FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, 2-3 YEAR LEVEL: 1 LEARNING AREA/TOPIC: HASS - Geography

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

Notes about device access in the classroom: each student has access to an iPad:
This forward planning document has been designed for each student to have access to their own iPad. The ICT tools used through this sequence of lessons include ABC Ya
Word Cloud, QR code generator, online weather game, Chatterpix, Quiz Maker and Scribble My Story.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS Students will be able to… (Introduction, Body and Conclusion)
Week 2 How weather (e  State 2 facts about the Word cloud Lesson Introduction (5 minutes) www.abcya.com/word
Lesson 1 .g. rainfall, changing weather patterns activity 1. Revise last lesson’s learning content by creating a word _clouds.htm?utm_ca
temperature, in the Nyoongar seasons (formative) – cloud from their revision words. mpaign=elearningindu
sunshine, wind) elicit prior - Each student states a word they remember that relates stry.com&utm_source
through group discussion,
and seasons knowledge and =%2Fthe-8-best-free-
mind mapping and/or think- to seasons.
vary between check for word-cloud-creation-
places, and the pair-share understanding - Prompt student thinking – what are the different tools-for-
terms used to  Compare the similarities about the four seasons? How many are there/? What kind of colours, teachers&utm_mediu
describe them and differences between western seasons. animals and weather do we see? What clothing do we m=link - used to make
(ACHASSK032) the months that make up wear? a word cloud
Observation grid - I wonder if everyone follows the same seasons at the
the four Western seasons
(formative) – exact same time? Indigenous Australian peoples follow
and six Nyoongar seasons
observe, record
through group discussion, different seasons to the common summer, autumn,
and analyse
mind mapping and/or think- student winter and spring seasons. “Big Rain Coming” by
pair-share performance Lesson Body (40 minutes) Katrina Germein
throughout the 2. Read “Big Rain Coming” to the class.
lesson. - Do you think it will rain? Why/why not?
- Did you notice any change in the sky? Colour.
- Do the birds know that it is going to rain? Black
cockatoos usually appear when it is going to rain.
6 student handouts
3. Investigate the six Nyoongar seasons (one for each station)
- Classroom is set up with 6 stations for each season with Pencils and textas
a student handout, writing materials and an A3 mind Erasers
map template at each station. A3 mind map
- Each group of students (grouped at the beginning of iPads (one for each
student)
term according to mixed abilities) rotates through the
https://www.qrstuff.c
stations. om/ - used to make
- Students use their iPad to scan QR codes to research the QR codes
weather patterns of the six Nyoongar seasons and
collectively create and expand on mind maps for each
season as they rotate through the season stations.
Researching the following points:
 . Name of the season (Nyoongar and English)
. Months of the year that the season occupies
. Weather patterns
. Seasonal colours
. Animals and plants that appear during the season 6 “season” boxes (one
- On the final stage of the rotation, the groups of students for each station –
stay at that final station to create visual crayons, wool, twigs,
representation of the seasons. leaves, pipe cleaners,
- In groups, students use provided materials to create feathers, paper, sticky
props to show what the weather patterns of their tape, glue, cotton
balls, containers, rice
designated season look like and sound like.
Lesson conclusion (5 minutes)
4. Conduct a think-pair-share session.
- Students think independently about what they learnt
today, exchange thoughts with a partner and share
learning points with the class.
5. Inform students that the props and mind maps they Observation grid –
assess student
created will be used in following lessons to help explain
performance
the Nyoongar seasons. throughout the lesson
Enabling students –
Students with literacy difficulties can verbally respond to
questions. Allocate extra time to help students with reading
difficulty to understand instructions. Aim to state one fact
about change in weather patterns in the Nyoongar seasons.
Sensory learning with materials from the “seasons” boxes.
Extending students –
Students focus on comparing Western and Nyoongar
seasons. Adopt a teaching role by explaining concepts to a
student who experiences difficulty. Think of a strategy e.g.
acronym to remember the names of the Nyoongar seasons.
Think of how to describe the seasons – what terminology
would you use? Aim to state more than two facts about the
change in weather patterns in the Nyoongar seasons.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS Students will be able to… (Introduction, Body and Conclusion)
Week 2 How weather (e  Use two weather-terms Weather Lesson Introduction (5 minutes)
Lesson 2 .g. rainfall, (e.g. warm, sunny, terminology 1. Students revise last lesson’s learning content by playing https://www.mes-
temperature, rainy, stormy, windy, game (formative) a game focussing on weather terminology. games.com/weather.p
sunshine, wind) – elicit prior - Open the QR code to the link on the interactive hp
cold, humid) to describe
and seasons knowledge about iPads (one for each
the weather patterns of whiteboard for students to scan and access.
vary between words that student)
places, and the one Nyoongar season describe the - Students choose the vocabulary game, the ‘listen and
terms used to through the creation of weather in shoot’ version and the ‘listen and short the word’
describe them a Chatterpix video. different seasons. option.
(ACHASSK032) - Prompt student thinking – I wonder if anybody
Peer-assessment remembers these words from when we learnt about
checklist Nyoongar seasons? Do you think these words can be
(formative) –
used to describe the weather? How can you use these
students assess
each other words to describe the weather?
against the Lesson Body (35 minutes)
criteria for the 2. Students develop a script and use the Chatterpix app to For each station:
Chatterpix video explain one of the Nyoongar seasons by creating a Mind maps (from
and script video. Lesson 1)
. Does the person - Classroom is set up with six season stations with mind Pencils and erasers
name the season? Students’ props (from
maps and props (made in Lesson 1), writing materials
. Do they say Lesson 1)
what months of and writing paper. Writing paper
the year the - Each group of students (grouped at the beginning of
season covers? term according to mixed abilities) is allocated the same
. Do they use two station that they created props at during Lesson 1. Chatterpix app
words to describe - Students write a short script which they will record as
the weather?
audio to accompany their Chatterpix video.
. Do they mention
animals and The script will cover the following points:
plants? . What is the name of the Nyoongar season?
. What months of the year does it cover?
Quiz (formative) – . Name at least two words or phrases to describe the
check for student weather during the season.
understanding . What animals or plants come out in this season?
about the - Students use props and/or the photo gallery on the
Nyoongar Chatterpix app to start the video.
seasons and . Students take a photo of the prop or use Brittanica
identify areas
Images to save their desired photo.
that need further
attention . Students draw a line where they would like the mouth
of the character/figure to be – they will appear to be
speaking from this mouth
. Students record themselves reading their script to
explain the Nyoongar season as part of the video.
. Students can review, edit and save their video.
3. Students engage in a jigsaw activity to present their
Chatterpix video to their peers and view videos about
the other seasons.
- Number students from each season station group.
- All the same numbered students will join to make a new
group.
- Students take turns to share their Chatterpix video with
the students in their group – each student should have
focussed on a different season (this may not always be
the outcome depending on class numbers).
- Students will perform peer-assessment during this time. Peer assessment
Using a checklist to assess the following: checklists
Does the person name the season?
Do they say what months of the year the season covers?
Do they use two words to describe the weather?
Do they mention animals and plants?
Lesson Conclusion (7 minutes)
4. Display the QR code for the quiz on the interactive https://www.quiz-
whiteboard so students can scan and access it. The quiz maker.com/ - used for
asks students: the quiz and to view
results
. How many Nyoongar seasons are there?
. Is Birak the hottest season of the year?
 . If Makuru is similar to what we call winter, write one
word that can describe the weather.
. If Kambarang is similar to what we call spring, write one
word that can describe the weather.
5. Look at and analyse the quiz results and ensure all peer-
assessment checklists has been collected.

Enabling students –
During the weather terminology game, students with
reading difficulty can select the ‘listen and shoot the picture’
instead of having to read the terms. Students with writing
difficulty may type their script for the Chatterpix video. Have
a QR code linking to a tutorial on using Chatterpix for any
students that need a refresher. Students who do not
complete their Chatterpix video can present what they have
and read their script to the group.
Extending students –
During the weather terminology game, students can select
the ‘read and shoot word’ option to make it more
challenging than listening to the word. Students can use
three or more weather-terms to describe the weather
patterns of one Nyoongar season, in their script and video.
Students can include a comparison between the Nyoongar
and most similar Western season in their Chatterpix video.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS Students will be able to… (Introduction, Body and Conclusion)
Week 3 How weather (e Use Scribble My Story to create Celebrity heads Lesson Introduction (5 minutes)
Lesson 3 .g. rainfall, one page (minimum) of a book game (formative): 1. Students revise last lesson’s learning content by playing Interactive whiteboard
temperature, about Nyoongar seasons elicit prior celebrity heads with the Nyoongar seasons. and stylus
sunshine, wind) including drawing and text. knowledge and - Three ‘weekly special helpers’ sit with their back facing
and seasons check for
the whiteboard and will have the name of a Nyoongar
vary between Describe two features of each of understanding of
places, and the the Nyoongar seasons (where the six Nyoongar season written above their head.
terms used to features can include the months seasons. - Players take turns to ask peers questions that can be
describe them that the seasons occur in, answered with a yes or no.
(ACHASSK032) weather patterns and animals Self-checklist - Prompt student thinking – Do you think it is a hot, cold,
or plants) (formative): each windy or rainy season? Season starts with *letter*. If
pair of students there are three Nyoongar seasons on the board, which
use the self-
ones did we miss? Describe them.
checklist to check
that they have: Lesson Body (30 minutes)
. Created one or 2. Students work in pairs (randomly allocated with iPads (one for each
more pages for numbering 1, 2) to use Scribble My Story to create a student)
the book minimum of one book page.
. Described two - Allocate each pair of students a Nyoongar season to Scribble My Story app
seasonal features create their book page(s) about.
of the Nyoongar
- Students allocated number 1 will use Scribble My Story
season they
focussed on to open a new book page and use the draw function to
(features can draw an illustration of the season while student number
include the 2 describes to them what to draw. Student number 2
months that the can use their iPad to look back at past work on the
seasons occur in, seasons to ensure they include two seasonal features in
weather patterns
their description.
and animals or
plants) - Each pair of students works on the book page(s)
together by adding text and audio recording to the
Self-assessment completed illustration.
(summative): - Each pair of students use the self-checklist to check that Student self-checklist
each student they have: (one for each pair of
reflects on two . Created one or more pages for the book students)
things that they . Described two seasonal features of the Nyoongar
did well during season they focussed on (features can include the
the unit of work months that the seasons occur in, weather patterns and
and one thing
animals or plants)
that they would
like to improve - Each pair of students exports their book page(s) to the
on. teacher. Scribble My Story has an option to export work
to the teacher’s account.
- Open teacher account on an iPad and share screen with
the interactive whiteboard to compile all students’ book
pages. This results in a class book that explains the
seasonal features of the Nyoongar seasons.
Lesson Conclusion (7 minutes) “Two stars and a wish”
3. Students complete a “two stars and a wish” self- self-assessment (one
assessment sheet. for each student)
- Two stars refer to two points of learning that the
student feels confident with.
- A wish refers to one point of learning that the student
feels unsure about and/or would like to improve on.
4. Collect and analyse student self-assessment pieces.

Enabling students –
In celebrity heads, the season props that students made in
Lesson 1 can be used as prompts or clues. Students with
literacy difficulties can verbally respond to questions and
focus on audio recording for the book instead of typing.
Students can draw illustrations on paper, take a photo and
insert the picture on the book page instead of drawing on
the app.
Extending students –
Students create a minimum of two pages for the Nyoongar
seasons book. Students can create a title page for the class
book. Students can describe three seasonal features of each
of the Nyoongar seasons. Students can create a goal in
addition to their “two stars and a wish” self-assessment to
determine how they will achieve their wish.