Description
Year bundle containing all components of HASS/Science Year 6 units 6.1 to 6.4
Teacher handbook with complete lesson plans, curriculum mapping and assessment guide, student workbook and model answers, plus all the resource PDFs for
- HASS + Science: Understanding Our World
- Year 6
- Minimum time allocation of one hour per week. Extensions are provided for up to 3 hours a week.
Unit 6.1: “Ancient Explorers: Ice Age travellers, the settlement of Australia, Asia and the Americas”
This unit introduces students to the Ice Age environment and how it differed from today. Changes in climate as well as animals and sea level are discussed. The movement of modern humans out of Africa early in the Ice Age and their spread around the world is explained. Students are encouraged to envisage the Ice Age environment in Australia and to understand how Ice Age conditions both helped and hindered people in reaching Australia. At the same time movements of people into Asia, the Americas and Europe are introduced, which provides background for understanding later explorations covered in later units. A few case studies are given of Indigenous Peoples of Australia and Asia. Students examine the Origins of Agriculture. The Trade and Barter Activity covers curriculum strands from History, Geography, as well as Economics and Business.
Students are introduced to Landmarks in Australia and around the world with the Aunt Madge’s Suitcase Activity and finally they are introduced to basic concepts of democracy by comparing Ancient Greek democracy with modern Australian democracy. This also provides an introduction to a more in-depth examination of these issues a later unit. Basic information from the Civics and Citizenship Curriculum is introduced.
Unit 6.2: “Exploring Asia”
In this unit students examine explorations of Asia. The explorers covered in this unit include Asian explorers, as well as explorers from other places. Students examine the geography of Asia, some of its historical societies and indigenous peoples, as well as explorations within Asia and by Asians to other parts of the world. Conditions in Europe, including Britain, are contrasted with those in Asia. Students can examine the conditions in 18 th century England, which may have led to the establishment in penal colonies in Australia – this looks ahead to material in later units. An examination of the Dutch East India Company covers both explorations of South East Asia, as well as the operation of a vast, multi-national corporation.
The rise and fall of the Dutch East India Company addresses aspects of the Economics and Business curriculum.
The environments of Asia are covered and students consider environmental impact in both historic and modern contexts. Students are introduced to primary and secondary sources and the concept of global citizenship. The core of this unit is a research topic by students which covers a range of aspects related to their chosen explorer. This research topic provides in-depth information, whilst the combination of all the students’ research gives a broad overview to the whole class.
Unit 6.3: “Young Australia”
This unit investigates Australia in the late 19th and 20th centuries. The development of Australia as a nation and the inclusion of different groups within the community through time is examined. The nature of Australian democracy and government and how these emerged from the events of the early 20th century are considered. The role of particular individuals is contrasted with the experiences of groups within society, in order to provide a range of viewpoints. Students will undertake a guided Scientific Investigation to examine an aspect of life in Australia in the late 19th and early 20th centuries. The Scientific Investigation will introduce students to the Scientific Process and how conclusions are drawn from examinations of data. Students will use this process to undertake a research project on a relevant theme, using a range of evidence to draw conclusions.
A student workbook is also provided for the students to fill in during this unit. This workbook, as well as the research project, students’ discussions in class and participation in the activities, forms the assessment for this unit.
Unit 6.4: “We Are One, But We Are Many”
This unit covers the issues surrounding migrations to Australia and the diversity of the Australian community. There is also a focus on the Australian democratic process, with a mini election, and Australia’s contribution to global democracy. In parallel, the optional Science activity has students grow a plant, recording conditions influencing its development. The growth of the plant is linked to the migration theme by looking at the cultural meaning of different plants and their connections to Australia’s migrant communities. The unit ends with a celebration of diversity, which students plan and develop as part of their class work, which can be run as a class party, if the teacher so decides.
Multi-Year Level Integration
In a multi-year level class, this unit can be integrated with the Year 4 4.A year bundle (units 4.1 to 4.4) and Year 5 5.A year bundle (unit 5.1 to 5.4). For integration with Year 3, the 3.B year bundle should be used (unit 3.5 to 3.8)
Trent Perry, Teacher –
The program reduces my planning time as I only have to plan and research for one integrated unit.