Backward Design - UNIT PLAN TEMPLATE

Title: Rules and Laws, Why do we need them?

Year Level: Four Teacher: Miss Gasson
Focus Curriculum Area (s): HASS and English Duration: Four weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

General Capabilities Literacy Numeracy ICT Critical and Creative Thinking

(GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Year Level Humanities and Social science: At Standard, students develop
questions, locate and collect information
Content - The importance and purpose of laws (e.g. to maintain social
and/or data from a variety of sources.
Descriptors cohesion, to reflect society's values) (ACHASSK092) They record their information and/or
data in a range of formats and use some
- The differences between 'rules' and 'laws' (ACHASSK092) protocols when referring to the work of
others. Students use given criteria to
- Identify current understanding of a topic (e.g. select relevant information, and they
brainstorm, KWL chart) (WAHASS26) interpret information and/or data by
sequencing events and identifying
- Locate and collect information from a variety of sources different points of view. They translate
(e.g. photographs, maps, books, interviews, internet) Year Level Achievement information and/or data into different
(WAHASS28) formats. Students use given decision-
Standards making processes to draw simple
- Record selected information and/or data (e.g. use graphic conclusions and provide explanations
organisers, develop note-taking strategies) (WAHASS29) based on information and/or data. They
present findings using a range of
- Present findings and conclusions in a range of communication forms appropriate to
audience and purpose, using relevant
communication forms (e.g. written, oral, visual, digital,
terms. Students develop texts supported
tabular, graphic), appropriate to audience and purpose, by researched information, and reflect
using relevant terms (WAHASS37) on findings to propose an action.
Students identify the role
English: of local government in the community, and
recognise that peoples identity can be

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 - Plan, rehearse and deliver presentations incorporating shaped through participation in
learned content and taking into account the particular a community group. They distinguish
purposes and audiences (ACELY1689) between rules and laws and identify
that rights and responsibilities are
important in maintaining social cohesion.
- Use a range of software including word processing
programs to construct, edit and publish written text, and
select, edit and place visual, print and audio
elements (ACELY1697)

Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
The difference between rules and laws Locating and collecting information
Why rules and laws are important in society Questioning and research
Who is responsible for forming rules and laws Analysis
Problem solving and decision making
Communication and reflections
Working collaboratively

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
- distinguish between rules and laws and identify their importance in maintaining social cohesion
- identify who is responsible for creating rules and laws
- locate and collect information and/or data from a variety of sources to use as supporting facts in a multimedia presentation
- Create an engaging multimedia presentation detailing the difference between rules and laws and why both are important in
society

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:

In partners students will need to create a 5 minute engaging multimedia presentation (powerpoint, imovie etc.) on rules, laws and why we need them. Students will be
placed in partners according to abilities. Their target audience will be year threes, as each partner group will be presenting to a year three class at the end of the unit of
learning. Students will need to use multiple sources to collect information for their presentations. They may use some voice recordings on their presentations, but they
will need to make sure that they are speaking for some of their final presentations. Each student will be asked one question (two questions per group) at the end of their
presentations.

Assessment recording template:

Assessment will be judged against a rubric (pictured below)

Feedback:

Verbal feedback: throughout entire unit of work

Written feedback: at end of unit

Self-assessment: (How will students reect upon and self-assess their learning?)

Brainstorm
PMI chart
Self assessment Survey

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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 Learning Experiences Assessment For/As Learning Resources
(Formative Assessment)
1 Learning experience one

What we know about rules and laws

The first lesson for this unit of learning will be to reflect on prior
knowledge. Students should have learned about who makes rules, Ipads and MacBooks for
why rules are important and the consequences of Rules not being Diagnostic assessment group map
followed in year three so they should be relatively familiar with this brainstorm. Looking for: Interactive whiteboard
topic. Extent of knowledge within
topic
Each member of the class will be given a device to access group Possible misconceptions
map. Students will complete a brainstorm on the difference between
rules and laws as well as why they are important in society. The
group map will be displayed on the interactive whiteboard. Once
everyone has contributed ideas the educator will facilitate a group
discussion about the content written on the group map.

2 Learning experience two

Rules
Formative assessment Educator Mini whiteboards/
Students will begin this lesson by writing on the mini whiteboards observes and makes anecdotal whiteboard markers for
their own definition of a rule. They will then hold the whiteboards up notes on the quality of students each student
to the educator. Educator will read aloud a couple of high quality definitions of a rule
definitions in order to model to the other students what a good 2 x balls
definition is. Educator will then split the class into two groups. Each
group will be given a ball and told to begin playing the game. When Cards with school rules
students become confused and frustrated initiate a conversation by on them
asking questions such as; why are rules important? What happens
when people do not know the rules? What can happen if we do not Consequence tree sheet:
follow rules? Next students will be split into even smaller groups http://www1.curriculum.ed
(three or four). Each group will be given a card with a school rule on u.au/ddunits/downloads/p
it. Students will fill out a consequence tree sheet detailing what df/mp2_hand1.pdf
would happen if they did not follow the given school rule. Each group
will share answers with class.
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3 Learning experience three
Laws What is the law image
http://www1.curriculum.ed
This lesson will begin with a think, pair, share activity about what a u.au/ddunits/downloads/p
law is. The what is the law images will then be displayed on the df/mp2_hand2.pdf
whiteboard and students will discuss and decide what each of the
laws is. Scaffold student learning by questioning; What do you think Ipads and MacBooks
makes these laws and not just rules? Who do you think decided that
these would be laws? What would happen if you did not follow this
law? What other laws can you think of other than these? Students
then use ipads and MacBooks to guide them in making a poster that
details five laws that exist in Australia.

4 Learning experience four

Difference between rules and laws
Formative assessment anecdotal Rule and Law signs
In this lesson students will reflect on the differences between rules notes and observations.
and laws. To begin the lesson the educator will post a sign saying Looking for: 4 x poster papers
rule on one side of the room and law on the other side of the room. Ability to recognise what are
The educator will then read aloud a series of rules and laws and rules and what are laws
students will have to move to the side of the room depending on Contribution to group poster
whether they believe it is a rule or law.
Next the class will be split class into four groups. Two groups receive
law and two receive rule. On big poster papers they must come up
with a definition for either rule or law and then define its
characteristics. Once each group is finished their poster one person
from each group must be designated as the master of that topic.
The remaining group members will walk around to other posters
while the master explains to each group what they have written on
their poster. Each group will then go back to their master and
explain what they have learned.
5 Learning experience five
Why rules and laws are important Formative assessment anecdotal
notes and observations. Scrap paper
The purpose of this lesson is to emphasize the importance of rules Looking for:
and laws to students. To begin Students will be split into groups of 5.
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 Each group is given a different scenario, for example you go to Collaborative working skills
school one day and the principle says there are no longer any school Drama performance appropriately
rules or there is no longer a legal age limit to get your drivers addresses what may happen if
license. Students have to create and perform a 5 minute play about each given rule/ law is not followed
what this would look like and what the consequences of this would
be
Each student must then write on a piece of paper 1 reason rules are
important and 1 reason laws are important. They then throw their
paper up into the air. Each student picks up a random piece of paper
and reads the reason allowed to the class
6 Learning experience six
Curating reliable information MacBooks for each
group
In this lesson students will begin to look at curating reliable
information from a variety of different sources. Students will examine Print out of rubrics for
three different websites about rules and laws and identify which are each student
the best websites (those that have references, no adds etc.).
Educator will discuss with students the fact that anyone can upload Three rules/laws website
things to the internet and therefore it is important to be able to for examination:
decipher which information is good and which is not. http://www.differencebetw
een.net/language/differen
Students will be given an assigned partner (similar in ability) to ce-between-rules-and-
complete their assignment with. Each student will be given a copy of laws/
the rubric for the assessment. The educator will give an in depth
explanation of what is being looked for in the assignment. Students http://english-
are prompted to ask as many questions as necessary. Students will passages.blogspot.com.a
be given a Venn diagram and a note taking sheet for recording u/2013/06/the-
information. Each set of partners will then be given a macbook and importance-of-rules-to-
they can commence gathering ideas and information for their our-life.html
presentation.
https://www.enotes.com/h
omework-help/whats-
difference-between-rules-
law-253533

Graphic organisers

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 Venn Diagrams and note
taking sheet
7 Learning experience seven
Collecting information from different sources Fiction book:
What if Everybody did
This lesson will be conducted in the library. Educator will read a that By Ellen Javernick
fiction and nonfiction book about rules and laws to students. Discuss
as a class how information from these two sources varies. After this, Non-fiction book:
students will be able to use books as well as laptops in the library to Rules and Laws By Ann-
continue working on their presentations. Students will be prompted to Marie Kishel
have their rubrics out while they are working.
8 Learning experience eight
Who decides rules and laws Formative assessment anecdotal Interactive whiteboard
notes and observations
On the interactive whiteboard the educator will make a chart with the Looking for: MacBooks for each
headings; Who makes these rules? Who enforces them? Who Development on thoughts group
determines if the rules are fair? Who punishes the wrong-doers? and knowledge about rules
What are the consequences for not following a rule? Educator will and laws and who makes
record the responses of all students. Students will then be asked
them
who they think makes laws and add this information to the bottom of
the chart.
Students will use the rest of this lesson to continue working on their
multimedia presentations.
9 Learning experience nine
Presentation finalisation Self-assessment survey

This will be the last opportunity for students to work on their Macbooks and Ipads
presentations. They will be able to use macbooks and ipads to
summarise the information found and display the information in the
multimedia form of their choice. Students will be given a survey to
complete about how they feel they have gone on their presentations.

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10 Learning experience ten
Presentations Summative assessment marked
on rubric PMI charts
Students present to the year threes their presentations they have Interactive
made. whiteboard for
Each group will be asked two different questions by peers after their displaying
presentations
presentations

After everyone has completed their presentations they will all fill out
a plus, minus and interesting chart in relation to the whole unit of
learning

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