DATE: Term 1, Week 7

DAY: Monday
TIMES

Link to the Aust Curriculum

(code)
SPECIFIC LESSON
OBJECTIVES

DAILY NOTES :

ASSESSMENT
(WHAT & HOW)

LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY QUESTIONS

RESOURCES

4:0100:01
5
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The location of
Australian states,
territories, capital cities
and major regional
centres of Western
Australia and the
location and identifying
attributes of Australia's
major natural features
(e.g. rivers, deserts,
rainforests, the Great
Dividing Range, the
Great Barrier Reef)
(ACHGK014)
Lesson Objectives:
1. Brainstorm
Australias
states,
territories and
capital cities.
2. Research a
particular
Australian
natural
landmark and
collect
information
from this
research.
3. Create a
brochure on
natural
landmark.

Checklist:
Make a title
for your
brochure
Find a
picture of
your
landmark
Location
(e.g. Great
Barrier
Reef:
Queensland
)
Find at least
2
interesting
facts about
the
landmark
(e.g. How
long has the
landmark
been
around)
List at least
2 reasons
for visiting
the
landmark
Oral
presentation:
Student
speaks
clearly.
Relevant
and correct
information
Clear
understandi
ng of
landmark
and
information
in the
brochure.

Teacher will start the lesson with students on the mat to have a class discussion. The teacher
will ask students what they know about Australia, specifically; states, territories, capital cities
and major natural landmarks. Using the interactive whiteboard, the teacher will have an
unmarked map up of Australia, students will be given the opportunity to write on the board the
information they know.
Questions: How many states does Australia have? What is the capital of Queensland? Where is
Australias capital territory?
The teacher will then go onto
http://www.enchantedlearning.com/school/Australia/Ausmap.shtml to show students any
information they may have missed out on and add it to the board.
Talk to students about landmarks and what a natural landmark is, a landmark is a
recognisable natural feature used for navigation, a feature that stands out from its near
environment and is often visible from long distances. Introduce the task:
Today we are going to making brochure on the top 10 Australian Natural Landmarks. You will all
be split into groups and be working together to make a brochure on the natural landmark you
have been given.
1. Lady Elliot Island
2. Kakadu
3. Daintree Forrest
4. Shark Bay
5. Adelaide River
6. Phillip Island
7. Port Lincoln
8. Kangaroo Island
9. Wine Grass Bay
10. Fraser Island
The steps to task:
1. Download the template: https://templates.office.com/en-us/Travel-brochure-TM00002002 to
download students will need to long into school Microsoft account which will be supplied on
board.
2. Students will use http://www.australianlandmarks.com.au/lists/australian-landforms-top-10list and the internet to research their landmark.
3. Complete the page. You will need to:
Make a title for your brochure
Find a picture of your landmark
Location (e.g. Great Barrier Reef: Queensland)
Find at least 2 interesting facts about the landmark (e.g. How long has the landmark been
around)
List at least 2 reasons for visiting the landmark
Put group members name on brochure
4. Students will then print brochures and as a group present their Australian Landmark to the
class.

Interactive
whiteboard
Map of Australia
Class computers
Microsoft
account
Websites:
http://www.ench
antedlearning.co
m/school/Australi
a/Ausmap.shtml
http://www.austr
alianlandmarks.c
om.au/lists/austr
alian-landformstop-10-list
https://templates
.office.com/enus/TravelbrochureTM00002002

4:0100:01
5
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The Locations of
Australias
Neighbouring countries
and their diverse
natural characteristics
and human
characteristics.
(ACHGK016)
Lesson Objectives:
1. Recognise
Australias
neighbouring
countries on an
interactive
world map via
http://www.kbe
ars.com/australi
a.html

MORNING SESSION

2.

3.

Locate
Australias
neighbouring
countries by
labelling them
on the World
Map Worksheet.
List and
Describe the
similarities and
differences
between
Australia and its
neighbouring
countries on the
Padlet App

Refer to the
rubric, and
check off
students
progress and
achievements.
Take Anecdotal
notes on
students ability
to explore the
interactive
website.
Over the
shoulder
annotations,
take note of
students who
seem to be
struggling.
All Padlets will
be looked at
and marked
after the lesson.

Start the lesson with the students on the floor and introduce them to the World Globe. To see if
students recognise the location of Australia and its neighbouring countries ask a few students
to come up and point to them. Ask some key questions like What might neighbouring mean?
Who can show me which country we live in? What countries are found around Australia?
Who can point one out for me and tell the class the name of the country? Has anyone been to
any of these countries?

World Globe

Students will go to collect their iPads and explore the website

http://www.kbears.com/australia.html which is an interactive world map site for kids which
allows students to click on Australia and see its neighbouring countries. Furthermore, they are
able to click into these countries and find information about each giving things like stats, info,
anthems and even pictures of iconic landmarks.
*This will allow students to recognise Australias neighbouring countries.

Padlet App

Once students have a deep enough understanding they will be instructed to open up a World
Map work sheet from the student drive and fill in and label the missing countries that neighbour
Australia. Students can complete this task in pairs. For students finding this difficult they are
able to refer back to the World Globe for extra help but are recommended to try It without
looking at any maps to start with.
What direction is..(country) from Australia? How many countries neighbour Australia?
Students will then be asked to open the Padlet App on their iPads and create a Padlet in which
they will need to include the list of neighbouring countries and describe some similarities
between Australia and its neighbouring countries (New Zealand, the Pacific Island nations,
Papua New Guinea, Timor-Leste and Indonesia). They will be asked to include the countries
natural and human characteristics. Pictures and drawings can also be done in this app to make
the Padlet look interesting.
How and why are places similar and different?, What would it be like to live in a neighbouring
country? What is something that is only found in Indonesia?
Once Students have finished their Padlet they will be asked to upload it into the class drive and
move towards the map for reflection and depending on time, show some of the Padlets on big
screen to the whole class.

Website:
http://www.kbears.
com/australia.html
iPads

Student Drive

10:00-10:45

MORNING SESSION

The difference between

climate and weather,
the main climatic zones
of the world (e.g.
equatorial, tropical,
arid, temperate) and
the similarities and
differences between the
climates of different
places (ACHGK017)
Lesson Objectives:
1. Brainstorm
different
weather
patterns from
around the
world.
2. Using
appropriate ICT
gather
information
about their
specific climate
zone.
3. Articulate their
knowledge by
creating a
weather report
on a chosen
country using
the splice app.

All weather
reports and
brainstorms
with be
reviewed and
marked.
Anecdotal notes
will be taken on
a few students
through-out
both lessons.
Things to
assess:
What
information
have they
included in
their
reports?
Does the
video
include all
features of
a report?
Is their
information
appropriate
and correct?
Were they
successfully
able to use
the ICT to
present
their
information
?
Have
students
been
creative and
shown
competence
in using
ICT?

Introduce students into the classroom and have them sit at a computer. Today we will be using
the ICT resource Nearpod along with other applications, to demonstrate and expand your
knowledge on geography! Instruct students to log on to their computers, students will then log
on to www.nearpod.com/ . In the right hand corner students are to click on the join session
button and type in the class code (advised by teachers).
This will allow students to now follow through the class presentation. Nearpod presentation will
link students to a Kahoot quiz where they will use their knowledge from previous lessons to
participate in the class quiz. Students will then be given the opportunity to discuss answers and
raise any new questions they have regarding the climate and weather.
Following on with the Nearpod presentation, students will be directed to:
http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#zones
This will give students the opportunity to look at the weather map that shows the different
climate zones around the world.
Begin an open discussion about what the map is showing them and what kind of weather they
may expect to find in a particular climate zone. Organise students into pairs (shoulder buddy),
allocate each pair a climate zone: Polar, Temperate, Arid, Tropical, Mediterranean
Each pair will then do a brainstorm using: https://www.mindmeister.com/.
They will decide a country within their given climate zone and brainstorm weather patterns
they believe would be present in their country. After 5 minutes to brainstorm students can now
use internet sites to research their countries weather to add to their brainstorm. Students will
be given a range of sites to work off or are simply free to choose their own.
Groups will be informed that in the next lesson they will be creating their own weather report
and any props they would like can be discussed with the teacher and then brought from home.
They will watch the Sesame St weather report video to give them an insight on what a weather
report looks like.
Today using our brainstorms we completed last lesson we are going to create our own weather
report on the country you have researched. Ask students what kind of things they may include
in their video (refer to video)
Name of reporter
Country
Date
Time
Climate zone
Weather forecast
What they should wear
Be mindful/careful of
Microphones
Students will be asked to grab a class iPad- one per pair and using their mind maps students
will use the Splice app to create their own weather report on their chosen country.
Students will have access to go off to film their weather reports in a quiet place around the
room. Nearpod will walk students through what is required in the report as well as the 2-minute
time limit. Once finished, students will return to their desks and upload their reports to the class
kid blog.

Class computers
iPads
Kahoot Quiz
Microphones
Class Kid blog
Websites:
www.nearpod.co
m/
http://www.geogr
aphy.learnonthei
nternet.co.uk/top
ics/climatezones.
html#zones
http://www.ask.c
om/
http://www.weat
herforkids.org/cli
mate.html
http://splash.abc.
net.au/home#!/h
ome
http://www.timea
nddate.com/weat
her/
http://www.kidsm
aps.com/links.ph
p?id=5&sub=11
https://www.min
dmeister.com/.

4:0100:01
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MORNING SESSION

The similarities and

differences between
places in terms of their
type of settlement, the
diversity of people (e.g.
age, birthplace,
language, family
composition), the lives
of the people who live
there, and feelings and
perceptions about
places (ACHGK019)
Lesson Objectives:
1. Research key
information
about different
cultures.
2. Identify
similarities
between their
culture and
other cultures.
3. Use their
knowledge of
their self to
make
comparisons

Checklist of
objectives:
Where students
able to identify
similarities and
make
comparisons?
Which students
where showed
skills in
research?
(The teacher
will take
anecdotal notes
during the
lesson to track
students
researching.)
Anecdotal
notes: Which
students were
able to clearly
articulate their
findings?
Referring to
their Venn
Diagrams and
brainstorms.

Start the lesson with the students on the mat. To begin the lesson, introduce the topic of
Australian Culture. As a class, students will help create a brainstorm listing key characteristics
of Australian culture. Students will discuss climate, traditions, language, icons, people etc. The
teacher will go around the room asking students for ideas; the teacher will then put these ideas
into a Wordle, which will be displayed on the electronic white board for the students to see.

Wordle

Students will then return to their desks and with their table groups, students will be given a
culture (African, Indian, Japanese, and Italian) to research and develop their own Wordle
brainstorm on their researched culture using the class computers and iPads. (Students can print
out their Wordle to refer to later on in the lesson).

Websites:
http://www.wordl
e.net/

Students will then need to log on to an individual computer to create a Venn Diagram. Using
their Wordle and the class Wordle (displayed on the board) students will identify the similarities
and differences between Australian Culture and their researched culture (students will then
print this out).
Returning to table groups, the teacher will number each student in the group (1-4) and repeat
this for every table. Students will then be asked to find students with their number. Each group
will have a student that is an expert on a different culture to further broaden other students in
the groups knowledge. Students will take turns in the group by having 2 minutes to discuss
their researched culture and identify the similarities and differences between that culture and
Australian culture.
To close the lesson all students will be asked to move quietly to the mat to further reflect on
todays lesson.

Class computers
iPads

Venn Diagram
creator.
http://www.read
writethink.org/fil
es/resources/inte
ractives/venn_di
agrams/
Timer for
discussion:
http://www.onlin
estopwatch.com/