ICT-BASED LESSON SEQUENCE: Overview

Stage: 3 – Year 5

Key Learning Areas: Geography & Maths

Strand/Topic from the Australian Curriculum: Factors Shape Places – Humans Shape Places (ACHGK029)

Key ideas/concept:

- Place
- Space
- Environment
- Interconnection
- Change
- Sustainability

Key questions:

- How do people and environments influence one another?

- How do people influence places and the management of spaces within them?

General Capabilities (may potentially be covered in the lesson)

Literacy Numeracy ICT Critical & Personal & Ethical Intercultural
competence creative social understanding understanding
thinking capability
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Teacher’s prior preparation/organisation: Students prior knowledge:

- Picture Book: “Belonging,” by Jeannie Baker
- Picture Book: “Uno’s Garden”
- Interactive Whiteboard
- Student device (BYO) or school devices
- Student Workbooks
- Stationary
- Various ICT Resources (listed below in resource
list)
In stage 2, students explored and examined natural and human features
of Australia and the diverse characteristics of Australia’s neighbouring
countries. They explore the different climates, settlement patterns and
demographic characteristics of places and use this information to
imagine what it would be like to live in different places. Students
consider how people’s perceptions of places are the basis for actions to
protect places and environments and recognise that there are differing
views on how sustainability can be achieved.

Provision for students (differentiation of the learning):

- Questioning, probing and inferring to provide scaffolded support and establish connections to prior learning/knowledge
and the skills/knowledge being acquired through the learning experience. This allows for the differentiation of content
(initially) and the differentiation of the learning process of the student. Differentiation of the process happens here as
teacher can assist students achieve the content and skills of the curriculum.
- Joint social construction (Vygotsky) so that students can motivate and give feedback on one another’s work, allowing for
students to help each other reach the demands of the task. Joint construction is encouraged within the classroom, learning
engagements and the collaborative ICT resources that students are using.
- Learning intention(s), success criteria and clear expectations to provide a clear set of parameters for the knowledge and
skills that should be acquired (scaffolding). Students are able use these to guide them through the task with a clear purpose
and aim in mind when working through the task at hand. Learning intentions and success criteria explicitly state their goal
and gives them a reference to check throughout knowledge and skill acquisition keeping them on track towards achieving
the task. They help in guiding students by creating pathways to successful completion of the criteria.
- Different learning styles (Gardner’s) are appealed to throughout lesson sequence. Varied teaching styles and activities allow
for a variety of these learning styles to be appealed.
- Using open-ended and engaging tasks to encourage students explore the world and making connections between the
world and content through hands on ICT resources so that students can immerse themselves in real-life and relevant
situations.
 - Modelled and supported instruction and discussion leading into supported independent scaffolded tasks.
- Real-life and open-ended tasks that allow for naturally differentiated student projects. Open-ended tasks differentiate
student process and product.
- Connecting classroom knowledge and skills to local community and world so that students are engaged.
- Flexible grouping that generates collaboration and social construction.
- Student and community collaboration through Seesaw application
- Supported independent scaffolding through instruction sheet (check-list) and investigation planner for Community Planning
task.
- Connecting and drawing on similarities of the environmental issues in Uno’s world to those in our world (displaying impacts
and consequences by making inferences and connections).
- Backwards mapping – solving problem by working back from the answer.
- Using ICT resources that allow for differentiation through collaboration, scaffolding and making connections.
- A positive classroom environment that supports students in their acquisition of skills and knowledge.
- Constructivist approach to acquiring skills and knowledge.

NSW Syllabus Outcomes

GEOGRAPHY
A student:
- describes the diverse features and characteristics of places and environments. GE3-1
- explains interactions and connections between people, places and environments. GE3-2
- compares and contrasts influences on the management of places and environments. GE3-3
- acquires, processes and communicates geographical information using geographical tools for inquiry. GE3-4

MATHEMATICS
A student:
- locates and describes position on maps using a grid-reference system. MA3-17MG
- uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line
graphs and two-way tables. MA3-18SP
- selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts
between units of length. MA3-9MG
- selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles. MA3-10MG
- describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions. MA3-1WM
- selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations. MA3-2WM

ENGLISH
A student:
- communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and
language forms and features. EN3-1A
- uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in
different media and technologies. EN3-3A
- thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts. EN3-7C
- identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.
EN3-8D
- recognises, reflects on and assesses their strengths as a learner. EN3-9E

SCIENCE AND TECHNOLOGY

A student:
- plans and uses materials, tools and equipment to develop solutions for a need or opportunity. ST3-3DP-T
- defines problems, and designs, modifies and follows algorithms to develop solutions. ST3-3DP-T
Assessment Embedded throughout Sequence:

Assessment FOR Learning:

- Assessing prior knowledge at the ‘tuning in’ phase of each lesson through purposeful questioning and probing. This
pedagogical practice will allow students to ‘refresh’ and recall the learning acquired in the previous lesson and have those
skills and knowledge at the forefront of their minds as they tackle the next learning experience which will built upon and
make connections to previous lessons. Also, the level of controlled/guided/independent support required can be
determined and any gaps in their knowledge/skill acquisition will inform the direction of the units remaining learning
engagements.
- Use of Learning Intentions and Success Criteria explicitly illustrating to students what they are going to learn. This form of
formative assessment clearly states what the teacher wants students to know, understand, and be able to do. As a result,
students are able to make connections between the purpose of the learning and teaching activities. Students are also able
to perform self-assessment and ensure they are achieving the outcomes by referring back to these parameters defined.
- Teacher observations will inform where the students’ learning should be directed and any differentiation and
considerations that need to be made. This assessment will determine how the content should be differentiated.
Observations can also enable the teacher to make informed decisions about the possible learning process that will take
place to meet the curriculum.

Assessment AS Learning:
- Teacher observations will inform and determine the level of intervention required for student’s during the learning
experience. These observations will allow for in the moment differentiation of the learning process to help and support
the student reach the curriculum outcomes.
- Collaboration between students will allow for feedback and peer-assessment during tasks and group work (checking and
commenting on each other’s work and using a check list to determine that all criteria have been met). This peer
assessment will occur within table groups and through the use of ICT resources such as, Creately, Spiral & Seesaw.
- Real-time and in the moment, feedback given to students through teacher purposeful questioning and involvement in
discourse when roaming around the learning environment. Feedback also given through ICT resources in comments, chats
- Use of Learning Intentions and Success Criteria so that students can refer to these and self-assess and discern what the
purpose of the lesson is, keeping that in mind whist completing the set task or acquiring the required skills.

Assessment OF Learning:
- Various work samples and products collected throughout the lesson sequence (Bus Route, Community Space Design etc.).
- Student responses through ICT resources such as, ‘Spiral,’ and ‘SeeSaw’ etc.
- The use of peer evaluation once the task is completed and looking over the final product. Students are able to compare
their work with other students and obtain alternate ways of thinking. Students are then able to self-reflect and determine
ways to improve upon their work product and learning process.
- Students will be asked to undergo self-assessment and reflection against the learning criteria provided so that they can
critically analyse their produced work and learning processes.