HASS Civics & Citizenship - Assessment PDF

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HASS Civics & Citizenship - Assessment...

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AN ATION Time: 12:05 – 1:05

20.05.21

Year Level: 4 Content Descriptors: The difference between ‘rules’ and ‘laws’, why laws are more important and how they affect the lives of people (ACHASSK092) The purpose of government and some familiar services provided by local government (e.g. libraries, health, arts, parks, environment and waste, pools and sporting facilities, pet management) ( (ACHASSK091) Skills: Draw simple conclusions based on analysis of information and data (ACHASSI089) Examine information to identify different point of views and distinguish facts from opinion (ACHASSI077) Reflect on learning to propose action in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Students’ Prior Knowledge: o The difference between rules and laws o Examples of laws o What a law is and who makes them o How laws can change over time (Not the process of changing them, just that they are able to change) o What councils can do for the community and how they impact the members of it. o Understanding that not following rules and laws results in consequences. o Scanning QR Codes on an iPad to go to a website. o Examples of rules and laws in their lives. o What it means to belong o Ways to belong in the community o Types of belonging o Comparing the types of belonging, and ways belonging to different groups is different.

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

General Capabilities (that may potentially be covered in the lesson) Critical and ICT Literacy Numeracy

Ethical

creative behaviour thinking Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with and cultures Asia

competence

Personal and Social competence

Intercultural understanding

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to:  

Complete the assessment booklet covering civics and citizenship Continue booklet from previous lessons to completion

Teacher’s Prior Preparation / Organization: - Print assessment booklet “Government and Society” - Have access to rubric to mark student achievement - Access to all previous videos for activities to be completed - iPads for students to access videos (1:2) Assessment of the objectives: Inquisitive unit rubric “looking at specific criteria” Appendix One

Provision for students at educational risk: Extension – Students create responses in sentence form instead of one-word responses. With their answers get them to further explain the response.

Time: 5 Mins

Motivation and Introduction: Review the content from the previous four lessons on local government, rules, laws and belonging. Use prompting questions to begin while group discussion: o What is a law? What is a rule? o What are the differences between rules and laws? o Who makes rules? o Can rules or laws change over time? Why? o What’s an example of a rule? o What’s an example of a law? o What does our community do for us? o What services do they provide? o What does it mean to belong? o How do we belong? And where can we belong?

Resources/References Previous booklets: Local Government Playing by the Rules The Impacts of Law Groups and their Influences

Explain to the students that they will be finishing off their work booklets on these topics before completing the assessment booklet. Lesson Steps (Lesson content, structure, strategies & Key Questions): 10 Mins

Demonstrate to students that any previous questions that have not been completed from the previous week will need to be completed. Use this time for students to familiarise the content prior to the assessment. Ensure that all resources for students to finish the previous questions are accessible. Allow time for students to complete questions and revise the previous content. As students complete the work booklets walk through the assessment.

30 Mins (7.5 mins per question/ allow extra time if required)

(7.5 mins)

(7.5 mins)

(7.5

Explain that the assessment booklet consists of four different questions. Questions one focuses on our local government. Students will be required to draw a picture of their local government (council), explain that this may look like the rubbish man, a shire worker or a mud-map that has different parts labelled. In this section students will also need to state three services the council provides, two rules or laws that are followed and list one community group. Question two focuses on each aspect of civics and citizenship. Students will need to list one human right and how it affects them, a community group they belong to and how it affects them, a rule or a law and how they are affected by it as well as a council event or service and how they are affected by it. Question three focuses on how people’s rights are met through government, rules and laws. Students will need to mind map how their rights and human rights are achieved with the help from the government and how the laws and rules set enable these rights to be protected.

Inquisitive – Civics and Citizenship Assessment

mins)

LESSON

Question four is a self-assessment. Students are required to write five different things they learnt or found interesting on the star. Each aspect will need to be stated with an explanation of why it was interesting and what it was.

(a) Once students have finished the assessment invite students to get their hats and line up outside. Take students down to the basketball court to play rule or law.

10 Mins

5 mins

Rule or Law – The teacher calls out either a law or a rule to the students. The students then decide whether it’s a rule or a law. To signify what they think, they are to run to the allocated side of the court (left being law / right being rule). If a law is called out, students can estimate the fine for breaking that law. As the game progresses introduce sections of the court to specify certain parts of government for laws (the end closest to the school is state government, the middle is state government, and the far end is the council). This allows for students to decide who decides on which laws.

Lesson Closure:(Review lesson objectives with students) Review content form civics and citizenship, ask questions such as: o What is a law? What is a rule? o What are the differences between rules and laws? o Who makes rules? o Can rules or laws change over time? Why? o What’s an example of a rule? o What’s an example of a law? o What does our community do for us? o What services do they provide? o What does it mean to belong? o How do we belong? And where can we belong? o What are some fines for breaking the law?

Transition: (What needs to happen prior to the next lesson?) Return to classroom and put hats away. Have students return to their desk.

Students will need their hats Basketball court or open space

Appendix One...