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TERM/WEEKS: Term 2, Weeks 6-9 YEAR LEVEL: Year One LEARNING AREA/TOPIC: Geography/English/ICT/Visual Art
WEEK/ WA CURRICULUM LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON Lang Literacy Literature OBJECTIVE (what & how) EXPERIENCES
Wk. 6 Geography: As a result of this An observational Lesson One – Wednesday 6th June Natural feature
The natural, managed lesson students checklist will Introduction (15 minutes): picture cards
and will be able to… record the 1. Select students to classify natural features.
constructed features of success of the 2. Why their feature is or isn’t natural Y chart template
places, their location on a Use adjectives to three focus 3. Vote for favourite natural feature (hands up) for modelling
pictorial map, how they describe natural children 4. Model a Y chart (looks like, feels like, smells like/sounds
may change over time features like) for the most popular natural feature. Y charts printed
(e.g. erosion, revegetated Lesson Body (30 minutes): on A3 paper
areas, planted crops, new 1. Pairs to complete a Y chart on their chosen natural
buildings) and how they feature (hill, river, vegetation, mountain, ocean etc.)
iPads
can be cared for 2. Must have a least 3 descriptors.
(ACHASSK031) 3. Draw a picture of their natural feature after task finished.
4. Alternately use the iPads to further explore their chosen
The activities (e.g. feature with their partner.
retailing, recreational, Conclusion (15 minutes):
farming, manufacturing, 1. Pairs all share their Y charts with the class.
medical, policing, 2. Share any further facts found.
educational, religious) that 3. Class discussion/review the classification of natural
take place in features.
the local community whic
h create its
distinctive features (ACHA
SSK033)
English: As a result of this The work Lesson Two – Thursday 7th June Fact or fib flip
Explore differences in lesson students samples (Book Introduction (10 minutes): booklets
words that represent will be able to… Creator books) 1. Review of natural features (think, pair, share).
people, places and things will be analysed 2. Fact or fib booklets about natural features. Zip lock bags
(nouns, including Create a book by the educator 3. Educator explains the nature walk and hands out zip with children’s
pronouns), happenings about natural and children in lock bags. names on them
and states (verbs), features on the unison, before Lesson Body (30 minutes):
qualities (adjectives) and Book Creator being sent home 1. Nature walk around the school grounds, collecting iPads – camera
details such as when,
app to parents via vegetation and rocks (10 minutes).
where and how
See Saw 2. Children work in pairs to make a Book Creator book iPads – Book
(adverbs) (ACELA1452)
(including photos of the natural features, text, Creator app
Construct texts that
drawings and recordings).
incorporate supporting 3. Book is exported (these exported books can be sent
images using software home to parents using the See Saw app).
including word processing 4. Natural materials kept for Friday’s art lesson.
programs (ACELY1664) Conclusion (10 minutes):
1. Pairs to share the items that they found on the nature
Visual Art: walk.
Development of artistic 2. Fact or fib booklets are reviewed.
skills through
experimentation with: Lesson Three – Friday 8th June
shape (geometric shapes), As a result of this Anecdotal notes Introduction (10 minutes): Whiteboard and
colour (mixing primary lesson students will be made by 1. Recall of the natural features from nature walk. markers
colours to create will be able to… analysing the 2. Asks children to think up ideas for protecting our
secondary colours), line work of the three natural features. Word searches
(broken, jagged, dashed), Write a letter focus children 3. Educator models the writing of a letter to alert the
space (background, with ideas for recipient of the need to protect our natural features.
foreground), texture protecting 4. The educator asks children to check spelling,
(changes in texture;
natural features punctuation and whether the writing makes sense.
transfer of texture)to
Lesson Body (30 minutes):
create artwork
1. Children write letter to chosen recipient highlighting
(ACAVAM107)
the importance of saving a chosen natural feature.
2. Focus on the correct use of punctuation in writing.
3. Over the shoulder marking with each child to identify
punctuation, spelling and sense making errors.
4. Early finishers natural feature word search.
Conclusion (10 minutes):
1. Hands raised to identify natural feature chosen in
writing.
2. All children to read out their work to the class
(depending on time constraints).
As a result of this Work sample ad Lesson Eleven – Tuesday 19th June Dairy farm cow
lesson students rubric (report) Introduction (10 minutes): association parts
will be able to… 1. Dairy farm cow association
with focus 2. Shared report writing model Writing books
Write a report children Lesson Body (40 minutes):
1. Report writing (group swap)
2. Reading (group swap)
Conclusion (10 minutes):
1. Report sharing
As a result of this Observations Lesson Fifteen – Friday 22nd June Criteria cards
lesson students and anecdotal Introduction (10 minutes):
will be able to… notes of focus 1. Review of STEM project criteria Newspaper
children 2. Papier mâché introduction
Use papier Lesson Body (80 minutes): Clear gum and
mâché to create 1. Plan checks trays
a farmyard base 2. Papier mâché of farmyard bases
3. Creation of farm animals and accessories Carboard
Conclusion (20 minutes): boards
1. Pack away
2. Sharing of experience Craft supplies
3. Game of Hot Potato
Wk. 9 As a result of this Observational Lesson Sixteen – Monday 25th June Laminated
lesson students checklist Introduction (15 minutes): characters and
will be able to… 1. Town and Country Mouse story with laminated scenery
characters and scenery
Recall examples 2. Introduction of constructed features Criteria cards
of constructed 3. Review of STEM project criteria
features Lesson Body (70 minutes): Craft supplies
1. Creation of farm animals and accessories
Conclusion (15 minutes):
1. Sharing of progress
2. Constructed features review
As a result of this Work sample Lesson Seventeen – Tuesday 26th June Feature cards
lesson students (plan) Introduction (10 minutes):
will be able to… 1. Constructed feature identification (in circle from Plan templates
selection)
Write a report 2. Plan model about chosen farm animal (eats/drinks,
plan shelter, other facts)
Lesson Body (40 minutes):
1. Plan writing using prior research
Conclusion (10 minutes):
2. Fact sharing
3. Constructed feature review
As a result of this Work sample Lesson Nineteen – Thursday 28th June Coloured paper
lesson students (fact/fib card) Introduction (10 minutes):
will be able to… 1. Constructed feature review iPads
2. Fact and fib review
Research and Lesson Body (30 minutes):
create a fact/fib 1. Creation of own fact/ fib cards in partners about
card constructed features
Conclusion (10 minutes):
1. Sharing of fact/fib cards