Geography Term Program

Pre-Primary

2018
 Lesson Learning Learning Activities Teacher Questions Success Criteria Content Descriptor Assessment
Intentions
1. Students will be Introduction: Discussion 1: Student - West Australian Formative:
My Special Place able to: Whole class:  What is a special place?  Student Curriculum: Observations-
 Discuss special Go through the PowerPoint slides showing various special  Is there somewhere you participate in The reasons some Students
places and their places around Perth discuss why it might be special to like to go to think? discussion places are special participate in class
(Week 1) meaning and someone. (Refer to discussion 1)  Do you like to be about Perth to people and how discussion.
why they are somewhere alone landmarks. they can be looked - special places
special. Think, pair & share: sometimes? after. - their meaning
- Kings Park Pair the class up and have them quickly discuss their special  Is this when you feel  Identify a (ACHASSK017) - why they are
- Fremantle Ports place to their special places to their partners. They will then happy, sad, angry? special/ special
- Adventure world need to remember their partners special place and tell the favorite place. The places people
- Elizabeth Quay class. Discussion 2: live in and belong Formative:
- SciTech  What does your special  Identify to (e.g. Each student will
- Perth Zoo Main lesson sequence: place look like? emotions they neighborhood, draw a picture of
Whole class:  Does anyone else know feel when at suburb, town, rural their favorite
Write a brainstorm on the board- our special place. about your special place? their special locality), the place. This will be
 Where is it? place. familiar features in collected at the
Explain to the class they will be drawing a picture of their the local area and end of the lesson.
special place Discussion 3:  Collaborate why places are
 What did we learn today? with other important to people
I Do: students and (e.g. provides basic
“My special place is the local café near my house. It is my discuss needs)
special place because I go there to have hot chocolates with characteristics (ACHASSK015)
my mum. I also go there when I am feeling sad.” of their special
Model drawing a café, talk aloud as you draw describing the place. In pairs EYLF
1.1: Children feel safe,
different aspects of a café. followed by oral secure and supported.
presentation at 1.3: Children develop
knowledgeable and
We Do: the end. confident self-identities.
Include the classroom and question them on what they think 2.1: Children develop a
sense of belonging to groups
a café looks like. Have students come up and draw aspects of  Draw a picture and communities and an
this on the board. of their special understanding of the
reciprocal rights and
place. Identify responsibilities necessary for
You Do: (individual work) what it looks active community
participation.
Have the students go back to their desks and draw their own like, who goes 5.1: Children interact
special place. (Refer to discussion 2) to this place, verbally and non-verbally
when they with others for a range of
purposes.
Conclusion: found it and
Whole class: where it is.
Sit class in a circle on the mat and have students present
their work to the class. What did we learn today? (Refer to
discussion 3)
2. Students will be Introduction: Discussion 1: Student: West Australian Formative
Imagine you are a able to: Whole class:  What are the features of a  Student Curriculum: assessment:
 Work in Introduce maps using “There’s a Map on my Lap” – Doctor map? Key, lines & pictures actively The representation  Observations-
bird looking down collaborative Seuss. https://www.youtube.com/watch?v=NazvXwWumaQ participate in of familiar places, Students
at our groups to (Refer to discussion 1) discussion such as schools, participation in
playground. identify what the about key parks and lakes on the class
school Discussion 2: discussion.
- What do you see
-Birdseye view playground looks Main lesson sequence:  What type of map is this? features of a a pictorial map Summative
mapping activity. like from above Whole class:  What angle/ view are they map. (ACHASSK014) assessment:
looking down looking at it from?  Student  Students
(Birdseye view) Discuss maps and why we use them, go through the Map  Are the pictures drawn so identifies a The globe as a produce a bird’s
(Week 2) PowerPoint with the class. (Refer to discussion 2) that we see them front on Birdseye view representation of eye view map of
 Compare their or from the top? map. the Earth on which the playground
observations Ask the students to imagine:  Australia and other in small groups.
with their Imagine you are a bird in the sky flying above our  Student familiar countries
predictions. playground, what would you see? Discussion 3: participates in can be located  Assessment-
- sandpit  What can we see as we outdoor (ACHASSK014) checklist
 Draw a Birdseye - loose parts walk around the exploration.
view map of the - bike stand playground? EYLF
playground in - slide - sandpit  Student 1.1: Children feel safe,
secure and supported.
groups of 4. - dress-ups - loose parts collaborates 1.3: Children develop
- bike stand within a group knowledgeable and
confident self-identities.
 Begin to use a Outdoor exploration: - slide to create a 2.1: Children develop a
key to represent Take the class outside on an exploration of the playground - dress-ups Birdseye view sense of belonging to groups
and communities and an
objects such as a (Refer to discussion 3). Take them up the climbing frame and of the understanding of the
pathway and around the footpaths.  What do they look like playground. reciprocal rights and
responsibilities necessary for
grass. from a Birdseye view? active community
Transition students back into the classroom How could we check?  Participates in participation.
5.1: Children interact
 Present and Sit the class down on the mat and discuss how we might  What do you see? group oral verbally and non-verbally
discuss results draw a Birdseye map of the playground.  What shapes are they presentation of with others for a range of
with the class. Write a list of things we need to include in the map. when we look down at Birdseye view purposes.

Next to it as a class come up with ways to represent these them? map to the
e.g. grass = vvvv  What colours do you see? whole class.

Model how you could draw a Birdseye view of the playground

Place students into groups of 3 and had out a pot of textas,

permanent markers and A3 piece of cardboard.
Students to draw a map of the playground, using keys to
represent the playground, trees, bike rack, sandpit.

Conclusion:
Whole class:
Have groups 1 at a time present their map to the whole
class.
Discuss the key important aspects of a map, show different
types of maps- Google earth, google maps, pic maps

3. Students will be Introduction: Discussion 1: Student - West Australian Formative -

Giant Australian able to: Whole class: Review previous lessons learnings. Introduce  What state do we live in?  Contribute to Curriculum:  Observations-
 Work the map of Australia onto the interactive Smart Board; Western Australia group work The globe as a Student
Puzzle. collaboratively to discuss the states, capital cities and the different colours on representation of participation
(Week 3) construct a map the map- green around the edges of Australia is the  What city do we live in?  Identify what the Earth on which during discussion
- Crafting the of Australia grass/forest it is able to grow because it is close to water Perth state their Australia and other of Australian
sources/ rains more frequently. Brown is the drier desert  How many states can we group is familiar countries map. Student
states of Australia  Predict where area where it doesn’t rain as much so not as much grows. see altogether? 7 crafting. can be located participation
and putting the the states belong (Refer to discussion 1) including Tasmania  Identify why (ACHASSK014) during
pieces together. on the map/ Main lesson sequence:  What country do these around the questioning of
puzzle Read story “Are we there yet?” Alison Lester states make? Australia edges of the “Are we there
While reading the book point out some of the locations on state will be EYLF yet” story.
1.1: Children feel safe,
the map, then start to select students to find them on the Discussion 2: green and the secure and supported.
map. When you get to the section about Western Australia  Hands on your head if you middle brown. 1.3: Children develop  In groups
knowledgeable and
ask students if they have been to any of these places (Refer have been to Monkey Mia, confident self-identities.
students to
to discussion 2) Pinnacles, Wave Rock,  Place the states 2.1: Children develop a collage a state
Rottnest Island or in the correct sense of belonging to groups together. This
and communities and an
Whole class: Geraldton position to understanding of the will be used to
Bring up the large hand drawn/ pre-cut states of Australia.  What did it look like? create a map of reciprocal rights and make a whole
responsibilities necessary for
Hold a discussion about Australia and its 7 states and see if  What did you do while you Australia. active community class puzzle map
the class can identify which state each puzzle piece is. were there? participation. of Australia.
5.1: Children interact
I Do- verbally and non-verbally
Demonstrate how to scrunch up the crepe paper. Put some Discussion 3: with others for a range of  Students to
purposes.
glue on the paper and sick the crepe paper in the correct  Which state is this complete
spots. (holding the different ones Australian map
We Do- up) puzzle. They
Have a couple students come up and demonstrate how they  Can you show me which label the capital
will place the brown/green paper (green near the water state this is on the map of cities and states.
edge, brown in the middle). Australia?
You Do-  Assessment
Select 7 groups (randomly place them together) and give Discussion 4: through
each group a state. They will then go back to their tables and  Does our map look like observation
begin their collage. the map of Australia on sheet by using
Conclusion: the board? the photographs
Whole class:  What could we do to taken of the
Once all groups have finished collaging their states bring the make it look the same? lesson.
class down to the mat. Lay out the large blue cardboard  What could I move to
“ocean” (groups that finish the collage activity early can draw make it look like a map of
ocean creatures in the ocean. Bring up the map of Australia Australia?
on the interactive whiteboard again. Randomly place the  How could we check that
puzzle pieces on the mat and ask the class if our map looks it’s in the correct spot?
the same as the one on the board. Select students to move
the states into the correct place.

4. Students will be Introduction: Discussion 1: West Australian Formative

Success:
Me on the Map able to: Whole class:  Who can tell me what Curriculum: assessment:
 Participate in
Activity. Read the book “Me on the map” by Joan Sweeney type of map this is? The globe as  Observation
class discussion
a representation of the
of the text notes during
(Week 4)  Identify who Main lesson sequence:  What did the story tell us  Collaborate Earth on which Australia class
they are and the Whole class: about this person? with a partner and other familiar discussion.
features that Discuss the book as a class (Refer to discussion 1)  Who they are (me) to discuss countries can be located
make them a  Where they live (house) features of (ACHASSK014)
Summative
unique their house.
individual. Explain that we will be creating me on the map paper plate Discussion 2: The places people live in assessment:
chains. Today we will be creating the first 2. Who am I and  What do I look like?  Identify and belong to (e.g.  I am… portrait
 Identify where where do I live?  What do I use to see? features of the neighbourhood, suburb, will be handed in
they live and the  What do I eat with? face. town, rural locality), the for marking
key features of Model:  What do I listen with? familiar features in against a rubric
their house. Draw a portrait of yourself on the paper plate (Refer to  What colour is my hair?  Create a paper the local area and why  I live… paper
discussion 2) think out loud as you draw.  What is my name? plate portrait places are important to
plate will be
“I am…” Miss Stevenson that resembles people (e.g. provides
Discussion 3: them. basic needs) handed in for
Next the book mentioned  What is your house made (ACHASSK015) marking against
“I live in..” a house from?  Draw a paper a rubric.
 What shape is the roof? plate picture of
Think, pair & share:  How do you enter and exit their house. EYLF
1.1: Children feel safe,
Have the students turn to a partner and discuss what their your house? secure and supported.
house looks like.  How does light come into 1.3: Children develop
knowledgeable and
Share their findings with the class. (Refer to discussion 3) your house? confident self-identities.
Model:  Where does your mail go? 2.1: Children develop a
sense of belonging to groups
Draw your house based on the class discussion.  Where do you play and communities and an
outside? understanding of the
reciprocal rights and
Conclusion:  Where does your car go? responsibilities necessary for
Whole class: active community
Select some students to present their paper plate drawings participation.
5.1: Children interact
to the class. Dicuss what we learnt today- Features of verbally and non-verbally
ourselves and the different homes/ places we come from. with others for a range of
purposes.

5. Students will be Introduction: Discussion 1: Student: West Australian Formative

Me on the Map able to: Whole class:  What country do we live  Contribute to Curriculum: assessment:
Re- read the book “Me on the Map” By Joan Sweeney in? class discussion The globe as  Observation
Activity-  What state do we live about what a representation of the notes during mat
Continued  Identify what in? country, state Earth on which Australia session.
country they Main lesson sequence:
 What city do we live in? and city they and other familiar
live in. Explain that we will be continuing the Me on the Map paper
(Week 5) live in. countries can be located Summative
 Identify what plate chains. Today we will be creating the last two. Bring up
Discussion 2: (ACHASSK014) assessment:
state they live the map of Australia, have students point to the relevant
 What planet is this?  Identify their  Create and hand
in. state, city etc.
 What colours can you country, state The places people live in in collage of
 Identify what My country is…
see? and city. and belong to (e.g. Australia with
city they live My state is…
 What do you think the neighbourhood, suburb, written
Resources: in. My city is…
blue might be? Water town, rural locality), the sentences
Activity 1: (Refer to discussion 1)
familiar features in My country is…
 25 x Australia  Identify what  What do you think the  Identify what the local area and why My state is…
maps planet they live Model: green might be? (land, planet they live places are important to My city is…
on. Hold up a (pre-cut) Australia. Explain to the students we will countries, states, on. people (e.g. provides These will be
 4 x tub of green houses) basic needs) marked against
be collaging it with green and brown tissue paper.
and brown Demonstrate how to scrunch up the paper and glue it onto  Create a (ACHASSK015) a rubric.
tissue paper the paper. Explain once they have finished they will then fill collage of
(squares) out the sentence sheet: Australia using  Create and hand
tissue paper. EYLF in paper plate
My country is…
 Glue sticks 1.1: Children feel safe,
wax crayon and
My state is…. secure and supported.
 Worksheet My city is…  Create a wax, 1.3: Children develop dye Earth
knowledgeable and
edictal dye confident self-identities. My planet is…
Have the class go to their desk and begin collaging their paper plate 2.1: Children develop a
Activity 2: sense of belonging to groups
Australia. Earth. and communities and an
 25 x paper understanding of the
reciprocal rights and
plates Whole class: responsibilities necessary for
 25 x green wax Once the whole class has finished transition them down to active community
participation.
crayons the mat and explain the second activity. Have a photograph 5.1: Children interact
of the planet on the interactive whiteboard. (Refer to verbally and non-verbally
 Blue dye and with others for a range of
discussion 2) purposes.
paint brushes
Once you have established that the planet is Earth, explain
we will be making an Earth each for our Me on the Map
paper plate chains. Hold up a paper plate and ask what
shape it is. Compare it to the shape of Earth. Explain this
plate will be planet Earth. We will use green wax crayons to
represent the land. Once this is drawn paint over the paper
plate with a blue dye. All plates will be joined together with
string later in the week once dried.

6. Students will be Introduction: Discussion 1: Student: West Australian Formative

Write the Room- able to: Whole class:  What suburb do we live in?  Contribute to class Curriculum: assessment:
Introduce new behavior management (reward system) World Traveller Piarra Waters discussion about The places people live in
Special places in Observational notes
 Identify the special Passport- students to fill out personal information page: name, date of  Where can go to buy food to special places and and belong to (e.g.
during mat session.
our local places in their local birth, birthplace and picture of themselves. Explain that they will need to cook. their function/ use. neighbourhood, suburb,
community: Using area. earn 5 stamps in each box. Once they have filled the page they can choose a  Where can we go if we have an  Work town, rural locality), the
IPad to scan QR codes - Home souvenir from travel box and they will have their name put on the “World emergency and we are hurt collaboratively in a familiar features in Summative
the local area and why assessment:
to watch videos about - Hospital Traveller Champion” board.  Who can we contact if our house small group.
special places in our -Police station  Use ICT (IPad) to places are important to Each group to hand in
has been broken into?
We use passports when we travel around the world. Today we will be people (e.g. provides
local area. -Post office  Where can we go if we want to scan QR code. their worksheet- this
basic needs)
- Library travelling to special places in our community. Class discussion about special borrow a book?  Watch video and will be marked against
(Week 6) places within the community and their importance. These places have a  Where can we go if we want to identify 2-3 facts a checklist.
 Identify the uses of purpose and function. post a letter? (Things I have EYLF
(Refer to discussion 1) 1.1: Children feel safe,
Resources these special places secure and supported.
 IPads
Main lesson sequence:
 QR codes- placed and what makes I Do: Discussion 2: learnt) from the 1.3: Children develop
knowledgeable and
around the room them special. Have a QR Code on the board. Demonstrate to the class scanning the by video. confident self-identities.
 Clip board taking a picture. Once the video loads identify the special place (shopping  What did we learn today?
2.1: Children develop a
sense of belonging to groups
 Pencil  Use ICT (IPad) to center, police station etc.) Watch the video and identify something you have  Why are some places in the and communities and an
 “What I have learnt” scan QR code for learnt e.g. we go to the post office to pick up packages. Demonstrate writing understanding of the
community special? reciprocal rights and
worksheet. access to this on the (large copy) on the board.  What function/use do they responsibilities necessary for
educational/ active community
have? participation.
informative videos. We Do:  What other special places do we 5.1: Children interact
Select a student to come up and have a go at scanning a QR code. Check for have in the community? verbally and non-verbally
. with others for a range of
gaps in understanding of the activity (re-demonstrate if any confusion). purposes.

WALT: Group work:

We are learning about  Place the class into groups of 3 with a IPad, pencil, clipboard and
special places in our worksheet. Students use IPad to take photograph of QR code. They will be
local area and what taken to a video detailing information about a special place in their
makes them special. community.
Once they have watched the video they will write 2-3 facts (things they
have learnt from the video)

Conclusion:
Whole class:
Class discussion
(Refer to discussion 2)
7. Students will be PowerPoint- How can we look after our special places? . Formative -
Video: sustainability – looking after our environment.
Sustainability- able to: Observations
- class discussion: what can we do to look after our special place (school,
How can we look home etc.) discuss the worm farm, turning lights off, turning the taps of photographs
after our special Identify how we fully, putting rubbish in the bin.  lead into recycling paper and making new
places? can look after our paper out of old paper.
special places. (ACHASSK017) (ACHASSK016)

-worm farm

- recycling

8. Students will be Who Lived Here Before? Students retell

Aboriginal and Torres Strait Islander: Special Places
able to: events from the
Discuss how Indigenous people were the original people of Australian land
Aboriginal and Torres story in verbal and
and how they have special places through dream time stories and why they
Strait Islander: Special - Identify are special places. written format.
Places Dreamtime story What places have special meaning for Aboriginal and Torres Trait Islanders.
- Retell events to Student to create
the story Visual reading of dreamtime story: Tiddalick The Frog
https://www.youtube.com/watch?v=0y3Ta5xcKV4 a scene from the
- Identify why What place might be special in the story? story using wax
some places are - billabong/ water crowns and dye.
special Discuss how some of these stories were recorded in:
- - Cave paintings
- Dot paintings
- Hand prints
- Adapted and retold verbally over time

Students to draw a picture from the book e.g. of Tiddack the Frog drinking
all the water on A4 paper with permanent marker.
 Next week students will paint with dye and write 1-2 sentences about
why billabongs, rivers and lakes are special places to Indigenous people and
why people mustn’t be greedy and use all the water.
(ACHASSK017) (ACHASSK016
Week 9. Students will be Solar System Students write 1-2
Introduce the solar system, stars, planets, sun, moon using
The solar system able to: facts learnt from
https://www.youtube.com/watch?v=BZ-qLUIj_A0
Discuss the planets etc. the video and
- Identify the Activity class discussion.
planets in the Students to choose 3 planets of their choice to make a marbled planets art.
solar system  Three planets will be different sizes Children select
planets to marble
  Use a foil round tray craft. To be
 Spray shaving cream in the tray and displayed
choose 2-3 colours to squeeze into the
tray. together in the
 Place the circle into the foil, take it out classroom.
and use squeegee to wipe off excess.
 Allow to dry and stick onto the black
card.
 Use paint brush with white paint and
use finger to splatter onto the black
card.
They will write 2-3 sentences based on facts
learnt from YouTube clip.
(ACHASSK017) (ACHASSK016)