FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: HASS

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
YES YES thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
YES

Notes about device access in the classroom: iPad accessible for each student.
WEEK/ West Australian SPECIFIC LESSON
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
OBJECTIVE
LESSON other
Curriculum (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Wk 5
HASS
1) Students are to research Formative Intro: Teacher asks students to scan a central QR code to link to the Crash course habitats video
The importance of
Lesson1 Assessment: lesson weebly. Students are to watch a short video on animal habitats, https://www.youtube.com/
environments to environments of animals and
animals and people, Check ongoing motivating them as they are introduced to the variety of constructions watch?v=p15IrEuhYmo
and different views how they are protected using student and environments in which animals live.
on how they can be
protected QR codes. understanding Britannica School Edition
(ACHASSK088)
2) Students are to produce a through creating Body: Students are to research using the Britannica encyclopaedia Encyclopaedia QR code,
‘word gardens’, (school edition), environments of land, marine and volant (flying) with backup URL.
mind map using bubl.us, https://school-eb-com-
where students animals. This will be available using a QR code to link directly to
explaining the different contribute two facts appropriate encyclopaedia.
au.ipacez.nd.edu.au/levels/primary

habitats animals live in and they have learnt

how they are protected
from their research. - Students research 2 environments of each type of animal
(marine, land and volant).
Bubl.us App
- Students produce this information as a mindmap (bubl.us),
Summative
with ‘Animal environments’ as the central idea.
Assessment:
A marking rubric is
Conclusion: Teacher summarises learning by allowing students to airdrop
constructed to assess
mind maps to teacher laptop, which can be displayed on interactive
the mind map,
whiteboard group discussion. ‘How and why are polar bears suited to
according to level of
the arctic environment?” ‘How is their environment different to other
detail, range of facts,
animal environments in Australia?’
use of resources, etc.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)
Wk 5 HASS 1) Students are to investigate modern Formative: Teacher will
The importance of individually ask students
Lesson environments to and traditional human environments what they thought of the
2 animals and people, using a variety of QR codes. research behind the QR
and different views code, what they found
on how they can be interesting, and how they
2) Students are to reflect and
protected might use it in their
padlet.
(ACHASSK088) compare differences between Uluru and
a suburban home using padlet. Summative: Teacher will
evaluate student’s
understanding of human Body
environments through
their contributions in the
padlet. Because teachers
can save and review the
padlet, they can
individually evaluate each
student.
Conclusion
HASS
Wk 5 The importance of
environments to Formative: Teacher will
Lesson animals and people, evaluate student Introduction
3 and different views understanding through
on how they can be the socrative quiz, and
protected through individual
question and discussion
(ACHASSK088)
with students
Summative: Teacher will
assess the ebooks against
a marking rubric, which
Introduction
- Teacher reviews top three mind maps from previous Socrative quiz tool. Link
lesson, allowing a five minute class discussion on the to Environments of
People quiz
three types of animals and their environments https://b.socrative.com/teache
-
Teacher introduces new topic of lesson through Socrative r/#import-quiz/33392931
quiz, to engage and test student’s prior knowledge.
Links via QR code (printed
- Students will go on a ‘QR safari’, using QR codes around around room)
https://parksaustralia.gov.au/ulu
the room to investigate Aboriginal environments, and ru/
https://www.youtube.com/watc
compare them to modern suburbia. Along the way, h?v=biuYA54nb7Y
students collect information. http://www.abc.net.au/ra/austra
lia/environment/default.htm
- Students will create a padlet with the information and https://www.youtube.com/wa
collected. Key features need to include the main tch?v=9ghdj27tGFQ
differences between the two environments, similarities,
landscape and impact on people. The Link to the padlet
will be via QR code.
Padlet to link to:
https://padlet.com/brennan7/
- Teacher will review lesson by viewing group padlet on wpq39de06mda
main iwb or projector. Teacher will engage in 10 min
discussion, allowing students to explain different ideas
that they contributed.
https://b.socrative.com/teache
r/#import-quiz/33392941
- Teacher will review past two lessons through a Socrative
quiz, which will test students on factual knowledge
regarding the environments of marine, volant and land
animals, the differences and similarities between
https://www.youtube.com/wa
tch?v=5eTCZ9L834s&t=112s
1) Students are to research and
reflect on how environments, both
animal and people, can be protected.
2) In partners, students are to
present their information on
environments of people and animals
using ebook creator.
reflects the detail of traditional and modern environments (Uluru and
content, overall structure,
key understandings of Suburbia).
each lesson and
- Teacher introduces new topic of environmental
appropriate images. Backup link for
conservation, through crash course science video. Bookcreator
https://bookcreator.com/
Body
- In partners, students are to create an ebook, using the
book creator app on the iPad. The book will need two
pages dedicated to explaining the animal environments,
according to the three types of animals (volant, air and
land), two pages dedicated to their research on Uluru and
suburban environments humans live in. Finally, one page
will be dedicated to the information presented in the
video, explain the importance of protecting
environments.
Conclusion
- Teacher allows some students to present their ebook,
asking key questions such as:
- What are the differences in animal environments? Why is
this?
- Explain the differences in importance, structure and
history of a traditional human environment compared to
modern housing.
- How and why should we protect our environments.
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Possible planning process…