Term

3: Integrated Unit (Australian Animals)

Comprehension Strategies/Skills
Making Connections Making inferences Making predictions Questioning (inferential) Questioning (literal) Summarise Visualise Retell
Print Concepts
Front & back cover Title, author, illustrator Starting point for reading Capital & lower case letters Letter, word, sentence Capital letter and full stops Voice-print pairing Rhyme
and direction
English 3.3 Use teaching strategies Geography
Content Descriptors: Content Descriptors:
- Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for - The globe as a representation of the Earth on which Australia and other familiar countries can be located
example an information book or a film) and that stories and informative texts have different purposes
- Select and use relevant teaching strategies to develop knowledge,
(ACHASSK014)
(ACELA1430) skills, problem solving and critical and creative thinking.
- The reasons some places are special to people and how they can be looked after, including Aboriginal and
- Recognise that texts are created by authors who tell stories and share experiences that may be similar or Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)
different to students' own experiences (ACELT1575) My Term 3 2018 teaching and learning program demonstrates
- Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
- Share feelings and thoughts about the events and characters in texts (ACELT1783) strategies to develop knowledge, skills, problem solving and critical
- Identify some features of texts including events and characters and retell events from a text (ACELT1578) and creative thinking.
- Innovate on familiar texts through play (ACELT1831)
- Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
- Identify some differences between imaginative and informative texts (ACELY1648)
Teaching and learning activities include; hands-on activities, art and
Maths Art craft activities and opportunities forICT Capabilities /Digital Technology
ICT integration.
Content Descriptors: Content Descriptors: Content Descriptors:
- Represent practical situations to model addition and sharing - Exploration of, and experimentation with, the visual art elements of − Follow class rules about using digital information
(ACMNA004) shape, colour, line and texture (ACAVAM106) − Identify how they use ICT in multiple ways on multiple devices
− Identify and safely operate ICT systems to complete relevant simple specified
- Use direct and indirect comparisons to decide which is longer, heavier - Development of artistic skills through experimentation with: colour
tasks and seek help when encountering a problem
or holds more, and explain reasoning in everyday language (primary colours, secondary colours) to create artwork (ACAVAM107)
(ACMMG006)
Assessment: Formative - Observations, Anecdotal Records, Checklists, Self-Assessment; Summative - Common Assessment Tasks
KLA 1 2 3 4 5 6 7 8 9 10
Explicit Writing - What is a sentence? -Why/when do we -What is an -What is a question -What is a comma -What are speech -How do we make 2 -How do we Revision of taught Revision of taught
- What is a full stop? need a capital letter exclamation mark mark and why/when and why/when do we marks and why/when sentences? edit/check our own concepts concepts
in a sentence? and why/when do we do we use them? use them? do we use them? work? Introduce
use them? editing checklist
Writing Holiday Recount “I also love...” list Recipe Common Writing Letter to the Wombat Character Book Week Parade Labelled Diagram Common Writing Dreamtime Text
Writing (Tuesday) Assessment Australian Prime Study using Recount Assessment Recount
Yirra Yaakin Incursion Minister adjectives (Monday) House Athletics or
Recount (Thursday) Carnival Recount Write own
Fathers Day Card Fathers Day Card (Monday) Dreamtime Story
Postcard from State (Narrative)
of Australia
Text Type Recount List Recipe (Procedure) Post Card Letter Character Study Common Speaking & Diagram Dreamtime Story Dreamtime Story
Listening Assessment
Information Report Narrative
(Chaterpix)
Australian Animal Diagnostic Koala Dingo Possum Wombat Kangaroo Create an Australian Create an Australian Create an Australian
Assessment Animal Animal Animal
Focus Children work with
partner to name and
classify Australian
and non Australian
animals
Book of the week Koala Lou Wombat Stew Possum Magic Blossom Possum Diary of a Wombat And Kangaroo Played Dreamtime Story Dreamtime Story Dreamtime Story
Book Comparison his Didgeridoo Tiddalick the Frog Why the Emu can’t How the Birds got
fly their Colours
Letters and Sounds Phase 2 Revision ch, sh, th ng (ing, ong, ung, ai, ay, a_e ee, ea, e_e igh, ie, i_e oa, o_e oo, ew Revision of taught Revision of taught
ang) concepts concepts
Phase 3
Letters and Sounds Phase 2 Revision m, d, g o,c,k ck, e, u r, h, b f, l, j v, w, x y, z, qu Revision of taught Revision of taught
concepts concepts
GEP
Letters and Sounds Phase 3 Revision Consonant blends fr tr gr cr dr pr Revision of taught Revision of taught
br concepts concepts
IEP- Jellicoe
Phonological Revision of concepts Syllable Awareness Rhyme Awareness Alliteration - Sorting Onset-Rhyme Initial and Final Blending Sounds into Segmenting words Deleting and Revision of taught
taught in semester 1 and Production Initial and Final Segmentation Sound Segmentation Words into Sounds Manipulating Sounds concepts
Awareness Sounds
Super Sight Words Revision of concepts the, to, and, I, a was, he, it, on, in you, said, his, that, for, of, they, but, had Revision of taught
taught in semester 1 she concepts
Geography Globe Globe Australia Australia A Special Place Caring for Special Aboriginal and Torres Strait Islander Peoples' Common Geography Revision of taught
Places places of significance Assessment concepts
Focus
Content Introduce the Here We Are - As a class, discuss the As a class, investigate Discuss different Use an interactive Students begin to Identify and describe Students provide a Revision of taught
children to the different objects that the map of Australia, places that are whiteboard or data learn the history and some of the places verbal response to concepts
YouTube video students associate including the special to the projector to engage culture of the important to local the question: What
Global Wonders: with Australia. different states and children. Record the children in the Ollie’s Aboriginal people in Aboriginal people makes a place
Hello Song with Sing- territories. data of children’s World sorting game, which the school is such as significant special? This could be
a-long. Revise the journey responses to their highlighting that each located. landform features, recorded and
Use a globe to locate taken by Hush and special places in a item has a special water sources, accompanied by
What makes a place
the countries where Grandma Poss graph to show the place. campsites, trails. student-selected
special?
the languages around Australia. range of places, such Explain how the word photographs and
originate from within Using Google Maps as their “sustainability” is Who lived here illustrations in a
the Hello Song. to represent the grandparents’ place, used in the game as a before we did? multimedia format.
As a class, discuss, boundary of the an eating place, a way of thinking about
What are some of the
where Australia is journey taken. playground place and caring for places.
places which are
situated on a world a holiday place. Discuss how school
important to
map Describe the pattern rules are used help
Aboriginal people?
Brainstorm other shown in the graph. the school
countries that we Ask the children to community to care Why is the land so
know, i.e. country of draw their special for the environment important to
birth place, annotate it and and each other. Aboriginal people?
then present a Discuss how the

-My Meaningful Map spoken description classroom rules help
on the drawing in the children to take
2.5 Literacy and numeracy strategies
response to the care of their
inquiry question: classroom.
What makes this
- Apply knowledge and understanding of effective teaching
place special? strategies to support students’ literacy and numeracy
Number & Algebra Addition word Addition word Subtraction- taking 1 Subtraction Sharing Sharing Patterns
achievement. Currency Currency Revision of taught
problems problems concepts
Focus
Measurement Length Length Mass Mass Volume Days of the Week Volume
My teaching Capacity
and learning Capacity
programs Revision of taught
offer a variety of teaching
concepts
Focus and learning activities, including opportunities for
Content Vocabulary that Vocabulary that Language of Vocabulary that Using a range of Using a range of
differentiation, collaborative learning, ICT and higher order

indicates addition indicates addition subtraction, indicates subtraction practical strategies practical strategies
problems. Solving problems. Solving subtracting one from problems. Solving for sharing small for sharing small thinking that link to the Western Australian Curriculum.
word problems using word problems using a number. Rule for word problems using quantities, such as quantities, such as
a range of strategies a range of strategies these calculations. a range of strategies visual displays or visual displays or
I apply explicit literacy and numeracy strategies using First
including: pictorial including: pictorial including: pictorial concrete materials concrete materials Steps to engage my students in their learning.
representation, representation, representation,
tallies, counter etc. tallies, counter etc. tallies, counter etc.
Art Focus Primary Colours Secondary Colours Visual Art Warm Colours Cool Colours Warm & Cool Colours Aboriginal Art
Assessment
 Content Red Purple Raincoat colour Grapes on a Vine: Red Blue Children to colour the Introduce Aboriginal Children to create
Yellow Orange wheel colouring in Use primary colours Orange Green house one half with Artwork & their own dot
Blue Green worksheet to make green and Yellow Purple only cool colours and Techniques painting
purple to paint their the other half with Look at artworks of
What are the 3 What are secondary grapes. Draw a picture using Draw a picture using only warm colours. Aboriginal and Torres
primary colours? colours? Experiment- only warm colours. only cool colours. Strait Islander People
What does this mixing food colouring
mean? to make secondary *colours used
(The colours from colours or other *dot painting
which all other colour mixing * symbols
colours can be made) activities.
Children to draw a
picture using only Children to
primary colours. experiment with
primary colour paints
Template to be to make new colours.
coloured using 4.5 Use ICT safely, responsibly and ethically
primary colours only.

Watch the YouTube - Incorporate strategies to promote the safe, responsible and ethical
video again and
discuss/revise use of ICT in learning and
primary colours.

teaching.

Resources The Colour Wheel Sesame Street 3 Primary Colours Comparing Warm and Cool Colours Interactive
My teaching and learning Aboriginal Art Online
program demonstrate explicit inclusion of
whiteboard game- Aboriginal Art Australia
outcomes to promote the safe,
Warm and Cool
Colours IWB Game
responsible and ethical use of ICT.
Art and Patterning

Technology /ICT Introduce IPADS Orientation for Book Creator App Start Assessment: Assessment Feedback
-How to unlock them, set them up and -How to access APP, basic feature Create a short story based on -Change background, insert picture/s Listen to everyone’s stories and provide
pack them away, rules for carrying, -Design background and type name in an Australian animal. Type up story. -Record voice reading story feedback
holding them. Sign IPAD agreement fonts

Learning outcomes of the Unit Task Parameters

For the children to: 1. Participation in oral language activities
• Identify a range of Australian animals and their 2. Participation in writing activities
features 3. Work co-operatively in partner and group activities and
• Participate in oral language games discuss group’s performance on set tasks.
• Depict Australian animals using a range of media 4. Share ideas in small and whole group contexts. Take turns,
• Develop interpersonal skills through play and group listen and respond to others’ ideas.
activities 5. Ask and answer questions
• Explore different text types 6. Participation in art activities

• Use ICT tools safely (computers, cameras, IWB)
• Share an information report on an Australian animal
with the class
• Use De Bono’s Thinking Hats as a tool to clarify and
express ideas and feelings about own learning