FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 week 8 YEAR LEVEL: 8 LEARNING AREA/TOPIC: History

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

Notes about device access in the classroom: IPADS

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

The causes and

Wk 8 -Ipads
1. Construct a detailed 1. Students will Intro: Students will engage in a quick introduction
symptoms of the
Black Death and pic collage on the be assessed by activity called fact or myth in which they will review
the responses of different types of how detailed content learnt in the previous lesson. Teacher will ask 5
different groups in and creative questions and students must move to either the fact or -pic collage app
L 1 society to the
spread of the
living conditions
their collage is. the myth side of the room depending on what they
peasants and Nobles Teacher will go believe. -Pexels (to get
disease, such as
the flagellants and had to face in the 14th around and have Body: images for pic
monasteries
century individually. a look at each - The students will be instructed to use pexels and any collage)
(ACDSEH070 ope
ns in new window) 2. Construct a storyboard student’s work. other copyright free images they can find depicting
2. Teacher will living conditions during the black death. -Explain everything
individually using app (used to create
explain everything be able to mark - Students will place all their images into a pic collage
student’s as a form of visual brainstorm comparing the living brainstorms and
detailing the storyboards)
storyboards conditions of the Nobles and Peasants during the plague
differences between when they so that students can understand the sheer severity of the
the three different upload them to conditions during the 14th century. - Oxford Big Ideas
types of plague the class google - Students will then be instructed to turn to page 278- Textbook Yr 8
docs page. 279 of the Oxford Big Ideas textbook to research the
Students will be three different forms of plague (Bubonic, Pneumonic -Class google docs
marked on and septicaemic) page
accuracy of - Using this research students will be able to
information and construct a detailed storyboard using explain
creativity. everything.
- Students are shown a demonstration by the
teacher of how to use the app and are then given
time to individually complete their own
storyboard using explain everything detailing the
three different types of plague.
 -Students are to then upload their storyboards to
the class google docs page where the teacher
will be able to give feedback on creativity and
accuracy of information. Teacher will instruct
students that feedback will be ready for them for
next lesson.
Conclusion: To wrap up the lesson the teacher will ask
for volunteers in the class to briefly present their explain
everything to the rest of the class.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

The causes and

Wk 8 -Ipads
1. Relate the living 1. Formative Intro: To recap what was learnt in the last lesson
symptoms of the
Black Death and conditions during the assessment- students will be grouped into 5 groups of 4 where they
the responses of 14th century to the students will will each be posed a question on what they think the
different groups in discuss in their main causes of the black death were. Each student -Chatterpix app
L 2 society to the
spread of the
causes of the black
groups the should have a say in the group discussion.
death verbally in a causes of the Body: -Pixabay (to get
disease, such as
the flagellants and small group black death- - Students are shown a quick YouTube clip explaining images for
monasteries
discussion. teacher will go the causes of the black death and who was effected by it Chatterpix)
(ACDSEH070 ope
ns in new window) 2. Differentiate the around and tick using re-enactments. Teacher will instruct students to
off student’s take notes during the video to help them with their next - YouTube clip from
impact of the black clickview explaining
death on the names who activity.
make - Teacher calls for student attention after the video to the causes of the
flagellants and black death
contribution to the board where they will be shown an example of a
monasteries by group finished Chatterpix project made by a student in a https://www.youtube
creating a Chatterpix discussion. previous year. .com/watch?v=y7O
presentation in small 2.Students will - Students will be instructed to first conduct research in WLohZ_fs&t=233s
groups. be assessed on their small groups using google and their Oxford Big
how much effort Ideas book on who the flagellants and monasteries are - Oxford Big Ideas
and contribution and what was their response to the black death. Textbook Yr 8
they put into the - Students will then use their research and
group. Teacher pictures from pixabay and other non-copyright -Class google docs
will tick sites to construct an insightful and entertaining page
student’s names Chatterpix project in their small groups.
off who - If students do not finish their Chatterpix video
contribute the in time then they are responsible to find time to
most to group meet up outside of classroom hours to finish
discussion. their project.
Conclusion: To conclude the lesson each group is
required to answer a question asked by the teacher
relating to the content learned in this lesson as a ticket
out the door. Groups have to answer a question before
they can leave the class.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

The causes and

Wk 8 -Ipads
1. Investigate responses 1.Formative Intro: To Recap what was learnt in the last lesson
symptoms of the
Black Death and individually of assessment- students will turn to page 286 of their textbook and
the responses of Flagellants and student’s will complete two source analysis questions which will
different groups in analyse sources match the first source on that page. -Imovie
L3 society to the
spread of the
monasteries to the
by identifying Q1: What is the motive of this source?
black death by motive, context Q2: What evidence does this source reveal about what -Chatterpix
disease, such as
the flagellants and analysing written and and P.O.V of an rituals were practised during the plague?
monasteries
visual sources. image and Body: - Dolnk green screen
(ACDSEH070 ope app
ns in new window) 2. Develop a creative written source. - Teacher instructs students to get back into the groups
iMovie in small 2. Summative that they were in during the previous lesson to create
assessment- their Chatterpix. -YouTube
groups which
Group iMovie -Students will work in their groups on their iMovie
incorporates -Oxford Big Ideas
project: students project which will be marked as a summative group
Chatterpix videos and will be marked assessment. (Students will be getting a group mark.) Textbook Yr 8
Green screen videos according to a - Students must incorporate their Chatterpix videos as
explaining what the rubric- key well as other videos filmed of themselves and their -class google docs
points are group members in order to create an entertaining iMovie page
black death was and
responses to it by 2 creativity, to be marked by the teacher.
different groups in inclusion of -Students are recommended to use the green
appropriate screen app as another tool to help make their
society.
knowledge and movie more exciting.
accuracy of -All their videos will be uploaded to iMovie
information when the students have finished filming their
extra content. The iMovie must be around 7
mins long.
 - Students are also encouraged to use a range of
effects and sounds to make their iMovie more
engaging.
-Teacher will go around to each group during the
lesson to ensure that all groups are on the right
track and to give help if needed.
- Once student’s iMovie’s are finished they are to
upload to YouTube and share their group’s embedded
link onto the class google docs page so that the teacher
can access the video and mark the finished project. The
teacher will guide each group through this process step
by step.
- If groups are not finished by the end of the
lesson they are given to midnight that night to
have their project finished.
Conclusion: To wrap up the lesson the teacher will
invite each group to tell the rest of the class how they
went with their project and what sort of ICT tools they
used. This must be done before students are allowed to
leave the class.