TERM/WEEKS: Term 1, Week 6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Humanities and Social Sciences

FORWARD PLANNING DOCUMENT

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: Each student in the classroom has access to an iPad.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS
 Locate and By the end of the lesson, as Formative Introduction: Video footage sent by
1 part of the year 4 classroom assessment - • As the students walk into the class room there will be a a family member.
collect project students are required Classroom big map at the back of the classroom.
to: discussion about Goggle docs - Used for
Week 6, information what country they • The teacher will then ask the students to turn to their students to write their
Lesson 1
chose for their partner to discuss why they think they might have a map name next to the
from a variety
1. Individually select a country project, what in the classroom. country they want to
of sources (e.g. that they want to research they need to do research (App on the
which is displayed in ‘Google in the lesson and • The teacher will allow a few seconds for the iPad).
photographs, docs’. what they need to students to discuss their answer and then the
research. teacher will ask the students to share it to the Popplet- To display the
maps, books, 2. Create a mind map using class. information they find
‘Popplet’ that displays the The teacher will about their selected
interviews, research and information then use a • The teacher will then tell the students that they had an country (App on iPad
found about the selected checklist that email from a cousin who is in Canada. or link).
internet) country. includes the https://popplet.com
(WAHASS28) lesson objectives • The teacher will then open the email and put the video
3. Utilise various sources to and each on the screen. The video footage explains to the students
research the culture, history students’ names. that the teachers cousin does not know where they want
and recreational activities The teacher will to go for their next trip and needs the classes help to
that surround the selected then observe the decide.
country. students
throughout the • In the video the students will then be asked if they
lesson to ensure could make a travel brochure of places that the
that they are teachers cousin can go to and include the history,
completing their culture and activities that can be done in the
work and country.
following the
lesson objectives Body:
• Once the video is over, the teacher will then explain to
the students that they get to choose what country they
want to research. Students will then be given time over 3
lessons to make a travel brochure.

• The teacher will then ask the students “What do you

know about travel brochures? What are they used for?”
And “What information will you find in a travel
brochure?”

• This will involve a class discussion as well as a

“Think, pair, share”

• The teacher will then ask the students to grab their iPads
and go to ‘Google Docs’.

• In the Google document will be a table with 22 different

countries around the world (1 country for each student).
• The teacher will explain that each student needs to
choose a country and there can not be more than 1 name
for each country.

• The teacher will then allow students in the classroom to

take turns at choosing their destination.

• Once all the students in the classroom have chosen their

country, the teacher will then tell the students that they
need to make a mind map using ‘Popplet'.

• On the mind map students will then need to research the

history, culture and recreational activities of their chosen
country (this will be written on the board).

• The teacher will then explain to the students that they

need to use various sources such as the internet, maps
and books to assist them in their research.

• Once the project is explained, the teacher will then go

around the class and ask each student what country they
are researching, what they have to do in the lesson and
what research needs to be done.

• Students will then be given the rest of the lesson to begin

their research about their selected country and put the
information in their mind map.

• The teacher will walk around the classroom and

observe the students as they work and assist them
whenever and however they can.

Conclusion:
• The teacher will ask the students to stop what they are
doing on the iPads and ask a couple of students to explain
to the class what information they have found about their
country in their mind map.

• The teacher will then ask the rest of the class how far
they have gotten with their mind map and if they will be
ready to start creating their brochure in the following
lesson.

• Students will then need to save the work they have done
in the lesson and put the iPad’s away.
 Locate and By the end of the lesson, as
2 part of the year 4 classroom
collect project students are required
to:
Week 6, information
Lesson 2
1. Utilise various sources to
from a variety
research the culture, history checklist) during
of sources (e.g. and recreational activities
that surround the selected
photographs, country.
maps, books, 2. Complete the mind map using what information
‘Popplet’ that displays the
interviews, research and information
found about the selected
internet) country.
(WAHASS28)
3. Create a travel brochure
using ‘Canva’ about the
selected country,
demonstrating the
information gathered (the
culture, history and
recreational activities) and
images found from Britannica
Image Quest.
Formative Introduction: Popplet- To display the
assessment - • To begin the lesson the teacher will ask the information they find
Anecdotal notes students “What did we do last lesson?” about their selected
are completed by country (Link or app
the teacher (as • This will then be followed up by a whole class on the iPad)
well as a discussion on what was done in the previous lesson, https://popplet.com
and where each students at with creating their
the lesson as the travel brochure Britannica Image
students work. Quest - Finding
This helps the • The teacher will then go around the class to ask reusable imaged that
teacher observe the students what country they are researching and do not display any
ensure this matches to the Google document. form of copy right
the students are https://quest.eb.com
gathering, if they Body:
are using the ICT • Before the students are able to complete their Canva - Used for
tools effectively research the teacher will explain to the students students to create
and correctly, and that they will need to start collecting images from their travel brochure
ensuring that the their selected country from ‘Britannica Image https://
lesson objectives Quest’. www.canva.com/
are being met.
• The teacher will then ash the students “Why
do you think I am asking you to get your
images from this site and not just Google?”
• The teacher will then explain that without
knowing it some of the images on Google
and many other sites have copy right and
can not be re-used for their own project.
• The teacher will then continue by saying
that ‘Britannica Image Quest’ is a site that
does not supply any copy right which means
students can re-use these images in their
brochure.
• The teacher will also explain that students must
have images in their travel brochure. The teacher
will then ask the students “Why do you think you
need images in your brochure?”
• Students will need to raise their hand to
answer the question.
• The teacher will then remind students what they
need to include in their brochure by writing on the
board, this includes:
• Images from their selected country.
 • Images of from selected country and the
attractions.

• Their research about the culture, history

and recreational activities that surround the
selected country.

• Presented their travel brochure in a

appropriate manner and the font is easy to
read and people can tell what their selected
country is.

• Students will then be given the rest of the lesson to

complete their research and brochure.

• The teacher will observe the students’ work

throughout the lesson and assist students when
needed.

• The teacher will make anecdotal notes during the

lesson as the students work to see what
information they are gathering and if they are
using the ICT tools effectively.

• If students finish their research early they then

have go to www.canva.com to create their travel
brochure.

Conclusion:
• The teacher will ask the students to stop what they are
doing on the iPads and ask a couple of students to show
what they have completed so far in the lessons.

• The teacher will then ask the rest of the class how far
they have gotten with their project and remind the
students that their brochures will need to be completed
by the end of the following lesson.

• Students will then need to save the work they have done
in the lesson and put the iPad’s away.
 Locate and By the end of the lesson, as Summative Introduction: Canva - Used for
3 part of the year 4 classroom assessment - • To begin the lesson the teacher will ask the students to create
collect project students are required Once the students students “What did we do in the last lesson?” their travel brochure
to: have sent their https://
Week 6, information travel brochures • This will then be followed up by a whole class www.canva.com/
Lesson 3
1. Complete their travel to the teacher, discussion on what was done in the previous lesson,
from a variety
brochure using Canva about the teacher will and where each students is in the creation of their Padlet- Used for
of sources (e.g. the selected country, mark their work travel brochure. students to share what
demonstrating the following the information they
photographs, information gathered (the rubric created the Body: found about their
culture, history and travel brochure. • The teacher will remind the students that they will country
maps, books, recreational activities) and The key points need to finish their travel brochure by the end of https://padlet.com/
images found from Britannica are; information the lesson, and send their completed brochure to jaymiecaboz/
interviews, Image Quest. collected about the teacher. q751fbymdsg3
culture, tourist
internet) 2. Demonstrate and share to the attractions, • The teacher will also tell the students that in their
(WAHASS28) class the information found activities, brochure they will need to make sure they have:
through their research about appropriate
their selected country on images found • Images of from selected country and the
‘Padlet’ and through about their attractions.
discussion. country and the
presentation of • Their research about the culture, history,
3. Discuss with the class what the travel and recreational activities that surround the
they enjoyed and found brochure. selected country.
difficult in creating their
travel brochures. • Presented their travel brochure in a
appropriate manner and the font is easy to
4. Students will forward their read and people can tell what their selected
finished travel brochure to country is.
their teacher by airdrop.
• The teacher will ask the students to grab their
iPads, and will be given the rest of the lesson to
complete their travel brochure at www.canva.com.

• The teacher will assist students throughout the

lesson when needed in order to help the students
effectively complete their brochure.

Conclusion:
• The teacher will first ask the students to “Stop,
look and listen” and then ask students to each
share their brochure to the classroom and what
they enjoyed about making the brochure and the
difficulties they faced.
• Once the discussion is over the teacher will then
tell the students to save their completed work.

• Students will then need to turn on their airdrop

and send it to the teacher so that their brochures
can be printed and marked for assessment. The
teacher will walk around the classroom while
students do this.

• Once each student has sent their travel brochure,

to the teacher, the teacher will ask the students to
go back to the Google document from the first
lesson where they chose their country, and click
the link at the bottom of the page.

• The link will lead the students to a page called

‘Padlet’. The students will then need to answer the
following question, “What new information did you
learn about your chosen country?”

• Students can then submit their individual answers

into the ‘Padlet’.

• Once they have done this they can talk to their

partner about their answers. When students have
been given enough time to discuss their answers
they will then share it to the class.

• Students will then need to explain to the

class how their research has assisted them in
this project.

• The teacher will then tell the students that the

teacher will print the brochures and hand them
back in the following lesson one they have been
marked.

• Students can then pin their project onto the right

location on the map in the classroom.
Possible planning process…

Decide what Decide on a Find ICT tools

Choose a final product that will
you want the
content students to that will be enhance the Create a series
area from know and/or do produced by the student’s of steps that Plan how to
by the end of students e.g. a experiences. will build the assess and
the SCSA movie, book, Tools can be for knowledge and evaluate the
the lesson
website sequence. poster, website, use by the skills required student
Create links to presentation, teacher but the to complete the learning.
the relevant mindmap, majority should final product.
https://
content areas. interactive be used by the
www.scsa.wa.edu.au
quiz, document, students.
!

Device considerations
K-year 4 – Use iPad as your device. Assume either shared devices or each child has a device. Do not assume there is a lab at the
school. They are disappearing from most schools.
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.

Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.

Website creation guidelines

Create the following tabs

• Home

• Lesson 1
• Lesson 2
• Lesson 3
• Teacher Planning page
• ICT tools
Explanation of the tabs:
Home
Explain your website.
Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
Lesson pages
Assessment 3.
The lesson pages should be
clear and aimed at the age
group of the students. These
pages are not designed for
adults. It is designed for
students to use within a guided
classroom environment.
Use appropriate web design
principles to ensure the site is
easy to use and navigate.
Teacher page
Assessment 1
You will include your planning
documents, your explanation
of the learning theory and your
clarification of the 4 chosen ICT
focus tools.
You will also put a link on this
page to the section where you
will be detailing all of your ICT
tools.
ICT tools
Assessment 1
This is where you will put the
details of the ICT tools we will
be covering in the unit.
Include the link to the tool, a
description, a screen shot or
example and an explanation
of how it could be used in a
classroom.