FORWARD PLANNING DOCUMENT

TERM/WEEKS: week 5 (3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Humanities and social science-
consecutive lessons) 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: All students will have access to IPADS
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Informative
Week (ACHASSK0 Projector
66) assessment- Introduction/motivation
5 Google earth
Use Google Earth to explore 3
anecdotal notes on Introduce states of Australia lesson by increasing
different rivers in Western
The location of
Australia, showcasing the types of class discussions engagement and interest.
Australian states,
territories, capital animals that may be found in it. and partner  Teacher will show students Australia on google
Lesso cities and major brainstorm while maps – will show things such as different rivers in
regional centres students are Australia, highlight particular land features that
n 1 of Western Create a Canva demonstrating the
searching 3
Ipad’s
Australia and the ability to locate the states of Australia is known for. – make it contextual- teacher
location and
Australia, including one special fact different rivers in will ask students where they have been in au and
identifying
attributes of about each state. western Australia showing what that looks like on map.
Australia's major on google earth.
natural features (e  Depict to students that they will be exploring the
.g. rivers, deserts, major and recognisable features and characteristics
rainforests, the
of Australia and in particular, Western Australia.
Great Dividing Students will
Range, the Great
upload their canvas
 Students will be made aware that their final product
Barrier Reef)
(ACHASSK066) to … where will be to team up with a partner and act as travel
teacher will review agents to create an iMovie selling Australia’s natural
the success of environment.
labelling a map of
Australia and
Body
engaging in
 Students will first be required to use google earth,
research to recall after watching teacher’s demonstration during
some facts on motivation to explore 3 x different rivers in Western
that state. Australia. Students will research with a partner and
brainstorm the features of these rivers and describe
some of the marine life that is found in these rivers.
 Questions on whiteboard including:
 name of river,
 where it is,
 what does it look like on google earth,
  what did you find interesting about seeing it on
this platform as opposed to googling or
handouts.
 Let us know a little bit about some of the marine
life that may be found there.

 Second activity will be to create a Canva on Canva

app to label a map of Australia with the different
states of Australia. Students will also include facts
about each state that they can search for on
Brittanica, google scholar or au Burier of Statistics.
Students will be given examples of what they may
look for. For example, population, most popular
beach etc. Students will be informed that they will
be presenting their map and their facts to the rest of
Canva app
the class.

Conclusion-
Students will meet on mat to conclude lesson: Brittanica
Questions such as-
 What are the major natural features of Australia
that we researched today?
 How did using google earth benefit our learning?
 What were some of the facts that we found today
that were most credible?
 How will this help them with their final creation of
their project (on iMovie) to promote and advertise
the Australia landscape to other countries/ tourists.
 The location of Explore in groups of 4 the great
Australian states, barrier reef from handouts during
territories, capital
class discussion.
cities and major
regional centres
of Western
Introduction-
Australia and the Explain the effects of pollution on
location and the great barrier reef and create a Recap of previous lesson- reminding of some of our fun
identifying diagram on explain everything with
attributes of facts that we looked at from last week.
a partner to depict this effect.
Australia's major  Get out class Seesaw that students brainstormed
natural features (e
.g. rivers, deserts, previous lesson on rivers in Western Australia.
rainforests, the  Kahoot on previous lesson- different marine life
Great Dividing
Range, the Great found in different rivers of WA. Tie in body of this
Barrier Reef) lesson by using the question “how do we think the
(ACHASSK066)
marine life may be effected by pollution” …Teacher
Anecdotal notes
will let students know that this is what they will be
while walking
exploring during the lesson.
around class during
 Students will discuss the great barrier reef in groups
class discussions.
Teacher can also
of 4 with resources give to them from teacher.
Week probe certain Answer questions such as:
5 questions to  Why is it important that we reduce the
certain students pollution on our natural environment and
lesson to increase waterways? (protecting for future Class seesaw
2 engagement. generations, our natural features are a
major tourist attraction eg Rottnest).
 Different features of the great barrier reef,
Students will what brings tourists to the area.
upload links to
their explain
everything Body-
diagrams on to a  Teacher will show students a video on pollution in
collaborative google the great barrier reef. Proceeding video, Students
document- teacher will discuss how this may affect the environment
can access as a and animals that call the marine environment home.
formative
assessment tool.
 Students are then to research the effect of pollution
on the waterways and in particular, the pollution
that has already affected the Great Barrier Reef and
look at reasons this happens and how it can affect
tourism to au. (as natural environment/features are
main tourist attraction).
 Let students know that they need to focus on the Kahoot
importance of preserving Australia’s rich natural
environment and the great barrier reef is just one
example of the effect that pollution can have on the
environment. How might this affect tourism? (things
they must consider for their final iMovie creation on
selling natural features of Au to tourists.
 Students will create a video/diagram on explain
everything including pictures and voice overs if
students choose to explain the effects of pollution
on the natural environment.
Student’s things to focus on:
 - Coral bleaching from pollution
 - what parts of reef are already affected
 - can include charts and statistics in damage that has
been done so far.
 What animals are being affected by the pollution
and habitat destruction that have been mentioned
so far.
 Students may also include what they think can be
done to reduce pollution.
Pollution
 Students will present these creations to whole class
at end of lesson. video- great
 Emphasis on protecting natural environment and
barrier reef
getting understanding of natural environment prior
to protect integrity of the major natural feature’s pf
Au.
  Students will upload this document to collaborative
google doc so that they can all access it (also so
teacher can access this product).

Conclusion
- Teacher will prompt students to mat where they will
be told to turn to shoulder partner and discuss
major elements from lesson/research:

Q’S Including:
- Why must we preserve the natural environment
- How does pollution affect the marine life of the
great barrier reef?
- What parts of the great barrier reef are protected
already?
- What parts of the great barrier reef need
restoration?
- How will this information help with our final
creation of an iMovie showcasing the natural
features of au landscape to foreign tourists to
encourage tourism.
- After students have discussed, have class discussion
and brainstorm these concluding ideas on
whiteboard.

Introduction

- Teacher will show students video of different travel

The location of videos on YouTube of natural environment to spark
Australian states,
territories, capital interest.
cities and major I - After watching videos, teacher will ask students
regional centres
of Western what parts of these videos were engaging and what
 Australia and the dentify and record the major features of the videos were engaging and therefore
location and natural attractions of Australia by
identifying successful in promoting tourism to Australia.
discussing in groups of 4 the
attributes of
different places they may have
Australia's major Body
natural features (e visited in Australia.
.g. rivers, deserts,
rainforests, the - Students will be placed into groups of 4 and asked to
Great Dividing
Range, the Great
discuss the major natural landscapes that they
Barrier Reef)
Create an iMovie with a partner to believe are successful in bringing tourism into
(ACHASSK066) sell the natural environment of
Australia to foreign tourists with a Australia in prep for their final creation.
partner. (acting as travel agents). - Students can discuss:
- Natural features they have visited in Australia
- What places they may like to showcase in their final
production during this lesson. Eg what they have
looked at already… great barrier reef etc.
- Students will create an iMovie with a partner and
props showcase the natural environment to foreign
tourists encouraging them to Australia for tourism.
- Students can get creative and pretend they are
travel agents or news reporters etc if they want to
be in the actual production. Video needs to be 5
minutes long.
- Students made aware that this is a final showcase of
their work over the last 3 lessons. They can tie in all
knowledge eg on Great Barrier reef, rivers and
discussions about Australia to sell the natural
landscape to tourists in a fun and creative way.
Travel videos
of Australia.
Conclusion Focusing on
- Prompt students to return to mat.
Week - Get students to upload iMovie’s to collaborative natural
5 google document where class will watch together. environment to
- Class discussion on features of natural environment
act as
 Teacher to circle
lesson examples for
around class while
3 students are their final
discussing. Teacher
will take anecdotal
product iMovie
notes and can use creation.
probing questions
to get students
2 to think about
their final Imovie
creation.

Imovie app
Summative/format
ive assessment as
teacher will get
students to upload
their creations to
google doc where
they can access it.
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