The Dinner Party

Years X — Unit Title: (This is the Unit Title from the Unit Topic list, e.g.: “The Dinner Party”)

In place of the X above, write either: P-2, 3-4, 5-6, 7-8; or specify one year, e.g.: Year 3.

[Write Your Name Here]

Unit outline The 5Ws

Clearly and succinctly explain what the unit is about:

• Explain your interpretation of your chosen unit topic

• How will students benefit from the learning experiences in the unit

Inquiry Question:

• Write the inquiry question that will shape inquiry in this unit.

200 words • What’s happening?

• Where is it happening?

• When is it happening?

• Who’s it happening to?

• What’s at stake?

PretextProvide an explanation of the pre-text that is being used in this unit. (The pre-text could be a picture book, a movie, a computer game, an artwork, a digital interactive, an object, etc.)

• Provide a brief summary or description of the pretext and a visual example (e.g. thumbnail of the cover page; sample copies of book pages; screen shots; link to online book)

• Explain why you have selected this pretext (e.g. why does it suit the unit topic?; why is it appropriate for the age group?; how does the pretext help connectedness between the disciplines?).

200 words

2 Students create a postcard of locations from the city

Drama (30 min) Students use movement to create postcard scenes Media (30 min – with Drama) Students capture postcard scene on iPad and write one caption

3 Students meet ‘The Inventor‘. They respond to what it might be like to live in Tomorrow City. Students investigate what machines the inventor can create for them and their town. Students investigate how machines work and imagine what it might be like to be part of a machine Technology (2 hours)

Investigate machines in everyday situations

Dance (1 hour – with Technology) Students explore elements of dance to investigate machines

Drama (1 hour) Students participate in a role play of teacher as inventor and students as townspeople

Music (2 hours – with Dance) Students explore musical elements to investigate machines

4 Students as townspeople work in the Invention Centre and design machines that will be useful for them and their town Technology (2 hours) Based on the outcomes of the drama role play, students design and make inventions for the town Visual Arts (1 hour – with Technology) Students explore art elements to embellish their inventions products

5 (2 hours) 1 hour (with Technology)

6 (2 hours) 1 hour (with Technology)

7 Create a play space that involves the inventor and inventions Technology (1 hour) Evaluate and improve inventions based on results of play

Drama (1 hour – with Technology) Students play with the inventions they created in technology

Media (1 hour 30 min)

Take photographs of inventions through story app and record the sound effects the invention makes

8 Introduce the problem scenario – since the invention centre was built people have nothing to do (1 hour)

Drama (1 hour) Students participate in a role play of teacher as inventor and students as townspeople.

9 Students create responses to the changes that have taken place in the town as a result of the machines

Dance (1 hour) Students use elements of dance to show the changes that have taken place in the town Music (2 hour – with Dance) Students respond to music to investigate musical elements that suggest change

10 Students explain to the inventor how the people in the town are feeling

Students created resolution to drama

Drama (30 min) Role play the scenario of the inventor receiving the responses from the townspeople. Resolution of drama

Completing the above Integration Sequence:

400 words for the above Integration Sequence table

The example above uses the ‘Nothing to Do’ unit as an example of Arts and Technology integration sequencing. (You will delete the example above and develop your own sequence of activities for your selected topic and pretext).

You are planning 10 hours of technology and 16 hours of The Arts: Dance (2 hours), Drama (4 hours), Media (2 hours), Music (4 hours), Visual Arts (4 hours),

The ‘Unit Sequence’ column in the above table outlines the focus of the activities for that week and sequences the activities from Week 1 to Week 10. The subject columns outline activities specific to each subject. Notice that every cell in the table does not have to be completed. An activity can span a number of weeks (this is illustrated by the colour fill in the cells above).

Timing: Try to distribute activities across the weeks. Limit activities to around 4 hours per week. (You can consider that the weekly time allocation takes place all on the one day; or that the hours are distributed throughout that week). Notice that Week 3 adds up to 6 hours, however some of these activities are integrated (i.e.: 1 hour of Technology, Music and Dance is shared).

Once you have completed the integration sequence, you will elaborate on these activities in the tables below.

Week Technology (10hrs) Design Challenge

1 An effective Design Challenge needs to include:

1) Clearly articulated context or situation that is based on an opportunity, need or want

2) The design task (specifies what the students are expected to produce)

3) Inclusions or Constraints (specification of the product that will be produced)

100 words for the Design Challenge statement

For example:

The inventor has asked you to work for him in the Invention Centre. You will need to create an invention that will be useful for people from the Tomorrow City town. Your invention needs to be a machine that will be used in the home. Your machine will be made from reverse garbage materials…

2

3 Investigation

Investigate machines in everyday situations

(e.g. write 100 words to explain the learning experiences related to the Investigation activity. For example:

Set up a class library of fiction and non-fiction books and other resources about different machines. Dedicate time to share the different books and images and discuss the different components of each machine. Investigate the different design features of the machines and how they are used. Highlight innovative functions for the machine (e.g.: interesting mechanical arms).

Provide groups in the class illustrations of different machines from a variety of fiction and non-fiction contexts. Students work in their group to evaluate each machine and consider the benefits, limitations and interesting features of the machines and report back to the class.)

(2 hours)

4 Productions and Ideation

Based on the outcomes of the drama role play, students design and make inventions for the town

(e.g. write 30 words to explain the learning experiences related to the Production/Ideation activities.)

(2 hours)

5 (e.g. write 30 words to explain the learning experiences related to the Production/Ideation activities.)

(2 hours)

6 (e.g. write 30 words to explain the learning experiences related to the Production/Ideation activities.)

(2 hours)

7 Evaluation

Evaluate and improve inventions based on results of play

(e.g. write 50 words to explain the learning experiences related to the Evaluation activity)

(1 hour)

8 (e.g. write 50 words to explain the learning experiences related to the Evaluation activity)

(1 hour) Technology Resource

Paste a link to a technology resource that will be used in this activity. Briefly explain the resource

For example:

Makedo Sneaky Spy Periscope http://www.instructables.com/id/Makedo-Sneaky-Spy-Periscope/.

This resource provides instructions about how to make a periscope from a milk carton.

9

10

400 words for the entire Technology Table (100 words for Design Challenge statement; 300 words for the learning activities)

(Delete the weekly rows that are empty). The distribution of words above is an example only. Ensure to retain the Technology Practices (Investigation, Ideation, Production, Evaluation); the location of the Technology Practices in the sequence above is an example only.

Week Dance (2hrs)

1 Dance Resource

Paste a link to a Dance resource that will be used in this activity. Briefly explain the resource.

Draft (22 Feb 2013) Arts Curriculum Content Descriptions

Making:

(Paste a .1,.2, or .3 content descriptor from the relevant year level)

e.g.:

2.1 Explore, improvise and organise

ideas to make dance sequences using fundamental movement skills and the elements of dance

Responding:

(Paste a .4 content descriptor from the relevant year level)

2

3 Dance (Week 3) Students explore elements of dance to investigate machines (1 hour)

4

5

6

7

8

9 Dance (Week 9) Students use elements of dance to show the changes that have taken place in the town (1 hour)

10

200 words for Dance.

Delete the weekly rows that are empty.

Week Drama (4hrs)

1 Dance Resource

Paste a link to a Drama resource that will be used in this activity. Briefly explain the resource.

Draft (22 Feb 2013) Arts Curriculum Content Descriptions

Making:

(Paste a .1,.2, or .3 content descriptor from the relevant year level)

Responding:

(Paste a .4 content descriptor from the relevant year level)

2 Drama (Week 2) Students use movement to create postcard scenes (30 min)

3 Drama (Week 3) Students participate in a role play of teacher as inventor and students as townspeople (1 hour)

4

5

6

7 Drama (Week 7) Students play with the inventions they created in technology (1 hour)

8 Drama (Week 8) Students participate in a role play of teacher as inventor and students as townspeople (1 hour)

9

10 Drama (Week 10) Role play the scenario of the inventor receiving the responses from the townspeople. Resolution of drama (30 min)

300 words for Drama

Delete the weekly rows that are empty.

Week Media Arts (2hrs)

1 Media Arts Resource

Paste a link to a Media Arts resource that will be used in this activity. Briefly explain the resource.

Draft (22 Feb 2013) Arts Curriculum Content Descriptions

Making:

(Paste a .1,.2, or .3 content descriptor from the relevant year level)

Responding:

(Paste a .4 content descriptor from the relevant year level)

2 Media (Week 2) Students capture postcard scene on iPad and write one caption (30 min)

3

4

5

6

7 Media (Week 7) Take photographs of inventions through story app and record the sound effects the invention makes

(1 hour 30 min)

8

9

10

200 words for Media Arts

Delete the weekly rows that are empty.

Week Music (4hrs)

1 Music Resource

Paste a link to a Music resource that will be used in this activity. Briefly explain the resource.

Draft (22 Feb 2013) Arts Curriculum Content Descriptions

Making:

(Paste a .1,.2, or .3 content descriptor from the relevant year level)

Responding:

(Paste a .4 content descriptor from the relevant year level)

2

3 Music (Week 3) Students explore musical elements to investigate machines (2 hours)

4

5

6

7

8

9 Music (Week 9) Students respond to music to investigate musical elements that suggest change (2 hours)

10

300 words for Music

Delete the weekly rows that are empty.

Week Visual Arts (4hrs)

1 Visual Arts (Week 1) Students use art elements to create maps of the town (1 hour)

Visual Arts Resource

Paste a link to a Visual Arts resource that will be used in this activity. Briefly explain the resource.

Draft (22 Feb 2013) Arts Curriculum Content Descriptions

Making:

(Paste a .1,.2, or .3 content descriptor from the relevant year level)

Responding:

(Paste a .4 content descriptor from the relevant year level)

2

3

4 Visual Arts (Weeks 4-6) Students explore art elements to embellish their inventions products

(1 hour)

5 (1 hour)

6 (1 hour)

7

8

9

10

The concepts map for this section can be found in the ‘Item 2 Integration Models’ PowerPoint, Assessment Item 2 folder. Once you have completed your PowerPoint slide, copy and paste the slide into this text box.

Provided below is an example concept map that reflects the integration of the above unit sequence.

Last Updated on February 11, 2019 by Essay Pro