Learning Sequence 1 (Week 1): The placeWhere it is, what is the historical relevance of Machu Picchu? HSIE-ENS3.

6 English- WS3.9, TS3.2 -Identify what students already know about Peru. (KWL chart-diagnostic assessment) -Spark discussion among the students about the continent of Peru. Analyse the different viewpoints/theories of Machu Picchu -Expresses own point of view through a debate. Mathematics- SGS3.3, HSIE-ENS3.6 -Make students aware of where Peru is situated in the world and its relationship to Australia. Science and Technology- BES3.1, HSIE-ENS3.6 -Making comparisons between the environments of Peru and Australia.

Learning Sequence 2 (Week 2): Why is architecture/layout of Machu Picchu so important? HSIE- ENS3.6, English -TS3.1 -Discuss the structures of Machu Picchu and their contribution to the Incas means of survival. -Reflects on how the architecture is integrated with the landscape. Mathematics- SGS3.3, MS4.3 & SGS3.1, HSIEENS3.6 -Locates the structures and sectors of Machu Picchu on map (Formative assessment). - Analyses lunar movements and makes predictions of the seasons/calendar of the Incas. -Identifies three dimensional objects, including prisms and pyramids within Machu Picchu.

Learning Sequence 3 (Week 3): How did the location of Machu Picchu affect the health of the Incas? English- RS3.5 PDHPE- GDS3.9 -Reads reference books to find out about the physical adaptations of the Incas. English WS3.9, PDHPE- GDS3.9 -Explains how the Incas developed physical adaptations to the altitude of Machu Picchu, (Zubek, 2010). English-WS3.9, TS3.2 PDHPE- GDS3.9 -Speaks with clarity and uses appropriate intonation when explaining how the Incas developed physical adaptations to the altitude of Machu Picchu (Group presentation-formative assessment).

Unit: Machu Picchwho?

Focus Question: How did the Incas sustain survival on Machu Picchu?
Learning Sequence 5 (Week 5): The art of survival on Machu Picchu. -HSIE- ENS3.6, Creative Arts-VAS3.1 & VAS3.2 -Analyses the various forms of artworks created by the Incas. -Designs and weaves a traditional Inca pattern from cotton wool to produce a section of a blanket, (Formative assessment). English- TS3.2 -Collaborates with fellow students in combining the class blanket. English-WS3.9, HSIE- ENS3.6 Explanation of How the Incas survived on Machu Picchu? (Summative assessment). Learning Sequence 4 (Week 3/4): How did the flora/fauna of Machu Picchu contribute to the survival of the Incas? HSIE- ENS3.6, English- RS3.5, Science and Technology- ES S3.6 -Suggests ways of survival through research of native flora/fauna. -Reads reference books to find out about crops that are grown on the antiplano and writes about them, (Zubek, 2010). HSIE- ENS3.6, English- WS3.9 - Constructs an information report of The Guanaco (Formative assessment). HSIE- ENS3.6, Science and Technology- ES S3.6 -Devises an experiment to stimulate the effects of significant weather changes on flora and vegetation, e.g. extreme cold/extreme heat (Machu Picchu climate) and reports on conclusions, (Jasmine, 1999). -Explains how the agricultural/Industrial sector of Machu Picchu was sustained.