Year 3/4 How We Organise Ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea: Informed decisions leads to appropriate action.

Lines of Inquiry:

• Why humans create systems 
• The formation of relationships through networks
• The role of awareness in decision making

Learner Profile:

• Principled
• Caring
• Open-minded

Concepts:

• Function
• Connection
• Responsibility

Provocation

When students arrived at school on Monday of Week 2, they were told that their teachers were too busy to teach them. They were given a list of tasks to complete and were required to take charge of their own learning for the morning session. 

During this time some students decided to take charge, while others chose to do their own thing. When reflecting on their decisions during the provocation several students commented on the roles different students adopted. Some of the comments were about the lack of structure without a teacher, and the chaotic feeling in the room. This provocation was referred to during the unit.

Informed Decisions Leads to Appropriate Actions 

Students re-wrote the central idea in their own words following a word inquiry. 

Sensible actions leads to appropriate choices. (Maggie, 3/4B)

Doing the right thing will lead to positive outcomes. (Aminda, 3/4B)

Good behaviour is expected, specific to the situation. (Giuliana, 3/4G)

Equal is dividing up what you have unevenly, but fairness means giving students what they need when they need it – Pia 

Lines of Inquiry

Students discussed ‘Why humans create systems?’ We emphasised the use of key concepts to discuss what a system was. We connected the knowledge we had from Year 1 and 2 to understand what a system was. We discussed the systems we have in place within the classrooms such as ‘teacher helpers’ and ‘compost bin’ to keep our classrooms orderly and working well. 

Students asked their ‘Burning Questions’ after we discussed the first line of Inquiry: ‘Why humans create systems?’ Students were encouraged to ask questions about this line of Inquiry or the Central Idea. 

• Why did humans want to be more organised? (Justine, 3/4G)
• I wonder if everyone knows how to act appropriately, then why would we have rules? (Maggie, 3/4B)
• I wonder if we don’t have systems then would we still survive and what was the first system made? (Mary, 3/4B)
• I wonder how many systems are in the school? (Joseph, 3/4B)
• I wonder what happens when a system breaks? (Rigsel, 3/4B)
• Why do we have to bring our own device to school? (Sarah 3/4W)
• Why do vaccines get put into a needle? (Theo 3/4W)
• Why do hospitals make you fast before surgery? (Grace 3/4W)
  

When exploring the second line of inquiry, ‘the formation of relationships through networks’, students discussed fair and unfair decisions and what impact their decisions have on others. 

We discussed fair and unfair, and investigated the meaning of the words equity and equality. Students considered various scenarios and whether those involved were treated fairly or unfairly. 

Fair: Tom wants to go on an exciting new ride at the theme park. People under 1.6 m are not allowed to go on it and Tom is only 1.3m high. He is told he is not allowed to go on the ride and he is upset.

Unfair: Kate doesn’t want to be a goalie if Vin is on the other team.

• To be fair, it should be fit for their needs. (Tesia, 3/4R)
• Different ages might be more fit or can do things better. (Connor, 3/4R)

When discussing the third line, ‘the role of awareness in decision making’, students considered the need to be ‘responsible’ and make wise decisions as every decision has a consequence. They discussed how some of these consequences can be good and some consequences can be bad. It is necessary that we are responsible when making decisions. Students explored rules and laws that we have in the community and the consequences of systems not working.