FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Humanities and Social Science

– 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: Students all have access to individual IPads and there are computers available in class.
 West Australian SPECIFIC LESSON
Curriculum OBJECTIVE
WEEK/ LINKS
LESSON
Week 2 ACHASSK087 Recognise that Africa is made
Lesson up of many different countries.
1 Each student must select either
Egypt, Tanzania or Kenya to
explore.
Identify and discuss in groups
their knowledge about Africa and
create a word cloud via group
collaboration, and post it to the
classroom Google Slides
website.
Create a map of Africa outlining
the students’ country they have
selected to research and post it
to the classroom Google Slides
website.
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
(what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
Introduction: First lesson in the series Introduction: YouTube video
15 facts about Africa [Video
Welcome to Africa file]. Retrieved from:
o Over the next three lesson the students will each plan a https://www.youtube.com/wa
trip to Africa. During these three lessons the students will tch?v=
create a detailed project about Africa, including where qb8VebjRfBk
Africa is located, the types of landforms and animals
found in Africa and how they would get there from Perth. Word cloud, using a word
Formative The fourth lesson will be a presentation were students cloud creator such as Word
Assessment: will present their online project to the class. Art. *Students are to save
and screen shot a copy of
Word Art snipped o Ensure students can differentiate between countries and
their word cloud and add it
and recorded on continents – refresh their memory by having a world map to their Explain Everything
the online class up on the screen. App and to the shared online
power point o Begin a teacher led whole classroom discussion classroom PowerPoint. They
will use a snipping tool.
(Google Slides).  Has anyone been to Africa before?
 Was anyone born in Africa or have family members Online PowerPoint such as
who were? Google Slides to be utilised
 What are some things that come to mind when you by the entire class
throughout all three lessons.
think of Africa? Teacher will also refer to this
 Watch a video about Africa for assessments.
Body:
Diagnostic Activity 1
Assessment: o Students will in groups create a word cloud outlining
Interactive online quiz:
Results recorded everything they think they know about Africa. The word Kahootz quiz
in a quiz. Used at cloud needs to be in a shape that they associate with
the beginning of Africa.
the lesson to o Students will then participate in a short Kahootz Quiz
determine testing their knowledge of Africa.
students’ prior
knowledge of the Activity 2:
Interactive world map
topic. o Direct students to the National Geographic MapMaker information:
and ask them to locate Africa. https://mapmaker.
o Begin a teacher-led discussion: nationalgeographic.org/
 What do you notice about the continent of Africa?
Formative  How many countries do you think Africa has?
Google maps website links
assessment:  What oceans surround Africa? of the three countries that
Observe student  What other continents are close by? students can choose from
responses to o Students will be asked to select an African country from for their project:
questions posed the three options provided (Egypt, Tanzania or Kenya).
during discussion o Based on their choice, students will then explore the URL Kenya:
https://www.google.ie
time. Assess link associated with that country which is found on the /maps/about/behind-the-
participation lesson page (the link will direct them to an interactive scenes/streetview/treks/sam
levels and website where they can watch a video, see images and buru-kenya/
whether go on a virtual tour of their chosen country).
Egypt:
scaffolding is o Using the Explain Everything Application ask students to
https://www.google.ie
required. draw the content of Africa, they will need to refer back to /maps/about/behind-the-
the National Geographic Mapmaker. scenes/streetview/treks/pyra
o The students will then draw and shade in their chosen mids-of-giza/
Formative country, ensure they write the name of the country within Tanzania:
assessment: the boarder lines. https://www.google.ie
Drawing of Africa o Students will then screenshot their map and copy it onto /maps/about/behind-the-
snipped and the classroom online PowerPoint website under their scenes/streetview/treks/gom
be-tanzania/
recorded on the name.
online class o Ensure to walk around to all students to assess whether Explain Everything
PowerPoint they require assistance. For students who are struggling Application, will be used
website. Teacher to draw, provide them with the option to copy and paste throughout the next three
lessons to complete the
will review the in photographs instead. Direct them to the appropriate
project. Students are already
students work. copyright free material photograph websites which are familiar with this application
linked on their lesson page. and know how to use it.
They will create a page
called The African Project.
Formative Conclusion:
assessment: o To conclude the lesson direct students to the online class Snipping tool used to take a
Teacher can see blog page. The link will be available on the lesson plan screen shot of their
if objectives were one webpage. drawing/map on the Explain
Everything application.
met and who o Tell the students that this will be their ticket out the door.
requires further o They must write what they learnt about today, one thing
assistance. they found interesting, if there is something they would Online PowerPoint such as
like help on and what they would like to know more Google Slides
about.
Online blogging website:
Edublogs
https://edublogs.org/
WEEK/ West Australian SPECIFIC LESSON
LESSON
Curriculum OBJECTIVE
LINKS
Week 2 ACHASSK087 Recognise what a landform and
Lesson native animal are, and be able to
2 define and identify them.
Identify and discuss in groups
their knowledge about Africa and
its landforms and native animals.
Create an online brainstorm
based on their knowledge
discussed via group
collaboration, and post it to the
classroom online PowerPoint.
Design and create an online
brochure outlining a five day
holiday itinerary of their chosen
African country.
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
(what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Diagnostic Introduction: Second Lesson in the series YouTube video: Introduction
to landforms [Video file].
Assessment: What are we seeing? Retrieved from:
Students’ ability to o Today we are going to create a broacher based around a https://www.youtube.com
participate and one week trip to our chosen African country. /watch?v=FN6QX43QB4g
answer questions o We will explore major landforms and native animals
Three interactive landforms
is observed and found within Africa and native animal websites:
noted on the Begin a teacher led classroom discussion: http://mrnussbaum.com
recording sheet.  Can anyone explain to the class what a landform is? /world-landmarks/
Can you provide some examples?
http://www.sheppardsoftwar
 Can anyone explain what a native animal is? Can
e.com/Africa-georegion.html
you provide some examples?
Formative o Watch a video explaining what landforms are. https://www.dkfindout.com
Assessment: o As a class we will identify several of the main African /uk/earth/continents/africa/
Brainstorm landforms and native animals. We will use interactive
creations will be websites to assist our learning.
shared on the Body:
online class Activity 1
PowerPoint for o Split the class up into their chosen country groups Brainstorming tool using
teacher and (groups of threes). Several links will be provided for the Mind Meister.
students to view. students on the website to get them started on their
research.
Online PowerPoint such as
Summative o Working cooperatively, students will create a brainstorm
Google Slides
assessment - Rubric listing all the major landforms and native animals found in
for the brochure – their chosen country.
key points two o They will then add the brainstorm to the online class
different landforms PowerPoint slide.
and two different o The teacher will read out some examples discussing
native animals comparisons and similarities between what the groups
discovered
identified different,
o A general consensus will be reached about what major
correct information
landforms and native animals belong to each researched
about destinations country.
provided and the Activity 2:
CARP design o The students will now create their own individual
principles. Online Brochure will be
brochures based off their group research conducted. created on the Explain
o Students will need to create a 5 day holiday itinerary Everything application,
outlining the various places and attractions the holiday under their African project
page.
goers will visit.

WEEK/ West Australian SPECIFIC LESSON
LESSON
Curriculum OBJECTIVE
LINKS
Week 2 ACHASSK087 Recall knowledge learnt in past
Lesson two lessons about Africa and its
3 landforms and native animals.
Recognise and identify the
different countries surrounding
Australia
Create an illustrated map of
significant countries surrounding
Australia including the
contentment of Africa.
Create a flight map between
chosen countries leaving from
Perth. Analysing the time, cost
and stop over destinations to
find the best route.
o A basic outline and example of what the brochure should
Image websites to be used
look like will be provided on the lesson website page to for brochure: Britannica
illustrate the standard the teacher is after. Image Quest, Photos for
o A list of websites of where students can collect images Class or Pics4Learning.
for their brochure will also be listed on the website.
o Students will be given the majority of the lesson to
complete this task.
Conclusion:
o Direct students attention back to teacher.
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
(what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Introduction: Final lesson in the series
Where are we going? QR codes videos:
o Four QR codes will be placed around the room, students Africa video:
will be instructed to walk around and scan the codes and https://www.youtube.com
/watch
watch videos on their ipads. ?v=Acs5Ic2RFuA
o Kahootz quiz based off the past two lessons and some
new information about Australia. https://www.youtube.com
Body: /watch?v=XQ7wV9DeEq
Activity 1 w
o Students will explore Google Earth. Australia video:
o They will be directed to explore the continents of Africa
and Australia. To see what other continents and Kahootz quiz
countries surround Australia.
o Using the Explain Everything application students will be
asked to draw the continent of Australia and Africa. They Google Earth
will also be directed to draw other countries that surround
Australia which they feel to be significant. They will use Explain Everything
Google Earth as a guide to help them draw. application
o All countries should be labelled.
Activity 2
o As a class the teacher will model an example of using the
Qantas website to determine a travel guide. An example
will also be posted on the website for the students to
view.
o The students will be using the Qantas website to figure Qantas Website
out various flight paths leaving from Perth between the
 chosen countries they have drawn. They must select Explain Everything
what they believe to be the best flight path. application
o They will need to then simulate the flight paths leaving
from Perth by drawing the route the airplane would take.
o They will discover that not all flights are direct and will
stop over at other countries. Students will need to draw
these subsequent countries onto their maps.
o Next to the flight path the students will be asked to write
the total time of the flight and the cost of the flight.
Conclusion: