FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM 2 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Jack and the Beanstalk –
Making sense of the book through different learning
areas and incorporating ICT tools to further enhance
their knowledge.

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will have access to iPads throughout each lesson. Not all activities require iPad use. Some activities will give students the opportunity to build
on co-construction of learning and will require them to share an iPad in pairs. The classroom has access to a smart board and Wi-Fi. An educator/EA will have an iPad to take photos of students whilst they
work.

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

Week 2 Year level: 1 By the end of this lesson, students Objective 1: INTRODUCTION SCSA
Lesson 1, will be able to: Educator will - Educator introduces book that will be read at the https://k10outline.scsa.
Monday SCIENCE observe, create a beginning of the lesson. Ask students to predict what wa.edu.au/home/teachi
- Individually, scan QR checklist. The might happen in the book. ng/curriculum-
Living things have codes to research the checklist will - Read the book ‘Jack and the Beanstalk’. browser/science-v8
a variety of topic of living and non- include; children - Once story is finished, introduce topic of the Science
external features living things. (Objective 1) found scanning the lesson. Book
(ACSSU017). QR codes easy “Just like in Jack and the Beanstalk, today we will be ‘Jack and the Beanstalk’
- Individually, create their (yes/no), the planting our own magic beans and also looking at living (hard copy).
People use own book to step out the content on the QR and non-living objects.”
science in their process of planting their codes were - Ask students whether they remember beginning to talk QR Code Work
daily lives, bean using Book Creator, beneficial to about living and non-living objects at the end of their https://www.youtube.co
including when and using a range of text students (yes/no), class last week to refresh their memories on the topic. m/watch?v=tzN299RpJH
caring for their what students A
environment and and/or voice recordings to require more - Students will complete three activities/rotations in this
living things do so. (Objective 2) assistance on using lesson. Each rotation will be approximately 15-20 https://www.storyjumpe
(ACSHE022). iPads and QR code minutes. Photos are to be taken at each rotation by either r.com/book/index/3695
tool? students or EA. The three activities/rotations include: 5376/Living-and-
Pose and respond Educator is to also 1. Planting their own ‘magic bean’. Creating their own Nonliving-Things#
to questions and observe during book on Book Creator to record to process on how they
make predictions lesson and write planted their bean. https://www.youtube.co
about familiar notes after lesson 2. In their reflective journals, students are to predict m/watch?v=bWBrusrCm
objects and has finished on whether the bean will grow or not in one week, getting X4
events (ACSIS024) student progress them to justify their answers.
and reflection on 3. Using QR codes, students will research living and non- iPads
QR code activity as living things. Each student in Groups 1
a whole. - The Educator will be monitoring the QR codes rotation and 3 should have their
and the EA will be assisting in the Book Creator rotation. own iPad.
Objective 2:
Once the lesson is BODY Educators iPad
finished, educator - Prior to lesson commencing: This will be used to take
will look on all the > Educator would have sourced QR codes. photos of the students
students’ iPads and > Educator would have laminated QR codes to stick whilst completing
observe whether around the room so that students can get straight to the rotations.
students have used activity.
book creator - Before the students commence rotations and move off Students’ reflective
correctly, have into their groups, the educator will run the class as a journals
using text and/or whole through the how to scan and access the QR codes This will be used in
recordings to to avoid confusion when the students get to that activity. Rotation 2.
explain what is Students will not have had a lot of experience with using
happening in each QR codes, so it is good to do to refresh their memories. ‘Magic bean’ materials:
slide, and if they > Educator will keep students on the mat for this. - Plastic cup.
have planted the > Use the smart board so that every child can see what is - Bean.
bean correctly. happening. - Cotton.
> Scan a QR code from around the room and show them - Soil.
Educator is to put how to access it. - Water to spray.
book on Seesaw Each student will need
once the it has Activity/rotation 1: their own plastic cup,
been assessed. - Using Jack and the Beanstalk as a stimulus, students are bean and cotton.
to create their own ‘magic bean’.
 - Within the group, pair students into two and give each
child a plastic cup.
- One child will be given soil to plant their bean with, and
the other will be given pieces of cotton balls.
- For the students with soil:
> Instruct them to place three spoons full of soil into the
cup, place the bean in, and then add another two
spoons full of soil. Spray the soil/bean five times.
- For the students with cotton:
> Instruct them to place the cotton at the bottom of the
cup and place the bean on top of it. Spray the
cotton/bean five times.
- Whilst this is occurring, instruct students to create a Book
Creator to mark out each step they take when planting
the bean. Encourage them to use text and/or voice
recordings to explain what is happening in each step.
- Students will leave the bean for one week and will review
what has happened in Week 2 in their English lesson.
- An EA will be present in this rotation to assist students in
planting their bean and to take photos of students in the
planting process.
- Students will be able to observe and spray the bean with
water throughout the week.

Activity/rotation 2:
- Sitting at their desks, students are to use their reflective
journals (that are used daily to enhance their learning) to
predict whether they think their bean will grow or not in
one week.
- Encourage students to justify why they think this will
happen.
- Educator is to leave prompting questions on the board for
students to answer, such as:
1. Draw what you think will happen to your bean in one
week.
 2. Is a bean a living or non-living thing? How do you know
this?
- Students are to share their thoughts with a partner in
their group once these questions are completed. This is
encouraging discussion and co-construction of knowledge
that will benefit the students greatly.
- Students that struggle with writing will be encouraged to
draw their responses to both questions.

Activity/rotation 3:
- Using QR codes organised by the educator prior to the
lesson, students are to research living and non-living
objects.
- Although the educator has already explained how the QR
codes work to the whole class, demonstrate another
scanning of a code as soon as the students arrive at this
rotation. This is so each student knows exactly what will
be happening.
- The QR codes will be placed all around the classroom so
that students can branch off and scan different codes at
the one time.
- Once student has listened/interacted with a code, get
them to tell a partner within the activity group two things
that they learnt from that code. This is building reflective
practice and construction of knowledge within the
individual.
- Educator is to take photos of students whilst they are
completing activity.

CONCLUSION
- Once each rotation has been completed, students are to
pack away all materials they are using and come to the
mat to review the lesson.
- The EA will be in charge of placing the beans in a safe
place that is away from students completing daily
 activities, but also at a place where students will be able
to observe and water their plant throughout the week.
- Educator will look at photos that have been taken
throughout the class time with the students.
- Educator will ask students to put up their hand and ask
them to recall three facts that they have learnt from
today’s lesson.
- Students to go to lunch.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 Year level: 1 By the end of this lesson, students Objective 1: INTRODUCTION SCSA
Lesson 2, will be able to: Once the lesson is - Students to commence lesson sitting on the mat. https://k10outline.scsa.
Monday ENGLISH completed, Educator will have a quick discussion with students wa.edu.au/home/teachi
- In small groups, creatively educator will look reflecting on their science lesson one week ago, where ng/curriculum-
Encounter various use the ICT tool, green over each groups they read the story ‘Jack and the Beanstalk’ and planted browser/english-v8
forms of screen, to re-enact a scene re-enactment their own beans.
communication from ‘Jack and the video. Educator will - Instead of reading a hard copy again, play ‘Jack and the ‘Jack and the Beanstalk’
and respond to Beanstalk’. (Objective 1) create a checklist to Beanstalk’ story to students via YouTube video. Playing YouTube video.
sounds, texts, check whether this video will assist children in refreshing their memories https://www.youtube.co
symbols, images - Individually, respond to students; were able of what the story is about. m/watch?v=_VCpAYajmv
or objects in their the progress of their beans to re-tell the scene, - Once story is finished, introduce topic of the English o
environment. growth, using a variety of were able to use lesson.
(ACELA1430a) comprehension skills their creativity to “Today in English Year 1’s, we will be continuing our work Students reflective
and/or drawings to do so. add their own input on Jack and the Beanstalk as well as looking back at our journals.
Understand that (Objective 2) to the story, were ‘magic beans’ we grew and reflecting on how much it has This will be used in
language is used able to use Book grown in the past week.” Rotation 1.
in combination Creator - Students will complete three activities/rotations in this
with other means successfully. lesson. Each rotation will be approximately 15-20 iPads
of Educator will also minutes. Photos are to be taken at each rotation by either These will be used in
communication, observe whilst the students or EA. The three activities/rotations include: Rotation 2. 3-4 iPads will
for example facial students are 1. In their reflective journals, students are to write and/or be needed, depending
expressions with completing the draw about the progress of their ‘magic bean’. on how many pairs there
gestures to activity, looking for 2. Re-enacting a scene in ‘Jack and the Beanstalk’ using a are in the group. Ensure
interact with the students being green screen. Green Screen App is
others. able to cooperate 3. Using creativity to write and/or draw a different ending installed.
(ACELA1444) and work together to the book.
as a team. - Educator will be monitoring the green screen activity, Educators iPad.
Explore different whilst the EA will be walking around taking photos of This will be used to take
ways of students at rotations, as well as providing assistance for photos of students
expressing groups 1 and 3. whilst completing tasks.
emotions, Objective 2:
including verbal, Once the lesson is BODY Green Screen
visual, body completed, the - Prior to lesson commencing: E.g. green material or a
language and educator will look > Educator will have sourced YouTube video of ‘Jack and sheet to use for Rotation
facial back on each child’s the Beanstalk’. 2.
expressions. reflections. The > Educator will have organised a ‘prompting questions’
(ACELA1787) educator will make activity sheet for Rotation 1 to follow as they journal Butchers paper
notes on the child’s about their beans progress. This will be used for
ability to reflect on > Educator will have organised a green screen with Rotation 3.
the progress of the different settings for students to choose from. As well
bean, the as this, educator will have also sourced dress ups for Sticky notes
comprehension students to wear whilst participating in Rotation 2. These will be used in the
he/she is using (do > Educator will have sourced butchers paper for students conclusion/reflection
they need more to write/draw their own creative ending to the ‘Jack and part of the lesson.
help with writing or the Beanstalk’ story. Students to have one
more advanced - Before students begin the three rotations, educator will sticky note each.
work) and their explain activities, going into detail specifically about how
creativity of to use the Green Screen app. This will make transitioning
drawing the into the activity clearer so that students can have more
progress. time to create their re-enactment.
> Enter the Green Screen app and show students how to
use it on the interactive board so that each student
clearly knows what is expected of them.

Activity/rotation 1:
- Sitting at their desks, students are to use their reflective
journals (that are used daily to enhance their learning) to
explain the progress of their bean over the last week.
- Encourage students to justify why they think this will
happen.
- Educator will have organised prior to the lesson a
laminated prompting questions sheet for students to use
if they are having trouble with what they want to reflect
on. Some of the questions on the sheet will include:
1. Draw what your ‘magic bean’ looks like today.
 2. Has it grown over the last week?
3. Why do you think it has grown/has not grown?
- Students that struggle with writing will be encouraged to
draw both of their responses.
- Students are to share their thoughts with a partner in
their group once these questions are completed. This is
encouraging discussion and co-construction of knowledge
that will benefit the students greatly.

Activity/rotation 2:
- In this rotation, students are to re-enact their favourite
scene in ‘Jack and the Beanstalk’ using the Green Screen
App, as well as dress ups and backgrounds that the
educator will have sourced prior to the lesson.
- Although the app has been explained to the class as a
whole, do a quick summary of it again so that students
are clearly aware of what to do.
- Split the group in half and give them an iPad each for
them to use – being in a group situation will build
cooperation and collaborative learning.
- Ensure that each student is cooperating in this group
activity.
- Educator is to monitor this rotation and will provide
assistance if students need it in regard to their iPads,
green screens or dress ups.
- Ensure that students save their scene and export it to
camera roll.
- Students’ work will be presented at the end of the lesson
and will also be uploaded to Seesaw for parents to see.

Activity/rotation 3:
- In this rotation, each student will be given a piece of
butcher’s paper to create a different ending to the book,
‘Jack and the Beanstalk’.
- Students will be given the option to draw, write or
incorporate both into their work.
 - EA will be taking photos of the students whilst the activity
is being completed to upload to Seesaw for parents to
see.
- Once students have completed their activity, they will
turn to the person next to them and discuss both of their
endings to the story – this is building co-construction of
knowledge and cooperation between the students.

CONCLUSION
- Once each rotation has been completed, students are to
pack away all materials they are using and will sit at their
desks to review the lesson.
- Butchers paper activity will be folded and placed in
students’ portfolio for future reflection and assessment.
- Educator will look at photos that have been taken
throughout the class time with the students.
- Students will return to their desk and educator will give
each student one sticky note. On this sticky note,
students will be instructed to write one thing they have
learnt in the lesson. Once they have completed this, they
will put their sticky note on the reflection wall.
- Students to go to lunch.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 VISUAL ARTS By the end of this lesson, students Objective 1: INTRODUCTION SCSA
Lesson 3, will be able to: Once the lesson has - Students begin lesson sitting on the mat. https://k10outline.scsa.
Tuesday Exploration of, finished, educator Reflecting on yesterday’s lesson (English), educator will wa.edu.au/home/teachi
and - In pairs, creating a Pic will look back on ask students to put up their hand and recall what they ng/curriculum-
experimentation Collage using microscopic students completed learnt and what tasks that completed; browser/the-arts/visual-
with, the visual images of living and non- Pic Collage’s. The > Reflection journals recording ‘magic bean’ progress. arts2
art elements of living things around the educator will be > Green Screen app to re-enact scene from ‘Jack and the
shape, colour, classroom and discussing looking for; the Beanstalk’. iPads
line, space and what makes something quality of photos > Writing/drawing a different ending to ‘Jack and the These will be used in
texture. living/non-living. taken (are the Beanstalk’. rotation 1. Ensure there
(ACAVAM106) (Objective 1) microscope photos - Refresh students’ memories on living and non-living are 5-8 iPads available,
clear?), the objects that were discussed and learnt about in their depending on how many
Exploration of - Individually, create an art explanations of the science week in Week 1. students there are in the
different piece that uses living/non-living > Use prompting questions such as; give an example of a group.
materials, media exploration of a variety of objects and the living and non-living thing, what makes something Ensure that Pic Collage is
and/or materials to communicate presentation of living, etc, to refresh and stimulate their knowledge. downloaded on each
technologies, a scene from ‘Jack and the work. - Introduce topic of today’s lesson, iPad.
when creating Beanstalk’. (Objective 2) Whilst students are “Today, Year 1’s, our art lesson is going to be based
artwork. working on their around two concepts we have already learnt about, living Microscopes
(ACAVAM107) Collage, educator and non-living things, and the ‘Jack and the Beanstalk’ There should be enough
will observe the story.” microscopes for each
Use of visual art level of - Students will complete two activities/rotations in this iPad (5-8). Ensure that
elements and participation by lesson. Each rotation will be approximately 20-25 they fit over each
techniques, to each student and minutes. Photos are to be taken at each rotation by either camera lense prior to
create 2D and 3D their ability to students or EA. The three activities/rotations include: lesson commencing.
artwork, that cooperate with a 1. Using the microscopes and iPads to take photos of
communicate an partner. Educator is four living and four non-living things. Using the app, Pic
idea to an to make a mental Collage to present these photos with text and/or voice
audience. note of this and to recordings.
(ACAVAM108) write this down 2. Drawing/writing activity – students will draw their
 once the lesson is favourite scene from ‘Jack and the Beanstalk’ using Additional living
Living things have finished. loose, natural and authentic materials. objects.
a variety of - Educator will be monitoring the microscope/Pic Collage These will be used in
external features Objective 2: activity, whilst the EA will be assisting in the rotation 1. E.g. worms,
(ACSSU017). - Educator will drawing/writing activity. flowers.
Science collect up all
students’ art BODY Loose, authentic,
pieces. When - Prior to the lesson commencing: natural materials.
looking through > Educators will have checked if each iPad is working These will be used in
them, educator will correctly, if the microscope fits over the iPad and if Pic rotation 2. Ensure that
be looking for; the Collage is downloaded. the creation box is
presentation of the > Educator will have sourced additional living and non- replenished, and any
work, how many living things that are not present in the classroom additional materials are
materials the setting (indoor and outdoor) to prompt discussion and sourced prior to lesson
students have understanding of the concept. commencing.
provided in the > Educator will have sourced a variety of loose, authentic
work, the level of and natural materials (can also use the creation box that Scissors, glue, paints,
creativity in the art is inside the classroom that is filled with natural coloured pastels.
piece. Educator is materials). Ensure that there are enough materials for These will be used in
to write notes on each student. rotation 2. Ensure that
these to also decide > Educator will have checked whether the glue sticks, these are all replenished
what students need scissors, A3 sheets of paper, coloured pastels, etc are in and are ready for use.
more help with art good condition for the students to use, ensuring that
and what students there are enough of these for each student. A3 paper.
need to be doing > Educator will have checked if the paints in the This will be used in
more advanced classroom are alright to use and there is enough to rotation 2. Ensure that
work for complete the activity – if not, source from the art room. there are enough sheets
tomorrow’s art > Educator will have created the ‘revision bag’ for for every student in the
lesson. conclusion of the lesson. class.
- Before students move into their rotations, explain the
activities that they will be participating in. Ensure to go Revision bag
into detail especially about the microscopes and how to This will be used in the
use them. This is to avoid confusion and so students do conclusion of the lesson.
not waste time when they get to that rotation. Create five revision
> Show students how to place microscope onto the iPad questions for students to
carefully (although this will only be needed for the first answer.
 group as it can just stay on there for the remaining
groups) and show an example of getting close up to a
living thing and taking a picture of it.
- Split the class in half (can either do 3-4 desk groups doing
the same activity, or simply give them a number (1 or 2)
and split them that way whilst they are sitting on the mat.

Activity/rotation 1:
- Using the microscopes and iPads, students are to take
photos of four living things and four non-living objects in
the classroom setting.
- Firstly, ask students to give examples of living and non-
living objects.
- Explain to students what makes something living and
what makes something non-living.
- Get students to work in pairs to complete this activity.
- Encourage students to use outdoor classroom setting to
look for their living objects.
- Educator will have sourced some living objects that are
not normally present in the classroom setting – e.g.
worms, flowers, etc.
- Once students have found their objects, their photos will
then be transferred to the app, Pic Collage.
- Here, students will get the opportunity to use text, voice
recordings and/or colours to decorate their collage and to
explain what each object is and why it is living/non-living.
- Ensure that each photo and text is clearly seen in the
collage for educator to later look back on for assessment.
Each students’ name should be on their collage.
- Students will then export and save the collage to their
camera roll where they will then upload it to seesaw for
parents to see.
- Educator is to observe the level of participation by each
student and make a mental note of it.
Activity/rotation 2:
- Using the story, ‘Jack and the Beanstalk’, as a stimulus,
students are to create an art piece that represents their
favourite part of the book.
- Students will each be given a piece of A3 paper.
- Students are to use a variety of loose, authentic and
natural materials from the creation box located in the
classroom, as well as additional materials that the
educator will have sourced.
- Textas, coloured pastels and paint will all be available for
students to use.
> If students are painting, ensure that they have a
painting apron on to avoid mess on their uniforms.
- Scissors and glue are also available at the front of the
classroom.
- The aim of this art activity is to give students an open-
ended task that allows them to explore their own
creativity. Using natural, loose and authentic materials
that are different textures and sizes to do this will benefit
the developing students’ tactile stimulation and will also
help them to improve with their hand/finger coordination
and awareness.
- Once students have created their art piece, allow them to
turn to the person next to them and get them to explain
their art piece and why this is their favourite part of the
story. This discussion will build co-construction of
knowledge and cooperation skills within the students.
- The EA will be of assistance at this station if students are
having trouble.

CONCLUSION
- Once each rotation has been completed, students will
pack away at the activity they are at and return to the
mat to review the lesson.
> Ensure that all loose materials are returned to the
 creation box.
> Ensure that the microscopes are put back in the box and
the iPads are returned to the charging station.
> Students’ A3 art pieces will be placed in a pile on the
educator’s desk for educator to look at as a form of
assessment.
- Educator will look at photos that have been taken
throughout the class time with the students.
- As a revision activity, educator will have provided the
‘revision bag’. In this bag, there will be questions that
reflect the content of today’s lesson.
> Educator is to ask one student at a time to come up to
the front and pick a question out of the bag. The
student will then read that question aloud (with
assistance from the teacher). The rest of the class will
then put up their hand to answer the question. Example
question may include;
‘What makes a living object living?’
- Once the revision activity is completed, students will be
dismissed for lunch.