Trisha Huizenga (18350421) EDUC4000 Assessment 3
PROGRAM RATIONALE
This program is beneficial to students
because it extends their knowledge of and
promotes a greater appreciation for the
world in which they live (Department of
Education, Employment and Workplace
[DOEEEW], 2011, p. 25). This program also
allows children to develop the concepts of
place and interconnectedness as they inquire
about the diverse characteristics of different
places around the world and how they relate
to Australia (School Curriculum and Standards
Authority [SCSA], 2014a). Students’ mental
map of the world is also broadened as they
study the location of countries in the Asian
region such as China (SCSA, 2014a).
This program aligns with the cross-curriculum
priority, ‘Asia and Australia’s engagement
with Asia’ of the Western Australian
Curriculum as students are developing and
extending their knowledge of the
environments of Asian societies (SCSA,
2014b). It is highly beneficial for students to
partake in Asian studies because it equips
them with the necessary skills to
communicate and engage with peoples of
Asia so they could potentially effectively live,
work and learn in the region (SCSA, 2014b).
Engaging in Asian studies also provides ample
opportunity for students to participate in rich
and meaningful inquiry-based experiences
(DOEEEW, 2011, p. 33). As they participate in
these inquiry-based experiences, they
develop skills such as questioning,
researching, analysing, evaluating,
communicating, producing and reflecting
(SCSA, 2011a). These skills they can use to
implement into their daily learning
experiences or apply to other contexts as it
aids in investigating events, developments,
issues and phenomena both historical and
contemporary (DOEEEW , 2011, p. 33; SCSA,
2014a).
TRANSITIONS
Go Noodle Brain Break
Quick math game e.g. Buzz, counting,
(transition into maths)
Sing a song/Chant (Transition into
Music)
Game of hangman (transition into
English)
Mini hooks e.g. guess the picture (relate
to next learning area.
Simon Says
Thematic music (particular music means
a particular subject)
Quizzes
‘Beat the timer’ – children have to get
ready for next lesson before timer ends
Flashcards
Pose a problem/scenario children have
to solve
WHOLE GROUP/ROTATION/EXPLORATION
Maths Experience/lesson
Create a timeline that outlines when different cities in China were
established. Interpret and use timetables (ACMMG139)
Resources: paper, information sheets on different cities, timeline template
English Experience/lesson
Write a newspaper article on a natural disaster that has happened in China
in the past 20 years. They must use the layout of newspaper article. Plan,
draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and
digital resources appropriate to purpose and audience (ACELY1714)
Resources: access to information on natural disasters in China,
laptops/computers/books
INTEGRATED EXPERIENCE
Lesson One: 10:50-11:50am
Title of lesson: Where in the world is
China?
Purpose of the lesson:
For children to identify and research
different facts about China such as
location, size, population, major cities,
currency and any neighbouring countries.
Curriculum Outcomes:
HASS - The location of the major countries
of the Asia region in relation to Australia
and the geographical diversity within
the region(ACHASSK138)
English - Plan, draft and publish
imaginative, informative and persuasive
texts, choosing and experimenting
with text structures, language features,
images and digital resources appropriate to
purpose and audience(ACELY1714)
Lesson Objectives:
At the end of this lesson, students will be
able to:
 Identify where China is
situated in the world by
showing its location on a
world map
 Create a brochure of China
outlining and illustrating its
important facts such as
location, size, population,
major cities, currency and
neighbouring countries.
Hook (5 mins):
Bring in a discovery box of items that
would normally be associated with China
such as chopsticks, noodles, toy panda,
rice, a lantern, fan etc. Ask students to
pick an item from the box and describe
what they have. Once all items have been
removed and identified, ask students,
What country do you think these items
come from? What other things could be
added to this box?
Introduction (2 min):
Today we are going to discover where
China is located in the world and research
some interesting facts about its location,
size, population, major cities and
neighbouring countries so we can create a
Geography of China
INTEGRATED EXPERIENCE
Lesson Two: 10:50-11:50am
Title of lesson: What is the topography of
China?
Purpose of the lesson:
For children to identify and research the
diverse physical features of China such as
mountain ranges, plateaus, rivers, deserts etc.
Curriculum Outcomes:
HASS - The location of the major countries of
the Asia region in relation to Australia and the
geographical diversity within
the region(ACHASSK138)
MATHS Translate collected information and/or
data to a variety of different formats (e.g.
create a timeline, draw maps, convert a table of
statistics into a graph) (ACMMG140)
Lesson Objectives:
At the end of this lesson, students will be able
to:
 Identify the major geographical
features of China on a map
 Create a topographic map of China
that illustrates its major
geographical features such as
Yangtze River, Yellow River,
Himalayas, Plateau of Tibet, and
the Gobi Desert.
Hook (5 mins):
Have a covered picture of a river in China. As a
way of recapping last lesson, ask them
questions about China that they learnt from
last time e.g. What is China’s population? How
big is China? What currency do they use? Etc.
Every time students get a question right,
remove a piece from the picture. When the
picture is revealed or students know what the
picture is of, ask students What could this
picture mean for our next lesson on China?
Introduction (2 min):
Today we are going to discover the topography
of China and identify where its major
geographical features are located.
Lesson Sequence (40 mins):
Begin (10 min): Introduce the concept of
‘topographic maps’ and what they show by
using an example of a topographic map. Ask
student what kind of physical features are
shown on topographic maps.
Show a topographic map of China Introduce the
IMMERSION/ENGAGEMENT
Images – Different Chinese
landscapes, cityscapes and
landmarks, natural disasters in
China
Focus text/words] –
geography, geographical
location, latitude, longitude,
topography, topographic
maps, physical/geographical
features, megacity, human
features, landmarks, climate,
Year 6 climatic regions, geological
changes, natural disasters
Murdoch Inquiry Model
Story books/ children’s
literature on China and its
Maths Experience/lesson Maths Experience/lesson
geography
Survey 20 people and find out which famous landmark they would most like to see in Construct a Venn Diagram of the differences between the geography of China and
China. Make a bar graph of the responses. Write down why they think some are Australia. Write why they think there are these differences. Interpret and compare - Tales from China by Cyril
more popular than others Interpret and compare a range of data displays, including a range of data displays, including side-by-side column graphs for two categorical Birch
side-by-side column graphs for two categorical variables (ACMSP147) variables (ACMSP147) - China ABCs: A Book about the
Resources: Graph paper, photos of famous landmarks Resources: Venn diagram template, information sheets on geography or Australia People and Places of
& China China by Holly Schroeder
English Experience/lesson English Experience/lesson - Mandy and Pandy Visit China
Watch and read Chinese natural disaster stories and write a story about living Write and present a speech to the class about why they should visit China. They by Chris Lin
through natural disaster in China. Create literary texts that adapt or combine aspects will have to make mention of some facts such as location, population etc.,
of texts students have experienced in innovative ways (ACELT1618) landscape, climate, famous landmarks and major cities. . Plan, draft and publish
Poems about the land of
Resources: videos on Chinese natural disasters, books on Chinese natural disasters imaginative, informative and persuasive texts, choosing and experimenting China
with text structures, language features, images and digital resources appropriate to - On The Stork Tower
purpose and audience (ACELY1714)
By Wang Zhihuan – about
Resources: access to information on China, laptops/computers
landscape of China mentions
rivers, mountains
Chinese songs/ music
Indoor activities – box filled
with objects from China for
children to investigate.
Chinese checkers game
INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE
Lesson Three: 10:50-11:50am Lesson Four: 10:50-11:50am Lesson Five: 10:50-11:50am Lesson Six: 10:50-11:50am Outdoor activities –
Title of lesson: Cities of China Title of lesson: Famous Landmarks of China Title of lesson: Climate of China Title of lesson: Natural disasters in China Traditional Chinese games
Purpose of the lesson: Purpose of the lesson: Purpose of the lesson: Purpose of the lesson: such as yoyos, jump ropes,
For children to plan a trip around China. They will For children to identify famous landmarks in China For children to research the climate of different For children to research natural disasters that knucklebones, shuttlecock,
be visiting 6 cities and marking each city on a map and research their significance. Chinese cities and compare and contrast them. badminton, ping pong
have occurred in China.
and highlighting their route. They will calculate the Curriculum Outcomes: Curriculum Outcomes:
Curriculum Outcomes:
distance between each city and how long it will HASS - The location of the major countries of the HASS - The difference
Science - Sudden geological changes and Digital Technologies –
take to get there and how they are going to get Asia region in relation to Australia and the between climate and weather, the main climatic powerpoints, videos,
extreme weather events can affect Earth’s
there. geographical diversity within zones of the world (e.g. equatorial, tropical, animations, online programs
Curriculum Outcomes: the region(ACHASSK138) arid, temperate) and the similarities and surface (ACSSU096)
- investigating major geological events such as e.g. Google maps
HASS - The location of the major countries of the  describing the location of places in differences between the climates of different
Asia region in relation to Australia and the countries of the Asia region places (ACHASSK068) earthquakes, volcanic eruptions and tsunamis
in Australia, the Asia region and throughout the Video
geographical diversity within English - Use a range of software, Maths - Construct displays, including column
the region(ACHASSK138) including word processing programs, learning new graphs, dot plots and tables, appropriate for world Asia and Australia’s Engagement with China’s Geography: Location
 describing the location of places in functions as required to create written and data type, with and without the use of digital Asia & Boundary & Topography (
countries of the Asia region multimodal texts (ACELY1717) technologies (ACMSP119) English- Plan, draft and publish imaginative, https://www.youtube.com/watc
MATHS - Solve problems involving the comparison Lesson Objectives: Lesson Objectives: informative and persuasive texts, choosing and h?v=scsSweeKhms)
of lengths and areas using appropriate At the end of this lesson, students will be able to: At the end of this lesson, students will be able experimenting with text structures, language Introducing China
units (ACMMG137)  Identify significant landmarks of China to: features, images and digital resources (https://www.youtube.com/wat
Lesson Objectives: and where they are located by  Identify different climatic regions of appropriate to purpose ch?v=hI46Wvjgo_0)
At the end of this lesson, students will be able to: pinpointing on a map China by looking at the rainfall and and audience(ACELY1714) China From Above
 Identify where the major cities in  Create a travel guide video using its temperature of a location (https://www.youtube.com/wat
Lesson Objectives:
China are located on a map features , describe a famous  Create a graph of the average ch?v=p1e68fqMkME)
At the end of this lesson, students will be able
 Plan a route that visits six major cities landmark of China highlighting when rainfall and temperature of
to:
of China and calculate distance it was built, why it was built, how long different cities in China Incursion – visit from a
Hook (5 mins):  Identify major natural disasters that
between the major cities and how it took to build, materials used to Chinese migrant, invite
long it will take to travel to all of them. build it and why it is important Have a bag full of clothes and accessories that have occurred in China locating on
map where they happened parents of Chinese students in
Hook (5 mins):  relate to different climates e.g. singlet, hat,
Put images of major Chinese cities around the gloves, beanie, board shorts, track pants etc.  Explain why natural disasters occur by your class to come talk about
Hook (5 mins):
room and the students are to participate in a Put a piece of a photo on every child’s desk. They Each student will grab an item. Once all items referring to geological changes to their home country, skype
earth surfaces and extreme weather someone in China
gallery walk, moving from photo to photo. The goal have to find others who have the other pieces to have been distributed, children will need to
events
is for the students to come to a conclusion about create an image of a famous landmark in China. create groups with people who they think have
 Create a ‘Emergency Pamphlet’ that
the images and what the next topic is. Ask What do Once children put their puzzle together, ask, What similar items. Once in groups, ask, Why are you Excursion - Perth Museum
explains: what the natural disaster is,
these photos show? Why do you think I’ve put up is your picture of? How does it relate to the other all in this group? How did you decide on the exhibition on China,
these photos. How are they different to what we groups? What do you notice about the items in its potential threats, information on Chinatown
group’s photos? What does it mean for today’s
did last time? other groups? What could we be looking at when it occurred previously, and how
lesson?
Introduction (2 min): today? to prepare for it.
Introduction (2 min): Sharing
Today we are going to plan a trip around China! Today we are going to learn about famous Introduction (2 min): Hook (5 mins):
Start a website/blog about the
You will have to visit 6 major cities and determine landmarks of China, where they are located and Today we are going to research the different As the children walk into the classroom, create
facts they’ve learnt on China
the distance between them and how long it will why they are significant. You will use this climatic areas of China by looking at the average an earthquake scenario. See how the children
Parents Evening –parents
take to travel to all of them. You will also decide information to create a travel guide video on that rainfall and temperatures of different cities. We respond/act. When it is over, discuss with
come look at the work children
what mode of transport you’ll be taking, car, bus, famous landmark. will then make graphs to compare them. students what steps they can take to prepare
train or plane. Lesson Sequence (40 mins):
have been busy with
Lesson Sequence (40 mins): for an earthquake. Ask what other types of
Lesson Sequence (40 mins): Begin (10 min): Introduce the term ‘landmark’ and Begin (10 min): Introduce the term ‘climate’ natural disasters there are.
Art based experiences –
Begin (10 min): Project a map of China and ask ask children what they think it means. Show and ask children what they think it means. Ask Introduction (2 min):
create a diorama of different
students if they can find any major cities on the images of famous landmarks from around the students how you determine climate of a region Today we are going to research natural
map. Ask the students how they can determine the world and get students to guess which country it is (look at rainfall and temperature). Show a Chinese topography
disasters that have occurred in China and
distance between cities. in. Students fill out KWL chart on what they know climatic map of the world and go through the
create a ‘Emergency Pamphlet’ that informs
Show some photos of different transportation in different climatic regions. Ask student to Rich Tasks – Chinese Day,
Trisha Huizenga (18350421) EDUC4000 Assessment 3
PLAY/PROVOCATION/
INVESTIGATIONS
Indoor - box filled with objects from
China for children to investigate.
Chinese checkers game
Outdoor - Traditional Chinese
games such as yoyos, jump ropes,
knucklebones, shuttlecock,
badminton, ping pong
LINKS TO KEY DOCUMENTS
ECE - Early Years Learning
Framework (EYLF)/Primary -
Framework for School Age Care
FSAC
 Outcome 2: “broaden their
understanding of the world in
which they live” (Framework for
School Age Care[FSAC], 2011, p.
25)
 Outcome 4: “participate in a
variety of rich and meaningful
inquiry-based experiences” (FSAC,
2011, p. 33).
 Outcome 5: “use information
and communication technologies
to express ideas, access images,
information and explore diverse
perspectives” (FSAC, 2011, p. 40)
brochure of China.
Lesson Sequence (40 mins):
Begin (10 min): Introduce the concept of
‘Asia’ and ‘China’ using a world map, ask
students to point out where Australia is
and other countries that the students recall
as well as indicating the Asian region and
specifically China.
Watch a short video, China Fun Facts
(https://www.youtube.com/watch?v=u4H-
x-j-shQ) (2:03mins). Get students to recall
information about China on its size,
location, populations, cities and other
interesting facts.
Introduce concept of a ‘brochure’,
identifying its purpose and style and
showing various examples.
Facilitate (30 min):
First, students write down what they
currently know “off the top of their heads”
about China on a KWL sheet. Write down
any key vocabulary they remember from
the video.
Students look at sample brochures that
teacher has collected. They identify those
that have a style or format they might like
to imitate or borrow. They see how much
detail each type of brochure includes.
Provide a checklist for what to include in
the brochure
Provide books on China for students to do
their research. Students to write notes on
the information they find.
Students to sketch out some rough ideas of
how they want their brochure to look.
Once done they can begin creating their
brochure on paper or on computer.
Print their final design and fold as
necessary.
Conclusion (5 mins):
Students will present their brochure and
share the information that they
discovered. Students to add what they
learned to their KWL chart.
Resources: discovery box filled with
Chinese items, world map, sample
brochures, computers, coloured A4 paper,
books on China
Key language: location, situated, size,
population, currency, neighbouring
countries, major cities
Target questions: Where is China located
on the world map? What is the purpose of
a brochure?
Strategies for assessing and evidence
collected:
Questioning during class discussion and
throughout lesson when students are
working, Observations from class
discussion and individual student working ,
anecdotal notes from class discussion and
individual student working, students’ work
sample (brochure)
Assessment:
HASS – Students identify where China is
situated by pointing out/colouring in its
location on the world map in relation to
Australia.
English – Checklist for the brochure to see
if it adheres to brochure text structure and
language features
Accuracy: All information is correct and
included (location, size, population, major
cities, currency, neighbouring countries)
and all of the sources are listed
Structure: Follows the structure/layout of a
brochure and includes language features
Neatness: All writing is tidy, photos and
artwork are precisely placed, and all
sections are orderly
Creativity: The brochure as a whole is
interesting, engaging, imaginative, and
original
Colourful: The brochure is eye catching and
vibrant and/or coordinated colours are
used
Differentiation
Increased: content – children look for
information on internet
Decreased: product – children write an
information report on the facts about
China
country’s basic geography. Point out that the
West is mountainous while the North is flat and
dry.
Tell students that they will be creating a
topographic map of China.
Facilitate (30 min):
First, students write down what they currently
know about China’s physical features on a KWL
sheet.
Students look at China on maps of China
provided to identify any major geographical
features such as Yangtze River, Yellow River,
Himalayas, Plateau of Tibet, and the Gobi
Desert.
Students are given a blank map of China and
using physical maps and maps on internet,
draw a topographic map of China.
Students should remember to think of scales
and keys for their maps and to use colour.
Conclusion (5 mins):
Students will present their maps to the class
and share the information they have
uncovered. Students to add what they learned
to their KWL chart.
Resources: covered photo of river in China,
topographic maps of China, blank maps of
China
Key language: topography, physical features,
geographical features, rivers, mountain ranges,
deserts, plateaus, scale
Target questions: What does a topographic
map show? What are the major geographical
features of China? How do show physical
features on a topographic map? Why is it
important to be accurate with topographic
maps?
Strategies for assessing and evidence
collected:
Questioning during class discussion and
throughout lesson when students are working,
Observations from class discussion and
individual student working , anecdotal notes
from class discussion and individual student
working, students’ work sample (topographic
map)
Assessment:
HASS – Students identify, using geographical
tools, the geographical features of China on
their own map. Indicate by symbols and
colours.
Maths – Checklist for the topographic map to
see if it adheres to map features and structure.
 Relief: mountains, valleys, slopes,
depressions as defined by contours
 Hydrography: lakes, rivers, streams,
swamps, rapids, falls indicated in blue
 Vegetation: wooded areas, dense forest,
deserts indicated by colour
 Key/legend: indicate what the symbols
on map represent
 Scale: to represent ratio of distance on
map to actual distance
 Major geographical features labelled:
Yang Yangtze River, Yellow River,
Himalayas, Plateau of Tibet, and the Gobi
Desert.
Differentiation
Increased: process – students to look on
Google Maps to investigate topography of
China
Decreased: learning environment – students
who are struggling with creating maps can work
in pairs with a more capable student
China
Facilitate (30 min):
Students complete a KWL chart on what they know
about major cities in China and where they are
located.
Students will be given a map of China that has
roads, train lines etc.. They will need to identify 6
major cities around China that they would like to
visit and plan their route.
Once they have planned their route, they will
calculate the distance between the cities and
determine how they will get their (plane, bus, train,
car). They can use the internet to help find out
distances.
At every city, they need to find a picture of it and
write one thing they can do in this city and put it
on a poster along with their map and distances.
Conclusion (5 mins):
Students will present their trips to the class and
share what major cities they went to. As a class,
determine whose route is the quickest. Students
add what they learned to their KWL chart.
Resources: images of Chinese major cities, maps of
China, laptops, poster paper
Key language: cities, distance, kilometre,
transportation, route
Target questions: What are some major cities in
China? Where are major cities in China located?
What is the distance between cities in China? How
do you calculate distance between cities? Why did
you choose that route? What kind of transportation
will you take?
Strategies for assessing and evidence collected:
Questioning during class discussion and throughout
lesson when students are working, Observations
from class discussion and individual student
working , anecdotal notes from class discussion
and individual student working, students’ work
sample (poster with trip map)
Assessment:
HASS – Students identify major cities in China and
their location on the map and are able to describe
them on their poster.
Maths – Check they can calculate distance using
the correct units of measure. They can figure out
the total distance by adding up all the distances
together. All distances are in the same units.
Check they can work out the time it will take to
travel distances by working out kilometres/hour.
Differentiation
Increased: product – students use laptops to
create an interactive map of China highlighting
their route and major cities
Decreased: content – provide students with maps
that already indicate the distance between cities
about famous Chinese landmarks
Explain that children will be creating a 2-3 minute
travel guide video of a famous Chinese landmark
such as the Great Wall of China. Discuss the
purpose of a travel video and its features. In the
video they have to mention when it was built, why
it was built, how long it took to build, the materials
used to build it and why it is important.
Facilitate (30 min):
Students decide which famous landmark they
want to do. They can choose from Great Wall of
China, Forbidden City, Summer Palace,
Terracotta Army, Potala Palace, Temple of Heaven,
Tiananmen Square, Oriental Pearl Tower, Leshan
Giant Buddha
Students will identify and place a photo of their
landmark on the giant map of China in the
classroom
Students will work in pairs to create their travel
videos draft. Once teacher has seen draft,
students may go on laptop. Students can find
information on the internet.
Conclusion (5 mins):
Students will present their travel videos to the
class and share their findings. Students add what
they learned to their KWL chart.
Resources: images of famous Chinese landmarks
cut into pieces, images of famous landmarks
around the world, giant map of China, laptops,
Key language: landmarks, significance,
Target questions: What is a landmark? What are
some famous landmarks in China? Where are the
famous landmarks of China located? Why are
these landmarks important/significant? Who built
these landmarks? When were they built? How
were they built?
Strategies for assessing and evidence collected:
Questioning during class discussion and
throughout lesson when students are working,
Observations from class discussion and individual
student working , anecdotal notes from class
discussion and individual student working,
students’ work sample (travel guide video,
placement of landmark on map)
Assessment:
HASS – Students identify famous landmarks of
China by placing a photo of the landmark in the
correct location on the giant map in classroom.
Check to see Travel video addresses aspects of
landmark such as when was it built, why was it
built, who built it, what materials were used, how
long did it take, and what is its significance.
English – Check they can use appropriate software
to create a multimodal text. Adhere to features of
travel guide video such as:
Content: all the information is correct and
included (when was it built, why was it built, who
built it, what materials were used, how long did it
take, and what is its significance.)
Structure: follows features of a travel video
Effectiveness: key concepts are clearly
communicated. Creative use of video.
Quality: Time limit is met and effectively used.
Visuals are clear, effective and appropriate. Text,
music, narration is clear and appropriate for video
Differentiation
Increased: learning environment – students work
on the project individually
Decreased: product – students create a travel
guide power point
identify what type of climate we live in in Perth.
Ask students to find China and comment on its
climates.
Explain that children will be researching the
climates of different cities in China by gathering
information on their average rainfall and
temperature so they can create graphs to
compare and contrast.
Facilitate (30 min):
Students add to the KWL chart what they know
and wonder about the climate in China.
Students will be given tables with data on 6
different cities average rainfall and
temperature.
First city will be done as a class and teacher will
model how to translate the information in
tables onto a graph.
Students work independently on their graphs
and answer questions relating to the
information e.g. Which city has the highest
average rainfall? How would you describe
Beijing’s climate? Where was the hottest
temperature recorded?
Conclusion (5 mins):
Teacher to ask questions relating to the graphs
and students will answer using information
from graphs. Questions similar to ones above.
Students add what they learned to their KWL
chart.
Resources: bag full of clothing items, climatic
map of the world, tables with information on
Chinese cities temperature and rainfall, grid
paper
Key language: climate, climatic region,
temperature, rainfall, average, compare,
contrast
Target questions: What is climate? How do we
measure climate? What are climatic regions?
What is the average rainfall and temperature of
x (Chinese city)? Why is China not all the same
climate? When was it the hottest in x? Where
was the highest rainfall recorded?
Strategies for assessing and evidence collected:
Questioning during class discussion and
throughout lesson when students are working,
also questioning at the conclusion, Observations
from class discussion and individual student
working , anecdotal notes from class discussion
and individual student working, students’ work
sample (graphs)
Assessment:
HASS – Students define what climate is and how
to measure climate in different places in China
by accurately graphing their average
temperature and rainfall.
Students can compare and contrast different
climatic regions in China by noticing similarities
and differences of rainfall and temperature.
Maths – Students accurately adhere to the
structure of graph. Their graphs show a title,
labelled axis, correctly displays data from table,
uses colour, line graph for recording
temperature, bar graphs to record rainfall.
Differentiation
Increased: process – students find the average
temperature and rainfall of a city on the
internet
Decreased: process – provide students with
already made temperature graphs and students
just have to complete rainfall graphs.
people about what they can do in an event of a plan a travel expo of China
natural disaster. using videos, brochures etc for
Lesson Sequence (40 mins): which parents and community
Begin (10 min): Introduce the term ‘natural can browse, fill a box of all the
disaster’, ‘geological events’, ‘extreme weather things they’ve created about
conditions’ and ask students to come up with China and send to a Chinese
different types of natural disasters. Discuss school
with students the effects of these disasters.
Watch a video on extreme flooding in China Parent and community
(https://www.youtube.com/watch?v=JRz_8Nq involvement – Chinese
S1Zk) (1:57 mins). Discuss with children how parents can come for a talk,
the flood happened, what were its effects, how parents can cook traditional
are the Chinese people preparing for floods. Chinese food,
Explain that children will research a natural
disaster that has occurred in China and they
have to create a “Emergency Pamphlet” that
explains: what the natural disaster is, its
potential threats, information on when it
occurred previously, and how to prepare for it.
ADDITONAL TEACHER
Introduce concept of a ‘pamphlet’, identifying
its purpose and style and showing various PLANNING RESOURCES
examples.
Facilitate (30 min): Websites
Students add to the KWL chart what they know Creative Chinese
and wonder about the natural disasters in http://www.creativechinese.co
China. m/category/lesson-plans/
Students work in pairs and will be given books
and laptops to research a natural disaster in Scholastic
China. Students draft ideas of how they want https://www.scholastic.com/tea
their pamphlet to look. Once done, they can chers/unit-plans/teaching-
begin creating their emergency pamphlet on content/exploring-china/
laptops. Print their final design.
Children also add a photo of their disaster to Twinkl
the giant map of China to show where it https://www.twinkl.com.au/res
ources/ks2-around-the-
occurred and label when it happened.
world/ks2-around-the-world-
Conclusion (5 mins):
Students present their emergency pamphlets asia/ks2-around-the-world-
and share their discoveries. Add what they china
learned to their KWL chart.
Resources: emergency pamphlet examples, Pinterest
books on natural disasters, laptops, KWL charts https://www.pinterest.com.au/s
Key language: natural disaster, geological earch/pins/?q=learning%20about
changes, extreme weather events, emergency, %20China&rs=typed&term_meta
evacuation []=learning%7Ctyped&term_met
Target questions: What is a natural disaster? a[]=about%7Ctyped&term_meta[
How do natural disasters occur? What natural
]=China%7Ctyped
disasters have occurred in China? Where have
they occurred? How was China effected from
Teachers Pay Teachers
the natural disaster? How can people prepare
https://www.teacherspayteacher
for the natural disaster?
s.com/Browse/PreK-12-Subject-
Strategies for assessing and evidence
Area/Chinese
collected: Questioning during class discussion
and throughout lesson when students are
working, Observations from class discussion Video
and individual student working , anecdotal Geography of China
notes from class discussion and individual https://www.youtube.com/watc
student working, students’ work sample h?v=J6IrkUvJxio
(emergency pamphlets)
Assessment:
HASS – Students identify natural disasters in
China and locate where/when they happened
on giant map of China in classroom
English – Students create an emergency
pamphlet that follows the text and language
features of a pamphlet. Their pamphlet
demonstrates:
Accuracy: contains appropriate information
such as what the natural disaster is, its
potential threats, information on when it
occurred previously, and how to prepare for it.
Structure: follows structure/layout of a
pamphlet – uses headings, images, not too
much information
Neatness: All writing is tidy, photos are
precisely placed, and all sections are orderly
Creativity: The brochure as a whole is
interesting, engaging, imaginative, and original
Colourful: The brochure is eye catching and
vibrant and/or coordinated colours are used
Differentiation
Increased: learning environment – provide
more hard-hitting videos and images of effects
of natural disasters so children really
sympathise
Decreased: content – provide information
sheets on natural disasters in China
Trisha Huizenga (18350421) EDUC4000 Assessment 3

Assessment Matrix – Year 5 to Year 6

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
HASS Geography - The location of Identify Students HASS Geography – A The location of Identify where Students
Factors that their major where China identify where diverse and the major China is identify where
shape the countries in is situated in China is connected world countries of the situated in the China is
environmental relation to the world by situated by Asia region in world by situated by
characteristics Australia (ACHAS showing its pointing relation to showing its pointing
of places SK111) (SCSA, location on a out/colouring Australia and location on a out/colouring in
2014a) world map in its location the world map its location on
using on the world geographical the world map
geographical map in diversity within in relation to
tools such as relation to the region(AC Australia.
globe/google Australia. HASSK138)
maps (SCSA, 2014a)

ENGLISH Literacy – Plan, draft and Write an Checklist for ENGLISH Literacy – Plan, draft and Create a Checklist for
Creating Texts publish information the Creating Texts publish brochure of the brochure to
imaginative, report on information imaginative, China outlining see if it adheres
informative and China report to see informative and and illustrating to brochure text
persuasive print outlining if it adheres persuasive its important structure and
and multimodal illustrating its information texts, choosing facts such as language
texts, important report text and location, size, features
choosing text stru facts such as and language experimenting population, Accuracy: All
ctures, language location, features such with text major cities, information is
features, images size, as: structures, lang currency and correct and
Where in the world is and sound population, Introduction, uage features, neighbouring included
China? appropriate to major cities, body images and countries. (location, size,
purpose currency and paragraphs, digital population,
and audience (A neighbouring conclusion, resources major cities,
CELY1704) countries. uses technical appropriate to currency,
(SCSA, 2014c) language, purpose neighbouring
present tense, and audience( countries) and
linking verbs, ACELY1714) all of the
generalised (SCSA, 2014c) sources are
terms listed
Structure:
Follows the
structure/layout
of a brochure
and includes
language
features
Neatness: All
writing is tidy,
photos and
artwork are
precisely
placed, and all
sections are
orderly
Trisha Huizenga (18350421) EDUC4000 Assessment 3
Creativity: The
brochure as a
whole is
interesting,
engaging,
imaginative,
and original
Colourful: The
brochure is eye
catching and
vibrant and/or
coordinated
colours are
used

WA Curriculum WA Curriculum
Experience/Lesson Learning Area Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
HASS Geography - The main Identify the Students HASS Geography – A The location of Identify the Students
Factors that characteristics major identify, using diverse and the major major identify, using
shape the (e.g. climate, natu geographica geographical connected world countries of the geographical geographical
environmental ral vegetation, l features of tools, the Asia region in features of tools, the
characteristics landforms, native China on a geographical relation to China on a map geographical
of places animals) of the map by features of Australia and by using the features of
continents using the China on their the key to point China on their
(ACHASSK111)( key to point own map. geographical where rivers, own map.
SCSA, 2014a) where Indicate by diversity within mountain Indicate by
rivers, symbols and the region(AC ranges, symbols and
mountain colours. HASSK138)(S plateaus and colours.
ranges, CSA, 2014a) deserts are.
plateaus
and deserts
are.

MATHS Measurement & Translate Label the Students MATHS Measurement & Translate Create a Checklist for
Geometry – collected different correctly Geometry – collected topographic the topographic
Mapping information topographic interpret a Mapping information map of China map to see if it
and/or data to a features of topographic and/or data to that illustrates adheres to map
variety of different China on a map to label a variety of its major features and
formats (e.g. blank topographic different geographical structure.
create a timeline, topographic features of formats (e.g. features such Relief:
draw maps, map of China such as create a as Yangtze mountains,
convert a table of China such contor lines timeline, draw River, Yellow valleys, slopes,
statistics into a as Yangtze depicting maps, convert River, depressions as
graph) (ACMMG River, mountains and a table of Himalayas, defined by
What is the
111) (SCSA, Yellow depressions/v statistics into a Plateau of contours
topography of
2014d) River, alleys, blue graph) (ACMM Tibet, and the Hydrography:
China?
Himalayas, lines depicting G140) (SCSA, Gobi Desert. lakes, rivers,
Plateau of rivers etc. 2014d) streams,
Tibet, and swamps,
the Gobi rapids, falls
Desert. indicated in
blue
Vegetation:
wooded areas,
dense forest,
deserts
indicated by
colour
Key/legend:
Trisha Huizenga (18350421) EDUC4000 Assessment 3
indicate what
the symbols on
map represent
Scale: to
represent ratio
of distance on
map to actual
distance
Major
geographical
features
labelled: Yang
Yangtze River,
Yellow River,
Himalayas,
Plateau of
Tibet, and the
Gobi Desert.

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
HASS Geography - The influence of Identify Students HASS Geography – A The location of Identify where Students
Factors that people on the where the identify major diverse and the major the major cities identify major
shape the environmental major cities cities in China connected world countries of the in China are cities in China
environmental characteristics of in China are using Asia region in located by and their
characteristics places in Europe located by geological relation to pinpointing location on the
of places and North pinpointing tools such as Australia and them on a map map and are
America and the them on a Google Maps the able to describe
location of their map to show geographical them on their
major countries in location on a diversity within poster.
relation to map the region(AC
Australia (ACHAS HASSK138)
SK111) describing the
- using location of
geographical places in
tools (for countries of the
example, a globe, Asia region
wall map or (SCSA,
digital application 2014a).
such as Google
Cities of China
Earth) to identify
the relative
location of the
major cities
(SCSA, 2014a)
MATHS Measurement & Choose Plan the Evidence from MATHS Measurement & Solve Plan a route Check they can
Geometry- appropriate units fastest route students work Geometry- using problems that visits six calculate
using units of of measurement to visit 6 sample that units of involving the major cities of distance using
measurement for length, area, major cities they have measurement comparison of China and the correct units
volume, capacity using the calculated lengths and calculate of measure.
and distances total distance areas using distance They can figure
mass (ACMMG10 already between all appropriate between the out the total
8) (SCSA, 2014d) given on the cities and units (ACMMG major cities and distance by
map. compared it to 137) (SCSA, how long it will adding up all
other routes to 2014d) take to travel to the distances
demonstrate it all of them. together. All
is the fastest. distances are in
the same units.
Check they can
Trisha Huizenga (18350421) EDUC4000 Assessment 3
work out the
time it will take
to travel
distances by
working out
kilometres/hour.
WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Achievement Assessment
Experience/Lesson Learning Area Objective
standard/ Indicator Learning Area Content strand standard/ Indicator
Outcome Outcome
HASS Geography - The influence of Identify Students HASS Geography – A The location of Identify Students
Factors that people on the significant identify diverse and the major significant identify famous
shape the environmental landmarks famous connected world countries of the landmarks of landmarks of
environmental characteristics of of China landmarks of Asia region in China and China by
characteristics places - and where China by relation to where they are placing a photo
of places researching the they are placing a Australia and located by of the landmark
changes made by located by photo of the the pinpointing on a in the correct
people to a pinpointing landmark in geographical map location on the
particular on a map the correct diversity within giant map in
environment in a location on the the region(AC classroom.
country giant map in HASSK138) Check to see
(ACHASSK111)( classroom. describing the Travel video
SCSA, 2014a) Powerpoint location of addresses
addresses places in aspects of
aspects of countries of the landmark such
landmark such Asia region as when was it
as when was it (SCSA, built, why was it
built, why was 2014a). built, who built
it built, who it, what
built it, what materials were
materials were used, how long
used, how did it take, and
long did it what is its
take, and what significance.
is its
Famous Landmarks
significance.
of China
ENGLISH Literacy – Use a range of Create a Check they ENGLISH Literacy – English - Use a Create a travel Check they can
Creating Texts software powerpoint can use Creating Texts range of guide video use appropriate
including word pr describing a appropriate software, using its software to
ocessing famous software to including word features , create a
programs with landmark of create a processing describe a multimodal text.
fluency to China multimodal programs, famous Adhere to
construct, edit highlighting text. learning new landmark of features of
and publish when it was Their power functions as China travel guide
written text, and built, why it point includes required highlighting video such as:
select, edit and was built, appropriate to create writte when it was Content: all the
place visual, print how long it print and n and built, why it was information is
and audio took to visual aspects. multimodal built, how long correct and
elements (ACELY build, Contains texts (ACELY1 it took to build, included (when
1707) (SCSA, materials accurate 717) (SCSA, materials used was it built, why
2014c) used to information on 2014c) to build it and was it built, who
build it and the landmarks why it is built it, what
why it is (when was it important materials were
important built, why was used, how long
it built, who did it take, and
built it, what what is its
materials were significance.)
used, how Structure:
long did it follows features
take, and what of a travel video
Trisha Huizenga (18350421) EDUC4000 Assessment 3
is its Effectiveness:
significance.) key concepts
are clearly
communicated.
Creative use of
video.
Quality: Time
limit is met and
effectively
used. Visuals
are clear,
effective and
appropriate.
Text, music,
narration is
clear and
appropriate for
video

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Achievement Assessment
Experience/Lesson Learning Area Objective
standard/ Indicator Learning Area Content strand standard/ Indicator
Outcome Outcome
HASS Geography - The main Identify Students HASS Geography The difference Identify different Students define
Factors that characteristics different define what between climat climatic regions what climate is
shape the (e.g. climate) of a climatic climate is and e and weather, of China by and how to
environmental continents. regions of how to the looking at the measure
characteristics (ACHASSK111)( China by measure main climatic rainfall and climate in
of places SCSA, 2014a). looking at climate in zones of the temperature of different places
the rainfall different world (e.g. a location in China by
and places in equatorial, accurately
temperature China by tropical, arid, graphing their
of a location looking at the temperate) and average
average the similarities temperature
temperature and differences and rainfall.
and rainfall of between the Students can
the place. climates of compare and
different places contrast
(ACHASSK068 different
)(SCSA, climatic regions
2014a). in China by
Climate of China noticing
similarities and
differences of
rainfall and
temperature.

MATHS Statistics and Describe and Interpret the Students’ MATHS Statistics and Construct Create a graph Students
Probability – interpret different rainfall and application of Probability – displays, of the average accurately
Data data sets in temperature data Data including rainfall and adhere to the
representation context (ACMSP1 graphs of interpretation representation column graphs, temperature of structure of
and 20) (SCSA, different skills to and dot plots and different cities graph. Their
interpretation 2014d) cities in compare and interpretation tables, approp in China graphs show a
China and contrast the riate for data title, labelled
compare climatic type, with and axis, correctly
and contrast regions of without the use displays data
different China by of digital from table, uses
climatic looking at technologies ( colour, line
regions in average ACMSP119) graph for
China temperature (SCSA, 2014d) recording
Trisha Huizenga (18350421) EDUC4000 Assessment 3
and rainfall the temperature,
cities. bar graphs to
record rainfall.

WA Curriculum WA Curriculum
Content strand Achievement Objective Assessment Content strand Achievement Objective Assessment
Experience/Lesson Learning Area
standard/ Indicator Learning Area standard/ Indicator
Outcome Outcome
SCIENCE Science Sudden Identify Students SCIENCE Science Sudden Identify major Students
Understanding geological major identify natural Understanding – geological natural identify natural
– Earth and changes and natural disasters in Earth and Space changes and disasters that disasters in
Space Science extreme weather disasters China and Science extreme have occurred China and
events can affect that have locate weather events in China locate
Earth’s occurred in where/when can affect locating on map where/when
surface (ACSSU0 China they Earth’s where they they happened
96) locating on happened on surface (ACSS happened on giant map of
- investigating map where giant map of U096) China in
major geological they China in - investigating Explain why classroom
events such as happened classroom major natural
earthquakes, geological disasters occur Emergency
volcanic events such as by referring to pamphlet
eruptions and earthquakes, geological explains
tsunamis in volcanic changes to geological
Australia, the eruptions and earth surfaces changes to
Asia region and tsunamis in and extreme earth’s surface
throughout the Australia, the weather events and extreme
world Asia and Asia region weather events
Australia’s and throughout that cause
Engagement with the world Asia natural
Asia and Australia’s disasters
(SCSA, 2014e) Engagement
with Asia
(SCSA, 2014e)
Natural Disasters in ENGLISH Literacy – Plan, draft and Create a The students ENGLISH Literacy – Plan, draft and Create a Students create
China Creating Texts publish newspaper work sample, Creating Texts publish ‘Emergency an emergency
imaginative, article that newspaper imaginative, Pamphlet’ that pamphlet that
informative and describes a article adheres informative and explains: what follows the text
persuasive print natural to the features persuasive the natural and language
and multimodal disaster of a texts, choosing disaster is, its features of a
texts, occurring in newspaper and potential pamphlet. Their
choosing text stru China article such experimenting threats, pamphlet
ctures, language including as: catchy with textstructu information on demonstrates:
features, images information headline, third res, language when it Accuracy:
and sound such as person POV, features, occurred contains
appropriate to when it past tense, images and previously, and appropriate
purpose happened, split into digital how to prepare information
and audience (A how it paragraphs, resources for it. such as what
CELY1704) happened, quotations, appropriate to the natural
(SCSA, 2014c) and the photo with purpose disaster is, its
effects of it. caption, and audience( potential
includes ACELY1714) threats,
correct facts (SCSA, 2014c) information on
about the when it
disaster (when occurred
it happened, previously, and
how it how to prepare
happened, the for it.
effects of it) Structure:
follows
structure/layout
Trisha Huizenga (18350421) EDUC4000 Assessment 3
of a pamphlet –
uses headings,
images, not too
much
information
Neatness: All
writing is tidy,
photos are
precisely
placed, and all
sections are
orderly
Creativity: The
brochure as a
whole is
interesting,
engaging,
imaginative,
and original
Colourful: The
brochure is eye
catching and
vibrant and/or
coordinated
colours are
used
Trisha Huizenga (18350421) EDUC4000 Assessment 3

References

Department of Education, Employment and Workplace. (2011). My time, our place framework for school age
care in Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-
Resources-Kit/my_time_our_place_framework_for_school_age_care_in_australia.pdf

School Curriculum and Standards Authority [SCSA]. (2014a). Humanities and Social Science. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-
sciences

School Curriculum and Standards Authority [SCSA]. (2014b). Cross-Curriculum Priorities. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-
sciences/humanities-overview/cross-curriculum-priorities

School Curriculum and Standards Authority [SCSA]. (2014c). English. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

School Curriculum and Standards Authority [SCSA]. (2014d). Mathematics. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8School
Curriculum and

Standards Authority [SCSA]. (2014e). Science. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8