UNITPLANNERP10

SUBJECT Christian Studies

YEARLEVEL 6

DURATIONOFUNIT

Comment [SR1]: Time frame

adequate but assessment task needed
more time allocated to it for resolving
technical difficulties.

10 Weeks

OVERVIEW
ESSENTIALQUESTION/S
WhoisresponsibleforGodscreation?
UNITOUTLINEStewardsofGodsCreation.
KeylearningChristianshavearesponsibilityinandfortheworld.
CL4.3:StudentsexplorewaysChristiansinterpretandactontheircallingasStewardsinGodsworld.
Outcomes:StudentsappreciatethebeautyofGodscreations.StudentswillunderstandwhatGodcreatedbutalsotheglobalchallengesfacingtheenvironment.Studentswillidentify
whatismeanstobeastewardofGodscreationandthepositiveactiontheycantakeatalocal,nationalandgloballevel.
LEARNINGAREAS(Linkstoothercurriculumareasifrequired
(English,Mathematics,Science,Health&PE,Languages,Humanities&
SocialSciences)TheArts,Technologies.

The growth and survival of living things are affected by

the physical conditions of their environment
(ACSSU094)

Updated:April,2014

StudentLearningProfile:

GENERALCAPABILITIES (Critical&CreativeThinking,Personal&
SocialCapability,InterculturalUnderstanding,EthicalUnderstanding,
Literacy,Numeracy,ICT).FormallyPhysical,Personal&SocialLearning/
InterdisciplinaryLearning.

27students(16boysand11girls)
Varyingrangeofabilities:4studentsonanILPwithverylow
literacyandnumeracyskills.
Likeusingtechnologyandexploringsocialjusticeissues.

LinkstootherCurriculumAreas:Integrated
Studies/Technology

Comment [SR2]: Found question to

be a good starting point to introduce to
students. Follow up question once
discussed was how are they
responsible?
Comment [SR3]: This Unit was aimed
to develop students knowledge of a
global issue and a possible challenge
that they will have in their lifetime.
These issues were explored from a
Christian perspective. Students were
challenged to look at these global
issues and come up with possible
solutions for positive change based on
the idea that Christians are Stewards of
Gods creations.
Comment [SR4]: Students found the
concept of Stewardship an easy
concept to understand. They already
had some understanding with issues
like Global Warming. Students were
engaged as they found that they could
find solutions to solve some of the
issues facing the environment. They
recognised and could see action a
steward could take.
Comment [SR6]: Students knew
Genesis story which helped when
analysing and interpreting the creation
story. Technology was a major help in
engaging students needs/interests.
Used some students who often find it
hard to engage in CS lessons as tech
experts. Students found theological
concepts easy to understand and
discuss. They also could identify ways
they could act as stewards.
Comment [SR5]: This CS unit was
done in conjunction with an Integrated
studies unit. The unit was based on
Sustainability. All the resources and
activities were able to be linked to this
CS unit and vice versa. This enabled a
more in depth and detailed investigation
of the topic

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ACHIEVEMENTSTANDARDS &CONTENTDESCRIPTORS:
KNOWLEDGE(acquisition),UNDERSTANDINGS(meaning)&SKILLS (acquisition)

Gods creation is for all people past, present and future.

God wants humans to enjoy the world and to take charge of the world and look after it.
God equips humans to take care and be responsible for the world
Manages not owns(in relation to Gods creations)
Community consciousness
People are accountable for honouring and respecting the natural and built environments
People care for the world in many ways

VALUES,ATTITUDESANDISSUES(LinkstoLifelongQualitiesforLearners LLQL)
Whatvalues,attitudesand/orissuesrelatedtothetopicarisefromtheexplorationoftheessentialquestion?
Pleasehighlight:

LoveJusticeCompassionForgivenessServiceCourageHumilityHopeQualityAppreciation

Updated:April,2014

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Comment [SR7]: Focused on these

key knowledge areas to drive lessons
and assessment task. Spent time
making sure students new the creation
story and the key message that we do
not have control over Gods creations
rather we are to protect it. These areas
were easy for students to access and
discuss. Students did need some time
to work through how we can take and
be responsible for Gods creations.

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LEARNINGPLAN
Assessment:StudentswillcreateamusicalmontagepromotingtheconceptofStewardship.Studentswillidentifywhatastewardis,challengesfacingtheearthand
possiblesolutionsforchange.

LESSONSEQUENCE
PreAssessment(FreeExploration)
Whatstrategieswillyouusetoassessstudentspriorknowledge,skills,understandingsandmisunderstandings?

TuningIn(GuidedExploration)
Howcanweengagechildren?Whatmediacanweuse?
FindingOut(EmbeddingConcept)
Gatheringdata,identifyingneeds,locatinginformation,sharingresourcesandideas

SortingOut(ConceptualClarity)
Organisingandanalysinginformationinavarietyofways.Evaluatinginformation.

GoingFurther(ConceptTransference)
Raisingnewquestions;Exploringfurther;Theteachermightbeabletochallengestudentstodrilldownintheirthinkinghere.

DrawingConclusions(SelfgenerativeCreative)
Synthesisingfindings;Comparingandcontrasting.

Presenting
Presentinginformationinavarietyofways

ReflectingandActing
Thinkingaboutthelearningandthelearningprocess;Criticallyevaluatingothers;Wheretonow?Howwillyourlearningchangeyourbehaviourandactions?

Updated:April,2014

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Comment [SR8]: Found the

assessment task to be a good reflection
of the key indicators listed above.
Students really enjoyed creating the
musical montage and were engaged
throughout the task. The task allowed
for students at varying levels of ability
to access the task in small groups. At
the end the students were able to view
other students works which allowed for
a good reflection the following lesson.

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LESSON
SEQUENCE/
STAGEOF
LEARNING

Updated:April,2014

FOCUS/
STRANDS

LEARNINGINTENTION
(Whatwillthestudentslearn?)

WHATARETHE
ASSESSMENTTASKS?/
SOURCESOFFEEDBACK?

WHATARETHEMAINLEARNINGACTIVITIES?

RESOURCES

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LESSON
SEQUENCE/
STAGEOF
LEARNING

FOCUS/
STRANDS

LEARNINGINTENTION
(Whatwillthestudentslearn?)

WHATARETHEMAINLEARNINGACTIVITIES?

The creation story familiarisation

Share the Genesis 1 story of creation with the
students.
Watch the following YouTube clips about creation
students are to make notes to indicate what
was created on each day:
Individually students will create an aspect of one
day of creation, demonstrating their
understanding e.g the 5th day they may create a
rabbit or horse, for the 3rd day they may create a
star or sun. These aspects will be stuck to a
background to create a series of posters
demonstrating creation. These posters will be
placed in order and displayed in the classroom.

Gods creation is
for all people
past, present
and future.

TuningIn

God calls us to be stewards of creation what

are stewards. Genesis 1 Now we will make
humans, and they will be like us. We will let them
rule the fish, the birds and all other living
creatures. Watch the YouTube clip - about
stewardship. After hearing the bible passage and
watching the YouTube clip what do students
think stewardship is? What do we do around our
own house that demonstrates our role as a
steward of creation; what could we do? Students
are to write an acrostic poem using the word
stewardship. They will choose a colour to write
the existing things they do in and another colour
to write the things they could do.

Gods creation is
for all people
past, present
and future.
God wants
humans to enjoy
the world and to
take charge of
the world and
look after it.

TuningIn

Updated:April,2014

WHATARETHE
ASSESSMENTTASKS?/
SOURCESOFFEEDBACK?

RESOURCES

Classroom
discussion.

http://www.youtube.c
om/
watch?v=0oR1v0Dp
Tcs
http://www.youtube.c
om/
watch?v=mVUBg7__
_w4&feature=related

Student posters

http://www.youtube.c
om/
watch?v=e1laNZP8Y
rU&feature=related
Classroom
discussions.
Student poems.

http://www.youtube.c
om/
watch?v=wvzF2rf7e
MY

Comment [SR9]: Aimed to

incorporate a range of digital and
printed resources for this task. Showing
students examples of musical
montages allowed them to see a
successful project. In order to be
successful a teacher would need to
understand the Genesis story and what
a Steward is. A teacher should also
understand the challenges facing
people in the world in regards to the
environment. This unit was
considerably helped by doing this in
conjunction with our integrated studies
unit. This allowed for a greater
knowledge when delivering this unit.
Comment [SR10]: Lessons built upon
student knowledge and allowed them to
demonstrate their learning in a variety
of different ways including creative,
visual, written and spoken responses.

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LESSON
SEQUENCE/
STAGEOF
LEARNING

FindingOut

FOCUS/
STRANDS

LEARNINGINTENTION
(Whatwillthestudentslearn?)

Assessment Students will work in pairs to

create a clip that promotes the role of
stewardship. They will need to consider
Gods calling, the beauty of the Earth, how
humans are currently treating it etc. These
clips will be made using PowerPoint and
showed to the class upon completion.

God wants
humans to enjoy
the world and to
take charge of
the world and
look after it.

(ACSSU09
4)

Watch the YouTube clip Students will use De Bonos hats to assess their
role as stewards of creation what is positive
about this role; problems with this role; what new
ideas can we bring to this role; what information
do we have about this role; and how do we feel
about being assigned with this role.

SortingOut

Going
Further

WHATARETHE
ASSESSMENTTASKS?/
SOURCESOFFEEDBACK?

WHATARETHEMAINLEARNINGACTIVITIES?

(ACSSU09
4)

Updated:April,2014

Each pairs musical

montage will be
teacher assessed
using the marking
rubric.

Comment [SR11]: Tasks were not all

equal in length, time or in value. Some
were used to gage student
understandings, develop questioning,
problem solve. Majority of time was
allocated to the assessment task and
allowing students to explore their own
understandings, problem solve and
construct their knowledge in a creative
manner. Not as much time was needed
for expanding upon key problems/ideas
as we explored many of these issues in
our Sustainability unit in Integrated
Studies.

Students will be
allocated a
montage to view
and give directed
feedback for.
http://www.youtube.c
om/
watch?v=NgLhPuqij3
Y&feature=related
Student responses
to their chosen hat.
David Attenborough
Explains Easter
Island
http://www.youtube.c
om/watch?v=-hOvCPuuQQ The End
of Easter
http://www.youtube.c
om/watch?v=gfbQAKrx9Q

Easter Island The lessons learnt The story of

Easter island, its history and location.
Students to view the two video clips on Easter
Island - as they are watching the clips they will
compile notes using the guiding questions sheet
to direct their notes. Discuss with the students
what the inhabitants of Easter island did wrong
introduce the term sustainable and unsustainable
living.

God equips
humans to take
care and be
responsible for
the world

RESOURCES

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Comment [SR12]: Assessment task

allowed students to produce a creative
piece of work in combination with
research allowing for a wide range of
student abilities, interests and passions
to access the content. The assessment
rubric allowed students a clear outline
of what was involved in completing the
task and how they can improve their
own work by self-assessing and
assessing a peers work. Students were
all given the opportunity to record 3
things that worked well in their project
and 1 area they could improve on once
they had competed the task.

Comment [SR13]: Did not use this

part of the unit this year. Spent more
time on Integrated Studies unit.

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LESSON
SEQUENCE/
STAGEOF
LEARNING

FOCUS/
STRANDS

LEARNINGINTENTION
(Whatwillthestudentslearn?)

WHATARETHEMAINLEARNINGACTIVITIES?

Watch YouTube clip on sustainable living Easter Island The lessons learnt
unsustainable living Students will complete a
What if the Easter Islanders cut down all the
trees thinkers key brainstorm chart. Using the
information they gleamed from the previous
Easter island lessons, students, through
discussion, will be able to fill out this chart. In
groups of four students will receive one of the
following statements What if our population
triples before the end of the century? What if we
cut down all the trees in the Amazon rainforest?
What if we out fish the ocean? Students will
complete what if brainstorm for those questions.

God equips
humans to take
care and be
responsible for
the world
Drawing
Conclusions

(ACSSU09
4)

Updated:April,2014

People are
accountable for
honouring and
respecting the
natural and built
environments

WHATARETHE
ASSESSMENTTASKS?/
SOURCESOFFEEDBACK?

RESOURCES

Students written
submissions will
be collected to
gauge students
ability to forward
think and their
appreciation of
creation.

http://www.youtube.c
om/watch?v=WhqrCsV1ig

Comment [SR14]: Did not use this

part of the unit this year. Spent more
time on Integrated Studies unit.

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REFLECTION
UNITEVALUATION&REFLECTION

InformationTechnology

Teachingstrategiesandactivities

TicktheIT toolsthatyouusedinthisUnit

Whatworkedwell?

Assessment Assessmentcanandshouldbe:aslearning,of
learning&forlearning
Whatworkedwell?

ICTTools

Tick

0/7/15The message is really clear backed up

by scripture.

Musical Montage is a highly motivating

assignment.

Students get on board with the message and

understand it explicitly.

Easter Island tasks give the students an

opportunity to develop their thinking skills.

COWs
ComputerLabs
InteractiveWhiteboard
Kindles
Podcasts
UseofInternetforResearch
DVD/YouTubeanalysis
Web2.0technologies(anwebbasedprogram)
Other:

Form of assessment means students from

both classes get to view many presentations
and the message is reinforced.
Whatwouldyoudodifferentlynexttime?

Whatwouldyoudodifferentlynexttime?

WhatICTToolsweremosteffective?

More time for the assessment task. We had 5

lessons and a viewing. I would push this out
to 7 and a viewing.

More scaffolding for Easter Island Task

Youtube clips

DateUnitCompleted: June5

th

Date:

DirectorofT&LSignature:

20/7/16

Date:

CopySavedinCurriculumDrive

CopyHandedtoDirectorofTeaching&Learning

AssessmentTasks&MarkingGuidelines/Rubricsattached

x
x

WhatICTideas&activitieswouldyouusewithfutureUnits?

Signature: CadeMillsandSimonRied

Updated:April,2014

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