Unit Plan Tad Final

Unit Plan
Kathleen OConnell: 17170108

Kathryn Riddock: 17437637
EXPLORING
STRUCTURES
EXPLORING STRUCTURES
Unit Plan
Page 2
Overview Of Unit
In this interdisciplinary unit of work students engage in learning about the world we live in and
how it has developed overtime. With a particular focus on built structures, students use their
prior, developing and extending knowledge to assess, implement, design and create structures.
Over the 5 weeks students engage in a range of visual and written textual forms that aid their
knowledge and understanding of the proposed content. As they progress throughout the unit,
students use their inquiry skills to reflect on their learning and understanding. By engaging in a
range of interactive and collaborative activities students demonstrate interdisciplinary skills,
proving their overall application and learning of the content.
Exploring Structures
5 Weeks
10 Lessons
AusVELS Level 3
DOMAIN
The Arts
DIMENSION
KEY ELEMENTS OF STANDARDS ADDRESSED IN THIS UNIT
Art
Using appropriate arts language they begin to identify and describe ways they
and others use specific elements, principles and/or conventions, skills,
techniques and processes and discuss how ideas, feelings and purpose are
conveyed. They reflect on their own and other peoples art works and ideas,
identifying key features of works
They learn about the contributions that people from diverse groups have made
to many aspects of the Australian way of life. This includes contributions to the
arts, industry, medicine and science, as well as to other aspects of their life
As students work towards the achievement of Level 6 standards in
Communication, they listen attentively when required and learn to respond and
interject appropriately. They learn about appropriate body language when
reacting to a speaker and use feedback from peers and the teacher on their own
body language to improve their reactions. They practise paraphrasing what a
speaker has said to check meaning and ask clarifying questions where meaning is
unclear.
Civics and
Citizenship
Contributions
Communication
Communication
skills
Design,
- Design
Students explore a range of aural, written and visual communication forms such
as the Internet, film, texts and music, which illustrate a variety of perspectives
on a range of topics and ideas. They learn how to identify the main message,
develop their own interpretation, and provide evidence to support it. They
explore reasons for other interpretations not being the same as theirs and learn
to respect the right of others to express opinions.
As students work towards the achievement of Level 4 standards in Design,
Creativity and Technology, they begin to provide input into the development of
Unit Plan
Page 3
Creativity and
Technology
Elements
- Creative
processes
design briefs. They generate ideas from a variety of sources, and recognise that
their designs have to meet a range of different requirements. They learn to
make realistic plans for achieving their aims and recognise that they are
constrained by the availability of resources. They clarify ideas when asked, and
use words, labelled sketches and models to communicate the details of their
designs.
Students learn to describe ideas and concepts about design,
materials/ingredients and technological systems in simple terms. In transforming
novel ideas into products or simple systems, they are encouraged to take risks.
Students investigate what products and simple technological systems can do,
how they meet peoples needs, how they are used and/or work, what they look
like and why they look the way they do. They learn what evaluation criteria are
and, with guidance, develop simple evaluation criteria and use these to make
decisions about, and assess, design ideas. With assistance, they learn to plan
basic steps in production. They develop skills in the use of a variety of simple
production techniques, such as cutting, mixing, shaping, joining and assembling
and a range of materials/ingredients to produce products.
English
Reading and
Viewing
Students are encouraged to give and receive feedback about their own and
others products and simple systems, considering whether design solutions work
and if they are appropriate for their purpose. They learn to keep simple records
and reflect on the steps they took to design and make their own products and
simple systems, including noting any problems encountered and changes made to
accommodate these.
Draw connections between personal experiences and the worlds of texts, and
share responses with others (ACELT1596)
Use comprehension strategies to build literal and inferred meaning and begin to
evaluate texts by drawing on a growing knowledge of context, text structures
and language features (ACELY1680)
Writing
Plan, draft and publish imaginative, informative and persuasive texts

demonstrating increasing control over text structures and language features and
selecting print,and multimodal elements appropriate to the audience and
purpose (ACELY1682)
Reread and edit texts for meaning, appropriate structure, grammatical choices
and punctuation (ACELY1683)
Speaking and
listening
Listen to and contribute to conversations and discussions to share information

and ideas and negotiate in collaborative situations (ACELY1676)
Use interaction skills, including active listening behaviours and communicate in a
clear, coherent manner using a variety of everyday and learned vocabulary and
appropriate tone, pace, pitch and volume (ACELY1792)
Plan and deliver short presentations, providing some key details in logical
sequence (ACELY1677)
ONE important example of change and ONE important example of continuity over
time in the local community, region or state/territory; for example, in relation
to the areas of transport, work, education, natural and built environments,
entertainment, daily life (ACHHK061)
Students investigate the human and physical characteristics of their local area
and other parts of Victoria and consider features of their local community that
have changed over time
History
Historical
knowledge and
understanding
Humanities
Environments
Unit Plan
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Information and
Communications
Technology
Implementing
ICT
Interpersonal
Development
Interactions
Mathematics
Measurement
and Geometry
Personal
Learning
Science
Science as a
human
endeavor
Science Inquiry
skills
Thinking
Processes
As students work towards the achievement of Level 4 standards in Information

and Communications Technology (ICT), they develop skills in using ICT for
problem solving, expressing ideas, and presenting information to different
audiences. Working in all areas of the curriculum, students explore a range of
ICT tools (for example, basic editing tools such as word processing) and simple
techniques for visualising thinking. They also use simple graphic organisers such
as concept maps and sequence charts to provide a framework for visualising
thinking.
They interact with their peers, older and younger students, and adults in both
informal and formal contexts.
Make models of three-dimensional objects and describe key features
(ACMMG063)
Students participate in a diverse range of learning activities that allow them to
acknowledge their development as learners. They monitor their learning through
strategies such as share time and seeking feedback from the teacher and, where
appropriate, their peers.
Science involves making predictions and describing patterns and relationships
(ACSHE050)
Suggest ways to plan and conduct investigations to find answers to questions
(ACSIS054)
Safely use appropriate materials, tools or equipment to make and record
observations, using formal measurements and digital technologies as appropriate
(ACSIS055)
They explore aspects of their natural, constructed and social world, wondering
and developing questions about it. They use a range of sources of information
including observations and findings from their own investigations to answer these
questions. Students develop strategies for organising and summarising
information and reflecting on their thinking. They begin to categorise knowledge
and ideas, identify patterns, and form generalisations. They learn to make
connections between both new and established ideas and their own knowledge.
With thinking tools to assist them, students begin to ask more focused and
clarifying questions. They develop skills in collecting and organising ideas from a
range of sources to construct knowledge. They learn to question the validity of
sources, communicate and record their questions, responses and thoughts, and
give reasons for conclusions.
Students participate in a variety of investigations and activities involving
problem solving that encourage them to experiment with a range of creative
solutions. They begin to reflect on the approaches they use to assist them to
form their solutions. They explore ideas creatively; for example, by engaging
with new ideas and other perspectives.
Unit Plan
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Learning Focus
Students learn to analyse, describe, implement, design and create a range of different
structures around the world. In doing this they identify the key elements of structures including;
what they are, how they are built, what needs to be considered when planning their purpose in
our world, what materials are used and how design processes aid the construction of these
structures.
Major Questions
Minor Questions
What are structures?

What is the purpose of structures?
What materials are used to make structures?
How does design effect different structures?
What is a design brief?

How can we design our own structure?
What shapes are commonly found in different
structures?
How do people build big structures?
What is special about the structures in the
world we live in?
Understandings
By engaging in this unit students will begin to understand how the world we live in is physically
manipulated to enhance quality of life for all. In this process students explore how these
developments rely on collaborative thinking and teamwork. As students become increasingly
aware of different aspects of the world we live in they will use this information to understand
how our environment is rapidly changing to keep up with the demand that we as human beings
place on the world. In later years they will use this information as a foundation to understand
many more complexities about our way of life as well as the consequences that our choices
have; concerning quality of life and impacts on the world and our natural environments.
Unit Plan
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Preparation for the Unit

Tuning In: Preparing to find out
In order to engage students in the unit the teacher will access prior knowledge by using varied
strategies including:
- Walking around school grounds asking students to identify the shapes and qualities of
buildings and various structures
- Brainstorming bridges and buildings that students have heard of or seen
- Engaging in a range of visual media that shows examples of buildings, bridges and other
structures
- Asking students if they can identify famous structures
- Asking students what they think about these structures: are they interesting? What do you
think they might be made of?
By using these strategies the teacher will be able to assess the students readiness for learning
and exploration. This process will also inform and shape how the unit is going to be implemented
in the classroom environment. By accessing students prior knowledge, it allows a starting point
for brainstorming and inquiry. The teacher is able to then clearly articulate the success criteria
and learning outcomes directly to the students so they are engaged in the learning and
understand what is expected of them throughout the unit of work.
Common experiences
Throughout the unit students will engage in various learning experiences that aim to meet the
needs of diverse learners in the classroom. When students use multi-modal techniques and
devices they will develop a holistic approach to learning and applying their knowledge in a range
of forms in order to best present their individual and group learning experiences.
Each activity within the lesson plans are tailored to diverse learners allowing all students to
explore different methods of drawing information and exploring the design process and key
design elements concerned with a range of structures. All students will be guided through the
activities with access to research and draw information from their own inquiry. As students have
the choice to research different structures they are able to explore what they are personally
interested in which will engage them for the whole duration of the unit. The teachers role in
this process is to guide and question students decisions in their design process and extend their
critical thinking processes.
Unit Plan
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Making connections
Using both formative and summative assessment the teacher will be able to grasp whether
students are on track with the learning activities. As the activities are varied with
interdisciplinary components, the teacher is clearly able to assess how students are
demonstrating their various skills from across the curriculum. This will be evident in how they
approach different tasks and whether they can apply their prior and extending knowledge when
designing, presenting and communicating their ideas involved with the different aspects of
structures. Some examples of this include:
- Students use their writing and comprehension skills to list the materials used to create
structures
- Students use their prior knowledge of maths concerning; shapes, measurement and geometry
to aid their designs
- Students use their artistic skills and conventions to create drawings of different designs
- Students use their knowledge of science to explore the properties of materials and how they
are useful when constructing large structures
Related Experiences
The concluding final assessment makes students challenge their ideas after engaging in the
learning inquiry formed from this unit. The inquiry component stretches students to their limits
as they can further their learning at their own pace with guidance from the teacher. As students
work on completing their final assessment they go through the process of planning, evaluating
and refining their own work, which consistently challenges and ignites the application of their
personal perspectives regarding the design brief. At the end of this unit as well as in future
learning there is an opportunity to extend students even further, as this learning focus can be a
platform to delve deeper into learning and understanding the world around us, as well as the
construction process and effects that our immediate environment has on our quality of live. This
could be integrated into learning about different cultures and how they construct their living
environments and transportation, as well as the nature of science and mathematics that are
involved in design processes.
Unit Plan
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Resources
A range of resources will be used throughout the unit as a means of engagement for students
and as an aid for teachers.
ABC Splash Buildings wont Fall video used in lesson 2 provides information about what keeps
tall buildings strong and stable.
http://splash.abc.net.au/home#!/media/1662150/tall-buildings-that-won-t-fall
Building Big website offering information for both teachers and students about different
types of structures and materials. This website also contains the Skyscraper Challenge game
which could be used as an extension for students
http://www.pbs.org/wgbh/buildingbig/bridge/index.html
Building Big By David Macaulay (picture book) - David Macaulay engages readers imaginations
and gets them thinking about structures they see and use every day bridges, tunnels,
skyscrapers, domes, and dams. In Building Big he focuses on the connections between the
planning and design problems and the solutions that are finally reached
Eureka Skydeck Information, booking and education resources about the Eureka Skydeck
Melbourne.
http://www.eurekaskydeck.com.au/education/
Kid World Citizen Website of resources to learn about World Architechure for kids. Provides
a range of books which assist teaching about world structures
http://kidworldcitizen.org/2014/04/01/world-architecture-for-kids/
Science Kids provides information for students about famous structures from around the
world
http://www.sciencekids.co.nz/pictures/structures.html
Special Guest A local builder, engineer or someone in the construction business (sourced from
members of the wider school community) can come and talk to students, show them examples of
tools and talk about the challenges when designing and building.
Unit Plan
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Assessment
Throughout this unit of work there are many opportunities for summative and formative
assessment. This includes:
Formative Assessment
Summative Assessment
- Teacher observations during in-class

activities: Are students engaged in the work?
Are students working collaboratively? Do
students understand content? Are students
demonstrating a range of interdisciplinary
skills?
- Reflection of success criteria: students write
in their reflective journals as well as
completing self-reflection activities such as;
twitter boards, 2 stars and a wish, wow words
etc
- Question and answer sessions: both formal
and informal, where the teacher engages
students at the beginning and end of a lesson
to revise what has been learnt and basic
recalling of understanding
- In class activities where students informally
share and present to their peers
- Informal quizzes, or content specific vocab
games
- Students complete a final assessment that

is marked according to how well they address
the success criteria stated in the assessment
rubric. Students work on this assessment in
the last 5 sessions of the unit, which is
grounded on students own personal inquiry,
guided by the teacher. After the completion
of the work in week 5 the assessment will be
graded
* Please see description of assessment and
the assessment rubric below
Assessment Description
In groups of 3 or 4 students must research different types of structures and choose either a
bridge or building to collaboratively design and make together. Students will form a design
brief and work together in order to decide their final design. In this process students must
consider the following questions:
- What type of structure are we designing?
Unit Plan
Page 10
- Where would we place our structure?

- If this were to be made in real life, what materials would we use and why?
- What shapes are involved in our structure?
- How will we make sure that our structure can stand?
Students will work as a team to physically construct their designs and then present all of the
above information in front of the class.
Assessment Rubric
Success Criteria
Level of achievement:
Excellent
A
Good
B
Progressing
C
Working Collaboratively
with others
Each member of the group

equally participated and
contributed in the project
and demonstrated
excellent skills involved in
working collaboratively.
Each member of the group

participated and
contributed in the project
and demonstrated skills
involved in working
collaboratively.
Some members of the

group contributed and
participated in the project
and demonstrated some
skills in working
collaboratively.
Understanding of materials
used to create designs
Students are able to

clearly present an
understanding of the
materials they used to
create their structures
and justify why they used
them for their project.

present an understanding
of the materials they used
to create their structures
and touched on why they
used them for their
project.
Students show some

materials they used to
create their structures
and talk about how they
used them for their
project.
Understanding of structural
elements in the design
process

clearly present an
structural elements used
in their designs and justify
the choices they made in
the process.

present an understanding
of the structural elements
used in their designs and
justify some of the
choices they made in the
process.
Students show some

structural elements used
in their designs and touch
on some of the choices
they made in the process.
The Presentation
Students spoke clearly to

their peers and all
members equally took
part in the presentation.
Students were able to

speak to their peers and
all members participated
in the presentation.
Some students were able

to speak to their peers
and some members
contributed to the
presentation.
Unit Plan
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Unit Evaluation
Unfortunately we didnt get the chance to implement this unit of work in our professional
placement. This was because we were placed in schools with very short notice and without
knowing what year level we would be teaching.
We believe that this unit of work is a great learning tool to use within this particular grade as it
caters for a range of interdisciplinary skills directly relating to the AusVEL standards of level 3. It
gives the teacher taking the unit, clear and explicit instructions in order to implement the unit
in any classroom. The learning activities also cater for a range of diverse learners in the
classroom environment.
*Lesson plans attached. Please match times to each section in procedure as formatting has
changed the layout of the document
Unit Plan
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LESSON PLAN 1
Name: Topic: Structures Lesson N0: 1
Subject: School: Duration: 1 hr
Date: Year level: 3
Learning Purpose/Rationale: Students begin exploring the idea of a structure;
1. Access prior knowledge and begin thinking about structures
2. Explore and gain a simple understanding of what a structure is
3. Students use fine motor skills & collaborative skills to explore ways of building a structure usuing
limited materials
4. Students explain choices for building their structure
5. Student explain challenges faced when building their structure
AusVels level 3 links:
Art:
- Reflect on their own and other peoples art works and ideas, identifying key features of works

Communication:
- Listen attentively when required and learn to respond and interject appropriately
Design, Creativity & Technology:
- Students generate ideas from a variety of sources, and recognise that their designs have to meet a range of
different requirements.
- They learn to make realistic plans for achieving their aims and recognise that they are constrained by the
availability of resources.
- They clarify ideas when asked, and use words, labeled sketches and models to communicate the details of
their designs.
- Students are encouraged to give and receive feedback about their own and others products and simple
systems, considering whether design solutions work and if they are appropriate for their purpose.
- They learn to keep simple records and reflect on the steps they took to design and make their own products
and simple systems, including noting any problems encountered and changes made to accommodate these.
English:
- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in
collaborative situations
- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner
using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
Interpersonal development:
- Interact with their peers
Mathematics:
- Make models of three-dimensional objects and describe key features
Personal learning:
- Students participate in a diverse range of learning activities that allow them to acknowledge their
development as learners. They monitor their learning through strategies such as share time and seeking
Unit Plan
Page 13
feedback from the teacher and, where appropriate, their peers.

Science:
- Safely use appropriate materials, tools or equipment to make and record observations, using formal
measurements and digital technologies as appropriate
Thinking Processes:
- They explore aspects of their natural, constructed and social world, wondering and developing questions
about it.
Learning outcomes:
1. I have an understanding of what a structure is
2. I can build a simple structure using limited materials
3. I can explain choices and challenges when building structures
Assessment:
1. Access prior knowledge and readiness of learning by questions and class brainstorm about structures
2. Questioning students about their choices for their straw structure
3. Assess students final straw structure this assessment is used to check students understanding of
structures and to plan subsequent instruction on building structures
4. Assess against Learning Outcomes students write a reflection using the learning outcomes
Unit Plan
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Procedure:
Mini lesson/ Engagement:
10
minutes

1. Begin with class brainstorm about what they think a structure is.
2. Students are read the picture book Building Big to engage students and get them thinking
about structures they see and use every day.
3. Make an anchor chart with students listing different types of structures & question students
about what structures are used for eg. Bridges, buildings, sky scrapers, statues, stadiums
4. Explain to students that today in pairs they are going to create their own structure using
sticky tape and straws
-- Objective is to make the tallest structure that stands on its own in 30 minutes
5. Explain that the base of the structure is very important
30
Independent activity:
minutes

1. Students in pairs build their own structure using limited materials sticky tape and straws
2. Teacher gives students warnings every 10 minutes that passes
15
Reflection of students structures:
minutes

5 minutes

1. Students present their structure to the class

2. Students give explanation of how they built their structure and why
3. Measure structures
Conclusion:
1.
2.
3.
4.
Reflect against Learning outcomes

What did we learn today?
What did we find difficult when building our structures?
What would we do differently next time?
Teachers resources:
- Building Big by David Macaulay
- Straws
- Sticky tape
- Anchor chart blank paper
Catering for inclusion:
- Students who may find the task difficult are given guidance and ideas when building their structure
- Allow breaks for students who may feel stressed or under pressure
- Students work in groups so they dont feel like they are under too much pressure individually
- Reduce anxiety of students who may not feel comfortable presenting
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Learning space set--up:

Mini lesson:
Students are situated on the floor space
- Students spread out to work with a partner at a table or on the floor students must be well spread so that no
group can affect another groups structure
Conclusion:
- Students reflect and conclude as a group back on the floor
Key questions:
-- Do the students understand what a structure is?

-- Do they have a better understanding now than they did at the beginning of the lesson?
-- How could the term structure be explained in simpler terms?
-- Can every student name at least 3 types of structures?
-- Can students create a simple structure out of straws?
LESSON PLAN 2
Subject: School: Duration: 1 hr
Date: Year level: 3
Learning Purpose/Rationale: Students continue exploring the idea of a structure;
1. Students are able to use their prior knowledge to construct a 3D model out of straws
2. Students explore and discuss the design features that they have tested in previous lessons and try to
improve their designs based on this
3. Students are able to evaluate their designs in comparison to other students designs and in comparison
to their design in the previous lesson
AusVELS level 3 links:

Art:
- Reflect on their own and other peoples art works and ideas, identifying key features of works

Communication:
- Listen attentively when required and learn to respond and interject appropriately
- Students generate ideas from a variety of sources, and recognise that their designs have to meet a range of
different requirements.
Unit Plan
Page 16
- They learn to make realistic plans for achieving their aims and recognise that they are constrained by the
availability of resources.
- They clarify ideas when asked, and use words, labelled sketches and models to communicate the details of
their designs.
systems, considering whether design solutions work and if they are appropriate for their purpose.
- They learn to keep simple records and reflect on the steps they took to design and make their own products
and simple systems, including noting any problems encountered and changes made to accommodate these.
English:
- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in
collaborative situations
- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner
using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
Interpersonal development:
- Interact with their peers
Mathematics:
- Make models of three-dimensional objects and describe key features
Personal learning:
Science:
- Safely use appropriate materials, tools or equipment to make and record observations, using formal
measurements and digital technologies as appropriate
Thinking Processes:
about it.

Learning outcomes:
1
2
3
4
I can work collaboratively to construct a 3D structure

I can design a structure taking into consideration things I learnt in the previous lesson
I can choose an appropriate base for my structure
I can reflect on my learning
Assessment:
1
2
3
4
Access prior knowledge from previous lesson and designs

Monitor students work and provide feedback as they go to inform their learning
Questioning students and their designs
Assess students designs at conclusion of lesson and compare with previous designs
Unit Plan
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Timing in
Procedure:
minutes Mini lesson:

10
minutes

35
minutes

10
minutes
1. Talk buddies warmup what do you remember from last lesson about structures?
2. Talk with the class about the different types of structures they came up with last lesson.
3. Use the interactive whiteboard to show students a range of different types of structures
including: buildings, bridges, sky scrapers, dams, domes, stadiums & statues
4. Show students video from ABC Splash Tall Buildings that wont Fall about what makes
buildings tall and strong
5. Ask students what they need to consider today when they build their structure
6. Discuss about the base of the structure and how the shape of the base is crucial for the
stability of the structure and its ability to stand on its own
1. Students work in pairs to create another structure using similar materials as previously
2. Students must use their new knowledge of structures and structure stability to help them
design their new structure
3. Students must design and choose a shape for the base of their structure.
Students present their new structures:

5 minutes
Explain what they did differently this time and why

Evaluate their new structure in comparison to their previous one
Was it more stable? Why?
Conclusion/ Reflection:
1. What new things have we learnt about structures class discussion

2. Why is the base of a structure so important?
3. Students reflect against Learning Outcomes
Teachers resources:
Interactive whiteboard
Laptop
ABC splash Video
http://splash.abc.net.au/home#!/media/1662150/tall--buildings--that--won--t--fall
Straws
Sticky tape
Sky scraper challenge game
http://www.pbs.org/wgbh/buildingbig/skyscraper/challenge/chi/wind.html
- Students who may find the task difficult are given guidance and ideas when building their
Unit Plan
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structure
- Allow breaks for students who may feel stressed or under pressure
- Students work in groups so they dont feel like they are under too much pressure
individually
- Reduce anxiety of students who may not feel comfortable presenting
- Inclusive learning environment
Extension activities:
- Students can go to the Building Big website and complete the skyscraper challenge game
http://www.pbs.org/wgbh/buildingbig/skyscraper/challenge/chi/wind.html
Mini lesson:
- Students sit in floor space as a whole group for discussion
Idependent activity:
- Students work in pairs either at a table or on the floor pairs must have adequate space to build their
structure
Conclusion:
- Reflection on the floor as a whole group
Key questions:
-- Do all students understand what a structure is?

-- Did their new structures demonstrate their understanding and match the learning outcomes?
-- Do some students need to develop a greater understanding of structure stability?
-- How could the students understanding be improved?
-- How could this lesson be taught to give students a more thorough understanding?
LESSON PLAN 3
Subject: School: Duration:
Date: Year level: 3
Learning Purpose/Rationale:
1. Students identify famous structures from Australian and around the world
2. Students use ICT and research skills to inform their understanding of structures in particular the
Eureka Sky Deck in Melbourne where they will be going on an excursion
3. Students have an understanding of where and what the Eureka Skydeck is
Unit Plan
Page 19

Civics and Citizenship:
- They learn about the contributions that people from diverse groups have made to many aspects of the
Australian way of life. This includes contributions to the arts, industry, medicine and science, as well as to
other aspects of their life
Communication Skills:
- They listen attentively when required and learn to respond and interject appropriately.
- Students explore a range of aural, written and visual communication forms such as the Internet, film, texts
and music, which illustrate a variety of perspectives on a range of topics and ideas.
- Students investigate what products and simple technological systems can do, how they meet peoples needs,
how they are used and/or work, what they look like and why they look the way they do.
English:
- Draw connections between personal experiences and the worlds of texts, and share responses with others
Humanities:
- Students investigate the human and physical characteristics of their local area and other parts of Victoria
ICT:
- They develop skills in using ICT for problem solving, expressing ideas, and presenting information to different
audiences.
Personal Learning:
Thinking Processes:
about it. They use a range of sources of information including observations and findings from their own
investigations to answer these questions. Students develop strategies for organising and summarising
information and reflecting on their thinking.
- With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop
skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question
the validity of sources, communicate and record their questions
Learning outcomes:
1. I can name some famous structures from Australia and around the world
2. I can use ITC technology to research structures to inform my learning
3. I know can identify the Eureka Skydeck and know where it is located

Unit Plan
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Assessment:
1.
2.
3.
4.
5.
Students prior knowledge of types of structures will again be assessed during a class discussion
Observations Are students engaged? Do students understand the content?
Students prior knowledge of famous structures will be assessed
Questioning students about their research into structures and the Eureka Skydeck
Students using their research students answer questions about Eureka Skydeck
Procedure: Mini lesson:
Timing in
minutes
10 minutes
1. Discuss with students famous structures from Australia and around the world
2. Make an anchor chart listing all the famous structures that the students know
o -- Prompt students and give them hints/ ideas
o -- Show students photos on the interactive whiteboard and see if they
recognize any of the famous structures eg. Eiffel Tower, Sydney Opera house,
Harbour Bridge, Statue of Liberty
3. Show students a photo of the Eureka Skydeck in Melbourne ask them if they know
what it is or where it is
4. Explain to students if they are unsure
5. Explain to students that they will be going on an excursion to the Eureka Skydeck
1. Students using Ipads & computers are to research the Eureka Tower and answer the
following questions in their workbooks:
-- When was it built?

-- How many floors does it have?
40
minutes -- How tall is it?
-- One interesting fact
Students are also required to draw a picture of the Skydeck if time allows

10
minutes
1. Students share interesting facts they found out about the Eureka Skydeck
2. Make a list of questions they have for the excursion to the Skydeck
3. Collect students answers to the questions to assess
Teachers resources:
-- Interactive whiteboard
-- Photographs of famous structures including: Eiffel Tower, Sydney Harbour Bridge,
Sydney Opera House, Statue of Liberty and the Eureka Skydeck
Unit Plan
Page 21
-- Science Kids website for extension activity--

Students resources:
-- Laptops/Ipads
- Small group focus for students who may have difficulty in researching and using the ICT
technologies
- Allow students to work in an environment where they will not be distracted
- Reduce anxiety and frustration by providing extra time for those students who may find the
task difficult
Extension activities:
-- Students research two other famous structures of their choice by going to the Science Kids
website

Mini lesson:
- Whole group focus on the floor
Independent:
- Students situated at their tables with research devices
Conclusion:
- Whole group reflection about students findings on the floor
Key questions:
-- Did the students have prior knowledge of famous structures from Australia and around the world?
-- If not, by the conclusion of the lesson did they?
-- Did researching the Skydeck inform their learning and give them a better understanding?
-- What does the assessment of their answers tell me?
Unit Plan
Page 22
LESSON PLAN 4
Subject: School: Duration:
Date: Year level: 3
1. Students explore materials that are used to build different types of structures
2. Students gain an understanding of how structures are built
3. Students understand why certain materials are used to build structures and how these materials help or
aid a structure
- They learn about appropriate body language when reacting to a speaker and use feedback from peers and the
teacher on their own body language to improve their reactions. They practise paraphrasing what a speaker has
said to check meaning and ask clarifying questions where meaning is unclear.
how they are used and/or work, what they look like and why they look the way they do.
- Students learn to describe ideas and concepts about design, materials/ingredients and technological systems
in simple terms.
Humanities:
Interpersonal Development:
- They interact with their peers, older and younger students, and adults in both informal and formal contexts.
Personal Learning:
Thinking Processes:
Unit Plan
Page 23
Learning outcomes:
1
2
I can name materials used to build structures

I can explain why certain materials are used instead of others
Assessment:
Formative:
1. Question students prior knowledge about building materials what do they already know?
2. Conclusion of the lesson question students about what they have learnt?
3. Reflection assess students responses to the learning outcomes and whether they feel they have
achieved the outcome or not
4. Assess students lists of materials to guage whether they have an understanding or not
Procedure:
Timing in
minutes
10 minutes

40 minutes

10 minutes
Mini lesson:
1. Class discussion about excursion to the Eureka Skydeck
2. Explain to the class that they are having a guest speaker who is a builder who builds tall
buildings and skyscrapers in Melbourne similar the Eureka Skydeck
3. Make a list of questions that they might like to ask the guest speaker
Guest Speaker: Mr Rankin -- builder
1.
2.
3.
4.
5.
6.
Talks about types of buildings he builds

What materials are used to build certain types of structures
Shows students certain types of materials including: bricks, concrete, steal, wood etc
Students are able to touch and feel each type of material
Walk around the school if time permits looking at types of materials around the school
Questions from students
1. Whole class discussion:
o -- What did you learn from Mr Rankin?
o -- What didnt you know before today?
o -- Whats something that surprised you?
o -- Assess against learning outcomes
Unit Plan
Page 24
2. Students make a list of materials that can be used to build structures

Teachers resources:
-- Building materials bricks, concrete, steel, wood etc
- Sit near students who may have difficulty understanding to explain things when necessary
Students resources:
- Notebooks for taking notes
- Pencil
Mini lesson/ guest speaker/ conclusion:
Students sit as a whole group on the floor

A group of tables must be set up for when students are exploring the building materials
Safety considerations:
Constant supervision of students when touching and exploring building materials

Small groups at a time to explore the materials to avoid injuries
Key questions:
Did students develop an understanding of different types of building materials?

Do students know why different types of materials are used in different situations?
Did the reflection at the conclusion of the lesson inform me of what the students already know and
what they still need to know?
LESSON PLAN 5
Topic: Structures Lesson N0: 5
Duration: 1 hr
Year level: 3
1. Students use their knowledge of structures and materials to design their own structure
2. Students explain choices for their designs
Unit Plan
Page 25
3. Students use fine motor skills, design knowledge and collaborative skills to begin
building their own structure
4. Students work collaboratively to design and build structure
- They learn about appropriate body language when reacting to a speaker and use feedback from peers and the
teacher on their own body language to improve their reactions. They practise paraphrasing what a speaker has
said to check meaning and ask clarifying questions where meaning is unclear.
Design, Creativity and Technology:
- As students work towards the achievement of Level 4 standards in Design, Creativity and Technology, they
begin to provide input into the development of design briefs. They generate ideas from a variety of sources,
and recognise that their designs have to meet a range of different requirements. They learn to make realistic
plans for achieving their aims and recognise that they are constrained by the availability of resources. They
clarify ideas when asked, and use words, labelled sketches and models to communicate the details of their
designs.
- Students learn to describe ideas and concepts about design, materials/ingredients and technological systems
in simple terms. In transforming novel ideas into products or simple systems, they are encouraged to take risks.
how they are used and/or work, what they look like and why they look the way they do. They learn what
evaluation criteria are and, with guidance, develop simple evaluation criteria and use these to make decisions
about, and assess, design ideas. With assistance, they learn to plan basic steps in production. They develop
skills in the use of a variety of simple production techniques, such as cutting, mixing, shaping, joining and
assembling and a range of materials/ingredients to produce products.
systems, considering whether design solutions work and if they are appropriate for their purpose. They learn to
keep simple records and reflect on the steps they took to design and make their own products and simple
systems, including noting any problems encountered and changes made to accommodate these.
English:
- Draw connections between personal experiences and the worlds of texts, and share responses with others
Humanities:
ICT:
Unit Plan
Page 26
- They develop skills in using ICT for problem solving, expressing ideas, and presenting information to different
audiences.
Interpersonal Development:
- They interact with their peers, older and younger students, and adults in both informal and formal contexts.
Personal Learning:
Thinking Processes:
Learning outcomes:
1. I can identify materials that are used to build structures
2. I can use my knowledge of structures and materials collaboratively to design a structure
3. I can work collaboratively to build a stable structure using a design
Assessment:
Formative assessment
Observations when students are designing their structures are students working collaboratively? Do
students understand the content and what is required of them?
Questioning students at the beginning of the lesson do they recall information about materials from
the previous lesson? What information do they recall from our guest speaker?
An informal mini quiz at conclusion of the lesson about structures and materials
Timing in Procedure: Mini lesson:

minutes
1. Whole group focus question students about what they learnt last lesson from our guest
15
speaker? What building materials did we learn about?
minutes
2. Go through list of materials with students and explain that in small groups they are going to
research, design and build their own structure

3. Go through Assessment rubric with students
4. Students must consider the following

What type of structure are we designing?
Where would we place our structure?

If this were to be made in real life, what materials would we use and why?
Unit Plan
Page 27
What shapes are involved in our structure?

How will we make sure that our structure can stand?

35
minutes

10
minutes
4. Explain to students that they can choose any type of structure to design and create from the list of
structures made in lesson 1.
1. Students have a discussion with their group about what type of structure they would like to
create
2. Students are to use laptops to research the type of structure they have chosen to create to
gain an understanding of shapes and designs from around the world
http://www.pbs.org/wgbh/buildingbig/bridge/index.html These sites can be given to
students to prompt their research
Conclusion:
1. Class discussion each group presents the type of structure they are planning on building
2. Mini quiz about structures and material
Teachers resources:
http://www.pbs.org/wgbh/buildingbig/bridge/index.html
-- List for students of things to consider when designing and building a structure
- Inclusive classroom environment
- Groups created by teacher of students of mixed ability levels
- Constant observation of groups to ensure all groups members are participating and involved
Students resources:
- Laptops/ ipads
- Work book
- Pen/pencil

Mini lesson:
- Students find a space to work in groups on laptops
Unit Plan
Page 28
Conclusion:
Key questions:
Are all students participating and working collaboratively?

Are all students being given an opportunity to voice their opinion in their group?
Is the research being done by one person or the whole group?
Are students on track to designing and building an appropriate structure?

Overview of next 5 lessons:
Lesson 6:
- Students work together to continue to research and design their structure
- Students form a design brief and work together to produce their final design
- At conclusion of the lesson groups are to present to the teacher their final design and materials required
Lesson 7:
- Students begin exploring and experimenting with materials that they are going to use to construct their final
product
- Students begin construction of their design
Lesson 8:
- Students work collaboratively to physically construct their designs
Lesson 9:
- Students working as a team continue constructing their design
Lesson 10:
- Students finish of their construction and present to their peers
- Assessment of students designs and structures in accordance with the assessment rubric
- Crucial reflection by all students on designs and constructions, as well as what they have learnt throughout the
unit

Unit Plan Tad Final

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Unit Plan Tad Final

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Unit Plan

Kathleen OConnell: 17170108

KEY ELEMENTS OF STANDARDS ADDRESSED IN THIS UNIT

Plan, draft and publish imaginative, informative and persuasive texts

Listen to and contribute to conversations and discussions to share information

As students work towards the achievement of Level 4 standards in Information

What are structures?

What is a design brief?

Preparation for the Unit

- Teacher observations during in-class

- Students complete a final assessment that

- Where would we place our structure?

Each member of the group

Each member of the group

Some members of the

Students are able to

Students are able to

Students show some

Students are able to

Students are able to

Students show some

Students spoke clearly to

Students were able to

Some students were able

feedback from the teacher and, where appropriate, their peers.

1. Students present their structure to the class

Reflect against Learning outcomes

Learning space set--up:

-- Do the students understand what a structure is?

I can work collaboratively to construct a 3D structure

Access prior knowledge from previous lesson and designs

minutes Mini lesson:

Explain what they did differently this time and why

1. What new things have we learnt about structures class discussion

-- Do all students understand what a structure is?

-- When was it built?

-- Science Kids website for extension activity--

I can name materials used to build structures

Talks about types of buildings he builds

2. Students make a list of materials that can be used to build structures

Students sit as a whole group on the floor

Constant supervision of students when touching and exploring building materials

Did students develop an understanding of different types of building materials?

Timing in Procedure: Mini lesson:

What shapes are involved in our structure?

Learning space set--up:

Are all students participating and working collaboratively?

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