Isabelle Roberts 32008265

HASS FORWARD PLANNING DOCUMENT Year Level: Five

TERM STRAND: GEOGRAPHY CONCEPT/S: Space, Place, Environment, Interconnection, World
3 LESSON No. 1-5 TOPIC: SOUTH AMERICA
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. Students have the
opportunity to inquire into the connections between people and the environment, and how these interactions influence one another. The development of the students' mental map
of the world is extended through a study of the location and characteristics of North America and South America.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures

TEACHING AND LEARNING EXPERIENCES

SCSA LINKS RESOURCES
Lesson 1
Knowledge and Motivation: Who am I? Who am I Facts
Skills - One side of me is the Pacific Ocean
understandings - Teacher will read out facts until South America has been guessed - I am a continent made up of 12
The main characteristics (e.g. Identify current understandings,
climate, natural vegetation, consider possible misconceptions and “South America!!! South America is known for its rich culture, delicious food, many countries
identify personal views on a topic (e.g. languages and vast history!” - My total population is 433 million!!
landforms, native animals) of the
KWL chart, concept map) (WAHASS50) - I have the world’s SECOND longest
continents of South America and
Locate and collect information
Main Lesson: Research and Immersion river
North America, and the location of
their major countries in relation to and/or data from a range of Key Learning Point: Characteristics of South America - But I have the LARGEST rainforest
Australia (ACHASSK111) appropriate primary sources and Teacher ask each student to create a KWL chart. The teacher will ask students what - I have the world’s longest mountain
secondary sources (e.g. museums, range
media, library catalogues, they already know about South America and discuss as a class – the teacher will fill - I also have the world’s longest
interviews, internet) (WAHASS52) in the K part of the KWL on the board and then ask students to fill in their own waterfall
charts in their books. The teacher will remind students not to fill in the L column - I have 450 different languages
LEARNER DIVERSITY
- My largest county is Brazil
Some students may not know a lot about South as they will complete that after the unit of work. The teacher will collect the charts - On the other side of me is the
America and the teacher will explain that it is okay to hand back to the class when they can complete the ‘L’ component. Atlantic Ocean
Teacher will lead a discussion on: Where is South America? What does it look like? - Countries north of me are Canada
because they will learn a lot over this unit of work. The and the USA
teacher will ask students if they have seen South What are some unique things about South America? What are the 12 countries? - My second largest country is
America in movies – Rio, Emperor’s New Groove etc. Watch Nat Geo for Kids South America Argentina
Students will then be provided with a map of South America. Students will need to - My total geographical area is
LESSON OBJECTIVES 17,840,000 km².
colour the map in, title each country and glue it into their workbook. Students will Map of south America
As a result of this lesson, students will be able to:
find the name of each country/it’s location by Googling a map. The teacher will ask Nat Geo for Kids South America Video
1. Identify prior knowledge on South America by
students “How can we find out where each country is?” – this is to re-introduce
completing the ‘K’ component of the KWL chart.
the concept of researching skills for the next lesson.
2. Identify current gaps in their knowledge on South
The teacher will lead a discussion with the class on what they already know and
America by completing a the ‘W’ on a KWL chart.
what they want to learn. The teacher will ask the class where they have learnt
3. Locate geographical information on South America
information from and ask if anyone has something interesting to share. The
by creating a map of the continent.
teacher will ask the class why they think we might be learning about South
America.
Isabelle Roberts 32008265
ASSESSMENT
Objective 1&2: The KWL charts will be used to assess
the students current understandings, misconceptions
and individual views on South America. The teacher will
assess how students have been able to identify these
concepts themselves. The teacher will also use the
KWLs to inform their teaching.
Objective 3: The teacher will assess the map as a work
sample that will highlight the student’s research
capability. If the student collected the information
correctly, their map should be correct.
Conclusion: Ticket out the door: what is something different you noticed about INTEGRATION
South America and Australia? ICT: students use Google to complete
their maps.
Literacy: Use comprehension
strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources
(ACELY1703)
Isabelle Roberts 32008265
SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/
Knowledge and LESSON No.2 INTEGRATION
Skills
understandings
The main characteristics (e.g. climate, Locate and collect information Motivation: watch South America Geography Song South America Geography
natural vegetation, landforms, native and/or data from a range of
animals) of the continents of South appropriate primary sources and Main Body: Research Skills & Countries Assigned Song
America and North America, and the secondary sources (e.g. museums, Key Learning Point: How to conduct research effectively Term/unit of work overview
location of their major countries in media, library catalogues,
relation to Australia (ACHASSK111) interviews, internet) (WAHASS52) Teacher explains project and unit of work to students. They will each be – to be glued in students
Develop and refine a range of assigned a South American country which they will be the ‘delegate’ for. book.
questions required to plan an
inquiry (WAHASS51)
The teacher will explain that this lesson will be used for researching their
country and create a list on the board of information they need to find –
population, vegetation, landforms, climate, native animals and the distance Google Tips:
from Australia (capital city to Canberra). The teacher will also explain that Use ‘or’ to get options
including a few interesting facts would be great (but not necessary). The Use a hyphen to remove options
teacher will lead a discussion on researching and model how to search online Use ‘site:’ to limit search to one
LEARNER DIVERSITY site
Extension: The teacher will assign students who need for information –
Google Tips
to be extended Suriname and Guyana – not as well- Question: “I have been assigned Australia. If I wanted to find out information
known may be harder to find information. on these topics – where would I start?” Websites:
Assistance: The teacher will assign students who Expected answer: internet/Google, books etc. Nat Geo for Kids
require more assistance Brazil and Argentina – lots of “Where can I find this information on the internet?” Fact Monster – South America
information and easy to find. “What kind of websites should I use? How do I know they are reliable?” Encyclopedia Britannica
LESSON OBJECTIVES The teacher will show students how to better utilise Google and what websites Lonely Planet (good for
As a result of this lesson, students will be able to: to use – Nat Geo for kids, Fact Monster, Encyclopedia Britannica, Arts & Culture interesting facts)
1. Identify the information they need to collect by Google, Lonely Planet etc. The teacher will use Australia as the example and
creating a list of enquiry questions before commencing model how to take notes using a graphic organiser. The teacher will also explain Integration:
research. the severity of copyright and how they can’t copy and paste information – they English (Literacy)
2. Collect relevant information to their South American have to put it in their own words. Use comprehension strategies
country from a range of sources. The teacher will then ask students to make a list of questions in their book – to analyse information,
the questions will be based on what they should Google to find the information integrating and linking ideas
ASSESSMENT from a variety of print and
they need – i.e. “what is the vegetation of Paraguay?”
Objective one: The students will need to show their teacher or education assistant their list of digital sources (ACELY1703)
The teacher will review the questions the students questions before moving on to getting a computer to begin their research. This
have written and use it as a work sample. Have the also scaffolds their note-taking.
students been able to identify the information they Students will be able to use the remainder of this lesson to work on their
need? Y/N research.
Objective two: Conclusion:
The teacher will use a checklist to assess objective 5 minutes before the students need to pack up the teacher will inform students
two (please see assessment strategies attached). that their ticket out the door is to share an interesting fact about their country.
Students will share their facts as they leave the classroom for recess.
Isabelle Roberts 32008265
SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/
Knowledge and LESSON No. 3 INTEGRATION
Skills
understandings
The main characteristics (e.g. Use criteria to determine the Motivation: watch My Country Brazil
climate, natural vegetation, relevancy of information (e.g.
landforms, native animals) of the consider accuracy, reliability, Main Lesson: Research and Brochures My Country Brazil
continents of South America and publication date, usefulness to the Key Learning Point: Relevancy of information
North America, and the location of question) (WAHASS55)
their major countries in relation to Record selected information and/or
Look at example brochures from the HASS resource room and Mrs Roberts’s
brochure on Australia. Australia Brochure by Mrs
Australia (ACHASSK111) data using a variety of methods (e.g.
use graphic organisers, paraphrase, What does a good brochure have on it? Class discussion Roberts
summarise) (WAHASS53) - Name of country Brochures on different countries
- People in Europe and Asia
- Climate
- Vegetation
- Landforms
- Landmarks
- Native animals
LEARNER DIVERSITY - Interesting facts
- Distance from Canberra to capital of country
Teacher will hold mini conferences throughout the Teacher will list the outcomes of the class discussion on the board and add to it
lesson to see where students are at with their research. until the above list is completed. Computers
If students are needing further assistance, the teacher Main Lesson: Canva
will model where to find information. If the teacher The teacher will explain to the class that they are required to make brochures on
identifies the student needs extending, they will ask the their country using their research. Brochures will then be shared with the class for
student to find out about the history on their country. each student to complete their research. By the end of the unit of work they will Corre, Corre la Guaraca
LESSON OBJECTIVES have explored all countries in South America.
As a result of this lesson, students will be able to: Students will be given more time to research if they haven’t finished, but the Integration:
1. Assess the relevancy of information collected to teacher will explain everyone needs to have completed their research by the end
publish in a brochure. English (Literacy)
of the lesson.
2. Create a brochure (graphic organiser) to record and Use a range of software
The teacher will ask students to use Canva to create their brochures. The teacher
publish collected information. including word processing
will model how to use Canva and show students how to find the brochure
programs with fluency to
templates, edit the text, use images, graphics, graphs etc.
construct, edit and publish
The teacher will assist students as necessary and hold mini conferences to assess
ASSESSMENT written text, and select, edit
how they are going.
Objective 1 & 2: the teacher will use a rubric to and place visual, print and
Conclusion: Corre, Corre la Guaraca – Chilean children’s game, similar to Duck
assess the relevancy of information and the audio elements (ACELY1707)
Duck Goose. Class split into two groups and asked to sit in a circle. One player is
brochure. Digital Technologies:
the runner and circles the outside of the group and drops a handkerchief on
Create and communicate
another player’s back, while the circle chants corre corre (run run). If the runner
information, including online
makes it around the circle before the player realises, the player is out. However, if
collaborative projects, using
the player feels the handkerchief, they must chase the runner and tag them. If they
agreed social, ethical and
catch the runner, the runner is out. If the player doesn’t catch the runner, the
technical protocols (codes of
player is now the runner and the runner sits in the circle. This game will be used to
conduct) (ACTDIP022)
highlight the parallels between cultures – the simplicity of Duck Duck Goose.
Ticket out the door: What is a famous landmark in your country?
Isabelle Roberts 32008265
SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/
Knowledge and LESSON No. 4 INTEGRATION
Skills
understandings
The main characteristics (e.g. Record selected information and/or Motivation: Read Ada’s Violin: The Story of the Recycled Orchestra of Paraguay by Ada's Violin Book
climate, natural vegetation, data using a variety of methods (e.g.
landforms, native animals) of the use graphic organisers, paraphrase, Susan Hood and Sally Wern Comport Venn Diagram template
continents of South America and summarise) (WAHASS53) Discuss the book with students and ask them to think about similarities and My Country Brazil
North America, and the location of Use criteria to determine the
differences they notice between Ada’s life and their life. *Every Friday between recess
their major countries in relation to relevancy of information (e.g.
Australia (ACHASSK111) consider accuracy, reliability, Main Lesson: and lunch the class watch BTN
publication date, usefulness to the Key Learning Point: Compare and Contrast South America and Australia and use this period to
question) (WAHASS55)
Identify current understandings,
The students have now had three lessons on South America and read a book on complete any work that is
consider possible misconceptions and Paraguay. They will be beginning to have an understanding on what life is like in outstanding
identify personal views on a topic South America. The teacher will then ask students to begin comparing and Integration:
(e.g. KWL chart, concept map)
(WAHASS50) contrasting the differences between life in Australia and life in South America. The English (Literacy)
teacher will explain that students will be required to complete a Venn Diagram on Plan, draft and publish
LEARNER DIVERSITY life in Australia vs. life in South America/the country they’ve been assigned. imaginative, informative and
Extension: Teacher will ask students to think about the Key Questions: persuasive print and
difference in history of South America and Australia. “What festivals did you see in Paula’s video? How did she celebrate them?” multimodal texts, choosing
The class has learnt about the colonisation of Australia “Thinking about what you know about your South American country, how is life text structures, language
so was their country colonised? Can use iPads for different there to life here?” features, images and sound
research. “2.1million people live in Perth, 25.3million live in Australia, how does this appropriate to purpose and
Assistance: the teacher will ask questions and give compare to your country?” audience (ACELY1704)
prompts to students who require assistance with The teacher will give prompts if students are stuck – sport, native animals, Re-read and edit student’s
coming up with their own similarities and differences. vegetation - rainforests, dessert, Ada’s life in the book, landforms, culture own and others’ work using
LESSON OBJECTIVES practices, languages etc agreed criteria for text
As a result of this lesson, students will be able to: The students will be able to use their research to assist with their creating of Venn structures and language
1. Compare and contrast the characteristics of South Diagrams. The teacher will explain that each section of the Venn Diagram needs 5 features (ACELY1705)
America and Australia by completing a Venn facts. While students are completing their Venn Diagram the teacher will play My Digital Technologies:
Diagram. Country Brazil. Create and communicate
2. Create a brochure (graphic organiser) to record and Once students have finished their Venn Diagram, they can hand them in to the
publish collected information.
information, including online
teacher then continue working on their brochures. The teacher will explain that if collaborative projects, using
ASSESSMENT brochures aren’t completed by the end of the lesson, they will need to use their agreed social, ethical and
own time, or the allocated catch up lesson* on Friday to complete their brochures technical protocols (codes of
The teacher will use the Venn Diagrams as a work
by the next lesson. conduct) (ACTDIP022)
sample. The teacher will ask students to fix any edits the teacher suggests on their
The teacher will use a rubric to assess the student’s brochures.
brochures. Conclusion:
Class discussion based on the similarities and differences between Australia and
South America.
Ticket out the door: what is one thing you learnt about South America today?
Isabelle Roberts 32008265
SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/
Knowledge and LESSON No. 5 INTEGRATION
Skills
understandings
The main characteristics (e.g.
climate, natural vegetation,
Record selected information and/or
data using a variety of methods (e.g.
Motivation: Kahoot! To check student knowledge. Music from the Andes
landforms, native animals) of the use graphic organisers, paraphrase, Passport ceremony! Passports
continents of South America and summarise) (WAHASS53)
North America, and the location of Use criteria to determine the
The teacher will hold a ceremony where students will receive their Boarding Pass & Holders
their major countries in relation to relevancy of information (e.g. passports and two of their brochures printed out. The teacher will name the At the back of the room each
Australia (ACHASSK111) consider accuracy, reliability,
country and call the delegates up to the front of the class to collect their student and their country is
publication date, usefulness to the
question) (WAHASS55) Passports. The class will be asked to clap after each student collects. The pinned up. The student’s each
teacher will play Music from the Andes as a way of immersing the students have their photo on a holder
for plane tickets – the
in South American culture through music.
students need to put their
Main Lesson:
own plane tickets in another
Key Learning Point: Record relevant information from a secondary source countries (student’s) holder in
Students can now visit other countries – however only two people can visit order to visit it. The teacher
one country at a time. The teacher will explain that they need to visit all 11 will model this so students
LEARNER DIVERSITY countries and collect information on each country. Once they have understand (please see
The teacher will hold conferences with students who collected information from one of the other countries, they need to see the resources for clarity).
need extending and assisting. Students will be told they teacher or EA to get their work marked and passport stamped. South America Workbook
can consult the delegate of the country they’re working The teacher will model how to collect information from a brochure to
on if they need help.
complete their research on each country. The class will be given a workbook Kahoot
LESSON OBJECTIVES
to collect their information from, which includes prompts. The teacher will
As a result of this lesson, students will be able to: also explain that they need to write one interesting fact about each country Integration:
1. Identify relevant information from a secondary
source (brochure) and record it in a workbook. in their passport – which the teacher will model. English (Literature):
2. Recall facts about the characteristics of South Students will be allocated enough time to visit two countries and begin Identify aspects of literary
America by completing a Kahoot. collecting the new information in their workbooks. texts that convey details or
The teacher will discuss with the class the rules of sharing people’s information about particular
social, cultural and historical
brochures. All brochures have been approved by the teacher so therefore,
ASSESSMENT contexts (ACELT1608)
the students aren’t required to give any input into content or grammar of
The teacher will use a checklist to assess each their peers’ brochures. The teacher will explain that everyone has worked
student’s workbooks. really hard on their brochures so please be supportive.
The teacher will use the Kahoot as a means of Conclusion:
checking current understanding and knowledge of The teacher will ask students to hand their brochures back and put their
the characteristics of South America. boarding pass back in their own slip at the back of the room. If a student is
still visiting a country then can leave their boarding pass.
Ticket out the Door: what is something interesting you learnt about
another country today?