Assignment One

HASS / Geography and ICT

Integrated Forward Planning
Document

Jasmine Elder Thies

20171284

University of Notre Dame, Fremantle

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1, 2-5 YEAR LEVEL: 4 LEARNING AREA/TOPIC: HASS: Geography

AUSTRALIAN CURRICULUM GEOGRAPHY

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

LES- AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
SO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N# LINKS (include learner diversity)
Geographical
Geographical Skills
Knowledge &
Understanding
1 The Develop a
range of focus
Students will be able Objective 1 – INTRO: Teacher guides students around the Great Why is this 1 student: 1
importanc questions to to: diagnostic assessment: Barrier Reef (GBR) on Google Expeditions app, pointing environment iPad
e of investigate
1. Research why the individual student out: important to fish?
(WAHASS27)
environme Great Barrier Reef conferencing of five - Shoals of fish swim in and around coral for Why is this Great Barrier
nts to Identify
different points (GBR) is important students who usually protection from larger fish. environment Reef
animals
and
of to animals and represent different - Rate of growth of corals, e.g. staghorn coral important to ‘Expedition’
view/perspectiv
people, es in people in the ability levels within grows up to 20cm per year. people? on Google
information
and and/or data
Google the classroom. - Threats to corals. Expeditions
different (e.g. distinguish Expeditions App. What can you see app.
fact from Objective 2 – work
views on BODY: Students explore and research the GBR in this
opinion, sample (Padlet)
how they explore expedition information as an independent activity environment?
can be different stories 2. Write three formative assessment.
on the same (using the ‘Discover’ tab, rather than ‘Guide’ / ‘Join’ What type of
protected reasons why the Checklist and
topic) tab). environment is it? Padlet app.
(ACHASSK0 (WAHASS33) GBR environment anecdotal notes to
- Students screenshot an image of GBR that they Why might this Padlet QR
88) Locate and is important to inform whole class/
consider illustrates the importance of this environment also Code:
collect
animals and/or individual feedback for
information environment. be important for
from a variety people. next lesson.
of sources (e.g.
- Students write Objective Two to accompany humans?
photographs, Objective 3 – students’ screenshot. This is uploaded to Padlet. To
maps, books,
self-assessment: upload to Padlet, students scan the QR code Do humans need
interviews, 3. Explain their
internet) thumbs provided in ‘Resources’. this environment
(WAHASS28) chosen three
up/sideways/down to Enabling: voice record reasons in Padlet. Extension: to be protected as
reasons why the
Interpret indicate their state as many reasons as can find. much as the
information GBR is important.
and/or data confidence in their CONCLUSION: Class share and discussion session of marine animals
collected (e.g.
sequence
ability to explain their images and reasons uploaded to Padlet (Objective do? Why/ why
events in chosen three reasons. Three). not?
 chronological
order, identify
(Research lesson in between above and below lessons).
patterns
and trends,
make
Objective 1,2 & 3 – INTRO: Review students’ research from previous lesson
connections 1. Interview two formative assessment about different perspectives on how to protect their What did this
between old
and new peers asking how of Podcast work- chosen environment. To review, students play ‘Mingle, person think
3 information)
a chosen samples. Students’ Pair, Share’ by walking around the room to quiet music. about protecting
(WAHASS32)
interview answers are When the music stops, students pair up and share: the environment?
Develop texts,
environment can
including
marked against - an environment, one reason it is important and Where did you
narratives and
be protected. attached rubric. get your
biographies, 2. Tell two peers one strategy to protect it.
that use
Students receive this information
researched their ‘expert marked rubric and a BODY: Students are grouped according to their chosen from? Do you
facts, events
and opinion’ (from comment describing environment (choice of: GBR, rainforest, wetlands, trust that source?
experiences
research) about how to improve. desert).
(WAHASS38)
how to protect the - Within these groups, students’ role play Which
Rubric – see
Objective 3 relates to interviewing and being the ‘scientific expert’ on environment did
chosen Appendix A.
ICT content strand. they want to
environment. how to protect chosen environment. The
See appendix A. protect? Why do
3. Compile ‘scientific expert’ describes opinions of how the they want to
interviews into a environment can be managed and protected protect it? Do you
Podcast on based on research from the previous lesson. agree?
iMovie. - Two interviews are recorded in iMovie.
- Students compile two interviews and give own As the ‘scientific
expert’, what are
opinions in a two-minute Podcast created on
the key pieces of
iMovie. iMovie app
information you
found in your
Enabling: choose to continue researching the GBR and
research? From
look to teacher’s past examples as well as continued
your research,
teacher support and support of group work setting.
how should we
Extending: reference key stakeholders’ opinions and use
protect this
geographical terminology.
environment?
CONCLUSION: Students save iMovie to Camera Roll and
Which are the
then upload to class Seesaw. Students reflect on their
most important
learning by writing on a Post-It Note:
parts of your
A) I think ____ environment should be protected
interview to use
because ____. in the Podcast Seesaw app
B) I would like to learn more about ____. clip?
Post-It Notes.
 INTRO: Teacher guides students through a Google What is changing
1. Describe the Expedition called ‘Climate Change’. about this
importance of a - ‘Think. Pair. Share.’ of key questions. environment?
selected - Individually review teacher feedback (formative What might it Google
assessment) from Podcasts and conference have looked like Expeditions
4 environment to
Objective 1,2 & 3 – 200 years ago? app – Climate
animals and with teacher if necessary. This informs
summative Who might want Change
people. students’ understanding of gaps in knowledge. to protect these Expedition
assessment of Explain
2. Explain two Everything work- animals/ this
BODY: Students imagine they are a teacher and create
perspectives why samples. Students’ place? Explain
an Explain Everything ‘sketchnote’ to fulfill objectives
it is important to ‘teaching’ videos are What is Everything
one, two and three. They will use this sketchnote to
protect a selected marked against deforestation? app
teach their parents the importance of the environment
attached rubric Why does land
environment. on Parent Open Day.
(Appendix B). need to be Completed
3. Reflect on learning - Use research (from lesson two) and information
cleared for research
from peer discussions and interviews (from farming? brainstorm
lesson three) to inform their sketchnote. As and
well as having the opportunity to further any information
research if necessary – as discussed in their When you are the table.
feedback. teacher, what
- Insert images, videos, clipart of selected kind of
information do
environment, animals and or noteworthy
you need to
people. Illustrate, sketch, annotate and voice include to teach?
record lessons/ explanations.
Which two
Extension: open-ended task - students may research perspectives are
opinions of many different stakeholders and present as you choosing to
much information as possible in a wide range of explain? Who
presentation mediums within Explain Everything. might think this?
Enabling: Explain Everything caters to most learning Why might they
styles. For example, use of voice recording enables think this?
students with low literacy levels and there us
opportunity for visual learners to draw explanations. Seesaw app

CONCLUSION: Export sketchnote to Camera Roll and Are you confident Microsoft
upload to class Seesaw. in your learning? Forms Survey:
- Students reflect on their learning in this unit by
completing Microsoft Forms survey (QR Code).
Appendix A

A: Excellent B: High C: Satisfactory D: Limited

Objective 1: Describes, in detail, Describes different Identifies different Provides a personal

different views of how views of how the views of how the opinion on how the
the environment can be environment can be environment can be environment is
Interview two peers asking managed and protected. managed and managed and/or managed or
how a chosen environment can protected. protected. protected.
be protected.

Objective 2:
Tell two peers their ‘expert
opinion’ (from research) about
how to protect the chosen
environment.

Objective 3 – ICT objective Creates and clearly Creates and Creates and Communicates
communicates clearly communicates simple ideas
ACTDIP009 ideas and communicates ideas and and/or
information by ideas and information by information by
Compile interviews into a using software to information by using software using software
Podcast on iMovie. collect, store and using software to collect and to collect and
accurately present to collect and present data, present data
data, using agreed accurately using agreed that may not be
protocols present data, protocols relevant,
(netiquette). using agreed (netiquette). omitting the
protocols use of agreed
(netiquette). protocols
(netiquette).

Comment:
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Appendix B

A: Excellent B: High C: Satisfactory D: Limited

Objectives 1,2 & 3 Explains, in detail, Explains different views of Identifies different views Provides a personal
different views of how the how the environment can of how the environment opinion on how the
environment can be be managed and can be managed and/or environment is managed
managed and protected. protected. protected. or protected.

Comment:
___________________________________________________________________________________________

___________________________________________________________________________________________