Unit Title:

Cohesion Precipitates Survival

Unit Methods:
English, P.E/Health
Unit Rationale:
The following unit, which has been planned and ready to be implemented into a
school setting, deals with the idea that survival is directly linked to the quality of
cohesion it exists within. Students will be able to recognize cohesive patterns in
societies and cultures and link them back to their existing life style and
relationships.
Students will explore cohesiveness and survival through the novel Lord of the
Flies in their English sector. Through the P.E. and Health sector students will
explore the ideas of cohesiveness and survival through teamwork and resources.
Students will explore this topic using a range of technology such as Weebly and
Padlet. They will also explore the effect cohesiveness and survival has on
sustainability and whether these themes are common to different cultures.
This unit is made to fit into the modern life of a student. Highlighting their
personal relationships as grounds for education through reflection and analysis.
By the end of this unit students will be able to grasp the different ways in which
individuals and societies survive through cohesion. They will be able to apply
cohesion to their own lives and can recognize patterns in their personal
relationships. Students will also understand how cohesion or lack thereof effects
the environment they live in and whether different cultures have the same
understanding.
Unit Aim:
This unit aims to introduce students to the idea of cohesion as a survival tool.
They will be able to apply conclusions based off this analysis on their personal
relationships and on social and community patterns. They will recognize the
impact cohesiveness has on culture and sustainability.

LESSO
NS

FOCUS

What is social
cohesion?
What are
societies?
What is
cohesion?

What are
teams?
How do teams
build cohesion?
Roles within
teams?

ACTIVITY

1. ICT WEEBLY Create website

and answer the focus questions
in the website (Create a page
answering those definitions)

1. Have students divide each other

into teams Ask students what
makes these teams?
2. Have teams play against each
other in any sport with some
teams handicapped (For example
no passing). See how teams are
affected by this.
3. Have students play the sport
with no talking allowed. Ask them
to note how they understand
their roles.

How is social
cohesion
challenged?
Can cohesion
overcome
these
challenges?
How do social
roles help
overcome
challenges?

1. Use images of social cohesion

being challenged. Student
responses to those.
2. Roleplaying activity of power
positions.

How is
cohesion vital
to your
personal
relationships?
How can

1. ICT - Have students map out all

the relationships in their lives, no
matter how trivial, and rate the
type and quality of cohesion in
those relationships. This will be
done via computer.

cohesion in
personal
relationships be
strained?
Does
relationship
cohesion differ
between
cultures? Or is
there
similarity?

2. Give the students images from

different cultures depicting love.
Ask the students to compare how
these images depict love to how
they understand love. How can
this be reflected in the
relationships they mapped out
previously?

Does cohesion
promote
sustainability?
How can
sustainability
encourage
cohesion?

1. Student excursion to Grampians

to work in teams, they all have
their own roles. They have to
work together to achieve a
sustainable result.

How do
sporting events
affect
sustainability?
Is there a link
between
sustainability
and sporting
performance?
How does
sustainability
amongst
different
cultures and
economic
standards
affect their
sporting
performance
and
achievements?

1. Students are to run a sports

carnival;
- They will be placed in
separate teams
- Each team will run their own
carnival
- They will be given the same
resources to begin with
- As the activity goes on, each
team will be given differing
amount of resources to aid
them
- By the end of the lesson see
how each team worked with
their excess or lack of
resources
- Ask how it affected their
environment and their
sporting performance

Is wealth and
sustainability

1. Group project, where groups are

responsible for researching a local
indigenous group in how that group

mutually
exclusive?
How does
indigenous
culture balance
wealth and the
environment?

How do
positive
personal
relationships
affect the
environment?
Is wealth an
indicator of
relationship
quality?
Does a positive
environment
link with a
positive
relationship?

1. Ask students to place economic wealth

as a main priority in their life;
- Divide the class into two
sections (one poor and one
rich) with the rich side having
all the resources, ask students
how they would approach one
another.
- Hand out pieces of paper that
represent resources and each
with a certain price
- Tell students to begin building
their neighbourhood and
compare the two
neighbourhoods at the end of
the activity
- How did the relationships
while building the
neighbourhood develop?
- In which neighbourhood were
the bonds stronger?
- How does this compare to
your current situation?

What is a
Utopia?
Is a Utopia
possible?
What is your
Utopia?

1. Students will discuss aspects of

Utopia and come up with 4 common
traits that would be included in
every Utopia.
2. Create a visual image that
represents their Utopia
- Present and explain to class.

How is
movement a
vital ingredient
of
sustainability?
What is the
ideal cohesive

1. Ask students to pretend they are

indigenous and to use the
indigenous groups they researched
in their English class a few weeks
ago. Give students different tools;
- Ask them to create their own
sport
- Ask how they would balance

10

used their resources and how that

impacted the environment
- Group must present to the
class in a creative manner

balance for a
Utopian
sporting team?

the sport
Ask how they would keep the
sport sustainable.

Summative Assessment
Assessment divided into PART A and PART B
PART A
An essay that draws on information learned in the unit. Must be 600 800 words.
Using evidence from Lord of the Flies, describe how social cohesion
can help a society reach sustainability?

PART B
Using the ideas learned in the unit. Students are to work in pairs and research a
sport. They will include;
-

Does this sport promote cultural diversity?

Does this sport promote sustainability?
How is cohesion presented in this sport?
Give an example of how this sport could be recreated to promote
culture, sustainability and cohesion.

Students will present their ideas in a power point presentation.

Rubric
PART A
Communication

Knowledge

Thinking

High

Medium

Low

Few errors in grammar and

spelling.
Considerable command of
structure flow and style.
Appropriate voice
throughout.

Few errors in grammar and

spelling.
Some command of
structure, flow and style.
Inconsistent voice
throughout.

Frequent errors in grammar

and spelling.
No command of structure
flow and style.
Frequent error in voice and
tense.

Considerable organisation
of material.
Structured thesis language.
Three topics connected to
the thesis.

Adequate organisation of
material.
Moderate structure of
thesis language.
2 topics connected to the
thesis.

No organisation of
material.
Unstructured thesis
language.
2 topics unconnected to
the thesis.

Focused thesis statement

Adequate thesis statement

Vague thesis statement

that unifies.
Literary elements
incorporated effectively
and provide depth to
analysis.
Secondary sources support
students own ideas and
analysis.

that brings some unity.

Literary elements are
incorporated somewhat
effectively and provide
some depth of analysis.
Secondary sources
somewhat support
students own ideas and
analysis.

that disconnects.
Limited literate elements
incorporated with no depth.
No secondary sources to
support students own ideas
and analysis.

High

Medium

Low

Clear voice, with flow and

style.
Engaging style of
communication.
Powerpoint presentation
clear and relevant.

Clear voice, with flow and

style.
Somewhat engaging style
of communication.
Powerpoint presentation
unclear at times but
relevant.

Unclear voice, no flow or

style.
Did not engage the
audience with
communication.
Powerpoint presentation
unclear and irrelevant.

Excellent organisation of
material.
Information relayed with
excellent structure.
All four necessary
questions answered.

Good organisation of
material presented.
Information relayed with
adequate structure.
Three of the necessary
questions answered.

No organisation of material
presented.
Information relayed with no
structure.
Fewer than two of the
necessary questions
answered.

Focused introduction and

intention for the
presentation.
Secondary sources used to
support students own
ideas.

Adequate introduction and

intention presented.
Secondary sources used
are not entirely relevant to
the support of the students
own ideas.

Vague introduction and

intention for the
presentation.
No secondary sources used
to support students own
ideas.

PART B
Communication

Knowledge

Thinking

Unit Justification for Multi-Literacy and New age of information.

This unit will go a long ways into increasing the literacy of the students. For
example, multi-literacy requires students to understand language on multiple
levels. By studying social cohesion they can understand this difficult concept in a
variety of ways through our use of pedagogical approaches and teaching
strategies such as, the sports carnival, the cultural image analysis and the role
playing activities. Each of these will reinforce the concept through higher levels
of thinking.

This unit will also incorporate elements of new age information with the use of
the ICT resources such as, Weebly, Padlet etc These resources present a new
and collaborative way for students to engage with the material.