FORWARD PLANNING DOCUMENT

General Capabilities:
TERM/WEEKS: 3 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Geography AUSTRALIAN CURRICULUM
Literacy Numeracy  ICT  Critical and creative Ethical Behaviour Personal and social Intercultural
thinking  Competence Understanding 
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures  

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
Notes about device access in the classroom: iPad’s will be required throughout the three lessons, for each individual student
LINKS (Introduction, Body and Conclusion)
 Geography -
1/1 1. Identify a variety of 1. Formative Introduction:
 Students open their iPads to their camera,
1. QR code
The environmental resources Assessment: generator:
classification (renewable and non- Collecting findings scanning the QR code on the projector linking to www.QRstuff.cc
of environmenta Pearson Science 7 online m
renewable) through on environmental
l  Students analyse information on different 2. Pearson Science
resources (rene online text reading resources through environmental resources to develop a basis of 7:
wable and non- 2. Assess facts and figures Google Docs understanding, summarising an allocated http://www.futu
renewable) on environmental 2. Summative resource resparks.org.au/
(ACHGK037) resources, recording Assessment: media/20720/p
information on a Google Informally Body:
earson_science_
 Provide a link to a Google Docs page where
Docs document presenting 7_sb_chapter_3
students will record information on their allocated
3. Construct a short findings on _unit_3.1.pdf
resource
presentation through environmental  Include a definition on each resource 3. Google Docs:
Google Slides on an resources through  Students are to construct a Google Slides https://www.go
environmental resource, Google Slides document on environmental resources ogle.com/docs/a
presenting findings bout/
Conclusion: 4. Google Slides:
 Informally present on each resource in a https://www.go
classroom discussion, presenting using findings ogle.com/slides/
with the use of images on Google Slides about/

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
1/2 The quantity 1. Interpret data
and variability of information through
Australia's water analysing graphs and
resources
weather maps
compared with
2. Outline the water
those in other
continents quantity of Australia in
(ACHGK039) comparison with Asia
3. Construct a Canva,
focusing on water
quantity and variability
in Australia
1.Formative Introduction: 1. Kahoot:
Assessment:  Kahoot: Summarise and review previous lessons https://kahoot.it
Kahoot to test content on environmental resources, particularly /
student focusing on water 2. QR code
knowledge on generator:
water, covered in Body: www.QRstuff.cc
previous lesson  Students are divided into two groups, one group m
scanning a QR code using their iPads which leads to 3. Canva:
2.Formative
‘sites to see – water education’. The other group are https://www.ca
Assessment: nva.com/
Construction of a scan another QR code to ‘BOM – Australian climate
4. Google Docs:
Canva poster to variability map
https://www.go
provide a brief  Students will note take on the role of water in
ogle.com/docs/a
summary on Australia and Asia, focusing on the quantity of
bout/
Water and its role Australia’s water sources
in Australia  Construct a Canva poster outlining three aspects of
water’s role in society:
1. Quantity and variability
2. Sustainability
3. Water in other continents

Conclusion:
 Students are to submit their Canva poster through
the class Google Doc’s submission document, copying
and pasting the link to their Canva

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
 LINKS (Introduction, Body and Conclusion)

1/3 Water scarcity a 1. Investigate findings on 1.Summative Intro: 1. Kahoot:

nd what causes water scarcity using Assessment:  Kahoot: Summarise and review previous lessons https://kahoot.i
it, why it is a specific terminology Postermywall content on the quantity and variability of water in t/
problem and 2. Report on findings project (part 1) Australia and other continents. 2. Postermywall:
ways of designed to https://www.po
about water scarcity on
overcoming outline the key Body: stermywall.com
water scarcity (e a local, national and impacts of water  Each student is to set up a Postermywall account /index.php
.g. recycling, global scale scarcity,  Students begin a personal Postermywall design, 3. Google Docs:
stormwater 3. Outline courses of emphasising the
focusing on water scarcity. https://www.go
harvesting and action in response to role of water in
 Students must cover: ogle.com/docs/
reuse, the mitigation of water society about/
- Cause of water scarcity
desalination, int scarcity - Effects of water scarcity in the present and
er-regional
future
transfer of
- Ways of overcoming the issue of water scarcity
water, reducing
water through strategies
consumption)  Students are to design the Postermywall as an
including advertisement poster listing statistics and facts
studies drawn  Students are allowed to creatively design their
from Australia, poster with a theme of water
and one from  Must be submitted to the class Google Docs
West Asia or assessment submission document
North Africa
(ACHGK040)
The Australian and Western Australian curriculum emphasise the importance for teachers to develop lessons designed to
cater for student centred learning (Asamoah & Oheneba-Sakyi, 2017). This view is highlighted by Vygotsky (1978) with the
theory of Social Constructivism, which focuses upon learning through social interaction and the building of knowledge
through stages, known as scaffolding. As a result of this focus, the implementation of ICT has become far more prevalent in
teaching as teachers seek ways to create inclusive, effective and authentic lessons (Lourdusamy, Koon & Khine, 2017).

The positives are evident through the implementation of ICT in the classroom, as teachers and students alike are subjected
to an array of knowledge and tools capable of enhancing learning. For example, the ability for students to collaboratively
work on a singular online document (Google Docs), not only fosters student centred learning but cooperation and social
interaction. The interconnectedness of ICT means the classroom no longer just exists in the classroom, as students can
access knowledge provided by their teachers online at home, building upon knowledge learnt in class through more
interactive and focus retaining methods, rather than scanning over textbook for homework every day.

The ability to incorporate ICT into the classroom not only aids teacher’s ability to present and develop knowledge to
students, however allows students to creatively develop an understanding of the world through their own eyes. Therefore,
the concept of ICT emphasises the premise of Vygotsky’s Social Constructivism, and allows for greater educational success.