Planning document

TOPIC: Jumps Racing Curriculum Level 6. Grade 6. National Objective: To develop knowledge of Jumps Racing and create a text that reflects the students views on the topic. The text may incorporate ICT and be multimodal and persuasive, showing the students individual perspective after comprehensive investigative learning about Jumps Racing. Da y
Mo n

E5 Model /Outcom e Code

Engageme nt ACSSU094 ACHHS117 ACHHS122

Activity 1 9.30-10am
Discussion and Assessment of prior knowledge Develop Mind Map contributed by all class members (English/History)

Activity 2 10.30am

10am-

Activity 3 10.30-11am
Demonstrate Timeline to 2000 Students research remaining timeline to 2011 (English/Science/History)

Activity 4 11.30-12.30

Tue

Explorati on
ACHHS120 ACHHS122

We d

Explanati on
ACEA1524 ACELY1816 ACSHE220 ACSIS110

Thu

Elaborati on
ELBE1040

Watch Youtube http://www.abc.net.au/news/vide o/2009/05/08/2565242.htm - one point of view Key Questions (ICT/English/History) Who, What, When, Where, Class discussion critical analysis How? of clip, (thinking processes language, social views and political views) (English/Science) Read 2 articles Compare and critically Statistics and further Further research continued from http://www.theaustralian.com.au/ analyse both view points research morning session. news/sport/racing-victoria-chief(English/History) (English/History/ICT) Form into working groups rob-hines-a-fan-of-englishstudents research through explain how a debate works. jumps/story-e6frg7mfmultiple modes (Internet, Teacher led discussion. 1225805511516 and books, documentaries, Decide on the topic of the http://www.rspcavic.org/campaign newspaper articles, peek debate. Should Jumps Racing s_news/campaigns_jumps_racing. body websites) to gain Continue in Victoria htm gives other point of view further clarification. Team names are developed and (print media) Develop a set of questions to teams for and against are drawn Critically analyse article ask guest speaker who is an out of a hat. (English/Science/ICT) expert in the field. (English) Excursion to local farm: talk by ex-jumps jockey. View horses and gain factual knowledge about Students in their groups prepare jumps racing, biological breeding and history (English/History/Science) for debates in either the affirmative or the negative. Groups can create digital text defining key points of arguments. (English/Science/History/ICT) Present debates: The debate is a platform for students to exchange information and gain further knowledge from other view points, perspectives and research of fellow students. May use digital text as resource. (English/Science/ICT)

Teacher introduces some unknown facts (English/History)

ACSIS110 ACHHS125

Fri

Evaluatio n
ACELT1618 ACSIS110 ACHHS125

Create at text in any mode that can be presented to a member of parliament next term when we visit Canberra during our Australia as a Nation unit or a key member of the Jumps Racing Industry. (English/ICT)

The National Curriculum

General Capabilities English Strand Language Literature Literacy Sub-strand Expressing and developing ideas Creating literature Interacting with others Interacting with others (elaboration) Biological Sciences Use and influence of science Communicating Chronology, terms and concepts Historical questions and research Analysis and use of sources Explanation and communication Outcome Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts Create literary texts that adapt to combine aspects of texts student have experienced in innovative ways. Use interaction skills, varying conventions of spoken interactions such as volume, tone, pitch and pace, according to group size, formality of interaction and need and expertise of audience. Participating in pairs, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations The grown and survival of living things are affected by the physical conditions or their environment Scientific knowledge is used to inform personal and community decisions Communicating ideas, explanations and processes in a variety of ways, including multi-modal texts Sequence historical people and events Identify and locate a range of relevant sources Compare information from a range of sources Use a range of communication forms (oral, graphic, written) and digital technologies Using ICT to plan and refine information searches; locate and access different types of data and information to verify the integrity of data when investigating questions, topics or problems using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT Code ACEA1524 ACELT1618 ACELY1816 ELBE1040 ACSSU094 ACSHE220 ACSIS110 ACHHS117 ACHHS120 ACHHS122 ACHHS125

Science

Science Understanding Science Inquiry Skills History Skills

History

ICT

Investigate Create Communicate Operate