FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2
General Capabilities:
Literacy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: We’re going on the Bear Hunt –
Making sense of topics and areas explored throughout
the book and incorporating ICT tools to further enhance
this knowledge.
AUSTRALIAN CURRICULUM
Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

- Students have individual iPads and access them from the lock charging trolley at the back of the classroom.
- They are all locked with the same password so that the students and educator have access to them
- The classroom will also have access to a Smartboard and the classroom with full wi-fi
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson Year Level: 1 By the end of the lesson, the Objective 1: Introduction: SCSA
One: students will be able to: The Educator will - Educator will begin with a motivation activity which will be a https://k10outline.scsa.
Term 2, HASS observe and then in the form of ‘the magic bag’. wa.edu.au/home/teachi
Week ENGLISH - (Objective 1) once finished, will - Pass the bag around to students and getting them to close ng/curriculum-
One In pairs visually represent a ask the students to browser/english-v8
their eyes and put their hand in the bag to feel what is in it.
Monday Represent map of a bear hunt around explain the map
collected the playground highlighting they have created - Get the students to explain aloud what they are feeling so all https://k10outline.scsa.
information the environments they will be to the educator. students can be involved. wa.edu.au/home/teachi
and/or data in to going through. The educator will - Reveal the item in the bag – the stuffed toy bear. ng/curriculum-
different formats make notes on the - Explain the book that will be our ‘book of the month’ and browser/humanities-
(e.g. tables, - (Objective 2) clarity, explanation read to the students “We’re going on a Bear Hunt.” and-social-sciences
maps, plans) In pairs through audio and drawing of the - Ask the students if this book follows a ‘procedure’ and what
(WAHASS20) – recording demonstrate the map ensuring it can MAGIC BAG
elements and words do we look out for if it is a ‘procedure’.
HASS use of procedural language be easily read. A fabric bag with a small
when explaining their bear - Explain the 2 rotations that will be running today and that stuffed bear inside
Understand that hunt. Objective 2: overall they will be creating their own bear hunt:
the purposes Once the lesson has o Rotation 1 (teacher directed): Creating their own BOOK
texts serve shape finished, the bear hunt and visually representing it in a ‘map’ ‘We’re going on a Bear
their structure in educator will look form Hunt (hard copy)
predictable on all the students o Rotation 2 (EA directed): Creating their own bear
ways (ACELA1447 iPads and listen to
hunt and audio recording the steps that it entails.
) - English the audio recorded.
The educator will - Educator will inform the students that each rotation will be
be listening to 20 minutes long and ensure that they are listening for our
whether the transitional bells on knowledge when to swap over. TRANSITION SONG
students have used - Tell students that they will be working in pairs and number https://www.youtube.co
procedural off the class (1 and 2) and from there get into partners. m/watch?v=5_ShP3fiEh
language correctly U
- Dismiss students with the transition song .
and accurately
throughout explain Body:
their map. - Prior to lesson commencing:
o Educator to get nice paper and fine liners for
students to draw maps
o Charge iPads for audio recordings
o Prepare the magic bag
 o Source the book “We’re going on a Bear Hunt”

Rotation 1:
- Using “We’re going on a Bear Hunt as a stimulus, students
will be creating their own bear hunt and visually representing MATERIALS
it as a map. Thick paper x20, fine
- On the rotation table there will be examples of maps and the liners x20 and 3x map
educator will discuss: what makes up a map, what can you examples
see, has anyone ever seen a map before, has anyone used a
map before and also what will make up the map of the
playground.
- Within the group, each student will get into pairs and discuss
where they want to go on their bear hunt around the
playground.
- In pairs, the students will create a detailed map of the bear
hunt they want to create, outlining and explain the different
environments they will have to go through much like the
book did.
- Once completed, the students will explain the map to the
educator and what they have drawn as well as the different
environments they have been through.
- As soon as this pair has done so, the teacher will make notes
on the detail, the explaining and the overall success of the
map.

Rotation 2:
- Whether the students are starting with this activity or not,
iPADS
the students will be required to be in the same pairs as their Each student will have
map pairs. one iPad between 2
- Re-fresh what makes up a procedure and how do we know students
this? What is an example of a procedure?
- Using the app, ‘Explain Everything’ ask the students to APP
brainstorm everything they know about a procedure The students will be
using the app ‘Explain
- Have an iPad between a pair and ask the students to audio
Everything’ to
record the procedure of their bear hunt ensuring that every brainstorm everything
step uses the correct language. they know about
o ***If this is the first rotation for students offer them procedural language
planning paper or they can use the app ‘explain
 everything’ for them to plan out their bear hunt so They will then use the
that they know what to say when they are audio voice recording
recording application to records
their bear hunt using
o If this is the students second rotation, they will not
procedural language
need this planning time to plan their bear hunt.
Instead, they will use their map to prompt their
audio recordings.

Conclusion
- Once each rotation has been completed, students are to pack MATERIALS
away all materials whilst leaving their maps and iPads on the Sticky notes
rotation tables and transitioning onto the map.
- The teacher will ask if the students enjoyed their activates
and what was their favourite part?
- The EA will hand out a sticky note to each student
- The Educator will ask the students to draw or write
something that they learnt today (eg: how to draw a map,
that ‘then’ is procedural language etc.)
- Whilst doing so the educator will write on the board “What
did I learn today?”
- The educator will ask the students in their pairs when called,
to come and put their sticky note on the board and read it to
the class.
- The Educator will thank the students for their efforts today
and ask them to line up at the door for library.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson Year Level: 1 By the end of the lesson, through Objective 1 and 2: Introduction: SCSA
One: an interactive poster, the students The students will - Students will commence the lesson sitting on the mat in a https://k10outline.scsa.
Term 2, SCIENCE will be able to: create an circle. wa.edu.au/home/teachi
Week interactive poster - The Educator will have a brief discussion with the students ng/curriculum-
Two Living things have - (Objective 1) which will state browser/science-v8
reflecting and reminding each other of the book they read
Monday a variety of Individually using the app three facts about a
external ‘Canva’, create an interactive bears living last week “We’re going on a Bear Hunt”.
features (ACSSU0 poster stating four facts about environment and o Who can remember the book we read last week?
17) a bears living environment what they eat and What was it about? (characters, settings, etc)
and what they eat. also three external - Instead of reading the hard copy of the book again, the VIDEO
Living things live features of a bear. educator will play an interactive video of the book “We’re https://www.youtube.co
in different places - (Objective 2) Once the lesson has going on the Bear Hunt.” m/watch?v=kL36gMrHJa
where their Individually state on the been completed, I
- Once the story is finished, the educator will introduce the
needs are interactive poster three the educator will
met (ACSSU211) external features of a bear. look back on these investigation topic of bears.
posters created by - The educator will ask what does everyone already know
Use informal the students and about bears?
measurements to asses if the - Students will be completing three rotations of about 10-12
collect and record objectives have minutes each. Through this lesson, each student will have
observations, been met. their iPad and be taking it from rotation to rotation. In this iPADS
using technologie Individually each student
way, the students will be able to record their necessary
s as will have 1 iPad each.
appropriate (ACSI information on the interactive poster (made through Canva).
S026) These rotations include:
o Rotation 1 (teacher directed: Researching a Bears
Use a range of external features through scanning QR codes and
methods to sort recording the information they find on their
information,
interactive posters.
including
drawings and o Rotation 2 (EA directed): Researching a Bears
provided tables environment and what they eat through scanning
through QR codes and recording the information they find on
discussion, their interactive posters.
compare
observations with
predictions (ACSIS o Rotation 3: Creating your own Bear using an array of QR CODE CREATOR
027) materials and taking a photo of it on their iPads once https://www.qrstuff.co
completed and inserting it on the interactive poster. m/
- Prior to lesson commencing:
OTHER
o Educator would have created the QR codes.
Printer and laminator
o Educator would have laminated QR codes to put
around the room
- Before the students commence rotations, on the mat, the
SMARTBOARD
educator will remind the class of how to scan and access QR
To show students how to
codes. Student would have had other encounters with QR
scan a QR code
codes through out the year.
o Use the smart board so that every child can see
TEACHER iPAD
what is happening.
To use to show the
o Scan a QR code from around the room and show
children how to use the
them how to access it.
apps as a refresher
- The educator will also give the students a refresher course on
course
how to use the Canva app. The students would have had a
lesson and exposure to this app previously.
- Ask students to collect their iPads and move quietly and
quickly to their rotation. QR CODE CREATOR
https://www.qrstuff.co
Body: m/
Rotation 1:
- Using QR codes (previously made by the educator) the WEBSITES
students will use their iPads to scan the QR code and read Variety of websites for
and analysis articles on a bear’s external features. the children to access via
the QR codes
- From researching the 4 QR codes available, the students will
be asked to type or record three external features of a bear APP
on their interactive poster. The students will use the
- These three features must be features that they have read App Canva to create the
about in the online articles. interactive posters

Rotation 2:
- Using QR codes (previously made by the educator) the
students will use their iPads to scan the QR code and read
and analysis articles on a bear’s environment, where they live
and what they eat provided by the QR codes.
- From researching the 6 QR codes available, the students will
be asked to type or record four facts on a bears environment MATERIALS
and eating habits on their interactive poster. Pipecleaners, leaves,
sticky tape, glue, small
- These facts must be found from what they have read about in
cardboard boxes,
the online articles provided by the QR codes. coloured paper etc
Rotation 3:
- In this rotation, students will get the opportunity to make
their own bears.
- They will do this by using the materials provided (pipe-
cleaners, sticky tape, leaves, sticks etc, small cardboard
boxes, colour paper etc)
- Once completed, the students will be directed to take a
photo of their bear and upload it onto their interactive
poster.

Conclusion:
- Once each rotation has been completed, students are to pack
away all materials they are using and come to the mat to
review the lesson.
- The teacher will ask if the students enjoyed their activates
and what was their favourite part?
- The educator will ask the students to turn to their shoulder
partner and tell them one fact that they learnt about a bear
today.
- The educator will then ask 5-7 students (depending on time)
what their partner learnt about a bear.
o By asking a student what their partner learnt it
promotes the students being ‘active listeners’.
- The educator will thank the students for the lesson and while
all sitting on the mat ask the students to save their
interactive poster and put their iPads away.
- Students will be asked to stand up and line up ready for
library.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson Year Level: 1 By the end of the lesson, the Objective 1: Introduction: SCSA
One: students will be able to: The students will - Students to commence lesson sitting on the mat. https://k10outline.scsa.
Term 2, ENGLISH save their Stop - The educator will ask the students to recall what they did last wa.edu.au/home/teachi
Week DRAMA - (Objective 1) Motion to their lesson? ng/curriculum-
Three In small groups, create a book iPad for the teacher browser/english-
- The educator will ask can they remember any facts that they
Monday Understand that on the app ‘Book Creator’ to view at a later v8#year-1-syllabus
language is used recreating the book “We’re time. The educator learnt about bears?
in combination going on a Bear Hunt” only will assess the Stop - Instead of reading the book again the educator will choose a https://k10outline.scsa.
with other means using facial expressions, Motion on how Interactive poster from the previous lesson to show on the wa.edu.au/home/teachi
of gestures and body language well the students white board and then use a Kahoot quiz about a bear. ng/curriculum-
communication, (non-verbal). are acting, using o All students get iPad to complete Kahoot quiz browser/the-
for example facial non-verbal actions. - The lesson today will all about being imaginative and arts/drama3#year-1-
expressions and - (Objective 2) A table to assess syllabus
creative.
gestures to Individually draw or write a the students will be
interact with different ending for the book used for this. - Educator will inform the students that each rotation will be IPADS
others (ACELA144 “We’re going on a Bear Hunt”. 20 minutes long and ensure that they are listening for our Students are to collect
4) Objective 2: transitional bells on knowledge when to swap over. their iPads to do a
The students will - Tell students they will be working in small groups and Kahoot Quiz
Explore different create an alternate individually and the rotations include:
ways of ending to the book o Rotation 1 (EA directed): In small groups, the APP
expressing “We’re going on a The students will use the
students will use the Book Creator app to recreate
emotions, Bear Hunt” by Kahoot App to complete
including verbal, either drawing or the book “We’re going on a Bear Hunt”. It is a quiz about last lesson –
visual, body re-writing the important that they use facial expression and body bear facts
language and ending and once language to do so.
facial completed will o Rotation 2 (teacher directed): Individually the STUDENT IPAD
expressions (ACEL hand to the teacher students will have the opportunity to create an Example of the an
A1787) and the educator interactive poster from a
alternative ending to the book “We’re going on a
will ask the student
Recreate texts students to explain Bear Hunt”. They can express this by either drawing
imaginatively their ending whilst or writing the ending. SMARTBOARD
using drawing, the educator takes To show the poster on so
writing, notes on the Body: all students can see
performance and explanation. - Prior to lesson commencing:
digital forms of o Dress up cupboard sorted
o Charge iPads for Stop Motion use
communication ( o Source drawing and writing paper
ACELT1586)
Rotation 1:
Use of known - Working in small groups, the students will use the Stop
stories and Motion app to recreate the book “We’re going on a Bear
personal Hunt”.
experiences to
- The EA will be prompting the students to use strong facial
create drama wit
expressions, gestures and body language through-out ensure
h simple objects
and available that they’re non-verbal skills explain the story.
technologies o What face would you make if you were sad? Happy?
(ACADRM029) Frustrated?
o Turn to the person next to you and make a face with
an attached emotion and see if they can guess what
iPADS
emotion it is
All students will have 1
- Before commencing the book, the students will be asked to iPad between the small
plan out the ‘captured moments’ ensuring they are thinking group (3-4 students)
and planning the exact non-verbal skills they need to betray
the story APP
o The educator will organise these planning sheets The students will be
prior to the commencement of the lesson. using Book Creator to
remake the story
- Once the students are ready to capture their book the
students will have access to the dress up cupboard to help
enhance their performance.
- It is vital that the students only take pictures for their book
creator.
- When the students have finished, they will save their Stop
Motion video to the iPad for the educator to view later.
OTHER
Rotation 2: The students will have
- Working individually, the students will have the opportunity access to the dress up
cardboard.
to re-create the end of the story “We’re going on a Bear
The students will have a
Hunt”. planning document to
- The educator will ask the students can they remember what complete before the
happened at the end of the book and discuss it in more commencement of their
detail. Stop Motion
o Can anyone remember what happened at the end of
OTHER
the book?
Drawing or writing paper
 Why do you think that happened and why do you
think the author did it like that?
- The educator will prompt those who are struggling to create
a new ending however making a point that they need to be
original in their own ideas.
- The students will have the opportunity to either draw in
sequences what happens in their recreation of the ending or
write it out.
- Once the students have finished, they are to tell the educator
and the educator will ask them to explain their recreated
ending and how well it fits into the story.
- The educator will take notes on each explain from each
student.

Conclusion:
- Once each rotation has been completed, students are to pack
away all materials they are using and come to the mat to
review the lesson.
- The teacher will ask if the students enjoyed their activates OTHER
and what was their favourite part? Observation notes from
- Whilst the educator is asking questions to the students the the explanation from the
EA will be handing around small blank ‘star’ templates. student
- The educator will then ask the students to take 3 minutes
and think about the activities that they have done over the
lesson and write down why they were a star today.
- The students are then to stick them up on the board for
educator to see and read through-out the day. OTHER
- Students will be asked to stand up and line up ready for Stars cut out for the
students to write on
library.