Transport and Movement – Tiny Town; An Integrated Unit for P/1/2

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Summary of Learning Unit:

In this unit of work, students investigate a range of shapes in different contexts and how they relate to buildings and objects within a range of environments. Students will also investigate towns as a whole; including maps, modes of transport, buildings and what part these play within different towns and communities. In the culmination of this unit, students will create a “Tiny Town”, in which they will create structures and simple machines to demonstrate their learning. Students will create a “Design Brief” to plan out their ideas for the “Tiny Town”.

Australian Curriculum Links:

Interpersonal Development

(http://ausvels.vcaa.vic.edu.au/Interpersonal–‐Development/Overview/Stages–‐of–‐learning)

Foundation:

Students demonstrate behaviour that shows awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and relaxing cooperative behaviours that help them to participate in groups, games and other forms of play.

Year One:

Students demonstrate a willingness to share and take turns and identify strategies for allocating speaking and listening time; for example, taking turns. Knowledge of the link between choice, behaviour and consequences; for example, choices between generous or selfish, inclusive or excluding behaviour.

Year Two:

Students reflect on the appropriateness of their behaviours in different contexts and knowledge of behaviours that promote positive social relationships. With teacher direction, evaluation of strategies for meeting group timelines and reflecting on their own contributions to team outcomes.

The Arts

(http://ausvels.vcaa.vic.edu.au/The­‐Arts/Curriculum)

Foundation:

Exploration of textures and shape using mark–‐making and collage media, materials and techniques in two–‐ and three–‐dimensional art works Contribution to classroom conversations about aspects of performing and visual arts works they have made and experienced.

Year One:

Exploration of effective ways to use arts elements such as colour, sound or shape to communicate imagined ideas Making of visual, sound and/or voice effects to represent ideas in response to stimulus material Identification of features of performing and visual arts works they and others have made.

Year Two:

Selection of movements and/or actions to enhance expressive qualities of own dance, drama or music works Decisions about how visual, sound and/or voice effects should be arranged to create intended effects Use of arts language in discussion about why they and others have chosen to arrange aspects of arts works in particular ways.

English

(http://ausvels.vcaa.vic.edu.au/English/Curriculum/F–‐10)

Foundation:

When writing, students use familiar words and phrases and images to convey ideas. They listen to and use appropriate language features to respond to others in a familiar environment. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults.

Year One:

Students read aloud, with developing fluency and intonation. They recall key ideas and recognise literal and implied meaning in texts. When writing, students provide details about ideas or events. They listen to others when taking part in conversations using appropriate language features. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Year Two:

Students read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. Students create texts that show how images support the meaning of the text. They listen for particular purposes. When discussing their ideas and experiences, students use everyday language features and topic–‐ specific vocabulary. They create texts that show how images support the meaning of the text. Students create texts; drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

Mathematics

(http://www.vcaa.vic.edu.au/Documents/auscurric/Maths_scope_and_sequence_AusVELS.pdf)

Foundation:

Students identify simple shapes in their environment and sort shapes by their common and distinctive features.

Year One:

Students describe two–‐ dimensional shapes and three–‐dimensional objects.

Year Two:

Students order shapes and objects, using informal units for a range of measures. Students draw two–‐ dimensional shapes, specify their features and explain the effects of one–‐ step transformations. They recognise the features of three–‐dimensional objects.

Science

(http://www.vcaa.vic.edu.au/Documents/auscurric/Science_scope_and_sequence_AusVELS.pdf)

Foundation:

Objects are made of materials that have observable properties The way objects move depends on a variety of factors, including their size and shape.

Year One:

Everyday materials can be physically changed in a variety of ways Living things have a variety of external features Living things live in different places where their needs are met.

Year Two:

Different materials can be combined, including by mixing, for a particular purpose A push or a pull affects how an object moves or changes shape.

Indicators of Success:

Knowledge: What the students will know…

  • How to identify 2D and 3D shapes in different contexts.
  • Identification of shapes through practical and theory activities.
  • Modalities of human movement.
  • Different mediums to present learning through artwork.
  • How to identify familiar and unfamiliar locations on maps.
  • How to identify the necessary buildings, vehicles, structures in a town.
  • Different modes of transport.
  • How to identify forces and motions using different materials and surfaces.
  • How to compile a design brief for a whole class project.

Discipline Based Skills: Students will be able to…

  • Demonstrate their ability to work in small groups and with the whole class.
  • Construct a project based on their individual design brief.
  • Move in a co-ordinated manner to represent human movement.
  • Demonstrate their ability to identify shapes, both 2D and 3D.
  • Construct objects relating to clues, questions.
  • Listen and form questions based on their new found knowledge.
  • Experiment and form opinions on forces and motions

Interdisciplinary Skills: Students will be able to…

  • Monitor and evaluate their involvement in all activities, based on teacher input and individual student reflection.
  • Use ICT to organise thoughts and ideas.
  • Socialise and behave appropriately in group and whole class situations.

Unit of Work Sequence and Supporting Resources:

Download the full sequence of work and supporting resources below:

Tiny Town Unit of Work on Transport and Movement (PDF)

Tiny Town Design Brief – Good Copy (PDF)

Tangram Worksheet (PDF)

Tiny Town – KWL Chart (PDF)

 

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Feature Image Source: http://createwithyourhands.blogspot.com/small-world-play-town.html

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