EDSS428 Rebecca Calleja, Jacqueline

Scalora
AT2A: UBD Planner for Humanities

Unit Rationale Grade 3 & 4 Civics & Citzenship: What is Society?

In current times, there has been increasing value of inquiry-based learning approaches in the educational setting specifically
within the Humanities and Social Sciences curriculum (Preston, L., Harvie, K., & Wallace, H., 2015). Inquiry learning is defined
by Reynolds (2014) as the process in which students construct their own knowledge, incorporating new knowledge into
constructs already established in the students mind (p.50). The whole process of inquiry is in fact to enable students to
develop critical thinking skills and inquire about certain ideas in order to deepen their current understandings. Panasan
(2010) further suggests the format of inquiry based learning is a practical method for establishing the connection between
prior knowledge.. and content descriptions (p. 252). Our unit has therefore been developed with consideration of providing
time to assess students existing ideas on concepts that are key to our unit. These key concepts include society's, rules and
laws. Introducing our unit by posing questions, facilitating discussion and including formative assessments such as using exit
tickets will inform our future teaching so that it may build on students pre-established constructs. The inquiry framework has
been a helpful guide for our unit in following three progressive stages identified by Gilbert (2014). Firstly, posing questions
and establishing what we want to learn, finding out through collecting and analysing evidence and lastly, doing something
with what we have found out through making conclusions, reflecting and responding to inquiry. Furthermore, inquiry is not
necessarily a linear process but can involve some back and forth movement between and across stages (Preston, L.,
Harvie, K., & Wallace, H., 2015, p. 78). For example, as new content and questions arise, students will use knowledge
previously developed while also conducting investigations to form new understandings which will inform their responses.

Additionally, inquiry based learning should provide opportunities for students to become self-directed learners as they explore
meaningful concepts and ideas (Reynolds (2014) Panasan (2010). The inquiry model has been a useful way to have students
engage with content in a meaningful manner which ultimately helps capture their interests. Furthermore, Reynolds (2014)
states that inquiry allows students to develop deep understandings of complex issues important to citizens (p. 50). The
status of inquiry as being an interactive, student-driven process where knowledge is constructed rather than imposed
(Preston, L., Harvie, K., & Wallace, H., 2015, p. 74) has also been a driving factor for our lessons. Reynolds (2014) also states
that teachers should allow students to develop their investigative and thinking skills through extending their own knowledge.
Throughout our unit we have ensured there is substantial amount of time for students to conduct independent and group
research, take part in class discussions and share ideas collaboratively in groups. The inquiry approach is a particularly useful
method for exploring civics and citizenship curriculum with a focus on developing the skills of inquiry, values and
dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which
they live (Gillies, R., & Nichols, K., 2014, p. 176). The Civics and Citizenship Skills strand focuses on the skills of questioning
and research; analysis, synthesis and interpretation; problem solving and decision making; and communication and
reflection (ACARA, 2015). By incorporating and focusing on key learning activities throughout our unit, such as students
creating their own societies, storyboards and presentations we are giving students opportunities to engage in subject-matter
that practically applies their knowledge in a variety of skilful ways.
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities

Stage 1 Desired Results

ESTABLISHED GOALS Transfer

Explain how and why Students will be able to independently use their learning to
people make rules Answer the question What is society? through distinguishing between rules and
(VCCCL004) laws, considering the purpose and effect of rules and laws in their lives and how
Distinguish between rules they operate differently in various cultures/societies.
and laws and discuss why
rules and laws are Meaning
important (VCCCL005)
UNDERSTANDINGS ESSENTIAL QUESTIONS
Cross Curriculum Priorities: Students will understand that
1. Various people have authority 1. What is the difference between rules and
Aboriginal and Torres
to create rules for a specific laws and why are they important for
Strait Islander Histories
environments. society?
and Cultures
2. Laws are created by a specific 2. Where and how are rules and laws made
Inclusive Education
government body in order for within our society?
General Capabilities: society to function safely, 3. What are the consequences of living in a
fairly and effectively. society with/without rules and laws?
Critical and Creative
3. Various cultures, such as 4. Why are rules and laws different within
thinking
Aboriginal and Torres Strait various societies/cultures?
Intercultural
Islanders have different rules
understanding
and laws specific to their
Information and
community
communication
technology capability Acquisition
EDSS428
Scalora
AT2A: UBD Planner for Humanities
Literacy
Evaluative Criteria
Students will be able to;
justify why society needs
certain rules and laws to
function safely, efficiently
and fairly
Students will be able to;
Identify what a rule is
Identify what law is
Distinguish between a rule
Rebecca Calleja, Jacqueline
Students will know Students will be skilled at
the difference between distinguishing between a law and a rule.
laws (for example explaining the purpose of laws within our
speeding in school zones) society.
and rules (for example sun discussing key examples of laws and why
safety in the school) they are important within our daily lives.
the purpose of rules identifying how rules can protect ourselves
who has the authority to and others.
make rules, for example at identifying those who have authority to
school or in a sporting club create rules.
the purpose of laws and investigating and explaining the cultural
recognising that laws apply norms behind certain rulemaking.
to everyone in society
examples of laws and why
they are important to
students lives
the cultural norms behind
some rulemaking with focus
on Aboriginal & Torres Strait
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S): (summative assessment)
Students will be summatively assessed through;
a written justification
rubric
OTHER EVIDENCE: (formative assessment)
Students will be formatively assessed through;
exit tickets
whiteboard splash
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities
and a law brainstorming/classroom discussions
Explain the purpose and graphic organisers
function of rules and laws observations
in our everyday lives peer evaluations
explain the purpose and accountable talk
function of laws in society storyboard presentations
discuss key examples of whip around
laws and rules and why role play
theyre important post it notes
identify how rules and laws
can protect ourselves and
others
identify those who create
rules
explain the cultural norms
behind certain rule and law
making
Stage 3 Learning Plan
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities

INQUIRY TEACHING & LEARNING ACTIVITIES ASSESSMENT

PHASE

Week 1 Lesson 1: No rules vs. rules (http://www.learnnc.org/lp/pages/3869? Formative assessment:

style=print) Lesson 1: Exit ticket
Tuning A group of 6 students, split into two groups, will play a game of ball Ss will complete an exit
In that has no rules in front of the class. The teacher will guide students ticket at the end of the
on how they can ultimately improve the game and compile a list of lesson to gauge how the
rules as a class that the game needs to make the game functional. lesson went and to
The students will then play the game again with the rules now in play inform future teaching.
and then discuss the difference between the initial game and the
game with rules. Lesson 2: Whiteboard Splash
Lesson 2: Creating a game Students will write on the
During this lesson, students will have the opportunity to create their whiteboard something
own game which must feature a set of rules/instructions. Before they enjoyed and
students can begin, compile a set of criteria as a class of what makes something they still want
a good rule. Give an example of a good rule and a bad rule so that to learn about the unit.
their is no confusion.

Week 2 Lesson 1: What is a rule? Formative assessment:

Ss will be divided into groups where theyll be given butcher paper to Lesson 1: Butcher paper brainstorms
Finding brainstorm on about that they know about rules. i.e who makes rules, Brainstorming ideas will help inform
Out types of rules and who has to obey rules. Monitor this activity and future teaching as well as gauging
ensure students are choosing rules and not laws. Use Ss brainstorms prior student knowledge.
as a basis of class discussion.
In the same groups, Ss will be given a graphic organiser (see
Appendix 1) to complete. They will use their iPads to help guide and
complete their research.

Week 3 Lesson 1: What is a law? Formative assessment:

Create a discussion with students about how rules are a lot like laws Lesson 1: Graphic Organiser
Finding but they help us live together, be treated fairly and keep us safe. Ask Graphic Organiser will help inform
Out students if they know any laws and list some on the board. Explain future teaching.
explicitly to students that laws are created at local, state and federal
levels.
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities

Appendices

Appendix 1:

Whos makes the Who enforces the Who determines if the rules are fair? Who punishes the
rules? rules? wrongdoers?

Family

Classroo
m

School

Appendix 2
Whos makes the Who enforces the What kinds of consequences are their for those who break the
laws? laws? law?
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities
Local

State

Federal

Appendix 3:
(Note: the table will be cut out for students to enable them to match reasons with explanations)
Reasons for law Explanation

Protection To ensure people's physical, mental and financial well-being and prevent them from harming each
other.

Morality To acknowledge what is right and wrong.

Personal liberty To protect people's rights to do what they choose, as long as they do not harm others.

Smooth-running To develop a society in which people behave well and settle disputes peacefully.
society

Priviledge To give special status and power to selected people.

Custom To formally accept the ways in which people have behaved as a group over a long period of time.

Appendix 4:
Rule Purpose of the Rule (Justification) Consequences for Breaking Rule

Appendix 5:
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities
Expert Competent Novice Needs Development

Knowledge/Underst Students demonstrate Students demonstrate Students demonstrate Students lack

anding a full understanding a good understanding good understanding of understanding of
of creating rules and of creating rules and parts of creating rules creating rules and their
their function in their function in society and their function in function in society
society society

Preparedness Students are Students seem highly Students are somewhat Students do not seem
completely prepared prepared but may have prepared but it is clear at all prepared to
and have obviously needed a few more that rehearsal was present
rehearsed rehearsals lacking

Comprehension Student are able to Student are able to Students are able to Student are unable to
accurately answer accurately answer accurately answer a accurately answer
almost all questions most questions posed few questions posed by questions posed by
posed by classmates by classmates about classmates about the classmates about the
about the topic the topic topic topic

Presentation Facial expressions, Facial expressions, Facial expressions, Very little use of facial
body language and body language and body language and expressions, body
speech generate a speech sometimes speech are used to try language or speech. Did
strong interest and generate a strong to generate not generate much
enthusiasm about the interest and enthusiasm about the interest in topic
topic in others enthusiasm about the topic but are somewhat
topic in others. lacking
EDSS428 Rebecca Calleja, Jacqueline
Scalora
AT2A: UBD Planner for Humanities

References

ACARA (2015). Australian Curriculum Assessment and Reporting Authority. Retrieved from https://www.acara.edu.au/

Curriculum, V. (n.d.). Civics and Citizenship. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/civics-

and-citizenship/curriculum/f-10

Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in
the Australian curriculum. Cengage Learning Australia.

Gillies, R., & Nichols, K. (2014). How to Support Primary Teachers Implementation of Inquiry: Teachers Reflections on
Teaching Cooperative Inquiry-Based Science. Research In Science Education, 45(2), 171-191.

Holland, P. (n.d.). Rules and Laws. Retrieved from http://www.teachingideas.co.uk/re/rules-and-laws

Panasan, M., & Nuangchalerm, P. (2010). Learning outcomes of project-based and inquiry-based learning activities. Journal of
Social Sciences, 6(2), 252-255.

Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based Learning in Teacher Education: A Primary Humanities Example.
Australian Journal of Teacher Education, 40(12).

Renas, J. (n.d.). Rules and Reasons. Retrieved from http://www.learnnc.org/lp/pages/3869?style=print

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3 rd Edition). Oxford: Sydney.