HASS FORWARD PLANNING DOCUMENT

TERM 2 week 2 STRAND/S History CONCEPT/S Continuing and Change

TOPIC- Technology
YEAR LEVEL DESCRIPTION
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of
significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral)
to answer these questions. They compare objects from the past and present. Students are given the opportunity to develop their historical understanding through the key concepts
of continuity and change, cause and effect, perspectives, empathy and significance.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills Outcome 4:
AREAS
children are
understandings confident and
involved learners:
The impact of changing Represent collected information Children resource Watch an introductory YouTube clip which sums up the key ideas of the unit. Science-  Youtube
technology on people’s and/or data in to different formats their own learning
Stop when an interesting point pops up.Talk about what technology is - things Electricity and video Past
lives (at home and in the (e.g. tables, maps, plans) through connecting
way’s they worked, (WAHASS20) with people, place, that have been designed, with science, to help us in some way. These things are battery Power and Present
travelled, technologies and always powered by something, like electricity, batteries or people. 
 Tell |
communicated, and natural and Technology- Technology
played in the past) processed materials students that the computers they use are technology, fans and lights; also
Popplet Then and
(ACHHK046) technology. Ask them to look around the room to see what other examples of
Now
technology they can identify. Students use Popplet to make a Mind Map of the
HASS INTEGRATION things they can see and think of that are technology. Teacher will provide an English- word
example of a table with 4 columns on the board. Teacher will ask for ideas wall  Popplet
from the students mind maps to place in the in table, teacher will ask students
LESSON OBJECTIVES what they think may power what items they have mentioned, teacher will place
 Identify technology found in the classroom (Popplet) the answers next to the items on the table. (ie electricity, battery) Ask students
 Record information about technology (Electricity powered etc) to image what life might have been like before these things existed. “What
 Answer wonder questions with knowledge learnt.
could have been used by people before instead of these items? Place the
answers in the next column in the table. Students are to create their own table
ASSESSMENT
in their learning journals exactly as the teacher has. In the fourth column
Diagnostic:
 Students individual Popplets and Work samples of Table. students are asked to write what powers the items in column .Wonder
questions:1. How would no Technology change my life (make it difficult or
Exit Slip- Students and Teachers- reflection on learning and teaching. easier)? 2. I wonder what technology will do in the future.

LEARNER DIVERSITY:
Extension students are to create their table after the technologies have been
listed on the board. Restricted students: will stay on the mat and work together
with the teacher to complete their tables- explicit teaching.
 HASS FORWARD PLANNING DOCUMENT

TERM 2 week 3 STRAND/S History CONCEPT/S Continuing and Change

TOPIC- Technology
YEAR LEVEL DESCRIPTION
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of
significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral)
to answer these questions. They compare objects from the past and present. Students are given the opportunity to develop their historical understanding through the key concepts
of continuity and change, cause and effect, perspectives, empathy and significance.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills Outcome 4: children are
AREAS
understandings confident and involved
learners:
The impact of Participate in decision- Children develop Revise the definition of technology and some of the examples given last week. English-  Definition
changing technology making processes (e.g. dispositions for learning
Expand the use of technology from the classroom to everyday life. Explore the word wall oftechnology
on people’s lives (at engage in group such as curiosity
home and in the ways discussions, make ,cooperation, vocabulary associated with technology. Write down the key categories of where Youtube
they worked, travelled, shared decisions, share confidence,creativity, technology can be used (at home, at work, for travel, for communication and for Maths Video
communicated, and views) (WAHASS22) commitment,enthusiasm, play). Tell the students they are going to collect pictures and put them in the correct Grouping  Magazines
played in the past) Participate in decision- persistence, imagination
(ACHHK046) making processes (e.g. and reflexive it.
category. Provide access to magazines or junk mail/catalogues. Ask students to cut  Junk Mail
engage in group out as many examples of technology as they can find and put them all into a pile.  A3 paper
discussions, make Students divide them into piles to match the set categories. Once every student has
shared decisions, share organised their piles, have them pair up and share what they have cut out and what
views) (WAHASS22
category they think it should go into. Teacher will also show the students examples of
HASS INTEGRATION
ways to categorise the pictures. Students are to make a poster on A3 paper with their
items under the right category heading, writing a little explanation as to why they
LESSON OBJECTIVES think it belongs in that category. Throughout this whole unit of work students will be
 Share understanding of types of technology. adding all technology associated words to the word wall, students and teachers can
 Categorise technology items into different groups. find the definition for some of these words.
 Collaborate with others and share ideas.

ASSESSMENT LEARNER DIVERSITY: Extension students are to collect their own pictures and
place into categories. Restricted students are to have some items prepared for them, in
A3 Poster works samples- identifying categories of technology. order to place them in the right category- teacher assistance if needed.

Exit Slip- Students and Teachers- reflection on learning and teaching

 HASS FORWARD PLANNING DOCUMENT

TERM 2 week 4 STRAND/S History CONCEPT/S Continuing and Change

TOPIC- Technology
YEAR LEVEL DESCRIPTION
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of
significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral)
to answer these questions. They compare objects from the past and present. Students are given the opportunity to develop their historical understanding through the key concepts
of continuity and change, cause and effect, perspectives, empathy and significance.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills Outcome 5: Children
AREAS
are effective
understandings communicators
Sequence familiar objects Participate in decision- Children engage with a Play a YouTube clip (without stopping it or explaining it) that shows English word  Youtube video
and events (ACHHS047) making processes (e.g. range of texts and gain
examples of past and present technology. After you have played it through wall How
Distinguish between the engage in group meaning from these
past, present and future discussions, make shared texts Children express once, ask students to share what they noticed in the clip. What stood out to Technology
(ACHHS048) Explore a decisions, share views) ideas and make them? Play it through again, but stop it at various intervals to explain what Has Changed
range of sources about the (WAHASS22) Reflect on meaning using a range English the World
past. (ACHHS050) learning and respond to of media. they are seeing. 
 Explain that as new ideas are developed, so are new
Identify and compare findings (e.g. discussing technologies. What we use today is based on past ideas. Use specific
comprehension  Communication
features of objects from what they have learned) of technology over time
examples from the clip to demonstrate this idea eg communication between
the past and present (WAHASS25)
individuals has gone from smoke signals to carrier pigeon to Morse code to  Butcher Paper
(ACHHS051)
telephones to mobile phones to video calls. Complete a cut and paste activity
Maths  Scissors
Timeline
HASS INTEGRATION to put pictures of these examples of communication into order from oldest to
newest technology Groups of 4 Students write about each way of
communication, Butcher paper timeline. Stand up hands up pair up with
questions provided by the teacher- student is to state the question and answer
LESSON OBJECTIVES it to their partner (ie) Are there any problems with today’s technology? Ask
 Communicate and discuss past and present technology. students to draw a picture and write an explanation of how they think we
 Order and compare pictures of technology from oldest to newest writing might communicate with others in the future. Share the ideas of future
a small amount about each.
technology with the class.
 Use terms to distinguish between past and present.

ASSESSMENT LEARNER DIVERSITY Extension students: Create timeline of past and

present communication items from oldest to newest. Restricted Students-
Over the shoulder marking of order of technology pictures. Timeline already created, some pictures already cut out to assist with steady
working pace Teacher assistance when needed.
Exit Slip- Students and Teachers- reflection on learning and teaching.
 HASS FORWARD PLANNING DOCUMENT

TERM 2 week 5 STRAND/S History CONCEPT/S Continuing and Change

TOPIC- Technology
YEAR LEVEL DESCRIPTION
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of
significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral)
to answer these questions. They compare objects from the past and present. Students are given the opportunity to develop their historical understanding through the key concepts
of continuity and change, cause and effect, perspectives, empathy and significance.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge Skills Outcome 5: AREAS
Children are
and effective
understandings communicators
Sequence familiar Process information Children use How has technology in land transport changed over time? Sequence of activities: Ask English- word  First Car
objects and events and/or data information and
students to complete a “think, pair share” activity about the most common modes of wall,  Most
(ACHHS047) collected (e.g. communication
Distinguish between sequence technologies to transport they use. Create a list of these. Most students will relate best to the car as the most comparing, commonly
the past, present and information or access information, common mode of transport. Show the class a picture of the first car then the most Venn diagram built car
future (ACHHS048) events, categorise investigate ideas commonly built and owned cars, the model T. Compare these with cars of today use a Venn Digital  Cars of
Identify and compare and represent their
information, Diagram (prior learning).Explain that the car has provided a really quick and easy ways to Technologies- yesterday,
features of objects thinking.
combine information get from one place to another (ex) home to school. It was first built in the 1880s, so about
from the past and Popplet, Book today and
from different
present (ACHHS051) 130 years ago. Put this into perspective using something like the fact that this would have tomorrow-
sources (WAHASS18) Creator, QR
been about when the grandparents of their grandparents were children. Before cars, people Video
codes
HASS INTEGRATION owned bicycles. The first bicycle was made in 
 1818 and it looked like this( use Link in  First
resources)Ask students about what they can see that is the same as today’s bicycle and what Bicycle
LESSON OBJECTIVES is different. Share that this is what was used as transport almost 200 years ago. The design  Bicycles
 Students share knowledge about most common modes of then changed throughout time to make it better (ask class what the changes are and why from the
transport. they might have been made think pair share). Before the bicycle, people used horses and first till
 Identify and compare features of transport in the past and carriages to get around (Before that, they rode horses and before that, they would have now
present.  Horse and
 Sequence transport from oldest to newest. walked. 
 Students are asked to scan the QR codes around the room, this will provide them
Buggy
with modes of transportation over history. Students will place the vehicles oldest to newest  Walking
ASSESSMENT and label each drawing, they will use Book Creator and Popplet.
Book Creator – with Checklist  Creator
Exit Slip- Students and Teachers- reflection on learning and teaching.  Popplet
Learner Diversity: Extension students work independently, Restricted students will work
with teacher for further understanding.  QR Codes
 HASS FORWARD PLANNING DOCUMENT

TERM 2 week 6 STRAND/S History CONCEPT/S Continuing and Change

TOPIC- Technology
YEAR LEVEL DESCRIPTION
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of
significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral)
to answer these questions. They compare objects from the past and present. Students are given the opportunity to develop their historical understanding through the key concepts
of continuity and change, cause and effect, perspectives, empathy and significance.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge Skills Outcome 4:
AREAS
children are
and confident and
understandings involved learners:
Sequence Familiar Present findings in a Children transfer How has technology in cooking changed over time? English-  Cooking
objects and events range of and adapt what
(ACHHS047 communication forms, they have learned Sequence of activities: Ask students to sit with a partner and do a “think, pair, share” writing using on fire
Distinguish between using relevant terms from one context to activity with how their food is cooked. Make a list of these methods of cooking using tenses in  Ancient
the past, present and (e.g. written, oral, another. little whiteboards. writing, past fire oven
future(ACHHS048) digital, role-play,
Explain that today we use all sorts of different gadgets to do all sorts of different types present future.  Coal
Identify and compare graphic) (WAHASS23
features of objects from Develop texts, of cooking eg microwaves, ovens, stoves, toasters, electric fry pans, sandwich presses oven
the past and present including narratives, etc. But where did all of this technology start? With fire. First, there was cooking on an Vocabulary  Gas
(ACHHS051) that describe an event open fire (when the fire was built in to create a fire oven. Then the use of coal allowed word wall Oven
or place (WAHASS24)
for earth ovens and coal stoves (Next came gas stoves and eventually electric stoves and  Electric
HASS INTEGRATION Digital Oven
ovens, followed by the things we use today. Each new invention has made it quicker
Technologies  Cooking-
and easier for us to cook food. Reflect back on how communication has changed, how
LESSON OBJECTIVES transport has changed and how cooking has changed. Ask students to brainstorm how What we
 Compare and identify ways of cooking in the past and present. use
the changes have made our lives better or easier groups of 4 discussions. Once they
 Identify how
 technology changes have impacted on their today
have some ideas, ask them to write down their best ideas and explain why they think
lives.
this is, Students are to write a page and answer the following question. 1. How has  Imovie
 Expression of understanding and ideas through writing using
past, present and future. technology changed over time, explain how it has changed the way people live their App
everyday lives and what they think might happen with technology in the future?
ASSESSMENT
 Exit Slip- Students and Teachers- reflection on learning and teaching, Students use the information they have written to make a presentation on iMovie using  Green
work samples of writing, Use of technology vocabulary, past, present and
future. Identify if students can explain how communication, transport and green screen. Screen
cooking has impacted their lives. LEARNER DIVERSITY Extension students to work independently, encourage the App
students to use word wall in their writing. Restricted students have help from the teacher
Whole unit Rubric with sentence starters.

Lesson Resource list

Lesson Week 2
Past and Present | Technology Then and Now
https://www.youtube.com/watch?v=DENG7Q7VRgo&t=20s
Lesson Week 3
Definition of technology youtube
https://www.youtube.com/watch?v=Giiz81_uzK8

Lesson Week 4
How Technology has changed the world
http://www.youtube.com/watch?v=7o35ruCZ6S4.
Communication over time
https://www.conferencecallsunlimited.com/history-of-communication-technology/

Lesson Week 5
First Car
http://automotive.lilithezine.com/images/1885-Benz.jpg
Most commonly built car
http://www.carstyling.ru/resources/classic/1911_Ford_Model_T_Li
Cars of yesterday, today and tomorrow- Video
https://www.growingbolder.com/cars-of-yesterday-today-and-220153/
First Bicycle
https://upload.wikimedia.org/wikipedia/en/0/0a/Johnson-london.jpg
Bicycles from the first till now
https://en.wikipedia.org/wiki/History_of_the_bicycle
Horse and Buggy
https://www.google.com.au/search?q=horse+and+buggy&tbm=isch&source=iu&ictx=1&fir=aort5noOXaOhwM%253A%252Cvbs10GBXCLbhiM%252C_&u
sg=__SJU_Bq6RywgP63pK_ed6CR805ss%3D&sa=X&ved=2ahUKEwjXn6GplvraAhWDV7wKHdOaBC4Q9QEwAXoECAAQQg#imgrc=aort5noOXaOhw
M:
Walking
https://www.pinterest.co.uk/pin/531213718529263542/?autologin=true
Popplet
http://popplet.com/
Book Creator
https://app.bookcreator.com/sign-in
QR Codes
Timeline- of transportation

Bicycles

Cars

Lesson Week 6
Cooking on fire
https://www.google.com.au/search?biw=1200&bih=759&tbm=isch&sa=1&ei=jq_zWpmcJYSY8wW4i7yQAg&q=Picture+of+cooking+on+fire&oq=Picture+o
f+cooking+on+fire&gs_l=img.3...12580.16708.0.17411.18.13.0.0.0.0.404.2034.2-
5j1j1.7.0....0...1c.1.64.img..11.5.1427...0j35i39k1j0i67k1j0i30k1j0i24k1.0.V1IlGxgtbU0#imgrc=uEbxPr2P330qiM:
Ancient fire oven
www.google.com.au/search?q=ancient-
oven1&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj5zsjCjvraAhXCv7wKHby8AVIQ_AUoAXoECAAQAw&biw=1200&bih=759#imgrc=27IemoC2YW
wl8M:
Coal oven
https://www.google.com.au/search?q=Cooking-in-a-simple-earth-oven-built-at-ground-
level/+coal+oven&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjAo-
CFj_raAhVLE7wKHRvKAPIQ_AUoAXoECAAQAw&biw=1200&bih=759#imgrc=66Pj2-bbq21EzM:
Gas Oven
http://www.onlinetips.org/wp-content/uploads/coal-stove.jpg
Electric Oven
https://www.google.com.au/search?q=electric+ovens&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjci5WRkPraAhVHwbwKHazaCOMQ_AUoAnoECAA
QBA&biw=1200&bih=550#imgrc=Vx55do4tfjTfcM:
Cooking- What we use today
https://guide.michelin.com/sg/features/connected-cooking-5-appliances-that-will-make-your-kitchen-smarter/news
Imovie App
https://itunes.apple.com/au/app/imovie/id377298193?mt=8
Green Screen App
https://www.microsoft.com/en-au/store/p/the-simple-green-screen-app/9nblggh5pd24

Assessment Resources
 Reference List
Anon(2018). Retrieved from http://automotive.lilithezine.com/images/1885-Benz.jpg
Anon (2018). Retrieved from https://guide.michelin.com/sg/features/connected-cooking-5-appliances-that-will-make-your-kitchen-smarter/news Imovie
App
Anon(2018). Retrieved from https://upload.wikimedia.org/wikipedia/en/0/0a/Johnson-london.jpg
Вехи. (2018). Retrieved from http://www.carstyling.ru/resources/classic/1911_Ford_Model_T_Li
Clever Prototypes, L. (2018). Welcome to Quick Rubric – Free, Fast, and Easy to Use! :). Retrieved from https://www.quickrubric.com/
Cooking-in-a-simple-earth-oven-built-at-ground-level/ coal oven - Google Search. (2018). Retrieved from
https://www.google.com.au/search?q=Cooking-in-a-simple-earth-oven-built-at-ground-
level/+coal+oven&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjAo-
CFj_raAhVLE7wKHRvKAPIQ_AUoAXoECAAQAw&biw=1200&bih=759#imgrc=66Pj2-bbq21EzMDo, W., & Sales, M. (2018). Cars of
Yesterday, Today and Tomorrow –
Google Arts & Culture. (2018). Retrieved from https://artsandculture.google.com/
Growing Bolder. Retrieved from https://www.growingbolder.com/cars-of-yesterday-today-and-220153/
Doyle, J. (2018). The History of Communication Technology -. Retrieved from https://www.conferencecallsunlimited.com/history-of-communication- technology/e
https://www.google.com.au/search?q=electric+ovens&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjci5WRkPraAhVHwbwKHazaCOMQ_AUoAnoECA
Get The Simple Green Screen App - Microsoft Store en-AU. (2018). Retrieved from https://www.microsoft.com/en-au/store/p/the-simple-green-screen-
app/9nblggh5pd24
History of the bicycle. (2018). Retrieved from https://en.wikipedia.org/wiki/History_of_the_bicycle
horse and buggy - Google Search. (2018). Retrieved from
https://www.google.com.au/search?q=horse+and+buggy&tbm=isch&source=iu&ictx=1&fir=aort5noOXaOhwM%253A%252Cvbs10GBXCLbhiM
%25
How Technology Has Changed the World. (2018). Retrieved from http://www.youtube.com/watch?v=7o35ruCZ6S4.
iMovie on the App Store. (2018). Retrieved from https://itunes.apple.com/au/app/imovie/id377298193?mt=8
Olde School. (2018). Retrieved from https://www.pinterest.co.uk/pin/531213718529263542/?autologin=true
Past and Present | Technology Then and Now. (2018). Retrieved from https://www.youtube.com/watch?v=DENG7Q7VRgo&t=20s
Picture of cooking on fire - Google Search. (2018). Retrieved from https://www.google.com.au/search?
Popplet. (2018). Retrieved from http://popplet.com/
QR Code Generator - Create QR codes here. (2018). Retrieved from https://www.qr-code-generator.com/
School Curriculum and Standards Authority | Extranet. (2018). Retrieved from https://www.scsa.wa.edu.au/extranet/login
What is Technology?. (2018). Retrieved from https://www.youtube.com/watch?v=Giiz81_uzK8