FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 5 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Humanities and Social Studies:
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:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT
LESSON
Curriculum OBJECTIVE (what & how)
LINKS
Lesson The main At the end of this lesson,  Observation:
2: Week characteristics students will be able to  While students are working
5 (e.g. climate,  Work in groups to on their presentations, the
natural
create a presentation teacher will walk around the
vegetation, using Google Slides room making observations
landforms, of the students
with the information
native animals)
gathered in lesson one.  Presentations:
of the continents
 Deliver the  When students give their
of Africa and
presentations, the teacher
Europe, and the presentation for no
location of their will assess them on the
longer than 5 minutes,
major countries content of their presentation
in front of the class. (climate, natural vegetation,
in relation to
Australia native landform, native
(ACHASSK087) animal, relation to Australia
and how to get there from
Australia)
 Their group coherency
 Their lesson presentation
skills (eye contact, loud and
clear voice, looking up at
audience and smiling) and
the creativity of the
presentation (colorful, use
of transitions, easy to read
fonts, pictures and/or
videos).
 Race to the board
 Students will play a game
of, “Race to the Board”
 Students will be divided into
two teams, Africa and
Europe.
 The teacher will ask a range
of questions about Africa
and Europe
TEACHING & LEARNING RESOURCES = ICT
and other
EXPERIENCES
(Introduction, Body and Conclusion)
Introduction Come and
 The teacher will direct students to organise themselves into Explore Europe
the same groups as the previous lesson, choose a video -
computer but do not log in yet https://youtu.be/Z
 To refresh student’s memory about what they have been
s_DldO_G1w
learning the teacher will play the, “Come and Explore
Europe” video followed immediately by the “Come and
Come and
Explore Africa” video.
Explore Africa
Body Video -
 Students will log into the computers and go to https://youtu.be/F
https://missmoconnor.weebly.com and click on ‘lesson 2’ uc8thqoe1o
 The teacher will explain that the students are required to
use the research they gathered in lesson one to construct a Lesson Steps
presentation using Google Slides (Weebly)
 Students will be directed to watch the YouTube tutorial on https://missmocon
the lesson page titled, How to Use Google Slides before
nor.weebly.com
they start creating their presentations
 The teacher will then explain to students that they need to
Google Slides
work collaboratively, choosing for themselves how they
organise group members and delegate the workload. https://www.googl
 Students will create a presentation with a minimum of 5 e.com.au/slides/a
slides that outlines all topics they research in lesson one bout/
1. Climate
2. Natural vegetation Arthur: Public
3. Native landforms Speaking - Video
4. Native animals https://youtu.be/0
5. Relation to Australia
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6. How to get there from Australia
 Students will be given 20 minutes to put together their
presentations
 While students are working on their presentations, the
teacher will walk around the room monitoring students work
and helping them if needed
 If students finish early, they can start working on preparing
and practicing for their presentation
 After 20 minutes of working on their presentations, students
will have 5 minutes to prepare their presentations and
practice
 Students can choose to watch the “ARTHUR: Public
Speaking” video on YouTube for ideas and inspiration on
 If students know the
answer, they need to race
to the board and write the
answer down. The first
student to the whiteboard
gets to write it down
 If they get the answer right,
the team that the student
belongs to will get a point
 The team with the most
points will receive a reward
 The teacher will be able to
identify students that
understood the learning
objectives and the ones that
did not
 This allows students the
opportunity to apply the
knowledge they gained from
their own research, and the
knowledge they gained from
watching their classmates
presentations
how to deliver a good presentation, if they are unsure about
what they need to do.
 Students will need to close down the Google Slides program,
log off their computers and sit on the floor in front of the
smartboard/projector screen
 The teacher will call up groups randomly and the students will
log into their account and display their presentation on the
smartboard/projector screen
 Each group member will present at least one slide each.
 While students are presenting, the teacher will be assessing
students on the content of their presentation (climate, natural
vegetation, native landform, native animal, relation to
Australia and how to get there from Australia), their group
coherency, their lesson presentation skills (eye contact, loud
and clear voice, looking up at audience and smiling) and the
creativity of the presentation (colorful, use of transitions, easy
to read fonts, pictures and/or videos).
Conclusion
 Race to the Board
o Students will be divided into two teams, Africa and
Europe.
o The teacher will ask a range of questions about
Africa and Europe
o If students know the answer, they need to race to the
board and write the answer down. The first student to
the whiteboard gets to write it down
o If they get the answer right, the team that the student
belongs to will get a point
o The team with the most points will receive a reward.
 The teacher will explain to students that the next lesson, they
will be participating in a scavenger hunt