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EDP4130: Resource One
Unit Overview
The proposed unit sufficiently incorporates the selected content descriptions and ensures effective implementation.
It will require the students to work collaboratively in a group, undertaking roles, and identify how people design and produce shelters in different environments around the world, and identify how the shelters relate to the needs and wants of that local community. Within their groups, the children will then be required to design a shelter to sustainably suit a given location, and explicitly sequence their design ideas.
Key Ideas:
Three key ideas from the Curriculum project management, creating preferred futures and design thinking are integrated into student learning, as they are required to sequence the steps of their design ideas, and plan for sustainability (ACARA, 2016b).
To learn more refer to Key Ideas
Cross-curriculum Priorities:
The cross-curriculum priority Sustainably is addressed, as the students are required to design a shelter to sustainably suit a given location (ACARA, 2016d).
To learn more refer to Sustainability
General Capabilities:
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Ethical understanding is integrated as the students explore ethical concepts in context through exploring various shelters around the globe (ACARA, 2016c).
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Personal and social capability is integrated as the students are learning to contribute to a civil society and participate in group work (ACARA, 2016c).
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Critical and creative thinking is integrated as the students identify, explore and organise information and ideas (ACARA, 2016c).
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Literacy is integrated as the students comprehend, navigate, read, interpret and view learning area texts (ACARA, 2016c).
To learn more refer to General Capabilities
Differentiation:
Differentiation is cater for thoughout each lesson of the Unit Plan.
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Various learning styles are addressed and catered for throughout the unit plan including visual, kinesthetic, reading and writing, and auditory
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The groups are chosen by the teacher, which are of mixed ability. This allows the lower students to be assisted by the higher students and the range of ability allows for a vast range of ideas for the students to bounce off.
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Formative and summative assessments are both evaluated in consideration of the individual student's ability and modification may be necessary to some student's rubric.
