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TERM/WEEKS: WEEK 4, YEAR LEVEL: YEAR 2 LEARNING AREA/TOPIC: ENGLISH

LESSON 1

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: iPads are shared between students
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

WEEK 4 Construct texts BOOK Introduction INTRO/MOTIVATION:

featuring print, 1) Create a sequel of the CREATOR  Students will come to the mat ready for the lesson to Reading the book: We
LESSO visual and audio book ‘We are going on a Formative begin. are going on a bear
N1 elements using bear hunt’ using the assessment –  The teacher will pass around a bag that has a plush hunt (need plush toy in
software, Observing a bag).
iPad app ‘Book Creator’. bear inside. Students must feel what is inside the
including word p students discuss
rocessing their ideas. bag and guess what it is. IPAD- BOOK
programs (ACE  Next, the teacher will pull out the plush bear from the CREATOR:
2) Students re-create the
LY1674) Summative bag and asks students how the bear might relate to Using the iPad app
story ‘We are going on a assessment - ‘Book Creator’
the story they will be reading today.
bear hunt’ by using the Rubric for the students will create a
 The teacher shows the book to the class and reads
iPad app ‘Green Book: sequel of the book ‘We
“We are going on a bear hunt”. are going on a bear
Screen’.
- Students are  After the book is read the teacher will ask students hunt’.
able to create a questions relating to the book.
sequel of the Need iPad with app on
book Body it.
 The teacher gets students into groups of 4 and
- Students create explains the 2 activities they will be completing Pictures with
a book using the today. The class will be split into 2 groups (30 backgrounds on it
app ‘Book (house, forest, beach,
minutes each). The teacher will move between
Creator’ castle – hard copy).
groups and the extra adult help will be split evenly
- The book between both groups. IPAD –
includes pictures GREENSCREEN:
Students will use the
GREEN SCREEN GROUP 1) ‘Green Screen’ app on
Formative  Students within their groups of 3 will create a sequel the iPad to re-create
assessment – to the book ‘We are going on a bear hunt’ using the the story ‘We are
Observing iPad app ‘Book Creator’. going on a bear hunt’.
students discuss
 Students brainstorm ideas with each other
their ideas The green sheets of
 Tell students they must include all the characters that cloth.
Summative were from the book.
assessment -  Students will receive hard copy pictures of different Have masks for
Rubric for the backgrounds that they will be choosing from for their students to wear
Green Screen: stories (they must take pictures of them on the iPad).
-Students are  Students create their book on the ‘Book Creator’ app.
able to re-create
the story
accurately
GROUP 2)
-Students are  Students within groups of 4 will re-create the story
able to use the ‘We are going on a bear hunt’ using the iPad app
app ‘Green
‘Green Screen’.
Screen’
 Students must use the green cloths in order for
-Students are ‘Green Screen’ to work.
able to add in  They must discuss and use a story board (hard copy)
backgrounds on to sketch what each group member will do and say.
their ‘Green  Students will find the photos used for the background
Screen’.
in camera roll under ‘Green Screen’.
 Students are able to wear masks of the characters
when filming.
 Students create their story using ‘Green Screen’.
 Tell student’s they must film on the iPad camera then
put it into the ‘Green Screen’ app.

Conclusion
 Students will come to the mat
 Ask students which apps they used on the iPad, if
they liked them and if they were easy to use.
 The teacher will show the books and movies
students created using ‘Book Creator’ ‘iMovie’.
 Ask student’s which one they liked better and why.
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TERM/WEEKS: WEEK 4, YEAR LEVEL: YEAR 2 LEARNING AREA/TOPIC: SCIENCE

LESSON 2

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: iPads are shared between students
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science: 1) Describe the life Formative Introduction INTRO/MOTIVATION:

WEEK 4 span, growth and assessment –  Review with students that last lesson the book ‘We A YouTube clip about
Living things reproduction of 3 Kahoot: quiz are going on a bear hunt’ was read and explored. different types of bears
LESSO grow, change students on the  That today students will be continuing the theme of https://www.youtube.c
different types of
N2 and have video they just om/watch?v=54CDgur
offspring similar bears through watched. the book by exploring the different types of bears that NMSI
to creating a movie exist within the world.
themselves (AC (using ‘iMovie’). Summative  Show students the YouTube video of the different Kahoot – quiz students
SSU030) assessment - types of bears. on what they just
Rubric for the  Students play Kahoot (quiz students on what they learnt on the video
movie (on iMovie)
just learnt from the video).
– IPAD - INTERNET:
 Explain to students the activities they will be Students will be
Are 3 different completing today (After 30 minutes switch groups). researching the life
bears chosen? span, growth and
reproduction of 3
Is their Body different bears.
information about GROUP 1)
their life span,  Students are making a hard copy poster on the IPAD- IMOVIE:
growth and growth of bears. Students match baby bears to Using the iPad app
reproduction? grown bears and draw where they live. iMovie, students will
create a movie
Are their 5 photos representing the
included? GROUP 2) TEACHER TABLE research they found
 Students will be in groups of 2 and each group will about their 3 chosen
Are voice overs bears.
contain 1 iPad.
included?
 Students are to choose 3 different types of bears. Students will include
 Students will be researching their chosen bears on pictures and voice
the internet. recording.
 They will be finding information referring to their 3
bears life span, growth and reproduction.
 Once students have gathered this information, they
must create a movie (using the iMovie app) that
includes all the information they have collected.
 The iMovie must contain 3 different types of bears,
the life span, growth and reproduction.
  The movie (iMovie) must include a minimum of 5
pictures.
 Students must include voice overs (describing the
information they have gathered).
 The teacher must do a demonstration on how iMovie
is used.
 Let students begin the activity.

Conclusion
 Students sit on the mat.
 The teacher asks students if they think the iMovie
app was easy and fun to use.
 Show students iMovie’s in front of the class, get them
to explain what bears they chose.
 After the iMovie’s review what students learnt today
and go to lunch.
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TERM/WEEKS: WEEK 4, YEAR LEVEL: YEAR 2 LEARNING AREA/TOPIC: MATHEMATICS

LESSON 3

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: iPads are shared between students
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

WEEK 4 Maths: 1) Students will display a Summative Introduction INTRO/MOTIVATION

skip counting sequence assessment -  Students sit on the mat. Skip counting by 2 and
LESSO Investigate through using the iPad Rubric for the  The teacher explains that this maths lesson they will 5 YouTube:
N3 number stop motion:
app ‘Stop Motion’. be continuing learning skip counting by 2s and 5s.
sequences, https://www.youtube.c
initially those Students are able  The teacher shows the YouTube clip of skip counting om/watch?v=wcxaDBb
increasing and to visually by 2s and 5s. OR5U&t=107s
decreasing by represent skip  Next, the teacher goes over skip counting with the
twos, threes, counting (2s or students (say it together, sing together, write it onto IPAD- STOP MOTION
fives and tens 5s) on the app the board). Using the iPad app
from any ‘Stop Motion’. ‘Stop Motion’ students
starting point, Body will demonstrate they
then moving to  The teacher puts students into pairs and begins to are able to skip count.
other
split students into 3 activities (switch activities every
sequences (AC Using counting bears
MNA026) 20 minutes) and bear footprints
(students can decide
GROUP 1) which one they want to
 Students in pairs receive a piece of paper that has use).
bear claws on it. Within some of bear claws are the
numbers 5,20,30 or 2,8,12 (the numbers are either
skip counting in 2s or 5s). Students must write in the
missing numbers using a white board marker.

GROUP 2)
 In pairs roll a dice (One dice is skip counting by 2 the
other is skip counting by 5). When students land on a
number they must use the counting bears or bear
claws to make the next 2 numbers in the counting
sequence (increasing). EXAMPLE: Land on 12,
students use the objects to make 14 and 16.

GROUP 3) TEACHER TABLE

 Students will be using 1 iPad between 2.
  On the iPad students will be using the app ‘Stop
Motion’
 The stop motion clip they will be creating must
demonstrate they are able to skip count in 2s or 5s.
 This is done by firstly taking individual photos of
numbers then grouping them (it will represent skip
counting in 2s or 5s).
 Staying in the ‘We are going on a bear hunt’ theme
for this week, students have the option to either use
counting bears or bear prints to represent the
numbers in their stop motion clip.
EXAMPLE SHOWN TO THE CLASS
 Using the stop motion app take a photo of 1 bear,
then 2 bears, 3 bears, 4 bears and 5 bears.
 Put that group of 5 bears to the side (make sure it is
still visible in the camera) and continue to count and
group in 5s.
 Explain to students this activity demonstrates that
skip counting in 5s can be visually seen through
using stop motion.
 After the example is shown let students begin the
activity.

Conclusion
 Tell students to sit on the mat.
 Ask students if they liked dice and missing numbers
game.
 Ask students if they liked using the app stop motion
 Ask students if they think what they created helped
them display skip counting.
 Allow students to show the stop motion clips they
created and explain to the class what number they
skip counted.
 After each clip ask the class if they could tell they
skip counted by the number they chose.
 Review to the class what skip counting is and how
the stop motion app helps represent it.