Stage 3 Integrated Unit: State and National Parks

Teaching and Learning Experiences

Day 1

HSIE
(60min)
GE3-2

English
(45min)
EN3-7C

Day 2
HSIE
(60min )
GE3-4

CAPA
(60min)
VAS 3.4

Assessment

T details the learning intention of the lesson as the creation of a recount or

Observation
narrative of a camping experience. T reads/displays texts about being in a
throughout
park, going camping, or a natural environment. T leads discussion, questioning T collects HSIE
S on their personal camping experiences. S construct a word wall of the
books and
technical language associated with National Parks (NP) and camping.
notes
completion of
Teacher Aide (TA) reads with Karen (K), Ethan (E) and Megan (M) supports
the task
their learning with visuals as stimulus images
T observes
construction of
Bloom's Work Sheet (WS) for Jenny (J), Tayler (T) & Mitchell (M).
word wall

Resources

Organisation

- Factual texts S to be placed in

about parks
small groups
- TA
GAT Ss placed as
- Visual
leaders in groups
stimulus
Points system used
- Blooms
for extrinsic
worksheet
motivation in
(BWS)
behaviour
- IWB
management plan
(BMP)
TA with K,E,M
BWS
T details the learning intention, writing a recount/prediction. S write a recount or o T observes S - YouTube
o Independent task
o TA to work with
a prediction of a camp out experience that they have had or would like to have
for their effort - ICT
IWB
using the word wall that they have built. S will be shown a YouTube clip as a
funded K E M
and
- Laptops/Ipad
o
BMP.
source of contextualisation. S publish their work using ICT.
participation
- Text books
o
BWS
o T collects
- Stationary
K, E, M have a minimum of 2 paragraphs to complete.
English books
and marks for
J, T, M to complete at least one full page of writing. BWS if time allows.
the successful
creation of a
prediction or
recount
T details the learning intention of the lesson, S in small groups, research and T observes S for - ICT
o Mixed ability
present what they find about a sacred site to the class. K, E and M choose a
Texts
groups
their positive
group and are given a role in the group by the teacher. S use ICT to research a
Laptops/Ipad
o
TA to work with K
peer
sacred site of their choosing and present it using their choice of medium.
- Cardboard
EM
interactions and - Text books
o
BMP
task
J,T, M calculate the distance from the school to the NP that holds their chosen
- Stationary
o
BWS
participation
sacred site. BWS if time allows.
T records groups
and their
created works
T details learning intention of the lesson as creating an Indigenous artwork. S
o T observes S - Stimulus
o Independent task
o TA to work with K
create Indigenous artworks using stimulus images of (Lorraine Jeffries). T
Images
for their
Photos
of
provides the history of the local artist and points out the style of the artist and
EM
participation
artworks
o
BMP
o
T
records
the
highlights the patterns, techniques, etc. S are provided with the choice of
Paint
creating a likeness of one of their artworks or creating their own independent
use of
- Brushes

Appendix 1
KLA
HSIE

Integrated Learning Outcomes

Outcomes
GE3-1 describes the diverse features and characteristics of places and environments
develop knowledge and understanding of the features and characteristics of places and environments across a range of scales
develop knowledge and understanding of interactions between people, places and environments
GE3-2 explains interactions and connections between people, places and environments

develop knowledge and understanding of interactions between people, places and environments

GE3-4 acquires, processes and communicates geographical information using geographical tools of inquiry

English

apply geographical tools for geographical inquiry

develop skills to acquire, process and communicate geographical information

HT3-1 describes and explains the significance of people, groups, places and events to the development of Australia
develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical
inquiry
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts

think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text

EN3-2A composes, edits and presents well-structured and coherent texts

Creative
Arts

plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience.
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
closely observes details of things in the world and seeks to make artworks about these using various techniques such as
proportion, perspective, composition, foreshortening
VAS3.4 Communicates about the ways in which subject matter is represented in artworks
discusses the artists intention and/or the use of styles and techniques in selected works and considers the possible meanings of
these work

Appendix 2 Gifted & Talented Extension - Bloom's Work Sheet

Choose each activity only once. Aim to complete ALL activities by the end of term. Colour each box when finished.
Write a critics report on a text you
have read

Create an acrostic poem

How was this image made?

Write a review of your favourite

website

Free choice activity

Predict what will happen to the main

participants after the text ends.

Write a diary entry for one of the

participants in the text

Read a text of your choosing

From memory, create a detailed

sketch of your house

On the excursion you discover a new

creature! Create an information report
for the school news letter

List 5 natural and man made

features seen in the National Park
you visited

Write down as many things you know

about the Wiradjurri people as you
know

Design a robot

Change the ending of a fairytale you

know

You just won $5 000 000!!!

How would you spend it? Show your
working!

Complete the squiggle

Describe your favourite thing?

= ?????

Research an Australian palce using

the internet. Make a Powerpoint
presentation about it

Write a Who Am I?

Decide which famous celebrity you

would like to meet and explain why
you most want to spend a day with
them?

References

Board of Studies NSW. (2006). Creative Arts K-6 Syllabus. Sydney, NSW: Author.
Board of Studies NSW. (2012). English K-10 Syllabus. Sydney, NSW: Author. Retrieved from: http://syllabus.bostes.nsw.edu.au/
Board of Studies NSW. (2015). Geography K-10 Syllabus. Sydney, NSW: Author. Retrieved from: http://syllabus.bostes.nsw.edu.au/
Board of Studies NSW. (2015). History K-10 Syllabus. Sydney, NSW: Author. Retrieved from: http://syllabus.bostes.nsw.edu.au/
Board of Studies NSW. (2012). Science K-10 Syllabus. Sydney, NSW: Author. Retrieved from: http://syllabus.bostes.nsw.edu.au/