INQUIRY PLANNER
YEAR: 2011
DURATION OF UNIT: 5 weeks
LEVEL: 3
ORGANISER:
Concept:
signs / symbols
RELEVENT
THROUGHLINES:
VELS
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Civic knowledge and understanding
At Level 3, students demonstrate understanding of the contribution of people from the many culturally diverse
groups that make up the Australian community. They sequence and describe some key events in Australia’s
democratic history. They describe symbols and emblems of national life in Australia and identify values related to
symbols and national celebrations and commemorations. They describe the purpose of government, some familiar
government services and the roles of some leaders and representatives. They explain the difference between rules
and laws and describe the qualities of a good law. They explain why protection and care for the natural and built
environment is important.
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UNDERSTANDINGS (2-4):
identification of symbols of Australia such as the flag or the anthem
understanding of the values reflected in Australia’s national symbols, emblems, celebrations and
commemorations
recognition of the differences between rules and laws
reflection on the qualities of good laws and principles and values such as equality before the law
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There are symbols that reflect rules and laws
There are national symbols that identify Australia and others that identify other
cultures
ESSENTIAL CROSS CURRICULUM SKILLS & ASSESSMENTS TO BE COVERED IN THIS UNIT
(Activities which interrelate with VELS in these areas.)
Literacy
 Science journals
 Word walls
 Storyboards
 Role-plays
 Narratives
 Non-fiction text
Numeracy
 Tables
 Graphs
ICT
 Kidspiration: Force-arrow diagrams
 Digital cameras/flip top: recording & downloading
 Blue screen movie: role plays
 Excel/Create a graph: tables & column graphs
 Power Point: class journal
 Universal signs http://www.google.com.au/images?hl=en&expIds=17259,26637,27157&xhr=t&q=universal+
signs&cp=1&rls=com.microsoft:en-au&wrapid=tljp128730587437900&um=1&ie=UTF8&source=univ&ei=VLy6TLjPIIK6vQOfgen9DQ&sa=X&oi=image_result_group&ct=title&resnu
m=4&sqi=2&ved=0CEQQsAQwAw&biw=1276&bih=616
 Health Safety signs - http://www.google.com.au/images?hl=en&rls=com.microsoft:enau&q=safety+signs&revid=733909831&um=1&ie=UTF8&source=univ&ei=A7y6TM_RGoWevQPI0qXYDQ&sa=X&oi=image_result_group&ct=title&r
esnum=1&ved=0CDYQsAQwAA&biw=1259&bih=616
 (there are other sign images at the above website as a link)
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Arts
 Annotated drawings
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Science
Humanities
STAGE OF UNIT & PURPOSE
TUNING IN
WOW Activities!
Engage students by showing them a variety of signs from Australia and overseas.
Students use graphic organiser (compare and contrast) to show the differences of Australian and OS signs
Walk around the local area looking at signs – taking photos, videos
Create a photo story of local pictures and add their own point of view to these
Select one sign and explain why you think the country would use this sign and how it would be useful
Engage students in conversation as to where China is and Australia is (look on map or globe) and what do they
notice the differences are between the countries are. In the pictures, do you see any environmental problems or
issues in China.
Discuss what a day in the life of a Chinese student would be like as compared to their day as an Australian.
Ask how Australians care for each other and how do they think people in China do the same? What values do you
believe we as a country have / show? (care, compassion, respect, tolerance, inclusion, responsibility trust….)
Discuss the school values and can they be related to the pictures in China. How do both countries care for each
other and are they the same or different?
FINDING OUT
SORTING OUT
(whole grade)
groups, individuals
Explore a few signs and what they are used for and what Explain the effect of signs / symbols
is their importance.
Explain their understandings of the signs / symbols and
Debate with a small group that your signs / symbols are their relevance in society / culture
more important than the other group signs / symbol.
Explore the effect if there were no signs or different
signs and the effect on society
Use role play and narrative to describe and represent
Explore the size of signs / symbols
forces acting in real-life scenarios
Contribute to a class discussion about signs / symbols
and their uses in different cultures
Observe similar signs / symbols
GOING FURTHER (as whole grade or individual student)
(whole grade)
groups, individuals
Elaborate on what you have found interesting from the investigations
Plan and conduct further investigation of signs / symbols used internationally
Discuss signs / symbols that are universal and why
Create your own universal sign that is not currently used and why it would benefit society
Create a table and a column graph to represent and compare peoples views of signs / symbols within the
community
ACTION and REFLECTION
(whole grade)
groups, individuals
Evaluation of signs that are used universally used
Review the class journal, word wall
Reflect on their learning during the unit