HASS 1-3.3 bundle: Daily Life in the Past

Description

Bundle containing all components of HASS/Science Year 1-3 Units 1.3-3.3 (combined)

Teacher handbook with complete lesson plans, curriculum mapping, assessment guide, student workbooks and worksheets, and workbooks with model answers, plus all the resource PDFs for

• HASS + Science: Understanding Our World
• Year 1-3 Units 1.3-3.3 (combined): “Daily Life in the Past”
• Minimum time allocation half an hour per week, optimal 1 hour a week.
• Please note that the special multi-year bundles only include the teacher handbook and assessment guide for the highest year, as you generally don’t want to be juggling multiple handbooks in the one classroom. If this does not suit your needs, please order the individual units.

This is a special bundle for schools where students in Year levels 1-3 are in the one classroom, integrating:

Unit 1.3 Families Through Time

This unit investigates how families have changed through time and across the world. Students examine the structure of different families and examine the question “what makes a family?”.

The timeline activity provides a hands-on experience mapping the abstract concept of time to 2-dimensional and even 3-dimensional space, which helps students to understand the concept of time and its duration. The timeline activity also supports the number-line concept as developed in the Mathematics Curriculum and should be introduced either after or concurrently with the teaching of the number-line.

Students will undertake a guided Scientific Investigation to examine types of evidence of families in the past. Students will consider stories, photographs, artefacts and texts, such as letters and journals, as sources of information about the past. The Scientific Investigation will introduce students to the Scientific Process and how conclusions are drawn from examinations of data, including artefacts.

Unit 2.3 Daily Life in the Past

This unit investigates how daily life has changed through time. Students examine how people’s lives have changed in terms of family structure, technology and connections across the planet.

The timeline activity provides a hands-on experience mapping the abstract concept of time to 2-dimensional and even 3-dimensional space, which helps students to understand the concept of time and its duration. The timeline activity also revises the number-line concept as developed in the Mathematics Curriculum, as well as covering sequences and patterns of numbers, addition and subtraction and repeated operations.

Students will undertake a guided Scientific Investigation to examine types of evidence of daily life in the past. Students will consider stories, photographs, artefacts and texts, such as letters and journals, as sources of information about the past. The Scientific Investigation will introduce students to the Scientific Process and how conclusions are drawn from examinations of data, including artefacts.

Unit 3.3 Brisbane Through Time

This unit investigates how Brisbane has changed through time (other geographical regions can be provided with different localised materials!). Students examine how Brisbane and the lives of people who live there have changed. The timeline activity provides a hands-on experience mapping the abstract concept of time to 2-dimensional and even 3-dimensional space, which helps students to understand the concept of time and its duration. The timeline activity also revises the number-line concept as developed in the Mathematics Curriculum, as well as metric units of length, numbers into the 10,000s, addition and subtraction and repeated operations. Students will undertake a guided Scientific Investigation to examine types of evidence of daily life in Brisbane in the past. The Scientific Investigation will introduce students to the Scientific Process and how conclusions are drawn from examinations of data, including artefacts.

A student workbook is provided for the students to fill in during this unit. This workbook, as well as the students’ discussions in class and participation in the activities, forms the assessment for this unit. The student workbook can either be printed and stapled together, with a copy given to each student; or printed out and given to students as loose pages as each lesson proceeds. These pages could be glued into an exercise book. Finally, the student workbook could be displayed digitally and students could copy down their answers into their exercise books.