FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, week YEAR LEVEL: One LEARNING AREA/TOPIC: English, Humanities and Social
3 Sciences, and Visual Arts

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:

Each student has their own iPad. The necessary apps for the lessons will already be downloaded and ready on the iPads. By this point of the year the students have also been made familiar
with all of the apps and programs and do not need to be taught again.
WEEK/ West Australian
LESSON
Curriculum
LINKS
1 Respond to images,
objects and the spoken
word (ACELA1431a)
The natural, managed and
constructed features of
places, their location on a
pictorial map, how they
may change over time
(e.g. erosion, revegetated
areas, planted crops, new
buildings) and how they
can be cared for
(ACHASSK031)
Reflect on current
understanding of a topic
(e.g. think-pair-share,
brainstorm)
(WAHASS13)
Use interaction skills
including turn-taking,
recognising the
contributions of others,
speaking clearly and using
appropriate volume and
pace (ACELY1788)
Discuss characters and
events in a range of
literary texts and share
personal responses to
these texts, making
connections with students'
own experiences
(ACELT1582)
SPECIFIC LESSON
OBJECTIVE
Identify how man-made
change impacts the
environment in class
discussion.
Create a continuation of
the story that explores the
idea of the physical
changing of the
environment.
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
(what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Summative Introduction:  BOOK: ‘Where the
assessment: Use a  Read the book ‘Where the Forest Meets the Sea’ by Jeanie Forrest Meets the
rubric to assess the Sea’ by Jeanie Baker
products of each Baker
station  Have a class discussion about change and how this change can  Padlet
impact the natural environment (like land development etc.)  Book creator
 Discuss the scenes from the book and all of the natural  Story boards
 Green screen by Do
environment that was shown
Ink
 Create a Padlet
o What do you think could happen next in the story?  iPads
Body:
 The students will create extensions to the story, creating an
explanation about the changes Grandpa and the boy may
encounter in the natural environment if they were to go back to
that same spot
o Task will be completed in a set of 4 rotation actives
o The students must answer the questions or ‘what
would they see?’, ‘how much would it have
changed?’ and ‘how many years later?’
o Each group will have students working in pairs
1. Green screen by Do Ink
 Students will use the app and green
screen to act out the experiences of
the boy and Grandpa if they were to
return to that same place
2. Book Creator
 Students will use the app Book
Creator to construct an extension of
the story
3. Story Boards
 At this station the students will use
the story boards to continue the
Recreate texts story, creating a set of 6 key plot
imaginatively using progression points in the form of
drawing, writing, pictures to stick onto the boards,
performance and digital
and then record their voices
forms of communication
(ACELT1586) narrating
4. Writing
 At this station, students will write a
continuation of the story
 Can be in dot-point form or
paragraph depending on learning
capabilities

Conclusion:
 The students will pack up and gather again for another mat
session
 The class will have a discussion and create a brainstorm on the
whiteboard of ideas that were used
 Fours students will be asked to present their continuation, each
from different stations.

Introduction:
Reflect on current  Remind the class about the book from last lesson – ‘Where the
understanding of a topic
(e.g. think-pair-share, Forest Meets the Sea’
brainstorm)
 Have a class discussion about what happened I the book and
(WAHASS13)
remind them of the continuations they did to the story in the
Reflect on learning and last lesson
respond to findings (e.g.  Remind the class about the Rainforest
discussing what they have o Create a padlet where the students will contribute
learned) (WAHASS25)
what they think they already know about Rainforests
Identify relevant based on the book and their prior knowledge
information
(WAHASS17) Compile research about an Body:  Padlet
allocated section of the
2 Sort and record selected
information and/or data
(e.g. use graphic
organisers, take keywords)
(WAHASS16)
Locate information from a
variety of provided
sources (e.g. books,
television, people, images,
plans, internet)
(WAHASS15)
Represent and
communicate observations
and ideas in a variety of
ways (ACSIS029)
Exploration of different
materials, media and/or
technologies, when
creating artwork
(ACAVAM107)
Exploration of different
materials, media and/or
rainforest using a variety of
sources.
Share and collate research,
and present it using the app
Book Creator
 In a previous lesson the students would have been taught how  Book Creator
to use Book Creator  Tes teach
Summative
assessment: Use a  The class will begin to research the rainforest and the specific  iPads
rubric to assess the parts that it is divided into; he emergent layer, the canopy, the
Book Creators and understory and the forest floor
the information  The students will be divided into four research groups, each
presented inside. one allocated a level of the rainforest
 They will use books provided and their iPads to research their
sections of the rainforest, using the Tes Teach to access sites
and digital media that the teacher has selected to be appropriate
 They must answer the following questions in their research on
a sheet provided by teacher:
o What is the name of the level?
o What animals can be found there?
o What kind of vegetation can be found?
 The students will then share their research with the rest of their
group members
 Afterwards the students will create a book on Book Creator
about their section of the rainforest that must include:
o A cover page
o The three above points answered in written text
o A drawn diagram (on iPad) of their section in
comparison to the rest of the levels
o At least 1 relevant video
o At least 4 relevant pictures
o Voice recordings of all the pages with texts
 They will export this book to iBook and then also export to a
pdf for the next lesson where they will be used for QR codes
Conclusion:
 The students will pack up and gather again for another mat
session
 One person from each group will be asked to share their Book
Creator with the rest of the class – the whole class will view
the research of each level of the rainforest through this
 Make a class brainstorm on Padlet of each level after the
presentations
 technologies, when
creating artwork
(ACAVAM107) Introduction:
 Remind the class about the book -‘Where the Forest Meets the
Explore opportunities for
design (WATPPS06) Sea’- and then the research they compiled on each section of
the rainforest
 Recap the previous lesson of making books on Book Creator
about the section of the rainforest they researched
 Use Kahoot to test the students memory on what they should
already know about the rainforest.
Create four QR codes that
Body:
each link to pdfs
containing research on the  In this lesson, the students will be planning to create a physical
4 sections of the rainforest. diorama of a rainforest for their next lesson
3
 Class will be divided into 2 stations  Kahoot
Formative  Station 1, the students will go back into the groups they were  Book Creator
assessment: The in for researching a specific level of the rainforest  QR codes
Design and plan for the
Kahoot can check o From there they will be put into new groups of four
construction of a rainforest  Pic Collage
the students where each member created a book on a different
diorama using pic collage.
understanding so  iPads
far section of the rainforest
o In these groups, each student will create 4 QR codes
Summative that will link to each of the four sections: emergent
assessment: Mark layer, canopy, understory and forest floor
the plans for the o Each student will end up with four QR codes that link
diorama according to each group member’s pdf version of their book
to a rubric
(Book Creator) on their section of the rainforest
o These QR codes will be stuck into the diorama the
students will construct in a later lesson so that within
each level of the forest student can scan the codes to
find the research on that layer.
 At station 2, the students will plan their diorama
o The teacher will provide some pictures of inspiration
and ideas on how they might achieve a rainforest
diorama
o The students will draw diagrams and plan what they
want their construction to look like
 o Then they will gather a variety of natural materials
found outside and man-made materials provided by
the teacher to use for their project
o The students will use pic collage for their plan by
taking pictures of their diagram as well as the
materials they want to use and compiling them into
one collage
o The plan must include materials needed (and how
much), represent and show a clear distinction between
each level of the rainforest, include a hand drawn
diagram.

Conclusion:
 The students will pack up and gather again for another mat
session
 Make sure all the students have created 4 QR codes to stick
into their dioramas for later and that they all have a pic collage
plan too
 Get some students to share some of their pic collage plans to
give further inspiration to anyone who may be struggling
 View another 4 books created from the last lesson, each on a
different level of the rainforest