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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Humanities & Social Sciences


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

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

Civics and Citizenship


GEOGRAPHY: By the end of the lesson Teacher will assess Introduction Mystery Box & items –
First The difference students will be able to… students Teacher will have a mystery box with a number of items inside (rain coat, rain coat, sky goggles,
thermometer, sky googles, hat etc.) A few students can be called forward
lesson of between climate understanding ear muffs, hat,
to select an item from the box and wear it or hold it up
and weather, Define the term weather or through watching thermometer
- Ask students what they think they are learning about.
the 3 the main climate through a visual
and making
comments on the
climatic zones of presentation Introduce the topics of weather and climate – defining each of the terms
students Lensoo with the students
the world and create videos – Ipad with cord to allow it
As a class create a word cloud (using the app shapego) on each of terms
the similarities Provide at least one example teacher will take and place them up on the board side by side (Appendix 1) to be presented on
and differences of weather or climate anecdotal notes on Have students suggest some of the similar and differing words seen in both screen – shapego app
between the through a visual presentation whether they were word clouds
climates of able to meet the
first two objectives Body
different places Verbally explain the Students will have the independent task to research the terms climate or
(ACHASSK068) difference between the two Individual Ipads for
weather (teacher will allocate students with a term ensuring the class is
terms The class discussion divided equally in half) and note down different definitions and examples
students – Lensoo create
at the end will allow etc. Students will gather all the information and use the app Lensoo create app
teacher to note to clearly define the term and give examples.
whether students
could meet the Once each student has created their Lensoo create they will gather again
third objective together as a class. Students will then pair up with someone who had the
opposite term to them, and they will share their Lensoo creation with one
another.
Together the students can compare their two terms and try grasp how
they differ and relate.

Closure
To close the lesson students will participate in a class discussion run by the
teacher. Students can share what them and their partners noted
throughout the activity. Teacher will also review the content by asking
students to briefly describe what each term means and note a difference
between them. E.g. weather can change day to day, climate is long term.

Notes about device access in the classroom: Students have access to one to one iPad use
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Civics and Citizenship


GEOGRAPHY: By the end of the lesson Teacher will look Introduction
Second The difference students will be able to… over student’s Begin the lesson with a review of what was done in the previous Geography lesson
- Ask students what it is they learned about (Climate and weather)
lesson of between climate worksheet and use
and weather, Identify one climatic zone a checklist to Explain that to refresh student’s memory on the two terms they will be taking part
the 3 the main that exists
identify whether
they are able to
in a short activity
- Teacher will have an array of terms, definitions, examples and images Laminated cards – ‘rainy’
climatic zones of identify a climatic printed and laminated on cards. The board will be divided into two ‘annual’ ‘day to day’
the world and List at least two zone and list sections one labelled ‘weather’ and the other ‘climate’
‘long term’
the similarities characteristics of a specific - Students will be given a laminated card and are to place it on the board
different features of
under which ever term they think it relates to
and differences climatic zone that zone - Once all cards are stuck up, teacher will go through the cards and where
between the they have been placed creating a discussion on whether they have been
climates of Use ICT tools to collect data Teacher will be placed in correct place, why or why not
different places and complete worksheet circling classroom
(ACHASSK068) during the activity Teacher will then explain that this lesson they are expanding their learning on the YouTube clip on climate
to note whether topic and looking into the climatic zones that exist. Play the YouTube clip ‘What are zones (only play 3mins)-
climate zones?’ and highlight the key points mentioned.
students are - Note on the board what some of the different climate zones are that
https://www.youtube.co
collecting their exist (Mediterranean, artic, arid etc.) m/watch?v=pR2_s0dCNn
information using 4
the ICT tools Body
provided or Students are each going to be allocated a specific location from around the world.
Their job is to complete a worksheet collecting information about the weather and
whether they are
climate of their given location.
solely using books Teacher will have an enlarged copy of the worksheet up on the screen and will go Worksheet (Appendix 2)
or printed through what they are required to do (Appendix 2)
resources Explain to students that different stations have been set up around the room for
each of the climatic zones.
QR codes and resources –
Students will head to the zone their location belongs to and use all the resources
provided to complete their worksheet. videos and websites
The stations will include books and resources that will provide information of the linked to QR codes,
climatic zone. Stations will also include some QR codes that will direct students to books on climate zones
online sources they can use (Appendix 3)
Finally, students will use the app ‘WorldWeather’ to gain info about the forecast of
their specific allocated destination. Ipads with app –
Teacher circles around room and ensures students are on task at all times. WorldWeather
Closure
To close the lesson students will be in their climate zone groups and will each be
given an A3 piece of paper. As a group they are to draw a ‘logo’ that they think best A3 paper and pens
describes their climate zone e.g. Arid climate’s logo could be a drawing of a sun and
a face with sweat. Students can hold up their images to show everyone, stating what
zone it is they belong to.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Civics and Citizenship


GEOGRAPHY: By the end of the lesson Teacher will Introduction
Third The difference students will be able to… complete a rubric Lesson beings with teacher having the students watch a weather report Weather report clip on
from the news.
lesson of between climate assessment task YouTube (only play first
- Question them on what it is?
and weather, Use ICT apps to produce a marking students minute) –
- What is the purpose of it?
the 3 the main weather forecast
overall ability to
meet the lesson
https://www.youtube.co
m/watch?v=zbHW1T7bo
climatic zones of objectives through
Review that previous lesson was spent collecting data on a destination that
Sc
the world and Produce a weather forecast belongs to a specific climatic zone
watching their - Recap some of the zones they researched
the similarities that clearly identifies climatic video presentations
and differences zone of location, high and – Note whether Body
between the low temperate and they produced a Explain to students that they will be creating their own weather report on
climates of characteristic of weather well-designed video the destination they were allocated in the previous lesson.
different places (e.g. hot, humid, cold, rainy) presentation and - The worksheet the students completed will be used as their
(ACHASSK068) then there ability to ‘script’
include the
information of Students are to use the app BookWidgets to watch a number of different Ipad App – BookWidgets
objective 2 weather reports and forecasts. Students will be given QR codes or short
codes to enter on their BookWidget apps, each directing them to a link.
Have students watch the reports linked and brainstorm ways they wish to
present their own reports– encouraging them to be as creative as they
want (using different images or creating a rhyme)

Teacher will then explain that students now need to use the app Ipad App - Chromavid
‘chromavid’ to create their weather reports. Teacher will provide students
with a demonstration as to what they are expected to do. Let students be
aware that there are a number of props they can make use of as well as
that they are encouraged to be creative and try make a unique forecast
whilst still covering all information.
Students are to pair up and each take turns in using the app to record the
other student present their weather forecast.

Closure
As a closure, teacher will play each student’s forecast for the students to
watch.
- Once all forecasts have been played have students make
comments on some things they liked about certain forecasts as
well as any information they found interesting.