FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Humanities and Social Sciences

Term 1, Weeks 6-8
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:

Ideally students would have access to an individual iPad/laptop, if this is not possible students work in pairs sharing one iPad/laptop between two. If there is not sufficient
technology available within the classroom, the teacher moves the classroom to the library or computer lab.

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

Week 6, Geography 1. Student defines Summative Introduction

Lesson 1 Places are both weather and Assessment- 1. The teacher uses a class discussion to gain student’s Smart board-
similar and different climate. Teacher views attention for the duration of the lesson. ‘Popplet’ is Popplet
(ACHASSK068) student PowerPoint displayed on the smart board, the teacher and students http://popplet.com
2. Identifies how
presentations to
weather work collaboratively to brainstorm the weather
The difference assess achievement
between climate contributes to of lesson objectives. conditions they saw on their journey to school today.
and weather, the climate. 2. The teacher builds on this by asking students what
main climatic 3. Maps the major ‘World Climate weather conditions they would expect to see if they
zones of the world climatic zones of Zones’ worksheet is travelled to school in a different season. E.g. “If you were
(e.g. equatorial, the world collected and to travel to school in winter, what weather conditions
tropical, arid, marked. would you expect to see?”
(equatorial,
temperate) and
the similarities and tropical, arid, Results from ‘Weather and
Body
differences temperate. summative Climate’
1. The teacher displays the YouTube video titled ‘Weather
between the assessment are and Climate’. https://www.youtu
climates of recorded using a be.com/watch?v=
different places checklist (rubric) of 2. Students are required to utilise their own ‘PowerPoint’ XirAUvS_29I&featur
the lesson e=youtu.be
presentation to take notes from the video covering the
objectives.
following points. This PowerPoint presentation is Student iPad-
PowerPoint
Informal Assessment- developed further in subsequent lessons. A rubric will be
Anecdotal notes provided to guide students.
taken throughout  Slide 1: What is weather? Student Rubric
the duration of the
 Slide 2: What is climate?
lesson to record
student responses/  Slide 3: How does weather contribute to
questions. Also used climate?
in the lesson
conclusion. 3. Teacher displays and explains to students the average Smartboard-
climate information for February of at least four capital https://www.timea
cities around the world. Each of these places is from a nddate.com/weat
different climatic zone. E.g. Moscow - polar and her/?sort=1
subpolar, Beijing - temperate, Perth - subtropical, Jakarta
- tropical. Students record this information on their
‘World Climate Zones’ Worksheet.

4. Students use the ‘Atlas’ application to find and map the ‘Atlas’ iPad
cities researched in step three. Students label them on Application
the map provided on their ‘World Climate Zones’
Worksheet.

5. Using an iPad, students use the ‘Meteoblue’ website to iPad-

colour in and label (using a key) the four major climatic https://content.me
zones of the world. teoblue.com/en/m
eteoscool/general-
Conclusion
climate-zones
1. To conclude the lesson, the teacher utilises a class
discussion to ask at least three students what they have
learnt from the lesson.
2. The teacher then proceeds to ask three students what
they found most challenging about the lesson.
3. The teacher summarises the key teaching points of the
lesson. Distinguishing between climate and weather. The
teacher draws links between the climate averages
recorded on the students maps and the particular
climate zones they lie within.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 7, Geography 1. Defines each of the Summative Introduction Smartboard-

Lesson 2 Places are both four climatic zones Assessment- 1. The teacher displays the map of the climatic zones of the https://content.m
similar and of the world Teacher views world used in the previous lesson. eteoblue.com/nl/
different student meteoscool/gene
(Equatorial, tropical, 2. Students are required to work in pairs (with their shoulder
(ACHASSK068) PowerPoint ral-climate-zones
arid, temperate). presentations to partner) and use the map on the smartboard. They must
The difference 2. Lists at least one assess brainstorm as many examples of countries from each
between climate example of a place achievement of climatic zone as they can in two minutes. They race their
and weather, the found within each lesson objectives. other classmates and the pair with the most examples at
main climatic of the climatic the end wins.
zones of the world zones of the world 3. Now that the student’s attention has been gained, the
(e.g. equatorial, Results from
(Equatorial, tropical, teacher informs students that they will be revisiting the
tropical, arid, summative
temperate) and arid, temperate). assessment are climatic zones from last week’s lesson and investigating
the similarities and 3. Identifies the recorded using a them further.
differences equators position checklist (rubric) Body YouTube video
between the and its impact on of the lesson 1. Teacher plays YouTube video titled ‘The Koppen System’ ‘The Koppen
climates of the climate zones of objectives. to inform students about the characteristics of the climate System’
different places the world. zones around the world. https://www.yout
Informal ube.com/watch?
2. Teacher uses the map of climatic zones displayed on the
Assessment- v=4by3NMycz7s&f
Anecdotal notes board to show students the position of the equator. eature=youtu.be
taken throughout Teacher utilises classroom discussion to inform students
the duration of about solar radiation and to brainstorm characteristics of Smartboard-
the lesson to the four main climate zones. https://content.m
record student KTP’s eteoblue.com/en
responses/
 The sun reaches the ground almost perpendicularly on /meteoscool/gen
questions. Also
used in the lesson the equator, therefore the suns warmth up is stronger. eral-climate-zone
conclusion.  Angle of the sun is lower around the poles, so the suns
warmth is not as strong.
3. Students are provided with an A4 sheet of QR (quick
response codes) and are required to use them to research QR Codes
the four major climatic zones of the world.
4. Students record their findings on their ‘PowerPoint’
presentation from the previous lesson. A rubric is provided Student iPads-
to outline student requirements such as; PowerPoint
 One slide for each of the four major climatic zones. Application
Including their characteristics and at least two
examples of countries from the given zone. Student Rubric
 One slide summarising how the equator effects the
climate in these zones.
5. Students get into groups of at least four and present their
‘PowerPoint’ presentation to their peers. This way students
extend their knowledge on the climate zones as their
peers may have different information.
6. A kahoot is utilised to check student understandings of the
lesson objectives. Kahoot Quiz
https://create.kah
oot.it/share/world-
Conclusion
climate/5dbc3e32
1. To conclude the lesson the teacher utilises a classroom -f980-4f91-8cb3-
discussion to reflect on the lesson. 713020bcd24d
2. Students are asked to raise their hands if they wish to share
a characteristic about each of the climatic zones. At least
four different students are selected to respond (one
student per zone).
3. The teacher asks at least two students if they found
anything challenging during the lesson.
4. The teacher summarises the key teaching points of the
lesson.
 Defines each of the major climatic zones.
 Summarises how the position of the equator
impacts these zones.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 8, Geography 1. Identifies major Summative Introduction

Lesson 3 Places are both characteristics of Assessment- This lesson acts as a consolidation lesson where students revise
similar and the four main The classrooms and apply their knowledge from the previous lessons in the
different Padlet is viewed
climatic zones of sequence.
(ACHASSK068) by the teacher to
the world assess lesson 1. The teacher begins a class discussion to encourage YouTube video-
The difference (Equatorial, tropical, success. students to reflect on what was learnt in the previous What are climate
between climate arid, temperate). lesson. zones?
and weather, the 2. Identifies similarities ‘Antarctica VS 2. The teacher plays a video to students to revise the https://www.yout
main climatic or differences of at Perth’ work sheet content learnt in previous lessons. This hooks students and ube.com/watch?
zones of the world least two countries is collected by reminds students that this lesson is a consolidation lesson. v=pR2_s0dCNn4
(e.g. equatorial, the teacher and
that lie within Body
tropical, arid, marked.
temperate) and different climate 1. The teacher introduces students to Padlet. The teacher Padlet
the similarities and zones. Student displays the Padlet on the smartboard, so all students can https://padlet.co
differences 3. Creates a poster or posters/postcards refer to it throughout the full duration of the lesson. Each m
between the postcard, using are collected and individual student has an iPad and contributes to the
climates of ‘Canva’ marked by the classroom Padlet, making it more productive. Students
different places demonstrating teacher. share ideas on the ‘Major Climate Zones of the World’, this
knowledge of major can be done using text, pictures, weblinks, videos etc.
Results from
climate zones of the summative 2. The teacher compares the climate between Antarctica
world. assessment are and Australia, which lie within different climate zones of
recorded using a the world.
checklist (rubric)  Antarctica is cold but how cold would it be to
of the lesson travel there?
objectives.
 Teacher draws a thermometer on the whiteboard
Informal and asks students to predict how cold their fridge Whiteboard
Assessment- or freezer would be. These predictions are drawn
Anecdotal notes on the thermometer.
taken throughout  A fridge is usually 3-4c and freezers are usually -
the duration of 18c this is drawn on the thermometer.
the lesson to  The teacher discusses the predictions with students
record student
and asks students to reflect on how cold it would
responses/
questions. Also be to live in a place with those temperatures.
used in the lesson  The current weather for Antarctica is displayed
conclusion. alongside the weather of the place where Current Weather
students live (Perth). The teacher compares the displayed on
major difference in temperature, explaining that smartboard-
Antarctica is colder than the student’s freezer at https://www.time
anddate.com/we
home.
ather/antarctica
 Ask students to draw a picture of what they are
wearing today in Perth. Then ask them to draw a ‘Antarctica VS
picture of what they would be Wearing in Perth’ Worksheet
Antarctica. Get students to share and justify their
responses.
3. The students will use ‘Canva’ to create a poster or four
postcards demonstrating their knowledge of the major
climate zones of the world (Equatorial, tropical, arid and iPad application-
temperate). Students may use images or text to represent Canva
their ideas on ‘Packing for different climates’. Information
will be provided through QR codes.
QR Codes
Students should be inviting someone to embark on a
holiday around the world with them. Students will be
provided with a rubric outlining requirements, such as; Student Rubric
o What climate zone the country is in.
o What weather conditions to expect.
o What to pack.
Conclusion
1. To conclude the lesson, students meet on the mat where
they reflect on the lesson.
2. The teacher picks two students to show their
postcards/poster to the class and to justify why they
packed the particular things in their suitcase.
3. The teacher asks two students if they found anything
challenging in the lesson.
4. The teacher summarises the main points of the lesson.
References

School Curriculum and Standards Authority. (2014). Humanities and Social Sciences. Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/humanities-and-social-sciences#year-3-syllabus