EDUC4004

Humanities 2
Danielle McEwen
Assignment 1
Forward Planning Document
32000773
Hannah Wall
 Integrated Learning and Teaching Sequence
Lesso Content
Specific objective Learning Activity Resources Assessment
n descriptor
The representation of By the end of the lesson the students will Song: Every Diagnostic assessment -
familiar places, such be able to; Teacher: On butchers paper draw little cell Checklist
as schools, parks and
lakes on a pictorial
a map of your body including
map (ACHASSK014) 1. Draw a map of their body, colours, labels and a title Book: My Map What elements of maps do
including labels of different body Book by Sara the children already know
parts, and a title EA: Paint different types of Fanelli and how do they include
The reasons some bodies using a variety of coloured them in a map of their body
places are special to
1 people and how they
paints and types of brushes
can be looked after, - Title
including Aboriginal A variety of different learning - Labels
and Torres Strait centres will be available every - Birds eye view
Islander Peoples' lesson eg: home corner, - Visually correct
places of significance
(ACHASSK017)
playdough, book corner, block
(ACHASSK016) construction

The representation of 1. Create a pictorial map of their
familiar places, such
as schools, parks and
lakes on a pictorial
map (ACHASSK014) 2. Describe one way they can take
The reasons some
places are special to
people and how they
2
can be looked after,
including Aboriginal
and Torres Strait
Islander Peoples'
places of significance
(ACHASSK017)
(ACHASSK016)
- Class will create a key of Images of Observations and anecdotal
bedroom, using a key and different bedroom object different maps notes
coloured paper using coloured paper
- children use a photo of Child’s Guidance questions:
care and look after their bedroom their bedroom to assist bedroom - How well can a child
( Scribed by the teacher) them in creating a map of picture use a photo to
their bedroom using the create a map?
key Book: In my - Do they use the key
- map must include title, Room By Jo correctly and
labels, key, bird eye view Whitek effectively?
- if more details are added - Do they add extra
children need to label it details?
- Are the elements of
a map included
(from previous
lesson)?
 The representation of 1. Use a map of the community, to
familiar places on a
pictorial map
(ACHASSK014)
The places people live 2. Discuss in groups how we can
in and belong to, the
familiar features in the
local area and why
places are important
to people
3 (ACHASSK015)
The reason some
places are special to,
people and how they
can be looked after
(ACHASSK017)
The representation of 1. Construct one place visited on
familiar places on a
pictorial map
(ACHASSK014)
The places people live
in and belong to, the
4 familiar features in the
local area and why
places are important
to people
(ACHASSK015)
Excursion: Community Walk - Map - Ask parent helpers
go on a community walk - Teachers and parent - Hats to take photos on
excursion visiting various familiar helpers will use a map to - Water the excursion
places visit various community bottle (ensure you have
places – children focus on - Letter photo permission of
look after different parts of our looking around - Money children)
community - Discuss along the walk - Medical - These photos are
ways we can look after bag used to write a
each place - Phones reflection and
- Community walk will (for evaluation of the
consist of Post office pictures) class on the
(posting a letter), The vet, excursion
Op shop, the shops (buy a - Reflect and evaluate
sausage roll for lunch), the class ability to
the park (eat lunch and complete the two
have a play) objectives
- Post photo onto
SeeSaw for parents
to see our excursion
Teacher: Use box construction, Images from - Box creation used as
our community walk. Children collage table, paints, pencils and Community part of the
will use boxes, collage, paints and markers to create a building or Walk Excursion summative
markers (eg: Post Office) place we visited on our assessment at the
community walk Large piece of end of the FPD
board - See appendix
EA: Using the Excursion Map - Assess objective 1,
make a 3D community map on Song: based on how well
thick board using pencils, marker Community the construction
start drawing out the map (roads, Helpers reflects the place in
trees, park, ponds) our community

5 The representation of 1. Take a photo of one of the Teacher: Song: Summative – rubric
familiar places on a features in our Community 3D - Take a picture of a Community (See Appendix of FPD)
pictorial map
(ACHASSK014)
Map feature made with box Helpers
2. Describe one way we can look construction Assess three parts
The places people live after this special place or feature - Use book creator to voice iPads 1. Box construction
in and belong to, the and record it on the iPad record their response to (lesson previous)
familiar features in the
local area and why
the question: Song: Every 2. Evidence taken
places are important - What is one way you can Little Cell (objective 1)
to people look after this feature? 3. Response to the
(ACHASSK015) question (objective
EA: Use the Community Map 2)
The reason some
board and the box constructions
places are special to,
people and how they finish creating the 3D map with
can be looked after children’s input and suggestions
(ACHASSK017) Children can play with cars and
figures through map board

HASS FORWARD PLANNING DOCUMENT Year Level: PP

TERM 3 CONCEPT/S Significance, Place and space, Roles, rights and
STRAND Geography
responsibilities
LESSON No. 1 TOPIC Mapping & Special places in our Community & How to
 look after them
YEAR LEVEL DESCRIPTION
Students have the opportunity to pose and respond to 'who', 'what', 'when', 'where' and 'why' questions. They collect, sort, represent and record
information into simple categories. Students explore, play and investigate, and communicate their understandings through activities such as
writing, painting, constructions or role-plays.

Students gain a sense of location and learn about the globe, as a representation of the Earth, on which places can be located. There is a focus on
developing students' curiosity of their personal world, with connections made between the early childhood setting and the local community. In the
context of developing a sense of identity and belonging, students investigate the features of familiar places, why and how places are cared for, and
explore what makes a place special.

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS TEACHING AND LEARNING EXPERIENCES RESOURCES
INTEGRATION
Knowledge and Outcome Introduction Song: Every little cell
understandings https://www.youtube.com/
1.2, 1.4 – - Gather children on the mat watch?v=M6ga0SCxBug
Skills
Sense of - Sing a song to calm and focus the children: “Every little Cell”
agency & - Read ‘My Map Book’ by Sara Fanelli
respect - Every page ask children to raise their hand and ask them what is
The representation  Questioning and one thing they notice on the page
of familiar places, researching: 3.2 – physical - Model teacher directed activity – map of my body
such as schools, Respond to
parks and lakes on questions
wellbeing - KEY QUESTIONS: What is in my body? What body parts do I have?
a pictorial map (WAHASS02)
(ACHASSK014) 4.1- curiosity, Body
Analysing: creativity
Process Teacher:
The reasons some information - Butchers paper
5.1, 5.3 – - Children are given a piece of butchers paper
places are special (WAHASS05) and - Pencils
to people and how represent interact - Using crayons, pencils and Texas they are to draw a map of their
- Texas
they can be looked information verbally, body
- Crayons
after, including gathered in express ideas - They may choose to get a friend to trace around their body or draw
Aboriginal and different formats in a range of an outline free hand
Torres Strait (WAHASS07)
Islander Peoples' ways - Teacher will assist in writing labels if needed
places Communicating
of significance(ACH and reflecting:
ASSK017) Reflect on
EA - outside on veranda
(ACHASSK016) learning - Painting bodies - Paints
(WAHASS12) - Variety of paint colours - Brushes
LEARNER DIVERSITY - Variety of paint brushes and sponges - Sponges
Extending: - EA to suggest different body parts to add to paintings - Art shorts
- Encourage a more detailed drawing (eg: - KEY QUESTIONS: What is at the end of your arm, what helps you - Easels
simple organs, or fingers) hear?
- Independent writing of body part labels
Other learning centres:
Enabling: - Doctors surgery (body diagrams, bandages, stethoscope, X-Ray and
- EA to scribe labels of body parts light box)
- Lots of guidance for body parts - Playdough table (body part mats, labels on tooth picks of body
- Show pictures of bodies for assistance parts)
- Baby washing station (babies, water, soap, clothes, cloths, towels)
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Conclusion:
- Display teacher’s map of my body Song:
2. Draw a map of your body, including labels - Discuss a few things you included https://www.youtube.com/
of different body parts and a title
- Emphasise that it will be different from other people’s because we watch?v=XWZwfhgvxqY
are all different
ASSESSMENT - Brainstorm on the Map of my Body how we can look after our INTEGRATION
Diagnostic assessment bodies Health and PE
- Sing song together, with actions: ‘This is the way I brush my Teeth’
(What elements of maps do the children already - KEY QUESTIONS: How can I look after my teeth? How can I look The different parts of the
know and how do they include them in a map of after my hands and tummy? What can I do to make my mind happy body and where they are
their body) and healthy? located (ACPPS002)

Checklist – tick the elements included in the child’s Actions that promote
drawing health, safety and wellbeing
(ACPPS006)
SEE APPENDIX
Visual Art
Development of artistic
 skills through
experimentation with:

Shape, colour, line

and texture to
create artwork
(ACAVAM107)

EYLF
SCSA LINKS
INTEGRATION

Outcome
1.2,1..4 – sense
of agency and TEACHING AND LEARNING EXPERIENCES RESOURCES/
Knowledge and knowledge LESSON No. 2 INTEGRATION
Skills
understandings 4.1,4.2 –
confidence and
creativity,
inquiry
5.2, 5.3
The representation of Questioning and Prior to the lesson: Teacher has asked children to bring in a photo of their Children’s bedroom
familiar places, such as researching: bedroom pictures
schools, parks and Respond to
lakes on a pictorial questions
map (ACHASSK014) (WAHASS02) Introduction See appendix:
- Show children a map of a park with a key and discuss why they - Park Map with
Analysing: might use a key – think pair share key
The reasons some Process - Show a map without a key and together as a class create a key for - Map without
places information
it key
are special to people (WAHASS05) and
and how they can be represent - Show children a floor plan of a house – A map is from birds eye - Floor plan of a
looked after, including information view, imagine you are a bird looking down at it house
Aboriginal and Torres gathered in - Discuss activities for the lesson
Strait Islander Peoples' different formats - Show the children the coloured paper we will use for common - Coloured card
places of significance (WAHASS07)
items in bed rooms to make our maps easier to read - Classroom key
(ACHASSK017)
(ACHASSK016) Communicating - Use children’s suggestions to create a classroom key for our
and reflecting: bedroom maps eg: red rectangle = Bed
 Reflect on
learning
(WAHASS12)
LEARNER DIVERSITY
Extending:
- Encourage more detailed maps
- Need little to no assistance to complete task
Enabling:
- Simple maps – not much added information
- Lots of verbal prompts and assistance
- Help draft their bedroom map with coloured
card – make suggestions
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
3. Create a pictorial map of their bedroom, using a
key and coloured paper
4. Describe one way they can take care and look
after their bedroom ( Scribed by the teacher)
ASSESSMENT
Observations and anecdotal notes
Guidance questions:
- How well can a child interpret a photo and use
it to create a map?
- Do they use the key correctly and effectively?
- Do they add extra details?
- Are the elements of a map included (from
previous lesson)?
- KEY QUESTIONS: Why do we use keys on maps? What do you think
green circles are? What should be a wardrobe? What things are
different for everyone that we can draw individually?
Body
Teacher: - A3 white card
- Using the class key created in the mat session and their bedroom - Coloured paper
photo children use colour paper, A3 white paper and pencils to pieces
create a bedroom map - Glue sticks
- Map must include: a title, labels (necessary), printed off key, bird - Pencils
eye view - Marker – for
- Once map is complete child describes 1 way they can look after teacher
their bedroom in a full sentence (eg: I can look after my bedroom
by putting washing in the basket)
- Teacher or EA scribes this at the bottom of the page
EA: Same as teacher
Other learning centres
- Blocks, children blocks (photos on them)
- Sylvanian Families (animals and houses and furniture
- Book Corner: Books about our homes and different houses
- Listening station: In my Room (Audio book)
- Home corner: Kitchen and dining room, bed room, clothes in
wardrobe
- Puzzles: Houses, kitchen cupboards, bedroom
Conclusion
- 3 volunteers to share their map and state one way they look after
their room
- Peer assessment: Children think pair share 2 stars and a wish for
each example given
- Read book: In my Room by Jo Witek
 INTEGRATION
Mathematics –
Measurement and
Geometry
Use direct and indirect
comparison to decide
which is longer and
heavier using everyday
language (ACMMG006)

Visual Arts
Shape, colour, line and
texture to
create artwork
(ACAVAM107)

EYLF
SCSA LINKS
INTEGRATION
Outcome 2 – TEACHING AND LEARNING EXPERIENCES RESOURCES/
connected with
Knowledge and LESSON No. 3 INTEGRATION
Skills and contribute to
understandings their world

The representation Questioning and Introduction - iPads – google maps

of familiar places researching: Outcome 4 – Pre-Excursion activities – 2 groups:
on a pictorial map Explore a range of Confident and
(ACHASSK014) sources
Teacher: Look at our community on iPad on google earth
involved learners:
(WAHASS03) Curiosity,
- Draw a journey on the map for our excursion
The places people Communicating creativity, a range - KEY QUESTIONS: What do you notice and recognise? Where is the
live in and belong and reflecting: of skills, transfer school? How long do you think it will take us to walk there? What
to, the familiar Share and adapt skills familiar places should we visit?
features in the observations and
local area and why ideas Outcome 5:
places are (WAHASS10) EA: See appendix
effective
important to Evaluating: communicators
- Have images of places and people we will visit on the excursion - places images
people Participate in 5.1, 5.2, 5.5 - Children need to match them - community helper
(ACHASSK015) decision making - Eg: post office – postman pictures
(WAHASS09)
The reason some
- KEY QUESTIONS: What is this building used for? Who might we see
places are special there and how do they help our community?
to, people and how
they can be looked
after
Other learning centres:
(ACHASSK017) - Post office home corner
LEARNER DIVERSITY - Community helper books and My Map Book
Extending: - Blocks and building constructions
- Ask more complex questions about taking - Play dough community help and map mats
care of our community
- Get them to be a group leader – add Body
responsibility Excursion:
Enabling: - Group children with a teacher or parent helper - Maps (see
- Group students who struggle with teacher - Each group will have a map and an iPad to take photos appendix)
or EA - Community walk will consist of Post office (posting a letter), The - Hats, water bottles
- Mixed ability groups vet, Op shop, the shops (buy a sausage roll for lunch), the park (eat - Money
lunch and have a play) - Letters
LESSON OBJECTIVES
- Risk assessment and permissions forms have been completed prior - Risk assessment
As a result of this lesson, students will be able to:
to this - Medical bag
- KEY QUESTIONS: Are we following the map? Where do we go next? - Phones (teachers)
3. Use a map, of the community, to go on a
How can we look after this park? Who else looks after it?
community walk excursion visiting various
familiar places
Conclusion
4. Discuss in groups how we can look after
- Mat session
different parts of our community?
- Chart on board – shared writing experience
- What did we see? Who did we see? Where did we go? Why did we
ASSESSMENT
go there? How can we look after those places? - Butchers paper
- Markers
- Ask parent helpers to take photos on the
excursion (ensure you have photo
INTEGRATION
permission of children)
- These photos are used to write a reflection
Technology
and evaluation the class on the excursion
Collect and use data of any
- Reflect and evaluate the classes ability to
kind (ACTDIP003)
complete the two objectives
- Post photo onto SeeSaw for parents to see
our excursion
 EYLF
SCSA LINKS
INTEGRATION
Outcome 2 – TEACHING AND LEARNING EXPERIENCES RESOURCES/
connected with
Knowledge and LESSON No. 4 INTEGRATION
Skills and contribute to
understandings their world

The representation Questioning and Introduction - Images

of familiar places researching: Outcome 4 – - Show images from community walk from previous lesson - Markers
on a pictorial map explore a range of Confident and
(ACHASSK014) sources
- Make a list on the board of places we saw on our walk – shared
involved learners:
(WAHASS03) Curiosity,
writing experience
The places people creativity, a range - Allocate each child a place to build during the lesson
live in and belong Analysing: of skills, transfer - KEY QUESTIONS: What did we see on our walk? What is this place
to, the familiar Represent and adapt skills called? How do they help our community?
features in the information
local area and why gathered in
- Boxes
Outcome 5: Body - Collage table
places are different formats effective
important to (WAHHASS07) communicators
Teacher: On all table tops - Glue
people 5.1, 5.2, 5.5 - Use box construction, collage table, paints, pencils and markers to - Paints & brushes
(ACHASSK015) Evaluating: create a building or place we visited on our community walk - Scissors
Participate in
decision making
- Children were allocated the place in introduction (eg: Vet, post - Sticky tape
processes office, school, shops, trees) - Markers
(WAHASS09) - Have printed labels off that children can use on their box (name of - Thick board
LEARNER DIVERSITY building, door, window, etc.) - Markers
Extending: - KEY QUESTONS: How do we know that is a post office? What else - Coloured paper
- Allocate more detailed places in our can you add to your construction? Is a post office green, red or - Excursion map
community blue? - iPad
- Encourage them to add lots of detail onto
their construction EA: Make the community map on thick board
- Give them the opportunity to make - Early finishers will go with the EA on the mat
decisions when drawing our community - Using pencils, marker start drawing out the map (roads, trees,
map (interpret from google maps to a park, ponds)
physical drawing - Use map from excursion and google maps on an iPad
Enabling: - KEY QUESTIONS: What way does that road go? What is it called?
- Allocate them a simple feature within our How big should we draw the park?
Song:
community (eg: Post Box) https://www.youtube.com
Other learning centres
LESSON OBJECTIVES - Post office home corner /watch?v=qjaw_a17zmE
As a result of this lesson, students will be able to: - Community helper books
- Blocks and building constructions
1. Construct one (allocated already) place - Play dough community help and map mats INTEGRATION
visited on our community walk to be added
to our class community. Children will use Conclusion Design and Technology
boxes, collage, paints and markers (eg: - Gather children on the mat around the Community Map on board Generate and record ideas
Post Office) - Ask children what they can see so far through drawing, modelling
- Explain that next lesson we will add our construction to it to create (WATPPS02)
ASSESSMENT our community
- Sing ‘Community Helpers’ song Mathematics –
- Box creation used as part of the summative Measurement and
assessment at the end of the FPD Geometry
- See appendix Use direct and indirect
- Assess objective 1, based on how well the comparison to decide
construction reflects the place in our which is longer and heavier
community using everyday language
(ACMMG006)

EYLF
SCSA LINKS
INTEGRATION
Outcome 2 – TEACHING AND LEARNING EXPERIENCES RESOURCES/
connected with
Knowledge and LESSON No. 5 INTEGRATION
Skills and contribute to
understandings their world

The representation Communicating & Outcome 4 – Introduction Song:

of familiar places Reflecting: Reflect Confident and - Sing ‘Community Helpers’ song https://www.youtube.com
on a pictorial map on learning involved learners: /watch?v=qjaw_a17zmE
(ACHASSK014) (WAHASS12) Curiosity,
- Sit around the Community Map Board – explain that today we will
Share ideas creativity, a range add all our constructions to finish it
The places people (WAHASS10) of skills, transfer - Point to different parts of the map and brainstorm how we can Our Community Map
live in and belong and adapt skills look after them - Think pair share
to, the familiar Evaluating:
features in the Participate in Outcome 5:
local area and why decision making
Body
effective
places are (WAHASS09) Draw communicators
Teacher: Main Assessment task
important to conclusions based 5.1, 5.2, 5.5 - Use iPads to take a photo of one special feature on Our Community Box constructions
people on discussions and Map (doesn’t have to be the one they made) iPads
(ACHASSK015) observations
(WAHASS08)
- Use Book Creator App to upload image and record over it one or Markers
The reason some two way we can look after this feature
places are special - Upload this video to SeeSaw
to, people and how - KEY QUESTIONS: What feature are you going to use? Go and take a
they can be looked photo of it? What is the feature called? How can you take care of
after
(ACHASSK017)
it. Can we keep it clean or physically do something like make
donations to Op Shops?

EA: Putting the Map together with everyone’s constructions

LEARNER DIVERSITY
- Use google Maps
Extending:
- KEY QUESTIONS: Where does the post office go? Should we place
- Encourage more detail in response to
the school next to the park or opposite from the park?
question
- Encourage them to choose a more difficult
Other learning centres:
feature to explain
- Playing in the 3D community map with cars and dolls
- Home corner: Grocery shop
Enabling:
- Playdough: Community Helper mats
- Suggest a simple feature
- Book corner: Community helper books and mapping books
- Offer lots of scaffolding and guidance
questions to help their response to the
Conclusion
question
- Sing ‘Every little Cell’ song to calm down students
LESSON OBJECTIVES - Question students about what they know about a map and what Song: Every little cell
As a result of this lesson, students will be able to: they need to include in a map? https://www.youtube.com/
- What features did we visit on our community walk? watch?v=M6ga0SCxBug
3. Take a photo of a place of feature in our - Ticket out the door answer to a question teacher asks.
Community 3D Map - Examples: What is one thing you saw on our community walk? INTEGRATION
4. Describe one way they can look after this How can we look after the park? Who did we see at the post Design and Technology
special place or feature and record office? Generate and record ideas
themselves on the iPad through describing,
ASSESSMENT drawing, modelling
Use a Marking Rubric to assess the objectives from (WATPPS02)
the last two lessons (see appendix)
 Lesson 4:
1. Construct one (allocated already) place
visited on our community walk to be added
to our class community. Children will use
boxes, collage, paints and markers (eg:
Post Office)

Lesson 5:
2. Take a photo of a place of feature in our
Community 3D Map

3. Describe one way they can look after this

special place or feature and record
themselves on the iPad

Appendix:
Lesson 1: Diagnostic assessment
Use this key to add detail to checklist

✔ - included well
~ - needed assistance to include
X – wasn’t included

Checklist
Student Title Labels Birds eye view Visually correct Comment

Lesson 2:
Maps
Floor plan of a house
Example of Bedroom Map task

Lesson 3:
Community helper images

Excursion Map – EXAMPLE

Lesson 5:
Summative Assessment – marking key
References
Badanamu. (2018) Community helpers. YouTube. https://www.youtube.com/watch?v=qjaw_a17zmE

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being & Becoming: The Early Years Learning Framework for
Australia. Canberra, ACT: Commonwealth of Australia

Fanelli, S. (2019). My map book. HarperCollins Publishers Inc

GoKidz Asia. (2020). Every single cell in my body is well. YouTube. https://www.youtube.com/watch?v=M6ga0SCxBug

Little Angel: Nursery Rhymes & Kids Songs. (2018) This is the way we brush our teeth. Youtube. https://www.youtube.com/watch?v=XWZwfhgvxqY

Pinterest. (2010) Maps for kids. Retrieved from https://www.pinterest.com.au/search/pins/?q=maps%20for%20kids&rs=typed&term_meta[]=maps%20for

%20kids%7Ctyped

School Curriculum and Standards Authority (2014) Western Australian curriculum:Humanities and social sciences. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

Thayer, A. (2018). Community helpers printable posters. Teaching Mama. https://teachingmama.org/community-helpers-printable-posters/

Witek, J. (2017) In my room. ABRAMS