DISCOVERY

UNIT PLANNER AUSVELS Level: 6 Term: 3 Year: 2015

Dimension: Economics Focus: Needs Vs Wants
AusVELS Overview Statement:
As students work towards the achievement of Level 6 standards in Economics, they learn about the nature of the economic problem (scarcity): that is, that our needs and
wants are unlimited but the resources available to satisfy these wants are limited. They explore how the community defines, classifies and uses resources. They learn about
the processes of consumption, production and distribution in meeting needs and wants, and the role of consumers, workers and producers in the economy. They consider
factors affecting their spending and why it is important to be an informed consumer when making spending decisions. They investigate the importance of personal money
management and the role of banking, budgeting and saving.

Key Inquiry Questions:

How do families budget for holidays?

What is the difference between a need and want?
How does our community use resources?

AusVELS Learning Focus Statement: Students investigate the importance of personal money management and the role of banking, budgeting and saving when planning
for a family holiday to Melbourne.

Dimension: Design, Creativity & Technology Focus: Investigate and Design
AusVELS Overview Statement: Students contribute to the development of design briefs that include some limitations and specifications by posing questions about and identifying
situations, problems, needs and opportunities for the creation of useful products and simple systems. They explore ideas and concepts about design, materials/ingredients and systems, and
consider how these can be combined in innovative ways to create solutions

AusVELS Standards:
Investigating and designing
At Level 6, students contribute to the development of design briefs that include some limitations and specifications. Individually and in teams, they use a range of methods to research and
collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate
that they are aware of environmental and social constraints.
Students take account of the views of users/consumers and produce step-by-step plans and/or modify recipes for making products and/or simple mechanical/electrical systems. They describe
how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief. They identify evaluation criteria from design briefs and use

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them to justify design choices.

Producing
At Level 6, students use their production plan and select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems. They
use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods, and operate tools and equipment competently, showing consideration of
safety and hygiene, and record their progress.

Analysing and evaluating

At Level 6, students reflect on their designs as they develop them and use evaluation criteria, identified from design briefs, to justify their design choices. They modify their
designs/products/systems after considered evaluation of feedback from peers and teachers, and their own reflection. They describe the impact products and technological systems have on
people and the environment.

Dimension: Science Focus: Chemical Sciences (Solids, Liquids and Gases)

AusVELS Overview Statement: Students compare the properties and behaviours of solids, liquids and gases. They compare observable changes to materials and classify
these changes as reversible or irreversible
Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting

describing what happens when materials are mixed

investigating the solubility of common materials in water
investigating the change in state caused by heating and cooling of a familiar substance
investigating irreversible changes such as rusting, burning and cooking
exploring how reversible changes can be used to recycle materials

Deakin Science Sessions Every Wednesday from 2:20-3:20pm

Common Assessment Tasks

Assessment FOR learning

Assessment OF learning

Pre assessment
Post assessment
Discussions with students to determine Work samples as well as a project
prior knowledge. Posing questions based presentation to determine level of

Assessment AS learning
Ongoing assessment
-Review of work samples
-Conference with students
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on the topic of what students know and

what they would like to know.

understanding of concepts investigated

throughout the unit. End of unit quiz.

-Classroom observations

Professional Reading:
AusVELS,

Resources:
Economics Needs Vs Wants
Needs Vs Wants http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm
Money Smart https://www.moneysmart.gov.au/life-events-and-you/families/teaching-your-kids-about-money
Financial Resources http://www.themint.org/teachers/budgeting-your-financial-resources.html
Public Transport Victoria http://ptv.vic.gov.au/

Discovery Unit Planner AUSVELS Level: 6 Term: 3 Year: 6

Teaching & Learning Sequence
Learning Intention
Week #

Introduction

Identify & articulate the topic studied

Student Learning Activity

Purpose explicit teaching

Week 1 - Economics
th
th
13 17 July

Understand the difference
in needs and wants.




Identify what scarcity,
demand and distribution

Lesson 1

Needs vs Wants Intro Activity

https://www.youtube.com/watch?v=OmzRi54QQ1w

Create a shared definition of needs and wants discussing how
they may change over time and dependant on the person and
their situation. Identify needs and wants of different types of
people within the community.
http://www.socialstudiesforkids.com/articles/economics/wantsa
ndneeds1.htm

Needs - things we cannot live without.
Wants - things that we can live without, but like to have.
Continue to work on project

Needs vs Wants Game

https://www.tigweb.org/images/tiged/docs/activities/
267.pdf







Students continue Economics Project Saved in
resources folder

Share/ Reflection
Assessment
Purpose Evidence
of learning

Share completed
activities as evidence of
ongoing assessment







Post assessment
completed project

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are in terms of our

economy.

Lesson 2

Students continue Economics Project Saved in resources folder

Students continue Economics Project Saved in

resources folder

Post assessment
completed project

Lesson 3

Supply and Demand

https://www.youtube.com/watch?v=TWBLFLLGK10

Supply is how much of something is available
Demand is how much of something people want.

Students create a diagram that shows how supply,

demand and the cost of products work


Students continue Economics Project Saved in
resources folder

Post assessment
completed project

Students continue Economics Project Saved in

resources folder

Post assessment
completed project

Lesson 5

Low Supply and High Demand = expensive

Low supply and low demand = equal
High supply and high demand = equal
High supply low demand = cheap
Scarcity
https://www.youtube.com/watch?v=OS_9A_EA30M

Students continue Economics Project Saved in resources folder
CHEMICAL SCIENCES DEAKIN SCIENCE

Week 2 - Economics
th
th
20 -24 July

Lesson 1

Students continue Economics Project Saved in resources folder

Students continue Economics Project Saved in

resources folder

Post assessment
completed project

To understand the

Lesson 2

An Interest in banking
Use this display to discuss the two types of interest that exist in
banking

Identify in groups what these terms mean to put on

display around the room
Key Terms
barter
interest
deposit
transaction
withdrawal
bank account
currency
Credit
Debt


Find 5 object and list where they were made, what
effect foes this have on Australias economy?

Students continue Economics Project Saved in
resources folder

Lesson 4

importance of financial
planning and budgeting
and the distribution of
goods.

Lesson 3

Distribution of goods Importing and Exporting

Video - http://study.com/academy/lesson/importing-and-
exporting-in-a-global-market.html

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Week 4 -

Lesson 4

Students continue Economics Project Saved in resources folder

Students hand in their economics project for

correction.

Post assessment
completed project

Lesson 5

CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)

Lesson 1

Rube Goldberg Introduction

Watch one or more of the following videos

Best one:
https://www.youtube.com/watch?v=9cLlv4dpVRw

http://youtu.be/dFWHbRApS3c
http://youtu.be/0uDDEEHDf1Y
http://coolmaterial.com/roundup/rube-goldberg-machines/
http://youtu.be/cv5WLLYo-fk

Draft Diagram

Show students their booklets and get them into

groups of 4 (ideally).

Introduce project.

Watch another video and students complete Cause
and Effect sheet while watching.

Students begin discussing ideas for their machines and
discuss as a class what would make a successful
machine.
Give groups a large piece of butchers paper to draw
their draft designs on. Discuss project criteria:
- Must have at least 10 steps
- Use materials that they can easily source at school or
home
- Must be creative
- Must be able to be assembled and packed up quickly
(each lesson)

Students put draft diagram into their booklets.
Students break into groups, each with a different
indigenous group. Make a poster profile on the
indigenous culture ie. Where are they from, customs,
clothing, interesting facts.

Share

If there is time, watch some of the following videos of
different indigenous cultures:

Kalahari -
https://www.youtube.com/watch?v=KWUlrTJoE70
Maori- https://www.youtube.com/watch?v=lW-
f7T3qLNM
American Indians -
http://www.history.com/topics/native-american-

Design, Creativity &

Technology
rd

th

3 7 August

Lesson 2

Lesson 3

International Day of the Worlds Indigenous People

Discuss the definition of indigenous: originating or occurring
naturally in a particular place.

Australia
http://www.aboriginalculture.com.au/introduction.shtml
http://www.australia.gov.au/information-and-services/culture-
and-arts/indigenous-culture-and-history
http://museumvictoria.com.au/bunjilaka/
http://www.nativeplanet.org/indigenous/indigenous.shtml

New Zealand
http://www.lovenewzealand.net.nz/maori/
http://www.maori.com/

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history/native-american-cultures

Lesson 4

North America
http://www.history.com/topics/native-american-history/native-
american-cultures

South America/Amazon
http://wwf.panda.org/what_we_do/where_we_work/amazon/a
bout_the_amazon/people_amazon/
http://www.survivalinternational.org/tribes/yanomami

Africa
http://www.newworldencyclopedia.org/entry/Bushmen
http://www.survivalinternational.org/tribes/bushmen

CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)

Lesson 5

Chemical Science revision lesson/vocabulary/year book page

Lesson 1

Draft Diagram and materials plan

Lesson 2

Machine construction/step planning

Lesson 3

Machine construction/step planning

Complete materials plan in groups and organise who

will bring things the next week.

Students begin trialling their steps.
Remind them that they will need to show progress
shots in their final video

Continue step planning and constructing machines

Lesson 4

CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)

Lesson 5

Chemical Science revision lesson/vocabulary/year book page

Week 6

Lesson 1

Machine construction/step planning

Step Planning

Design, Creativity &

Lesson 2

Machine construction/step planning

Step Planning

Technology

Lesson 3

Machine construction/step planning

Step Planning

Lesson 4

Machine construction/step planning

Step Planning

Lesson 5

Machine construction/step planning

Step Planning

Lesson 1

Finalising machine

Now that students have tested their steps a number of

times, they need to finalise their machine.

Create final labelled diagram and materials list.

Film explanation of the steps for video

Week 5
Design, Creativity &
Technology
th

th

10 14 August

th

st

17 21 August

Week 7 - Design,
Creativity & Technology

th

th

24 28 August

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Week 8 - Design,
Creativity & Technology

st

th

31 4 September
Curriculum Day
Week 9 - Design,

Lesson 2

Predictions

Show Aubreys machine again to show how he includes his
predictions
https://www.youtube.com/watch?v=9cLlv4dpVRw

Lesson 3

Testing

Lesson 4

CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)

Students make predictions about how successful their

machine will be. They then create a visual display in
their booklets. i.e. bar graph, pie chart

Film predictions (these filming parts should only take a
few minutes)
Create display for their poster

Students test their machines 20 times. They must
complete tally in their booklets as well as film all tests.

Lesson 5

Chemical Science revision lesson/vocabulary/year book page

Lesson 1

Lesson 2

Lesson 3
Lesson 4

Lesson 1

Finishing

Students finalise any parts of their booklets they need

to complete

Lesson 2

Compiling video and posters

Lesson 3
Lesson 4

CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)

Chemical Science revision lesson/vocabulary/year book page

Lesson 5

Compiling video and posters

Lesson 1
Lesson 2
Lesson 3

Sharing videos and posters

Sharing videos and posters
CHEMICAL SCIENCES DEAKIN SCIENCE CELEBRATION DAY
(WEDNESDAY)

rd

Australian National Flag Day (Thursday 3 September)

th
Fathers Day (Sunday 6 September)
CHEMICAL SCIENCES DEAKIN SCIENCE (WEDNESDAY)
Chemical Science revision lesson/vocabulary/year book page
Compiling video and posters

Creativity & Technology

th

th

7 11 September

Week 10 - Design,
Creativity & Technology

Students compile videos and posters to display their

tests, predictions and results.
Some students from the group can complete the video
while the others create a visual display to showcase.

Students compile videos and posters to display their
tests, predictions and results.
Some students from the group can complete the video
while the others create a visual display to showcase.



Students compile videos and posters to display their
tests, predictions and results.
Some students from the group can complete the video
while the others create a visual display to showcase.

Page 7

th

th

14 18

Lesson 4

Evaluations and reflections

Lesson 5

Showcase for Sharni and Marina

Students complete their self-evaluations and group

evaluations
Complete reflection about what they have learnt, how
they think they went etc.

Each class nominates the 2 best machines to showcase
for Sharni and Marina.
They crown the overall winners of the Rube Goldberg
Machine contest

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