Stage 1 Desired Results
demonstrate the teaching strategies for the teaching area.
ESTABLISHED GOALS
1. Weather and seasons and the ways in
which different cultural groups, including
Aboriginal and Torres Strait Islander peo-
ples, describe them (VCGGK067).
2. Describing the daily and seasonal weath-
er of their place by its rainfall, temperature,
sunshine and wind, and comparing it with
the weather of other places that they know
or are aware of.
3. Comparing the Aboriginal or Torres Strait
Islander People’s seasonal calendar for the
local area with one students are familiar
with, such as the four-seasons calendar de-
rived from Europe.
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
Commented [SC1]: Dividing the unit plan into Stages to
Transfer
Students will be able to independently use their learning to describe and compare season weather
change within their local community as well as understand calendars from other countries and com-
munities around the world and within Australia.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
1. Students will understand main principles of
1. How am I and other people around the world
weather and seasons by comparing and describ-
connected by weather?
ing weather in other places around the world.
2. How do the seasons help us predict the weath-
2. Students will understand how predictions of the
er?
weather impact our daily lives.
3. How does the weather impact my family and
3. Students will understand how weather is de-
me?
scribed and seen in other cultural groups, includ- Commented [SC2]: List of content areas being explored
4. What are the key characteristics of daily and
ing Aboriginal and Torres Strait Islander peoples. and goals to be achieved at the end of the unit.
seasonal weather conditions?
4. Students will understand characteristics of
weather and the effects of seasonal change.
Acquisition
Students will know… Students will be skilled at…
1. The weather, seasons and connecting vocabu- Places and our connection to them
lary.
2. Alternative weather seasons and calendars Weather and seasons and the ways in which different
such as Aboriginal and Torres Strait Islanders. cultural groups, including Aboriginal and Torres Strait
Islander peoples, describe them (VCGGK067)
3. Key features and characteristics of daily and
seasonal weather locally.
Skilled at identifying symbols/ visual representations of
4. How to connect weather characteristics to visu-
weather
al images and representations.

Evaluative Criteria
Students will be assessed on two pieces of summative works. The first
work piece is their Seasons Booklet which students work continually on
through out the unit.
a)
Below Standard
Similar illustrations are used for different sea-
sons
Irrelevant and incorrect vocabulary used in
booklet. Students haven’t connected the book-
let and class vocabulary poster
Rubric for learning disadvantaged
No connection between work and season
b)
Below Standard
Students used irrelevant images and visuals
on poster
Information is irrelevant to chosen season
Information is inaccurate to chosen season
Poster is cluttered and hard to understand
All formative assessments test students in
completing tasks that require connection
between content and either visuals or vo-
cabulary.
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
Stage 2 - Evidence
Assessment Evidence Commented [SC3]: Second stage shows how the evidence
of students work through an evaluation and assessment crite-
a) Seasons Booklet Rubric (learning disadvantaged students as well) ria.
b) Lessons 9 & 10 research poster
Commented [SC4]: Areas where students will be assessed
At Standard Above Standard based on their overall performances.
Relevant illustrations are used to show Illustrations are clearly distinguished between
changes between the seasons the seasons
Appropriate language is used to describe sea- Additional language is used to describe sea-
sons drawn from class vocabulary poster sons other than just words from the class vo-
cabulary poster
Obvious illustrations or vocabulary is used to identify season
At Standard Above Standard
Students use only relevant images that were Students used relevant, additional images and
collected in class discussion visuals found in research as well as class dis-
cussed
Information is relevant to selected season and Information collected and displayed is relevant
collected from seasons booklet and other and collected from research
class resources
Information is accurate to chosen season
Poster is laid out clearly with both visuals and content easily read
Students will be completing a variety of formative assessments throughout the unit such as a class
weather-board and glossary poster, science experiments, drama role-play, class discussion and meas-
urement. Several of these are cross-curriculum.
 Stage 3 – Learning Plan Commented [SC5]: Third and finial stage of how the
lesson will be taught through a variety of activities.
Summary of Key Learning Events and Instruction
Students will complete a unit on daily weather conditions associated with the individual seasons. Students will work towards a research project on a
chosen season will be used as a summative assessment of their pedagogical content knowledge. Teachers will incorporate cross-curriculum activities
such as drama, mathematics, English and science throughout the unit.

Unit of work – the Seasons and Weather

Inquiry Phase Curriculum Links
Geography (Level F – 2)
Weather and seasons and
Tuning In
the ways in which different
cultural groups, including
Aboriginal and Torres Strait
Islander peoples, describe
Finding Out them
(VCGGK067)
Teaching & Learning Activities
Lesson 1: What is weather?
Using visuals (see Appendix 1)
students and teacher discuss what
each visual means and whether
they have seen it before.
Students discuss different kinds of
daily weather conditions and make
connections between visuals (see
App. 1) and the vocabulary used.
Assessment Resources Commented [SC6]: Shows the content of the curriculum
being explored from the Victorian Curriculum.
Commented [SC7]: General assessment catered for the
specific lesson.
Commented [SC8]: Each lesson has a specific lesson
focus that is based on the Curriculum links.
Commented [SC10]: Appendices are used throughout to
elaborate on content through effective learning.
Whole class weather-
board
Commented [SC9]: Curriculum link sourced from Victo-
rian Curriculum, 2017.

As a group the class make weath-
er-board featuring daily weather
Sorting Out
conditions. This will be referred
back to in future lessons.
Student engagement and Whole class weather-
participation in conversa- board
tion

Using the visuals (see App. 1) stu-
dents as a group order daily
Going Further
weather conditions from hottest to
coldest.
Students can accurately Whole class weather-
connect conditions to board
weather type e.g. when it
is sunny it is hot

Students connect the daily weather Students can describe the

Making Connections conditions to what the current out- outside weather using cor-
side weather is. Pose the question rect language.
– what do I do when it is…. e.g.

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work

Reflection & Action
Geography Level F-2
Identify how people are
Tuning In connected to different plac-
es
(VCGGC059)
Geography (Level 2)
Describe and explain where
Finding Out places and activities are
located
(VCGGC058)
The Arts – Drama (Level 2)
Explore roles, characters
Sorting Out
and dramatic action in dra-
matic play, improvisation
and process drama
(VCADRE021)
Going Further
Making Connections
Reflection & Action
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
cloudy or sunny.
Discuss students and how they can
impact the weather
Lesson 2: Day or night?
Using a globe of the world, discuss
with students northern and south-
ern hemisphere in terms of how
they are opposites with day and
night.
Show students where Australia is Students are to make
located (and where they live). Dis- connections between day
cuss how when it is day where they and night and what they
live, where in the world it is also do during these times
day but also where it is night.
What weather conditions from our
weather-board would we see at
day and which ones at night?
Using the performing arts, use Students are to accurately connect activities and con-
stimulus cues (see Appendix 2) ditions between day and night
and students demonstrate an ac-
tion that will involve day and night
and weather conditions (discussed
in Lesson 1).
Lesson 3: Summer
 Geography (Level 2) Collect
Tuning In
and record geographical data
and information from the field
and other sources.
Finding Out (VCGGC060)
Mathematics (Level 2) Name
and Order months and Sea-
sons (VCMMG118)
Sorting Out
English (Level 2): Create
short imaginative, informative
and persuasive texts using
growing knowledge of text
structures and language fea-
Going Further tures for familiar and some
less familiar audiences, se-
lecting print (VCELY231)
Video showing all different kinds of changes in weather. Appendix 4: Video Link
:ABC Dirt Girl
Students discuss different changes in seasons and how it af- Use weather-board see
fects us. Uses this discussion to make connections between App. 1
the video and explored vocabulary.
Whole class make a vocabulary Students use appropriate
poster including characteristics vocabulary and able to App 3 will be used in
on the focused Season Summer. make connections to sea- future lessons
Poster will be added to for fol- sonal topic Summer.
lowing lessons (See App. 3).
Students create a writing piece Assess students individual written recount based on
about and activity they experi- relevant experiences, connections and appropriate
enced during the season Sum- use of language in relevance to topic of Summer.
mer.
Refer to Appendix 7 for assessment

Students connect seasonal weather Summer to describe and

Making Connections
understand changes in weather conditions.

Students complete Summer Seasons Booklet (see

Reflection & Action page in their My Seasons Book. Appendix 6)
(Appendix 6)

Lesson 4: Season- Autumn Calling

Geography (Level 2):
Collect and record geograph-
Tuning In ical data and information from
the field and other sources.
(VCGGC060)
Students observe and collect in-
formation from external environ-
ment outside the classroom.
Make observations to what they
see and know.
Students are able to use the
external environment to
make connections using
appropriate language.

Mathematics (Level 2) Name Students discuss the different characteristics of season Autumn. Use explored knowledge
Finding Out
and Order months and Sea- of external observation with explored vocabulary.

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work
 sons (VCMMG118)
Geography (Level 2) Collect
Sorting Out
and record geographical data
and information from the field
and other sources.
(VCGGC060)
Mathematics (Level 2) Com-
Going Further pare and order several
shapes and objects … using
appropriate uniform infor-
mal units
- comparing lengths using finger
length, hand span or a piece of
Making Connections string
Science (Level 2) Use infor-
mal measurements in the col-
Reflection & Action lection and recording of ob-
servations (VCSIS052)
Refer to (Appendix 3). Whole
class completes and discusses
characteristics of focused season
Autumn. This poster will be used
as a resource for future lessons.
Student’s use collected resources
to observe and record length,
shape and features and make
comparison between resourced
data.
Students connect seasonal
weather Autumn, with the external
environment and own experienc-
es.
Students complete Autumn page
in their My Seasons Book.
Students use appropriate Appendix 1:
vocabulary and able to
make connections to sea- Appendix 3:
sonal topic Autumn.
Students are able to de-
scribe features of their cho-
sen resource using appro-
priate language and math-
ematical terminology.
Appendix 7
Seasons Booklet (see
Appendix 6)

Lesson 5: Winter Wonderland

Identify and describe the
features of places at a local
Tuning In
scale and how they change,
recognising that people de-
scribe the features of places
differently
(VCGGC057)
Finding Out
Mathematics (Level 2)
Name and order months
and seasons
(VCMMG118)
Sorting Out
Science (Level F-2)
People use science in their
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
Show video clip of Frozen’s Let It
Go. Discuss language and visu-
als that identify that it is during
winter.
Discuss winter characteristics;
vocabulary, weather conditions
and what do people do in winter?
What happens to the environ-
ment?
Complete science experiment of
making snow using salt and wa-
ter – use video as teacher to fol-
Use Appendix 7 rubric
Access to internet to
show video
Link to video in (Appen-
dix 4)
Whole class brainstorm
poster (Appendix 3)
Whole class weather-
board
Link to video in (Appen-
dix 4)
Water and salt
 daily lives (VCSSU041) low Containers to make ice

Science (Level F-2)
Going Further Everyday materials can be
physically changed or com-
bined with other materials in
Making Connections a variety of ways for particu-
lar purposes (VCSSU045)
Reflection & Action
Students complete winter page in
their seasons booklet
The booklet is an on-going Seasons Booklet (see
summative assessment of Appendix 6)
the season content which
will ultimately be a summa-
tive assessment of the unit.

Lesson 6: Sensational Spring

Mathematics (Level 2) Teacher has a several items of Variety of clothes such

Name and order months clothes such as hat, coat, umbrella, as hat, coat, gloves, t-
and seasons gloves etc.) students need to iden- shirt, gloves, sunglass-
Tuning In
(VCMMG118) tify the appropriate season each es, long pants, short
item is for. Discuss why it is and is pants
not used in particular season.
Whole class brainstorm
Discuss spring characteristics; vo- Appendix 7 poster (Appendix 3)
cabulary, weather conditions and
Finding Out Appendix 1
what do people do in spring? What
happens to the environment?

Students create a student calendar Students accurately con-

Sorting Out wheel of the seasons. Use tem-
plate in Appendix 5.
Going Further Students label and decorate calen-
dar wheel with appropriate visuals
Making Connections that connect to the season
nects months and seasons
together
Students accurately con-
nect weather conditions to
the appropriate months
and seasons

Students complete spring page in
their seasons booklet
Reflection & Action
The booklet is an on-going Seasons Booklet (see
summative assessment of Appendix 6)
the season content which
will ultimately be a sum-
mative assessment of the
unit.

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work
 Lesson 7: Aboriginal and Torres Strait Islander seasonal calendar.
Geography (Level 2)
Weather and seasons and
Tuning In
the way in which different
cultural groups, including
Aboriginal and Torres
Strait Islander peoples,
describe them.
(VCGGK067)
Finding Out
Mathematics (Level 2)
Name and Order months
and Seasons
(VCMMG118)
Mathematics (Level 2)
Sorting Out
Name and Order months
and Seasons
(VCMMG118)
Geography (Level 2)
Weather and seasons and
Going Further the way in which different
cultural groups, including
Aboriginal and Torres
Strait Islander peoples,
Making Connections describe them.
(VCGGK067)
Reflection & Action
Lesson 8: Making connections between, Aboriginal and Torres Strait Islander Calendar and our calendar.
Geography (Level 2)
Tuning In Weather and seasons and
the way in which different
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
Students listen and respond to picture Picture story book: Walking
story text. with the Seasons in Kakadu,
by Diane Lucas and Ken
Searle.
Whole class discussion on the six Assess students use of
seasons that represent the Aboriginal vocabulary and en-
and Torres Strait Islander (TSI) peo- gagement with picture
ple’s seasonal calendar. Make con- story book through
nections from text and explored vo- whole class discussion.
cabulary.
Whole class explores website (App. Assess students en- Use link in Appendix 4
4). Read and discuss the six seasons gagement and inde-
in the Aboriginal and TSI calendar. pendent ICT learning
Make connections to knowledge
and finial completion of
learnt from the picture book.
worksheet using rele-
vant examples.
Students are to work in pairs to ex- App. 8: Aboriginal and
plore App. 4 Website using their own Torres Strait islander Peo-
ICT devices. Students are to fill in ples seasonal calendar
worksheet (App. 8) based on worksheet.
knowledge explored on the website.
Students connect researched knowledge with the picture story
text to make connections and elaborations that discuss the ide-
as on an Aboriginal and TSI people’s seasonal calendar.
Students complete their Seasonal Tables Work sheet. App. 8.
Using Appendix 9, Students are to Assess students prior Appendix 9: Aboriginal
analyse and describe key elements of knowledge and new and TSI peoples’ seasonal
the image they understands well as knowledge being ex- calendar wheel.
 cultural groups, including
Aboriginal and Torres
Strait Islander peoples,
describe them.
(VCGGK067)
Finding Out
Mathematics (Level 2)
Name and Order months
and Seasons
(VCMMG118)
Mathematics Content De-
scriptors Level 2: Use a
Sorting Out calendar to identify the
date and determine the
number of days in each
month. (VCMMG119).
Geography (Level 2) Col-
lect and record geograph-
ical data and information
Going Further
from the field and other
sources. (VCGGC060)
Mathematics (Level 2)
Name and Order months
Making Connections
and Seasons
(VCMMG118)
Reflection & Action
Lesson 9: Let’s research what we loved!
Geography (Level F – 2)
Tuning In
Weather and seasons and
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
wonder. plored throughout the
unit throughout this dis-
cussion.
Students are to discuss similarities
and differences between our calendar
and an Aboriginal and TSL people’s
seasonal calendar.
Whole class brainstorm on making Assess students new
comparisons and contrasts between knowledge learnt from
the two calendars. Extend on wonder- previous unit lessons.
ing ideas.
Students are to design their own Abo- Assess students com- Appendix 10: Aboriginal
riginal and TSI people’s seasonal cal- pletion of Seasonal and TSI people’s Season-
endar wheel. Use explored knowledge Wheel. Students are al Wheel
from Appendix 9 to demonstrate ide- able to use appropriate
as. Template used in Appendix 10. vocabulary to describe
the seasonal wheel.
Students are able to connect pedagogy learnt from previous les-
sons and resources to make connections and elaborate on their
Season’s wheel.
Students are able to complete their Aboriginal and TSI people’s
seasonal wheel and understand how the wheel operates and
compares/ contrasts to our four seasons.
Class review all the seasons they Using App 1 and 3 as
have covered well as completed 6
 the ways in which different
cultural groups, including
Finding Out Aboriginal and Torres Strait
Islander peoples, describe
them
Sorting Out & (VCGGK067)
Going Further
Making Connections
Reflection & Action
Lesson 10: Let’s put our research into action!!!!
Geography (Level F – 2)
Tuning In Weather and seasons and
the ways in which different
cultural groups, including
Finding Out Aboriginal and Torres Strait
Islander peoples, describe
Sorting Out them
(VCGGK067)
Going Further
Making Connections
Reflection & Action
EDSS428: Connecting Society and Environment
Assignment Task 2A: Unit Of Work
Using ICT students explore a sea- Rubric in Stage 2 Devices with ICT and
son they are interested in and research capabilities
begin to note visuals and vocabu-
lary associated.
Students sort out which information
they believe is most important for
their research project
Students are to make connections Students have made appropriate research into their
between all seasons while still fo- selected season and enough to make a start on their
cusing on their selected season. poster.
Using research from Lesson 9 stu- Rubric is in Stage 2 Research collected in
dent begin their final research Lesson 9
posters
Students use important information
collect to display on poster Poster paper and pens
to create poster
Students use seasons booklets,
weatherboard and vocabulary
poster to create their posters
Completed posters are displayed in
the classroom
 References:

Black, P. & Wiliam, D. (2010). ‘Inside the black box: Raising standards through classroom assessment’. Phi Delta Kappan. 92 (1), pp. 81-90.

Brown, J. (2017) Making the most of Understanding by Design. Chapter 1. Implementing Understanding by Design: A Summary of Lessons
Learned. Retrieved from,
http://www.ascd.org/publications/books/103110/chapters/Implementing-Understanding-by-Design@-A-Summary-of-Lessons-Learned.aspx

Murdoch (2004) Classroom Connections Introduction pp. 1-10.

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

Wiggins & McTighe (2011) Understanding by Design Guide to creating high quality units (e-book)

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work
Appendix 1 Appendix 3 n-wheel/
Vocabulary poster
Appendix 6
SEASON: Sum- Autumn Winter Spring Seasons booklet
mer ** the page with the tree is x4 (one for each
Months: seasons)
SUNNY CLOUDY
Vocabu-
Appendix 7
lary/Descri
bing Below Standard Above
Standard Standard
words:
Relevant ex-
WINDY SNOW perience and
** increase Vocab Poster in size for class- connection to
room display topic.
Appropriate
use of lan-
Appendix 4 guage that
Link for Lesson 3 describes the
RAINING THUNDER http://splash.abc.net.au/home#!/media/2035 characteristics
485/seasons-with-dirtgirl of Summer.
Ability to se-
quence con-
** increase Weather-Board in size for class- Link for Lesson 5 tent and elab-
room display https://www.youtube.com/watch?v=moSFlvx orate on text
nbgk purpose.
** add additional weather conditions if nec- https://www.youtube.com/watch?v=ganJ6Lt
essary UeW8

Appendix 2 Link for Lesson 7

Performing arts actions for students to com- https://parksaustralia.gov.au/kakadu/people/
plete: seasons.html

1. What would you do at night time? Appendix 5

2. What could you do at day time? Seasons wheel template
3. If you were rain what would it look https://au.pinterest.com/SarahM1000/seaso
like?
4. What is something you could do on
a hot day?
5. What does a thunderstorm sound
like?
6. Expand

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work

Appendix 8
Six Seasons on the Aboriginal and
Torres Strait Islander calendar
Appendix 9
https://s-media-cache-
ak0.pinimg.com/564x/d7/29/19/d729193827
36a7ffeea955630594b5b7.jpg

Season: Months: Tempera- Information:

ture:

1.

2.

3.

4.
Appendix 10

5.

6.

EDSS428: Connecting Society and Environment

Assignment Task 2A: Unit Of Work