Melbourne Integrated Mini-Unit: 5 Lesson Plans for 3/4


Summary of lesson plans in unit:

In this mini-unit on Melbourne, students do 5 activities that will help them on our visit to Melbourne  They will work individually and collaboratively to create a Melbourne brochure, learn how to make text to self connections while reading, collect data and organise it into a graph, identify signs of the past and learn helpful and hindering behaviours.

Task 1: Melbourne Brochure

As our Integrated Studies topic is Melbourne, children will be writing Information Reports about famous Melbourne landmarks and present their written in the style of a brochure.

Australian Curriculum Links:

Level 3 Writing:

  1. Understand that paragraphs are a key organisational feature of written texts.
  2. Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations. eg. ‘tion’.
  3. Plan, draft & publish imaginative, informative & persuasive texts demonstrating increasing control over text structures & language features & selecting print, & multimodal elements appropriate to the audience & purpose.
  4. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements.

Level 4 Writing:

  1. Incorporate new vocabulary from a range of sources into student’ own texts including vocabulary encountered in research.


WALT: Plan, draft and edit an information report using correct structure and language features
  1. Explore the structure and language features of an Information Text through PM big books and Jenny Eather’s Writing Fun. Use highlighters and sticky notes to note key features.
  2. Use a blank planner to practise the use of paragraphs to separate each section and subtitles.
  3. Explain the writing process (research, plan, draft, edit, conference, publish).
  4. Children explore books, websites and video clips provided about Melbourne and start to decide on which aspects/landmarks they want to include in their report. Use sticky notes to note ideas.
  5. Use collected info to complete a plan for an information report that includes an opening statement, information and a conclusion.
  6. Use plan to then draft an information report using paragraphs  SUPPORT: use Thrass charts and High Frequency Words charts whilst drafting.
  7. After completing draft, edit for grammar, spelling and punctuation.
  8. Conference with teacher.
  9. Publish using Microsoft Office Publisher with text positioned in the style of a brochure and insert photos to match the text.

Task 2: Text-to-Self Connections

Using youtube video clips of the story ‘Alexandra and the terrible, horrible, no good, very bad day’, children make text to self connections.

Australian Curriculum Links:

Level 3 Reading:

  1. Draw connections between personal experiences and the worlds of texts, and share responses with others.


WALT: Make connections between ourselves and the text.
  1. Discuss the concept of text to self connections.
  2. Children watch the youtube video clips of the story ‘Alexandra and the terrible, horrible, no good, very bad day’.
  3. As watching children record their connections in the graphic organiser provided.
  4. Compare connections.

Task 3: Getting to know you maths

Using children’s birthdays as a way to investigate tallies, graphs and calendars.

Australian Curriculum Links:

Level 3 Maths:

  1. Identify a question of interest based on 1 categorical variable
  2. Gather data relevant to the question
  3. Collect, check & classify data
  4. Create displays of data using lists, table & picture graphs & interpret them
  5. Name & order months & seasons
  6. Use a calendar to identify the date & determine the number of days in each month


WALT: Collect data using a tally chart, present data using a picture graph, interpret data, order the months of the year and use a calendar to organise dates.
  1. Modelling completing a tally chart.
  2. Allow children to collect data about which month our birthdays are in.
  3. Asking children questions about the results; eg. which month has the most birthdays?
  4. Model how to take data from tally charts and present in a picture graph.
  5. Children complete their own picture graphs.
  6. In mixed ability pairs, children my order and complete a calendar, then input the birthdays of classmates on the correct dates.
  7. This makes a great classroom display of class birthdays.

Task 4: Signs of the Past

Australian Curriculum Links:

Level 3 History:

  1. What aspects of the past can you see today?
  2. Identify and compare features of objects from the past and present


WALT: Look for signs of the past in our environment
  1. After organising appropriate consent forms and parent helps, go for a walk around the local neighbourhood surrounding the school.
  2. As you walk, ask children to look out for things they think are from the past.
  3. When something is spotted discuss how we know it is from the past.
  4. Eventually, some signs will become familiar.
  5. Start to encourage children to look out for moss, style, fading and cracks.
  6. When you return to the classroom, children can write or draw what they learnt about what to look for when looking for signs from the past.

Task 5: Helpful and Hindering Behaviour

Australian Curriculum Links:

Level 2 Civics and Citizenship:

  1. Begin to appreciate the common values important to groups and individuals; for example, fairness, tolerance, understanding and respect.

Level 3 Speaking and Listening:

  1. Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

Level 3 Civics and Citizenship:

  1. Contribute to the development and support of class rules and participate in school celebrations and commemorations of important events.


WALT: Observe, take notes and understand that we need rules to help us learn and to keep us happy and safe.
  1. Divide children into random groups and assign them a group task (eg. completing a puzzle, creating an MAB tower, lining the dominoes up across the room, etc.) .
  2. without explaining to the children what you are looking for or giving them any behaviour guidelines, film each group working on their task.
  3. After, discuss the meaning of helpful behaviour and hindering behaviour.
  4. Play film back to students and allow them to note down any helpful behaviour and hindering behaviour they say (stress that we don’t want names mentioned, just the behaviours).
  5. Usually the list of hindering behaviours will be bigger, as a group, discuss rules and ways we can increase the use of helpful behaviours.


  • Collect brochures, graphs and any other samples of work
  • Use of success criteria




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