Chloe Diedrick 20170879

FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 4 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

All students will have access to an ipad

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WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =

LESSON Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 4: The 1. Identify the 6 types Understanding the 6 types of Vegetation in Australia
Lesson importance of of vegetation in Teacher will
one: environments Australia check Introduction
6 types of , including information on
vegetation natural google docs  Gain attention by using Answer Garden here
in vegetation, to 2. Undertake informally to students will share what they think vegetation is.
Australia animals and extended check for This will be useful to establish prior knowledge
people accuracy and Answer Garden:
environmental and reviewing prior lessons
(ACHASSK0 understanding https://answergarden
88) investigations, .ch/
presenting their Kahoot will be  Facilitate conversation on what vegetation is
findings in a used as a
Represent variety of formats summative
and assessment to Body
communicate see classrooms
observations, understanding of  In pair students will use wilderquest to gather
ideas and Australian information on the 6 different types of Wilderquest:
findings Vegetation and vegetation. The minimum information to be https://wilderquest.n
using formal their key sourced should include: sw.gov.au/
and informal features - The environment
representatio
ns - The Climate
(ACSIS071) - Natural vegetation
- Native animals
Living things
depend on
each other QR codes:
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and the  In pairs students will use QR codes created to https://www.qrstuff.

environment find out more about vegetations. QR codes will com/
to survive be placed around the room for students to have a
(ACSSU073)
look at interesting facts about certain vegetations

 Individually students will present their findings

Poplet:
in a poplet for one of their chosen vegetations https://popplet.com/

 Extension: Early finishers will be asked to add a

picture onto their poplet.

- This picture can include animals, plants

found in that type of vegetation

Conclusion

 Teacher will lead students in a summary

discussion discussing what they found most
interesting for each of their chosen vegetations Google Docs:
 Students will upload a link to their poplet onto https://www.google.
the classroom google docs com.au/docs/about/
 Students will complete a Kahoot to test what
Kahoot:
they have learnt.
https://kahoot.it/

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Lesson Curriculum Learning Objectives Assessment Evaluating different types of Desert in Australia Resources
Links Introduction
Week 5: Summative
Lesson The 1. Identify the key Assessment:  The teacher will recap the last lesson on
two: importance of attributes of the Smore and vegetation.
Types of environments Australian Desert answer Garden.
Australian , including Will be used to KQ: Can anyone remember what the types of vegetation
2. Understand the
Desert natural were?
Australian Desert is Rubric for
vegetation, to  Students will focus on one type of vegetation
animals and home to many Poster: this lesson, the Desert
people(ACH plants and animals  Attribute
ASSK088) 3. Create a smore s of
demonstrating the desert  The teacher will facilitate conversation on the

Represent
key attributes of an  Identify Desert and its key features
Australian desert animals
and
communicate and
 The teacher will ask students to create a word
observations, plants Word cloud:
cloud to establish prior knowledge on what a
ideas and
findings Desert is. The teacher will then ask students to https://www.wordclo
using formal share their ideas with the class and then the uds.com/
and informal teacher will create a word cloud of their
representatio collective ideas.
ns
(ACSIS071)
Body

 Students will watch a video explaining the Video:

characteristics of a Desert.
https://youtu.be/CD3
https://youtu.be/CD30d6GxOS0 0d6GxOS0

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 Students will work in pairs and discuss the

following questions.

KQ: What is the Definition of a desert?

KQ: What types of animals live in the Australian
desert?
KQ: What adaptation do these animals need to be able
to survive in such dry environments?

 In pairs students will create a poplet and create a

summary of the above questions Poplet:

https://popplet.com/
 The teacher will explain that there are 10 Deserts
in Australia. These are: The Simpson Desert, the
Great Sandy Desert, the Tanami Desert, the
Gibson Desert, the Sturt Stony Desert, the little
Sandy Desert, Strzelecki Desert, the Tirari
Desert, and the Pedirka Desert. In pairs students
will be assigned an Australian Desert to
Research. We will explore 5 of these. (The Great
Victorian Desert, the Tanami Desert, the Gibson
Desert, the Little Sandy Desert and the
Strzelecki Desert)

 Students will use Google Earth to locate the

desert. Google Earth:

https://earth.google.c
om/web/search/Pedir
ka+desert/@-

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 Students will use Britannica School to Research 28.67257455,139.63

their assigned Desert and will be required to 467195,32.25375975
provide the following information: a,326341.92270151d
,35y,0h,0t,0r/data=C
nwaUhJMCiUweDZ
- How big is the Desert? hOGI2OWU4NjAy
- Give an interesting fact about this desert NTYzNTM6MHg1
- Where in Australia is the desert located? NTA4ODI4Nzk1Mj
- Provide a picture of the desert (Students can BhMTQyGeOUb2w
screen shot a picture from Google Earth or sXTzAIcqZN5gXfm
find this on Britannica) FAKhFTdHJ6ZWxl
Y2tpIERlc2VydBgC
- What kind of animals or plants live here IAEiJgokCXr7CtYK
uDvAEevOiqjnlz3A
 Students will use this information to create a GeLqz7aVuGFAITF
smore on their assigned Desert. The smore will RScAIMGFA
include:
- How big is the Desert? Britannica School:
- Where is the Desert located?
https://www.britanni
- A picture ca.com/search?query
- An interesting fact =vegetation%20austr
- What kinds of animals and plants are found alia
here
Smore:
Conclusion
 Teacher will facilitate a classroom discussion on https://www.smore.c
Deserts om/app/pages/new
 What did you find most interesting today?
Students will share their ideas using answer Answer Garden:
garden https://answergarden
.ch/

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Lesson Curriculum Learning Objectives Assessment Understanding what it is like to Live in the Desert Resources
Links Introduction
Week 6: 1. Analyse data and Rubric for
Lesson The draw conclusions assessing Puppet  The teacher will recap the previous lesson on
three: importance of about what if Pal Movie Australian Deserts
environments created
would be like to  Teacher will introduce todays lesson which will
Living in , including - Length
natural live in the desert investigate living in the desert
the Desert - Inventiv
vegetation, to 2. Create an avatar
eness
animals and that could live in
- Inclusion Body
people(ACH the desert
of  The teacher will have QR codes around the
ASSK088) 3. Create a one- QR codes:
character classroom with information, videos and pictures https://www.qrstuff.
minute puppet pals
istics of about the Australian desert to reinforce what was com/
movie that
Represent the learnt from lesson 2
and demonstrates the
Desert
communicate key features of the
- Relevanc
observations, desert  Students will consider what it is like to live in
e of
ideas and the desert
findings avatar
using formal -
and informal Build your wild self:
representatio  Students will create an avatar using build your http://www.buildyou
ns wild self rwildself.com/
(ACSIS071)

 Students will base this character on what they

have learnt about the conditions of a desert
Puppet Pals:
KQ: What is the weather like? https://itunes.apple.c
KQ: What would you need to survive here? om/us/app/puppet-
pals-

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 Teacher will facilitate discussion on what it hd/id342076546?mt

would be like to live in the Desert =8

 Students will use information from Poplet and

Smore created in previous lessons to create this
character
 Students will use their characters to create a 1-
minute puppet pals movie to explain what life is
like living in the desert using puppet pals
 The movie should contain factual dialogue of
what it is like living in a desert

Conclusion

 Students will upload their videos to google

slides
 Teacher will share student’s videos with the
classrooom

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References

Australiancurriculum.edu.au. (2018) The Australian Curriculum. [online] Available at: http://www.australiancurriculum.edu.au/ [Accessed 27
feb.2018].

Scasa.wa.edu.au. (2018). School Curriculum and standards Authority Home. [online] Available at: http: www.scasa.wa.edu.au/ [Accessed 27 Feb.
2018]

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.