Year 3/4
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 lead 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:
- Communicator
- Open-minded
- Principled
Students discussed the attributes of the Learner Profiles to be focused on in this UOI. In groups, students unpacked the actions and qualities demonstrated through each Learner Profile.
The Students broke open the language of the Learner Profiles and the students had to find an image that matched their understandings of the LP.
Concepts:
- Function
- Connection
- Responsibility
Student Voice:
“Every choice has an impact on something.” Sami 3/4 blue
“Appropriate decisions leads to more friends.” Alex H 3/4 blue
Students brainstormed choices they are able to make and choices they have no control over. Discussions then lead to students determining if the choices they made needed prior knowledge. Who made the choices they couldn’t and did those people need to be informed before making the decision.
Exploring Colours Through Behaviours: Students discussed how artists convey mood, tension, feelings by colour choice. Students selected an artefact from the environment to sketch in their own artwork. Students selected particular colours to convey emotions in their watercolour artwork.
Learning a new talent to develop your decision making skill
Students needed to identify or discover a skill/task that requires decision making skills.
They were to write or record the decisions they made or needed in order to complete the skills/task.
Cyber Safety: Students created PicCollage posters to provide tips on how to be Cyber Safe.
Students watched cyber safety clips and recorded and discussed do’s and don’t’s on the internet.
Don’t share personal details online. (Neha 3/4 Blue)
Don’t give out your parents credit card details. (Alex G 3/4 Blue)
Screenshot unwanted texts and emails. (Alice M 3/4 Blue)
Don’t click on popups. (Alexia V 3/4 Blue)
Making choices through sport
“I had to decide if I was going to get a bean-bag or save my friend”. Izzy M 3/4 blue
“We had to create jobs for each person in the team in order to find success”. Liam N Izzy M 3/4 blue
Healthy Choices: Provocation - what does making healthy choices mean?
Feedback was provided on Seesaw.
Students inquired into what being healthy means. Students changed their original posters after being informed. Students then taught to year 1 about making healthy choices and being healthy.
Healthy Choices: Students published a persuasive piece of writing encouraging the reader to make healthy choices. Students brainstormed different ways to stay healthy and active. Students re-read and edited their written work to produce their final writing piece.
Student Voice:
‘Exercise benefits everyone, it reduces the risk of type diabetes and other diseases.’ Freya
Making bad choices leads to bad consequences.’ Olivia S
‘All choices lead to consequences.’ Xavier
‘Think before you act.’ William
‘Making healthy choices is better for your body.’ Paige
‘You need to make good decisions about what to eat to be healthy.’ Milla-Rose
‘There’s good and bad consequences to any given situation.’ Elliot
Writing showcase displaying 3.4 Whites understanding of the importance of living a healthy lifestyle.
Conflict: Students were given pictures of typical conflict situations in the playground, classroom etc and ask to use prior knowledge to help them solve the at hand issues.
Students presented these ideas to the class and students gave feedback and then added their feedback given to their poster.
Students were then given a scenario in which they needed to provide the best choice they could think of to resolve the situation.
Students unpacked the meaning of the word ‘conflict.’ Students explored a number of different scenarios (images) depicting conflict. Students discussed what situation/conversation might have been taking place in each image and ways to resolve the conflict.
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School Systems:
Students brainstormed all the systems around the school. Then took photos and described what each system does, who they are for and the impact they have and on who.
Student Initiated Motivational Quotes:
Students inquired into what motivates them to stay healthy, make the right choices and be cyber safe. They then thought about ways they could influence and persuade others to make the choices that would have positive consequences. Students observed many motivational quotes and chose one that resonated with them. They then decided they would create their own quote/s.
Assessment:
Taking action:
