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TERM/WEEKS: 1/3 YEAR LEVEL: One LEARNING AREA/TOPIC: Science/Biological

Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and social Intercultural
  creative thinking Competence Understanding


Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and Cultures

Notes about device access in the classroom:

One iPad is shared between three students.

WEEK West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
/ Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
LESSO Curriculum (Introduction, Body and Conclusion)
N LINKS

Week Science 1) Research the process Formative Introduction

3 of how a spider spins Assessment:
Living things a web. The teacher  Teacher holds up the front cover of the book ‘Charlotte’s Web’ by
Lesson have a variety assesses ‘Charlotte’s Web’ by E. B White and says to E. B White
1 of external students student’s: “I wonder what this spider is hanging
features 2) Create a stop motion understanding of
film, showing the from? What do you think the purpose of it is?”
how a spider
(ACSSU017) process of how a spins a web  Teacher brainstorms student’s answers on the Whiteboard/Whitebo
spider spins a web. using exit cards, board ard marker
at the end of the  Read the book ‘Charlotte’s Web’ by E. B White
lesson each
student tells the Body
teacher how a
spider spins a  Teacher splits students into 2 groups
web before they
go to recess. Group 1
 Using string and scissors, students are to create a
Summative String, scissors, A4
Assessment: spider web by gluing it onto an A4 sheet of card. card
Rubric for the  In the middle of the web students are to write
stop motion film (with string) a quality about themselves. For
- includes the example, kind.
beginning,
middle and end Group 2
process of  Teacher hands out an iPad to each group of 3 iPads
creating a web, students
annotations YouTube Video
 Student’s watch a YouTube video of how a
around the
image. spider weaves its web
  Students are to take notes on the spider web https://www.youtube
process and annotate the process around the .com/watch?v=gSwv
image: “Year One’s while you watch this video, H6YhqIM
you are to take notes of how a spider weaves its
Pencils & Paper
web. Write what is happening around the
image”.
 Each group uses their notes to illustrate how a iPads/Stop motion
spider’s web is created. Student’s film on stop
motion of a spider’s web being created.

Conclusion

 Teacher gathers student’s attention and instructs

them to place equipment away and iPads to the
front of the classroom
 Once the equipment is put away students are to
sit on the mat
 On the interactive whiteboard the teacher is to Interactive
whiteboard
show the whole class the stop motion videos
and how they have progressed during the lesson
 Once all videos have been shown students can
get their hats ready for recess

Reference

White, E. B., Williams, G., & Wells, R. (1999). Charlotte's web (1st ed.). New York: HarperCollins Publishers.

BBC. (2015, October 30). Amazing Darwin's Bark spider spins a massive web - The hunt: Episode 1 preview - BBC one. [Video file]. Retrieved from
https://www.youtube.com/watch?v=gSwvH6YhqIM
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TERM/WEEKS: 1/4 YEAR LEVEL: One LEARNING AREA/TOPIC: English / Creating

Literature

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and social Intercultural
  creative thinking Competence Understanding


Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and Cultures

Notes about device access in the classroom:

One iPad is to be shared between four students.

WEEK West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
/ Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
LESSO Curriculum (Introduction, Body and Conclusion)
N LINKS

Week English 1) Recreate the text Formative Introduction

4 ‘Charlotte’s Web’ by Assessment:  Students sit in a circle on the mat
Recreate texts E. B White through Students are to  Teacher holds up the book ‘Charlotte’s Web’ by ‘Charlotte’s Web’ by
Lesson imaginatively create a Venn E. B White
writing and drawing E. B White and asks student’s “Does anyone
2 using drawing, diagram
writing, comparing the remember what happens in this book from last
performance 2) Produce a film that original text, week’s lesson?”
and digital creatively recreates their recreated  Teacher reads the book to the class Whiteboard/Whitebo
forms of the text ‘Charlotte’s text and any  Once the book has finished, the teacher writes ard marker
communicatio Web’ through similarities they three sections on the board: beginning, middle
n performance have in
and end
(ACELT1586) common.
 As a class, students are to retell the story by
Summative sectioning the plot. The teacher writes their
Assessment: retells in the section it occurs in
Rubric for the
Green screen Body
film - three  The teacher splits the class into 2 groups
characters are
present; the Group 1
three  All students receive a paper storyboard outline Paper storyboard
backgrounds are
included and the that includes boxes to illustrate and lines to write
story has been scenes from the story
changed  Individually, students are to recreate the story
Charlotte’s Web’. They can recreate one part or
the whole story, while keeping the original
characters.
 Group 2
 In groups of 4, students are to collect one iPad iPads
from the trolley
 Students are to use the app Green Screen to
Green Screen
recreate the story ‘Charlotte’s Web’ through app/Green sheet
performance
 On the iPad’s camera roll, there will be three
images. The first of the barn, the second the
farm and lastly the county fair
 Students will be given masks of the three
Wilbur, Charlotte
characters and Fern masks
 The characters Wilbur, Charlotte and Fern must
be featured in the recreation

Conclusion
 All students are to bring their iPads on the mat
and sit in their Green screen groups
 For 10 minutes, students are to swap their iPads
and watch each other’s film
 Each group is to share their favourite recreation
and provide a reason why it is their favourite

Reference

White, E. B., Williams, G., & Wells, R. (1999). Charlotte's web (1st ed.). New York: HarperCollins Publishers.
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TERM/WEEKS: 1/5 YEAR LEVEL: One LEARNING AREA/TOPIC: Humanities and

Social Sciences / Data and information

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and social Intercultural
  creative thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and Cultures

Notes about device access in the classroom:

Group 1
Students are to share an iPad between two

Group 2
Students are to have one iPad each
WEEK West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
/ Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
LESSO Curriculum (Introduction, Body and Conclusion)
N LINKS

Week 1) Distinguish the Formative Introduction

5 Humanities difference between assessment: at  Teacher places the book ‘Charlotte’s Web’ by E. ‘Charlotte’s Web’ by
and Social features of a farm and the end of the B White at the front of the classroom E. B White
Lesson Sciences lesson – stating
another setting  The teacher introduces the topic farming to the
3 true/false
The activities correctly to class by saying “From our previous lessons, can
(e.g. retailing, features of a anyone remember the place the text was set in?”
2) Identify features of a
recreational, farm  Students are to use their previous knowledge of
farm
farming, farms and describe the features
manufacturing, Summative  Teacher asks children to share their answers
medical, assessment:
“Using adjectives, can you please describe what
policing, Rubric for Word
educational, Salad – a farm looks like, what lives there and what
religious) that minimum of 4 might be kept there”.
take place in words correct  The teacher is to write the adjective and sentence Whiteboard/Whitebo
the local based on on the board ard marker
community features found  Invite students to draw pictures next to their
which create on a farm
sentence
its distinctive
features  Teacher is to split the class into two groups
(ACHASSK03
Body
3)
Group 1
 An iPad is to be shared between two children iPads
 They are to use their camera roll to access the
QR code placed on the classroom door QR code
 Each group is to watch the YouTube video based
on what is found on a farm YouTube video
  Once the video is complete, students are to write https://www.youtube
a true or false questionnaire for their partner .com/watch?v=TgoY
oc8oBFw
 This questionnaire will ask questions relating to
Paper
what is found on a farm, being true or false
Pencil
Group 2
 Students are to receive one iPad each iPads
 They are to access the app Word Salad and
Word Salad
create a word scramble of the features found on
a farm
 Features can contain animals on the farm,
buildings, equipment, dairy produced, colours
and weather

Conclusion
 Students are to pack up and return iPads to the
trolley
 Students are to meet on the mat
 The teacher is to show a series of photos to the Images of distinctive
students that include features from a range of features
settings. E.g. a shopping register, hospital bed,
school books, animals and tractor.
 Students are to respond to these pictures by
saying ‘yes’ or ‘no’ if the photo if a feature from
a farm

Reference

Abcteach. (2013, June 14). On the farm- Educational video by abcteach. [Video file]. Retrieved from https://www.youtube.com/watch?v=TgoYoc8oBFw

White, E. B., Williams, G., & Wells, R. (1999). Charlotte's web (1st ed.). New York: HarperCollins Publishers.