FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 wk 2, 4, 6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science, HASS

AUSTRALIAN CURRICULUM
General Capabilities:
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 Cultures Asia and Australia’s engagement with Asia Sustainability

Every child has access to an iPad with the internet. Classroom equipped with a smart board.
WEEK/ West Australian Curriculum
LESSON
LINKS
Week  Identify features of
2 online texts that enhance
readability including text,
navigation, links, graphics
Lesson
and layout (ACELA1793)
1 Collect data that
 Collect and present
different types
of data for a specific
purpose
using software (ACTDIP0
09)
 Identify and choose the
appropriate resources fro
m a given set
(WATPPS22)
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Compare the Summative Intro – Sitting on the mat with the class. Using teacher’s - Smart board
different features of assessment of the iPad, play various sounds of frogs overlapping so it sounds - iPads
informative google doc. Did like a swamp. See if the children can guess all the animals. - Google doc.
- Website’s that are
websites. they manage to Surprise, they are all frogs.
linked to the weebly site.
get key points for
https://australianmuseu
each species? Body – In groups of 2 or 3, the students will use their iPads
m.net.au/learn/animals/
describes an Can they explain to access the provided websites and research amphibians frogs/
amphibian and why a frog fits and a particular species of frog (each group has a different
discuss how a frog into the species). They will add the information to a google doc. The https://school-eb-com-
fits into this class of amphibian class? websites will contain video links, encyclopedia links, au.ipacez.nd.edu.au/leve
animal. museum links, Wikipedia and some dead ends so that they ls/primary/article/frog/4
40436
Formative can see the different ways of finding information on the
Select appropriate assessment at the internet.
websites from the end of the lesson. Students can use 1 iPad for research while the other student https://school-eb-com-
provided list to Discuss how they types in the google doc if they prefer. The google doc. will be au.ipacez.nd.edu.au/leve
gather information. ls/primary/article/amphi
found the set out so that students know what information to add and
bian/439622
websites. Did where they put theirs.
they have a http://museum.wa.gov.a
preference? ** Early finishers will have access to word searches and u/explore/frog-watch-
What made on crosswords, frog themed. The teacher will provide a QR schools/frog-watch-
better than code with the link to the crosswords so that students are not schools-kit/froglish-
another? skipping ahead. This also provides the teacher an beginners
opportunity to check they are on task.
https://www.youtube.co
Conclusion – With the google doc on display using the smart m/watch?v=XI8GPsf6TAc
board, discuss the features of amphibians, ask them for
examples of other amphibians. Lead the discussion to the - Crosswords and word
searches premade and
types of websites they used and the differences the students
linked to QR code
noticed between them. Get the students to talk about what
aspects they liked/disliked about each of them.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week  Living things have Explain the stages Summative Intro – As a group, watch two YouTube videos About the - iPad
4 life of metamorphosis. assessment frog life cycle. One engaging and one very bland. Discuss - YouTube video
cycles (ACSSU072) looking at their with the children the differences, and talk about which links
Present ‘Show Me’. Does one is better to learn from. Some children may have https://www.youtub
Lesson information in an it have all the different opinions. Point out features such as tone of e.com/watch?v=DRT
2  Use a range of engaging way. stages of voice, speed of talking, picture choice, special effects, nN0TSDO4
software including metamorphosis? etc.
word processing Evaluate another Is their https://www.youtub
programs to group’s presentation Body – In groups, the students research the frog life e.com/watch?v=rJO
presentation and interesting to the cycle and then prepare a ‘show me’. They make their OxlFs9Is
construct, edit and
provide relevant target audience? own decisions about presenting the information. It must
publish written text,
feedback. contain all stages of metamorphosis and be evident that - show me app
and select, edit and Formative they have considered the elements discussed at the start - resource links
place visual, print assessment. Walk of the lesson. On the website there will be links available http://allaboutfrogs.
and audio elements around while to the videos watched as well as other relevant resources org/weird/general/c
(ACELY1697) they are giving for the students. ycle.html
feedback to
others, is it Conclusion – Each group will pair up with one other https://school-eb-
relevant, is it group and present their show me. They will then provide com-
constructive? feedback on aspects they liked about the other groups au.ipacez.nd.edu.au
and whether or not they found it to be engaging and /levels/primary/artic
informative. le/frog/440436
The class will then come back together and talk about
how easy/ difficult they found it to make the information
interesting.
WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
LINKS OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)

Week  The importance of Determine good Summative Intro – Students on the mat have a recap discussion - iPads
6 environments to characteristics of assessment. By of what they have learnt so far about frogs. Teacher - Canva
animals and people, a frog’s habitat. watching their explains that they will be learning about habitats. Let - Keynote
the children play a game on their iPads called ‘make - interactive links
and different views on Create an ideal keynote, I should be
Lesson it alive’. Then discuss what elements they thinks http://www.scootle.e
3 how they can be habitat for a frog able to see the frogs need vs. frogs enjoy. Dot point ideas on the du.au/ec/viewing/L2
protected using Canva lesson objectives board. 01/index.html
(ACHASSK088) being met.
Identify threats to - have they Body – The children will now have some ideas about http://www.scootle.e
frogs in their the environments that frogs live in. Provide them du.au/ec/viewing/L4
 Living things depend identified what a 19/index.html
natural habitat. with a link to two interactive websites that they can
on each other and frog needs in its
explore in small groups. The websites can take a long
the environment to Combine all environment to time to navigate so mention to the students that - game link
survive (ACSSU073) information survive? they simply need to collect information, completing http://www.scootle.
learned in the - have they used all the activities can be done later. Then they will be edu.au/ec/viewing/L
term about frogs Canva creatively? making a Canva poster of the ideal frog habitat with 6358/L6358/index.h
to create a the information they have learnt. This poster will tml#
- have they
keynote. then be used along with other things they have
presented threats
made in the last term to create a Keynote all about
that a frog faces?
frogs. They will have all of the previous lessons web
- have they links available to them if they need to go back and
combined revisit the information. The Keynote should contain
information/display basic information about amphibians/frogs,
from previous information about the life cycle, information about
lessons? their habitat and information about
predators/problems facing frogs.
Formative
assessment in the Conclusion – Some children might want to present
discussion, can they their keynotes to the class, display everyone’s
identify local habitat Canvas and talk about what they have in
environments that common. Ask the children if there is any places in
contain the correct town or nearby the school where they think frogs
features for the might live. Ask the children what some local dangers
habitat. to frog populations would be.