FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 2, Week 3 YEAR LEVEL: Four LEARNING AREA/TOPIC: HASS, Geography
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Notes about device access in the classroom: Children all have access to own iPad. Are familiar with use of iPad and apps used in lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
1
The importance 1. Describe how 1. Formative assessment Introduction: Videos linked via QR
of environments environment is during class discussion – • Class to go around classroom and scan QR codes. Code:
to animals and • Murray-Darling
important to animals teacher observation. QR codes lead to videos about the environment Warning – Behind The
people, and and the impact the environment can have on
and people Feedback and prompting News
different views on
questions during animals and people. These will be prepared ahead http://www.abc.net.au/
how they can be btn/classroom/murray-
protected 2. Investigate different discussion and creation of of class and put up around room. darling-
(ACHASSK088) ways the word cloud. Explain before the activity begins that we will be warning/10790804?fbcl
environment can be coming together for a class discussion and creating id=IwAR2X8qpdNqBCr
i2yIBaFaE8zcSltT7QPi
Identify and protected 2. Summative assessment. a word cloud from key terms seen in videos, so
uNqypo1_hcege4eAhz
choose the To collect their mind students can consider this while watching videos ZaCBiiWE
appropriate Students to watch videos individually on their iPad. •
maps. This allows River Murray Turtle
resources from a Release – Youtube
opportunity for • Come together for class discussion about videos
given set https://youtu.be/EgA1L
(WATPPS22) assessment of learning they have watched. 83lPog
and provide feedback. Ask students for some key words or topics they • Sustainable Forrest
Management –
These mind maps to be believe are important or reoccurring from the
Youtube
used in future lessons as a videos they have watched, prompting towards https://www.youtube.co
resource. objective learning key points. How are m/watch?v=0infljY_vA
A
Rubric listed below. environments important to people and animals?
How did any of the videos you watch explore • Australia’s biodiversity:
Rubric for summative assessment: protecting the environment? farming, pastoralism
and forestry – Youtube
• Example of chosen Consider asking about specific videos around the https://www.youtube.co
environment class – ask who watched it and prompt discussion m/watch?v=YG0I8nVX
• Description of how this for peer learning. cbg
• River Kids – Behind
environment is important to • Create a list of words from class discussion. Display The News
animals and/or people these in a word cloud and present this to the class http://www.abc.net.au/
• At least 3 ideas on how this as a reference for their research and end project. btn/classroom/river-
kids/10524662
environment can be
• Strategic Science:
protected Body: Planning The Future –
• Students to research into different environments Youtube
describing how this environment is important to https://youtu.be/XDIrzk
8grlA
animals/people and investigate how they believe
• Second Chances For
these environments can be protected. Black Cockatoos
o Allocated an environment; rivers, forest, https://www.youtube.co
m/watch?v=1fcqTjFxid
marine life
A
• Have an example to show students as a sample of
expectation. Explain that this information will be
Word Clouds: generate
later used to create a news article, however this
word art from words
activity is to be individual research.
listed.
• Students given choices into which ICT tools they Visual representation of
would like to collect their information on; words.
o Coggle
o Trello Coggle: a mind mapping
o Keynote app which allows for
collaborative use.
• Allow time for questions and elaboration
• While students are researching, observe and give Trello: a group
feedback 1:1 with students to allow for guidance. collaboration app that
allows multiple people
Conclusion: to access to assign tasks
• End class with discussion. Brief discussion about and complete group
how environments are important to animals and work.
people. Allow opportunity for students to share
any interesting information they may have found. Keynote: presentation
app.
Explain how this research will be used in future
lessons.
Students to post research onto Seesaw.
FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 2, Week 4 YEAR LEVEL: Four LEARNING AREA/TOPIC: HASS, Geography
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Notes about device access in the classroom: Children all have access to own iPad. Are familiar with use of iPad and apps used in lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
2.
The importance 1. Compare ideas on 1. Formative assessment: Introduction: Murray-Darling Warning –
Behind The News
of environments how to protect Teacher observation while • Watch Behind The News clip ‘Murray-Darling http://www.abc.net.au/btn/cl
to animals and environment with groups engaging in Warning’ assroom/murray-darling-
people, and • Class discussion about video: how they feel after
warning/10790804?fbclid=Iw
peers planning activities. AR2X8qpdNqBCri2yIBaFaE
different views on
2. Combine research Prompts for question and watching the video, potential reasons for 8zcSltT7QPiuNqypo1_hceg
how they can be e4eAhzZaCBiiWE
protected ideas with peers to answer. Allow for environment damage, ideas as to how we can
(ACHASSK088) plan a news report feedback and guidance if protect the environment.
3. Plan a news report necessary. Teacher led discussion focus on news article: why
Work outlining 3. Summative Assessment: do you think this made you feel these feelings?
independently, or ideas/strategies on To collect their planning How did the news article gain your attention?
collaboratively Access to marked
how to protect (Seesaw). This allows Link to own research from last lesson, what did we research from previous
when required, to
Australian opportunity for find was important for animals and people to lesson.
plan, create and
communicate environments assessment of learning survive? what ideas did you find that could help
ideas and and provide feedback. sustain the environment?
information for This planning is to be used • Link to body of lesson introducing activity. Outline
solutions in future lessons as a that they must consider (Rubric for assessment)
(WATPPS26) resource. Rubric listed
below.
Identify and Write this on the board where it will be clear for
choose the the students to refer to throughout lesson.
appropriate Rubric for summative assessment: Groups pre-planned by
resources from a Content collation: Body: teacher. Considering
given set • Example of chosen • Content Collation: Focused on what will go into student dynamics and
(WATPPS22) environment their report. In groups of three students are to research put in to their
• Description of how this individual research.
collect and collate research together to create a
environment is important to news article relating to important issues effecting
animals and/or people the environment and ideas on how they believe Coggle: a mind mapping
• At least 3 ideas on how this this can be protected. As a group review own app which allows for
environment can be research and discuss key features they found. collaborative use.
protected Collate what they believe to be the important
points they can use for their news article. Trello: a group
Planning Creation: collaboration app that
Students have choice of apps to collate their
• Demonstrate clear allows multiple people
information/ideas: Coggle, Trello or Google Docs. to access to assign tasks
understanding of chosen
• Students to upload planning to Seesaw before and complete group
environment
continuing to next activity. work.
• Clear ideas on protection of
environment Google Docs: an online
• Planning Creation: Focused on how they will
• Understanding on how they word document which
structure report. Students to move on to planning
will gain audience allows for collaborative
their news article, considering topics to cover and
engagement use.
how to captivate audience.
• Have allocated roles to each
Begin by discussion on what we think makes good Seesaw: online
person within their group
news articles – reflection on discussion at sharing/portfolio
beginning of lesson. platform. Allows teacher
• Student to plan news article choosing which ICT to accept or deny
content before being
tool they use – Coggle, Trelo or Google Docs.
posted. Also allows for
Students to consider topics to cover, how to family access.
captivate audience, how they would like to
present it and begin to consider allocation to Have examples of
tasks. structure of research
available, and allow for
Conclusion: 1:1 guidance through
• Class discussion reflecting on group tasks. observation during
Two stars and a wish: two things they activity.
enjoyed/learnt and one thing they think could
have gone better or want to learn.
FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 2, Week 5 YEAR LEVEL: Four LEARNING AREA/TOPIC: HASS, Geography
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Notes about device access in the classroom: Children all have access to own iPad. Are familiar with use of iPad and apps used in lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
3.
The importance 1. Design and produce 1. Summative Assessment: Introduction: Kahoot:
of environments news report video. Videos to be watched and • Kahoot Quiz: Prior knowledge on ‘creating news’. https://create.kahoot.it/
to animals and 2. Identify and discuss assessed using rubric Discussion during quiz allowing feedback and share/creating-a-news-
people, and report/92ae78b5-8ca7-
key issues relating to below. redirection if needed.
different views on 4b9c-b639-
chosen environment. 3861cb77af19
how they can be Body:
3. Investigate and share Rubric for summative assessment:
protected • In their groups students to create news clip on
- News report engages
(ACHASSK088) different ways this Access to marked
audience creatively. their researched topic.
environment can be research from previous
Work - Clear examples given of Students have the option of using Green Screen lessons.
protected.
independently, or chosen environment. and iMovie, or just iMovie alone however they
collaboratively - Focused on key issues must create a ‘movie’ and not a ‘trailer’. iMovie: video editing
when required, to within chosen • Students to refer to plan from prior lesson and app.
plan, create and environment. apply that into implementation of video.
communicate Green Screen: allows you
- Video proposed one or • Outline clear expectations from the activity,
ideas and to film video and place
information for more ideas on how to reminding class of the objective of their video. images in background in
solutions protect chosen • Students to airdrop video to teacher, and upload post.
(WATPPS26) environment. to Seesaw.
Identify and - Active involvement from Conclusion:
choose the each team member (e.g. • Bring class back together to showcase news Projector.
appropriate reports.
filming, editing, acting)
resources from a
given set
(WATPPS22)
