ITALIAN- SCIENCE YEAR 7 UNIT:

Year level:7 VELS level:7-8

OVERVIEW
This units employ an inquiry based approach to investigate the connections between human behaviour and environmental, social, and economic issues. Through the 5e approach it ignites and supports students to gain an understanding the impact of human activities on the environment, and the effects of environmental issues on human health as well as on native flora and fauna. Students, through an inquiry-based approach will learn more about the environment they live, their impact on surrounding environments, and on a larger scale on issues such as climate change, soil erosion, global imbalances. Through interactions with local stakeholders, internet research, text readings, and experiments will gather information, and through observation and self-reflection they will be encouraged and supported to find the causes and will try to find viable solutions to address the issues. nteracting with speakers, reading texts, watching videos, in the foreign language studied they will learn new words and concept in the target language, and by thinking and reflecting on the similarities and differences they will gain a deeper understanding of the links between local and global environmental issues. Students begin by exploring connections between food and identity to focus on food carbon-print and food waste and waste management. !earn about beliefs and practices of "boriginal and Torres Strait slander people regarding care for the land, they explore and investigate some of the environmental issues the #ity of $elbourne is called to address in the near future as dealing with drought, landfills, threats posed by nonnative pests and plants, water pollution, urban development. They elaborate their own conclusions and create or suggest new ways to address the problem posed.

Dimensions and cross-curriculum priority:

Science and talian % Sustainability % "boriginal and Torres Strait slander histories and cultures.

Cross-curriculum Standards
& .' & .* "boriginal and Torres Strait slander communities maintain a special connection to and responsibility for #ountry()lace throughout all of "ustralia. "boriginal and Torres Strait slander )eoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

+espite massive changes in the environment and in lifestyles due to urbanisation, industrialisation and agricultural innovation, ,ictorian "boriginal people-s beliefs about and approaches to land management and land care can continue to contribute to a healthier, sustainable environment for all "ustralians. ndigenous "ustralian-s interaction with the land are based on an understanding of both flora and fauna as life forms which were intimately related to human life. "n awareness of the essential integration of humans with the land could be summed up as a deep sense of oneness with the land. .atural resources were utilised in accordance with traditional and cultural practices by ndigenous "ustralians in this country. Strategies such as fire-stick burning were used in ways that regenerated the vegetation because it encouraged re-growth and attracted animals and insects to various regions of the continent. There was a great respect for the land manifested in patterns of resource use. The use of the land by ndigenous "ustralians featured practices that would lead to sustainability.

Focus questions:
/ow does food impact on the environment0 /ow did "boriginal people use and care for the land0 /ow much do we need0 /ow much do we use0 f we waste less can we make a difference0 1hy do we need to develop more sustainable practices0 /ow can we have a positive impact on the environment0

1hat can we learn from the "boriginal and Torres Strait slander people about sustainable land use0 #an "boriginal and Torres Strait slander beliefs and practices enable us to have a more sustainable future0

A ori!inal and "orres Strait #slanders $erspectives

ndigenous people have always assumed stewardship of the 2arth, and continue to practice sustainable living. "boriginal and Torres Strait slander people see themselves as part of the land3 they believe the land provides for them and they have a responsibility to care for it.

Lan!ua!es and Sustaina ility

n the "ustralian #urriculum, !anguages are used to assists students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. The content in the language, literature and literacy strands is key to developing and sharing knowledge about social, economic and ecological systems and world views that promote social 4ustice. n this learning area, students may interrogate a range of texts to shape their decision making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures.

AusVELS #"AL#A%
Learning focus "s students work towards the achievement of standards in !anguages at !evel 5, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They understand that these influence "ustralian life and culture. They also learn about the basic geography and history of the country or countries where the language other than 2nglish is used and make comparisons with "ustralia and other countries associated with the languages they have previously studied. Students begin to understand and use the language within the world of their own experience, including the world of learning, with some topics drawn from other domains. They participate in activities where they practice exchanging simple personal information on topics such as self, friends, family, time, school, likes, dislikes, foods, daily routines and pastimes. They talk about themselves in response to questions, and learn to ask questions. They begin to write short paragraphs, initially based on models and on memorised sequences, eventually developing independence. They apply basic word-processing skills

using the language. Students are increasingly aware that there are technical terms for parts of sentences, and that they need to reflect on words, and their function and place in a sentence. They learn to differentiate between, and pronounce, sounds and to make use of cognates between languages. They consciously consider aspects of grammar and approach language learning as a problem solving activity. They make logical attempts to decipher meaning from written and spoken input, and use print and electronic resources such as dictionaries and #+-6oms. They learn strategies for retaining language information for later use in new applications, and understand how parts of the language system work. 7reetings, introductions, songs and other simple routines are used to introduce the sounds of the language and to encourage students to use the language. 8rom the beginning, students are exposed to words, phrases and basic sentences in the language. Students participate in a range of activities including cooking, physical education, games, drawing and puppet making which locate the language in real communication contexts, hearing extended but simple stretches of the language and gradually using it themselves. Students communicate by referring to a range of models and responding to teacher prompting. They begin to perform in open-ended situations, allowing variation and extension of language applications. They speak and write effectively, approximating meaning and authentic language use within defined topics and contexts.

STANDARDS
Communica ing in a !anguage o "er "an Eng!is"
9.9 Students exchange simple information on topics such as daily routines and aspects of their world. They talk about themselves in response to questions, and ask questions in response. 9.' Students manipulate modelled language. They read or listen to passages and extract basic factual information on defined topics. 9.* Students demonstrate effective sound discrimination. n tone languages, students discern all the tone patterns in slowed speech. 9.: Students show awareness of the language requirements of a range of specific situations related to a given topic, and adapt language and gesture appropriately for the role, audience and purpose of the discourse. 9.5 They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. 9.; Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their own work.

In ercu! ura! #no$!e%ge an% !anguage a$areness

'.9 Students select, interpret and present knowledge about the language, its speakers, and countries where it is spoken. '.' Students demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language. '.* They interact with a variety of speakers of the language, possibly from different countries and communities, including "ustralia, to gain understanding of diverse views and beliefs within and between these communities.

'.: Students of a classical language demonstrate an understanding of the target culture from an historical perspective leading to an appreciation of ancient life, history and culture associated with the language. '.5 Students express their own views and values in relation to simple scenarios or propositions.

Activities lin&ed to AusVELS Standards

Students are encouraged to interact, directly or through various media, with a variety of speakers of the target language. #ommunicate personal interests and ideas. 1rite simple short sentences based on modelled examples. !isten to short texts and show understanding. #onstruct questions themselves using their background information. <se simple software applications to demonstrate understanding of known vocabulary and structures. 1rite in the language using modelled texts and generating original materials with the teacher guidance. 2xplore a topic of interest through the language. +evelop revision materials for language rules and applications to share with other students. <se electronic resources to locate and interpret information. )articipate effectively in interactions such as role-plays and conversation on simple topics. #reate simple original texts for specific audiences and purposes in electronic form.

"as&s'Activites&Resources
- nterview stakeholders(guest speakers -1atch videos(web search -"ttend seminars and workshops =http>((www.sustainablemelbourne.com(?

-$ake sustainable artefacts -6ead texts -)articipate in field trips -#lassroom composting Students build a worm bin in order to recycle classroom food-waste into rich vermi-compost. This nutrient rich compost can then be added to the soil in a school garden or landscaping pro4ect. -#ompare and reflect on data collected -1rite reports ( compose songs ( make videos ( write scripts for a short-play -2ngage in an environmental debate role-play = research and collect information regarding stakeholders characters. +evelop and understand their opinions and based on evidence. <se persuasive language during the debate? -#reate a class website regarding local environmental issues

We'si es " (:&&$$$)%esignforc"ange)org)au& +esign for #hange is a unique and collaborative online space where students can create creative solutions to global problems. $$$)r'g)*ic)go*)au)website of the 6oyal @otanic 7ardens in $elbourne which also has a resource kit for teachers on their "boriginal 6esources Trail. $$$)a'c)ne )au& *&car'onco(s)This website contains video clips from the "@# T, program #arbon #ops which examines ways people waste natural resources in their homes and suggestions for reducing this. $$$)is!an%$oo%)org&#i%s&im(ac &foo (rin )("()This website includes a questionnaire to help you calculate how big your environmental footprint is. t also contains information about how this is damaging our world and ways we can reduce this. $$$)+*$)com)au)The Aarra ,alley 1ater website includes animated explanations with audio of the water cycle and several other aspects of water conservation hosted by #loudia 6aindrop.

Audio Visual
http>((www.storyofstuff.com(. " 'B minute animation developed by "nnie !eonard about the process from extraction of natural products to consumption to disposal of waste, and the

impact of this on the environment. C"n nconvenient TruthD +,+, )aramount /ome 2ntertainment, 'BB5 State of the )lanet a @@# +,+ 'BB;

#C"
#T use for creating, visualising and sharing> E%is orm allows students to brainstorm and planning collabotatively on line. Au%aci + to create a podcast ,!ogs er ( -a%!e to create an electronic cork wall. S or+'ir% ( Ton%oo to create a storyboard or to create cartoons .emrise to learn new vocabulary. To%a+smee a blog-room to make comments and ask questions during class time -re/i to create a slide-show with text and pictures. Wee'!+ to create a website to share their learning

LESSON -LANNER

LESSON 0

Learnin! !oals
2ngage(2xplore> Students read a text about talian traditional food and their links with traditions, and research the links between food and cultural identity in "ustralia or their native countries. = "us,2!S Standard !anguages 9.'? 2xplore> !earn new words, phrases and sentence construction models related to food, food production and packaging. ="us,2!S Standard !anguages 9.;? Students learn about food and environmental issues and learn new words regarding the topic.="us,2!S Standard !anguages 9.53 9.;?

#C"
The nternet3 Today-s $eet3 )adlet 1ocus 2ues ions: 2xplore(2xplain> "re we what we eat0 s our food production and consumption sustainable0

"as&s and resources

Tas# 0 2ngage> ask students to list their -pantry essentials-> what foods do they always have in the cupboard at home0 =Students learn new words associated to food and packages? 2xplore> students have to find images of local markets or ethnic food stores to discover some new foods from different cultures. Then students have to draw a ,enn diagram to compare and contrast between different foods and cultures. 2xplain> n small groups and classroom discussion> /ow does cultural identity impact on food0 Students compare and contrast their findings. 1hile attending the lesson students use Today-s $eet to post blogs onto the class blog about their thoughts and using the target language to make comments and ask questions. ="us,2!S Standard !anguages 9.53 9.;3 '.5? (ome)or& 2ngage ( 2xplore> /ow does food production relates to environmental issues0 Students watch an inconvenient truth. They have to note down the links between food and environmental issues. 8inally, they complete the quiE to discover their food footprint. 8inally, they write their reflection about their results, write * new things that they have learnt from this lesson. $oreover they write * questions about the topic that came to their mind about the topic, and its relations to other topics, they will investigate during the next lesson(s. = 2xplore % +emocratic learning? $$$)is!an%$oo%)org&#i%s&im(ac &foo (rin )("(

Assessmen
Students, based on a modelled text provided by the teacher, write a brief note regarding the lesson,including * new things that they learnt, and upload it on to padlet. ="us,2!S Standard

!anguages '.53 #T to communicate? +epth of thought and the understanding of the topic can be checked through the general assessment rubric.

LESSON 3 Learnin! !oals

2ngage(2xplore> Students learn about food waste and the broken food system. = "us,2!S Standard !anguages 9.9? 2ngage(2xplore>!earn new word related to the topic and sentence construction through an informative test =appropriate to their level of knowledge? about average food waste and its carbon footprint. = "us,2!S Standard !anguages 9.53 9.;? 1ocus 2ues ions: 2xplore> /ow much do we use0 /ow much do we need0

#C"
The nternet3 )adlet3 Todays$eet

"as&s and resources

2ngage> students watch a video about food-waste in "ustralia http://www.youtube.com/watch?v=gI1s_6IR_tQ 2ngage(2xplore>Students read a text in the target language about the average food waste and its carbon footprint of an talian boy of their age. 2xplore> students make a table and start researching how much food they waste per day. "fter one week of research they present their results to the class and upload a note with a brief reflection onto )adlet. 1hile attending the lesson students use Today-s $eet to post blogs onto the class blog about their thoughts and using the target language to make comments and ask questions.

Assessment
@ased on a modelled text provided by the teacher =Scaffolding?, students write a short paragraph to present the results of their research. ="us,2!S Standard !anguages 9.:3 9.53 9.;? Students write three questions related to their present knowledge of the topic that are going to address in the next lesson(s. =2xplore> prompting of nquiry3 +emocratic learning?

LESSON 4 Learnin! !oals

2xplore> Students go on excursion and learn about "boriginal and Torres Strait slander and their relationship with the land. ="us,2!S Standard #ross- #urriculum &. .B'3 &. B*? 2ngage> Students build recycled artefacts

Focus questions:
2xplore> /ow did "boriginal people use and care for the land0 1hy do "boriginal people see themselves as part of the land0

#C"
1ord processor3 cameras, recorders.

"as&s and resources

Take pictures, write notes and thoughts documenting the relationship of "boriginal and Torres Strait slander with the land. @uild "boriginal style artefacts.

Assessment
@ased on a modelled text provided by the teacher, students write an informative report about their excursion. ="us,2!S Standard !anguages '.5? Students write three questions related to their present knowledge of the topic that are going to address in the next lesson(s. = 2xplore> prompting of nquiry?

LESSON 5 Learnin! !oals

Students learn about $elbourne environmental issues. Students learn new words regarding the topic. = "us,2!S Standard !anguages 9.'3 9.53 9.;? Students learn about assessment tasks and criteria

1ocus 2ues ions: 2xplore> what are the impacts human behaviour on the environments around the city of $elbourne0 /ow has the environment around you house changed in the last *B years0

#C"
The nternet3 #ameras

"as&s and resources

Students read the web page about $elbourne environmental issues. Students select one environmental issues regarding the city of $elbourne according to their needs and an assessment task is negotiated with the teacher. Students go on private excursions and collect information about environmental issues of the city

Assessmen
.egotiated with the teacher. #riteria> see the assessment chapter of the present unit.

LESSON 6 Learnin! !oals

Students collect informations and start to find explanations and links to other sideissues

1ocus 2ues ions: /ow is this issues connected to the other environmental issues in this city, state or globally0 1hat are the social, economic, politic implication or this issue0

"as&s and resources

6ead texts, watch videos, interview stakeholders, perform experiments.

Assessmen
They draw and label diagrams to explain their understanding of the issues researched.

LESSON 7 Learnin! !oals

Students compare results and try to find principles, rules or generaliEations

1ocus 2ues ions: /ow is this issue connected with other issues0 1hat is the bottom line to all the issues researched 0

"as&s and resources

Students present the result of their research to their peers, and in groups and with the help of the teacher work toward a deeper understanding of the topic

Assessmen
)eer-assessment.

LESSON 7 Learnin! !oals

Students apply the generaliEations they formulated to a new context and test their validity

1ocus 2ues ions: "m able to apply the same generaliEations to the same problem in another country0

"as&s and resources

Through the nternet students read texts about the same environmental issue in a different country.

Assessmen
Students write a reflective paragraph about their understanding of the topic.

LESSON 8 Learnin! !oals

Students work towards the completion of assessment tasks 1ocus 2ues ions: 1ho is the character you are going to represent0 /ow do environmental issues affect your character-s life0

"as&s and resources

Students use the nternet and work on a rubric provided by the teacher =scaffolding? to gather all the information needed to participate in the coming class debate

Assessmen
See assessment rubric "

LESSON 9 Learnin! !oals

Students participate in the environmental role-play discussion.

1ocus 2ues ions: 1hat can we do to develop more sustainable practices0 /ow can we have a positive impact on the environment0

AusVELS Standards ' "as&s and resources

Students participate and interact in role-plays ="us,2!S Standard !anguages 9.'3 9.:3 9.5?

Assessmen
Students have to find an online article that expresses their stance during the debate.

LESSON 0: Learnin! !oals

Students present their assessment tasks Students assess their peers and apply self-assessment

"as&s and resources

"ll students assessment tasks are presented. )eer-assessment is used.

Assessmen
Students write a reflection on their task

LESSON 00 Learnin! !oals

Students discuss in groups about their tasks and apply self-assessment Students develop revision materials

"as&s and resources

Students use #T and their knowledge of the topic to create revision materials

Assessmen
See assessment rubric "

LESSON 03

Learnin! !oals
Students receive their final evaluation Students identify future learning goals

1ocus 2ues ions: 2ngage> /ow can we have a positive impact on the environment0 -1hat can we learn from the "boriginal and Torres Strait slander people about sustainable land use0

"as&s and resources

Students select their best work and use weebly to publish them on to the nternet

ASSESS.ENT
1orma i*e assessmen s
Assessmen ru'ric A The following rubric is an integral assessment tool and applies to all unit activities and tasks. NOT SATIS1ACTORY Thoughts are unclear and the supporting evidence is irrelevant. The sentence construction is inaccurate and presents many grammatical errors. SATIS1ACTORY Thoughts accurate but not supported by relevant evidence. "t times, the sentence construction is inaccurate. 2ven though sentence construction attempts to more complex forms there are still numerous grammatical errors. The student is engaged but does not participate actively in E;CELLENT "ll ideas and thoughts are deeply felt and supported by evidence. @oth vocabulary and language construction show variety, complexity and accuracy even if with few grammatical errors. The student interact and communicate actively during

DE-T< O1 T<OU,<T

LAN,UA,E

STUDENT EN,A,E.ENT

The student is disengaged and does not

UNDERSTANDIN, O1 T<E TO-IC O1 SUSTAINA=ILITY AND INDI,ENOUS CULTURES

participate in classroom activities. Superficial understanding of the topics and their connections to other areas of learning.

classroom activities. )artial understanding of the topics and their connections to other areas of learning.

class debates, tasks, role-play and class discussions. +eep understanding of the topics, and causes and consequences behind them. @road understanding of links with other areas of knowledge.

Summa i*e assessmen s

C!ass %e'a e "ll students participate in a class environmental debate. n the first part of the unit they have researched all the causes of different environmental issues regarding the city of $elbourne and they have identified all the different stakeholders. )rior to the debate they have been assigned a stakeholder to represent in the debate, and they have researched their opinions and ideas regarding possible solutions. See assessment rubric " regarding assessment criteria. Crea e a communica ion s ra eg+ 2ach student has to create a communication strategy to address an environmental issue and suggest possible solutions. ="us,2!S Standards !anguages 9.*3 9.:3 9.53 9.;3 '.'3 '.*3 '.53 #ross-curriculum priorities & .'3 & .*? They can choose from the following formats> Wri e a song Wri e a s"or (!a+ or a car oon .a#e a (os er .a#e a *i%eo Wri e a (ersuasi*e e> Wri e "e scri( an% recor% a (o%cas

The following rubric will be used, in con4unction with assessment rubric ", as a reference for a fair assessment. No Sa isfac or+ Use of ICT Language for s(ecific au%ience C!ari + of !anguage The #T application to the task is faulty. !anguage does not match the audience. The task presents numerous grammatical errors and its meaning is unclear. The connections to the topic to side-issues are non present or unclear. The supporting arguments are not relevant. Sa isfac or+ &ne or more #T application has been used The language used addresses the target audience. The language is clear and with few or none grammatical errors. "ll the connections of the topic with side-issues have been mentioned. The supporting arguments are pertinent to the issue

Un%ers an%ing of "e o(ic Re!e*ance of su((or ing argumen s

=I=LIO,RA-<Y
"us,2!S - "boriginal and Torres Strait slander histories and cultures. 'B9*. AusVELS ! Abo"#g#$a% a$& 'o""es St"a#t Is%a$&e" h#sto"#es a$& cu%tu"es . F&.! .2G "vailable at>http>((ausvels.vcaa.vic.edu.au(#ross#urriculum)riorities("boriginal-and-Torres-Straitslander-histories-and-cultures. F"ccessed 9B &ctober 'B9*G. "us,2!S - !evel H. 'B9*. AusVELS ! Leve% (. F&.! .2G "vailable at>http>((ausvels.vcaa.vic.edu.au(!evelH. F"ccessed 9B .ovember 'B9*G. @loom, @ S =2d? =9I5;? Taxonomy of 2ducational &b4ectives, The #lassification of 2ducational 7oals, /andbook 9> #ognitive +omain, !ongman, !ondon. 2idelson, $, =9I55?, 'he )e%bou"$e *"eam#$g: A +u#&e to the Abo"#g#$a% ,%aces o)e%bou"$e, "boriginal Studies )ress, #anberra. 7ore, ", ='BB5?, A$ I$co$ve$#e$t '"uth: 'he ."#s#s o- +%oba% /a"m#$g , @loomsbury )ublications Teacher 6esources . 'B9*. 'eache" Resou"ces . F&.! .2G "vailable at>http>((www.rbg.vic.gov.au(learn(teacher-resources. F"ccessed 9B &ctober 'B9*G. The e5 $odel . 'B9*. 'he e0 )o&e% . F&.! .2G "vailable

at>http>((www.education.vic.gov.au(school(teachers(support()ages(e5model.aspx. F"ccessed 9B &ctober 'B9*G. <nit ;> Sacred !and. 'B9*. 1$#t 6: Sac"e& La$&. F&.! .2G "vailable at>http>((www.yarrahealing.catholic.edu.au(teaching-learning(index.cfm0loadrefJ9B5. F"ccessed 9B &ctober 'B9*G.

9.9 Students exchange simple information on topics such as daily routines and aspects of their world. They talk about themselves in response to questions, and ask questions in response. 9.' Students manipulate modelled language. They read or listen to passages and extract basic factual information on defined topics. 9.* Students demonstrate effective sound discrimination. n tone languages, students discern all the tone patterns in slowed speech. 9.: Students show awareness of the language requirements of a range of specific situations related to a given topic, and adapt language and gesture appropriately for the role, audience and purpose of the discourse. 9.5 They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. 9.; Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their own work.