Outline – Commodities, countries and choices
Total notional hours: 25
Middle Childhood Integrated – Year 7
Where does it come from?
Resources
Section duration: 2 hours 30 minutes
Resources
Resources
ICP
Writing
Students:
Students:
Students:
Students:
Students:
 are introduced to their role as
a consumer and the idea that
all products come from
somewhere and are made
from natural resources.
 identify and locate a selection
of countries relevant to the
unit of work by dragging the
name and dropping it on the
matching country.
 compile a list (in pictures) of
their favourite clothes. They
then need to check each item
to work out the country of
origin and create a mind map
that demonstrates their
international identity, using
paper and coloured texts or
pencils to complete the
diagram
 compile a list of ten objects
commonly used
 complete an interactive
activity to familiarise
themselves with topic words
for the resource.
 identify the country of origin of
each object and outline in a
two-column list
 locate and label countries of
origin on a printed map of the
world.
 reflect on the day’s learning
with personal responses.
 describe their connections to
the international scene by
writing pointers that show
their links to the world through
clothing and personal
possessions.
© WestOne Services 2010
INTEGRATED1532
Page 1 of 7
Early traders
Section duration: 3 hours 45 minutes
Resources
ICP
Students:
Students:
Students:
 watch a photo story about medieval traders
identifying important commodities traded during
the Middle Ages till the 18th century
 research Marco Polo and the Silk Road
 write about how trade has changed cultures
(positively and negatively)
 are quizzed on information in the ‘Early traders’
photo story.
 read a printed story of Marco Polo and the Silk Road
 trade places with Marco Polo and then present the
information in a letter home to Venice
 compare travel, trade and the transportation of
goods in medieval times with today.
 write focus questions to guide research
 watch a video of Marco Polo images
 investigate the development of trade from medieval times to
today by identifying medieval trade routes of Europe and
Asia in a mapping activity (online)
 plan content for letter, using a planner
 draft letter, using a planner and notes from research
 write a letter using presentation ideas that reflect the 13th
century
 complete a self-evaluation.
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INTEGRATED1532
Page 2 of 7
Animal, vegetable or mineral?
Resources
Section duration: 5 hours
Resources
Resources
Writing
Assessable task – ICP
Students:
Students:
Students:
Students:
Students:
 investigate different types
of natural resources used
for commodities.
 investigate the use of minerals through
an interactive activity
 name and reveal
commodities used for food
 conduct a survey and make a list of
uses of minerals
 use an interactive activity to
understand:
 list or draw things they have
learnt about natural
resources.
 explain the development of
a chosen product in a flow
chart
 conduct a survey to identify uses of
minerals
– the production process of
commodity to product
 complete a printed graphic organiser to
locate information about mineral
resources in Australia
– Australia’s agricultural
resources.
 record with keywords and phrases
 share completed flow
charts, and brainstorm
other factors involved in
the production of their
chosen product, eg
packaging, marketing,
transport.
 summarise information
 show on a blank printed map of
Australia where the minerals
researched are found.
© WestOne Services 2010
INTEGRATED1532
Page 3 of 7
Globalisation
Section duration: 2 hours 30 minutes
ICP
ICP
Reading
Reflection
Assessable tasks
Students:
Students:
Students:
Students:
Students:
 investigate the world’s
biggest consumers of canned
food, frozen food, baked
beans etc. by completing a
quiz.
 compile a list of products
used by different members of
the family around the house
and identify the country they
came from  a minimum of
three items from each family
member.
 read an explanation of
globalisation to understand
the structure of an exposition
 write a reflective paragraph
on the content and skills
learnt in this section.
 use online activities to learn
about the structure of
paragraphs
 use a printed graphic
organiser to record the main
idea and keywords from each
paragraph.
– how to write a five-sentence
paragraph
– how to expand a fivesentence paragraph to eight
sentences
 write a paragraph on a topic of
own choice or from
suggestions.
© WestOne Services 2010
INTEGRATED1532
Page 4 of 7
Trading partners
Section duration: 3 hours 45 minutes
Resources
ICP
ICP
Reading
Assessable tasks
Students:
Students:
Students:
Students:
Students:
 watch a photo story to
introduce the idea of
Australia’s trading partners
and the significance of
imports and exports.
 watch a photo story on free
trade partners
 create a display that gives a
taste of one of Australia’s
major trading partners and its
links to Australia
 classify different commodities
 reflect on the relevance of
imports and exports in their
own lives.
 research facts about a
chosen country
 complete an interactive
mapping activity on APEC
 list APEC countries
 investigate other trade
organisations important to
Australia
 complete a multiple-choice
quiz on trade organisations.
 understand that information
needs to include:
– title/map
– climate
– people and population
– culture
– food
– resources
– links to Australia
 examine different types of
imports and answer questions
 read and interpret information
on a table about Australia’s
top three trading partners
 read and interpret graphs with
import/export data.
 plan, research and present
information over two days.
© WestOne Services 2010
INTEGRATED1532
Page 5 of 7
What do you think?
Section duration: 2 hours 30 minutes
Resources
Writing
Reading
Reflection
Assessable tasks – Writing
Students:
Students:
Students:
Students:
Students:
 watch a photo story featuring
the issue of buying Australian
goods in preference to
imported goods.
 think about the case for
buying Australian products
 read about the forest as a
commodity and consider the
cases for and against logging
 reflect on the section by
creating a bumper sticker to
convince an audience to take
action on an issue.
 use their knowledge of
paragraphs to write three
convincing paragraphs from
three different points of view
 revise the structure of a basic
paragraph
 learn strategies for making
writing more convincing
 compare a basic fivesentence paragraph with a
more complex one
 revise the structure of an
exposition
 find the main idea of each
paragraph in the reading
passage.
 use a paragraph checker to
ensure paragraphs are written
correctly
 edit and publish the three
paragraphs.
 write a convincing paragraph.
© WestOne Services 2010
INTEGRATED1532
Page 6 of 7
Balancing act
Section duration: 5 hours
Reading
Reading/Writing
Reflection
Assessable tasks – Writing
Students:
Students:
Students:
Students:
 look at some Australian icons.
 investigate and plan an exposition on
the pros and cons of using kangaroos
as a commodity
 reflect on the new knowledge and
skills they have gained. They evaluate
the value of looking at both sides of
an argument before making an
informed decision. They indicate ways
in which their thinking has been
reinforced or changed. They are
encouraged to think of ways they can
use their new learning to ‘make a
difference’.
 write a draft on the topic
 record information in a graphic
organiser, using paragraph headings
and keywords
 can use their new learning
(knowledge or skills) to make a
difference in a real world situation.
This option contains a few suggestions
on how this could happen. It also leaves
the way open for students to use their
creativity to come up with their own
course of action.
© WestOne Services 2010
INTEGRATED1532
 self-edit and correct draft
 publish an exposition focusing on the
conflict of interest between the
kangaroo industry and environmental
groups in the use of the kangaroo as a
commodity
 self-assess according to exposition
criteria on rubric
 hand in all planning and draft work to
an adult for summative assessment.
Page 7 of 7