Unit+from+Mildura

Staff members involved in developing this unit of work are: Lisa Zappia, Andrea Cox, Alisha Parker, Lauren Sexton, Kate Byrne

Our unit is focused on ...Students developing an understanding of how advertising influences how we spend our money. || |||||| ** Term: Three ** || ** Grade/s: 5 & 6 ** || // What do we hope students will understand **about their world** by the end of the unit? // // What is **important** and **relevant** for these students? // // Do these understandings assist students to develop the “Big Ideas” in our throughlines? // |||||||| · ** As consumers many of the decisions we make about the goods and services we access are influenced by the media ** · ** As consumers we have a responsibility to be informed and understand how decisions we make are influenced by others ** · ** To understand that it is the job of advertising to influence us as consumers and that we have a responsibility to be discerning between our needs and wants. ** || |||| Health and Physical Education
 * ** School: St Paul’s Primary School Mildura ** |||||||| ** Inquiry Question: **
 * HOW DO WE MANAGE OUR MONEY? **
 * ** Teacher/s: Andrea Cox, Lauren Sexton **
 * ** Understandings: **
 * ** Strand ** |||| ** Domains ** |||| ** Dimension ** ||
 * ** Physical, Personal & Social Learning **

Interpersonal Development

Personal Learning

Health knowledge and promotion Building social relationships Working in teams The individual learner Managing personal learning |||| The Arts
 * Civics and Citizenship ** |||| Movement and physical activity
 * Civics knowledge and understanding **
 * Community engagement ** ||
 * ** Discipline Based Learning **

The Humanities Humanities-Economics
 * English **

Humanities -Geography

Languages Other Than English L.O.T.E Mathematics
 * Humanities –History **

Science |||| Creating and making Exploring and responding Economic knowledge and understanding Economic reasoning and interpretation Geographical knowledge and understanding Geospatial skills Communicating in a language other then English Intercultural knowledge and language awareness Number Space Measurement, chance and Data Structure Working mathematically Science knowledge and understanding Science at work || |||| ** Communication ** Design, Creativity and Technology
 * Reading, Writing, Speaking and listening **
 * Historical knowledge and understanding **
 * Historical reasoning and interpretation **
 * ** Interdisciplinary Learning **

Information and Communication Technology (ICT)

Thinking Processes |||| ** Listening, viewing and responding ** Investigating and designing Producing Analysing and evaluating ICT for visualising thinking ICT for creating ICT for communicating Reasoning, processing and inquiry Creativity Reflection, evaluation and metacognition || ||
 * Presenting **
 * ** Relevant concepts **

**Assessment for, of and as learning** || (content) |||| ** Learning to and learning by…… ** (skills) || ** Learning through…. ** (expression) || (Reading, Writing & Speaking & Listening) || · Understand the different devices that all present in all forms of media that influence many of the decisions we make. e.g. Testimony,Composition and page design, Flashback, etc. |||| · Use of Microsoft Publisher · DCT Design a product to advertise || · The children will produce an advertisement for a product of their own design, using Microsoft Publisher, which demonstrates the devices that advertisers use to influence consumers.
 * ** Learning about… **
 * |||| ** ICT ** || English
 * · Persuasive Speaking and Writing.

· The children will compose and present an oral argument that demonstrates an understanding of the purpose and features of persuasive writing and speaking, including being able to sustain their argument and use appropriate pitch, pace and pronunciation of words. ||
 * ** Links to VELS standards ** ||

// What can we do to spark interest/enthusiasm/curiosity/motivation? // // Should we set the scene by introducing an authentic issue or problem? // // How can we assess students prior knowledge, values and experience in relation to the topic? // // How can we involve them in negotiating the direction of the unit and setting goals? // || || ** Literacy teaching skills ** || // What experiences/resources/activities could be used to assist students to **gather information** in relation to our planned understandings // || ** Sorting out: ** // How can we help students to make sense of the data they have gathered? How can they sort out and organise their ideas? (Arts, Maths, English, Technology //**// ) //** || ** Literacy teaching skills ** ||
 * ** “Launch” **
 * Tuning In (‘baseline data”) **
 * ** SHARED INQUIRY ** ||
 * ** Finding out: **

// How can we cater for individual and small group pathways as they emerge during the unit? // // How can we facilitate students personal inquiries related to this topic //// ? // || = = = = || ** Literacy teaching skills ** ||
 * ** Going Further **
 * (independent inquiry) **

// How can we assist students to put it all together and reflect on their learning // // How can we assist students to put it all together and reflect on their learning // || || ** Literacy teaching skills ** ||
 * ** Reflecting & Making Conclusions **

// How can we empower students to act on what they have learnt? // || || ||
 * ** Taking Action ** :

Record of Standards achieved

 * ||  || ||   || ||   |||||| English ||


 * Names ||  || Reading ||   || Writing ||   || Speaking & Listening ||