

Potter, B. (n.d.). The Tale of Johnny Town-Mouse by Beatrix Potter. [Online] [Accessed 3 Jun. 2017].
<http://www.gutenberg.org/ebooks/15284?msg=welcome_stranger >

Rubistar.4teachers.org. (2008). RubiStar Home. [Online] [Accessed 8 Jun. 2017]

<http://rubistar.4teachers.org/index.php>

Scootle.edu.au. (2013). Location, location, location. [Online] [Accessed 4 Jun. 2017].

<http://www.scootle.edu.au/ec/viewing/S6440/index.html>

Student Resources:
Acker, T., Oluwond, S., Maccoll, R. and Guinan, D. (2014). My place, your place | Global Education.
[Online] Globaleducation.edu.au. [Accessed 5 Apr. 2017].
<http://www.globaleducation.edu.au/teaching-activity/my-place,-your-place.html>

Factmonster. (2017). Homework Help, Dictionary, Encyclopedia, and Online Almanac | Fact Monster.
[online] Available at: <https://www.factmonster.com/> [Accessed 7 Jun. 2017].

Fox, M. and Staub, L. (1997). Whoever you are.

Mail Online. (2017). Photographs from around the world show where our children sleep. [Online]
[Accessed 7 Jun. 2017]. <http://www.dailymail.co.uk/news/article-2595808/Sleeping-rubbish-
surrounded-guns-poster-Chairman-Mao-Photographs-world-children-slumber.html>

Pinterest. (2017). Workout. [Online] https://au.pinterest.com/pin/538250592938014533 [Accessed 7

Jun. 2017].

Sciencekids. (2016). Fun Australia Facts for Kids - Interesting Information about Australia. [Online]
http://www.sciencekids.co.nz/sciencefacts/countries/australia.html [Accessed 7 Jun. 2017].

Yarmolovich, A. (2017). Blank newspaper. [Online] Creative Market. Available at:

https://creativemarket.com/ananeirfy/124442-Blank-newspaper?u=templatenet [Accessed 5 Jun.
2017].

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner

References
Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016f, Concepts for
developing geographical understanding -Overview - The Australian Curriculum v8.3. [online]
[Accessed 3 Jun. 2017].
< http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/geography/concepts-for-
developing-geographical-understanding>

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016c Ethical Understanding -
Introduction - The Australian Curriculum v8.3. [Online] [Accessed 3 Jun. 2017].
<http://www.australiancurriculum.edu.au/generalcapabilities/ethical-
understanding/introduction/introduction >

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016a F-6/7 Curriculum,
Humanities and Social Science, Rationale v.83, Australian Curriculum, Assessment and Reporting
Authority, viewed 27/05/2017
< http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-
10?layout=1#yl-3 >

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016e, F–6/7 HASS
Foundation to Year 10 Curriculum - The Australian Curriculum v8.3. [online] [Accessed 4 Jun. 2017].
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-
10?layout=1#yl-3

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016d Geography: Cross-
curriculum priorities - The Australian Curriculum. [Online] [Accessed 3 Jun. 2017]. < http://v7-
5.australiancurriculum.edu.au/humanities-and-social-sciences/geography/cross-curriculum-priorities>

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016b,Literacy - Introduction -

The Australian Curriculum v8.3. [online] [Accessed 3 Jun. 2017].
<http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/introduction>

Gilbert, R. and Hoepper, B. (n.d.). Teaching humanities and social sciences.

Vyanah Lethbridge
ID:110200318
Humanities and Social Science Unit Planner

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner
Appendices:
Appendix 1:

Vyanah Lethbridge
ID:110200318
Humanities and Social Science Unit Planner

Appendix 2:

Vyanah Lethbridge
ID:110200318
Humanities and Social Science Unit Planner
Appendix 3:

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner
Appendix 4:

Assessment Task Sheet

Student Name: _________________________ Year Level: _____

Name of Task: Informing us of People’s lives around the World.
Learning Area: HASS: Geography

Date Commenced: __/__/____ Date Due: __/__/_____

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work
In Class Homework Other
Opportunity to
Books Notes Library Technology
Access:
Assessed By: Self Peer Teacher

Task Description
Students are to work individually to select a relevant topic that shows significate differences
between our own lives and the lives of people around the world. Students are to use
resources provided and conduct further research on the topic and present this in a creative
way (of their choice).

Their product (Slideshow, poster ect) must information their peers about similarities and
differences between places (and our own) in terms of settlement, demographic
characteristics and the lives of people that live there. Students should pose their opinions on
the matter and suggest action on their specific issue of investigation. This will be presented
to their peers in a brief oral presentation.

Procedure
Students will:
• Gather resources and conduct research on their desired topic.
• Create an engaging product (of their choice) to display their findings.
• Present their research, opinions and suggested actions to their peers.

Resources:
• Internet sites
• Books
• Resources/images used during the unit.

Vyanah Lethbridge
ID:110200318
 Humanities and Social Science Unit Planner
Appendix 5:

Vyanah Lethbridge
ID:110200318