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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 Week 5 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Visual Art, English and Science

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: Each student has one individual ipad
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 To explore Students are able to Summative Introduction Book: Where is the
Lesson differences in words identify differences in assessment at 1. Mat- 10 minutes Green Sheep? By
1 that represent characters and setting the end o Introduce the lesson by reading the Mem Fox
people, places and through describing receiving the
book, whilst reading the book ask the
things, happenings words representing wanted posters
and states, qualities people and places. for the sheep children what they notice and what they
and details such as and looking at think will happen next. Encourage the
when, where and the use of describing words.
how. understanding o Using the book as a talking point review
ACELA1452 and range of the describing words used to show that
Literacy describing the sheep are different.
words used.
Pose and respond to Students are able to Body iPads- 1 per student
questions and make determine the outcome Formative 2. WANTED POSTER FOR SHEEP- WRITING AND
predictions about of a situation by making assessment DRAWING- 20 minutes
familiar objects and predictions as well as during the
o Rotation 1 asks the students to use book
events posing and responding lesson observing
ACSIS024 to questions. the students creator to make a poster for their lost
Science and Literacy ability to predict sheep. In this poster students must
throughout the include a text box and using describing
book as well as words they must explain how their sheep
in the QR hunt is different to any other sheep. After they
with the clues. have completed the text box the
Help:
students are able to draw a picture of
Education Assistant
what they imagine their sheep to look
like, using book creator. ICT FOCUS
-Camera for QR
codes
-Book Creator
o The final product of the poster should
include a title, text box with a description
and a picture of their sheep.

3. QR HUNT TO FIND SHEEP-DETECTIVES- 20


minutes
o Rotation 2 asks the students to step into
the role od detective to find the classes
missing sheep.
o In this activity the students will follow a
map leading them to various QR codes.
When the students reach these QR codes
they must figure out the clues to find the
next QR code, each code will lead them
closer to the sheep.
o The QR code clues will contain
descriptions of places and things around
the upcoming code.

Conclusion
4. PLENARY- 10 minutes
o To review the lesson students will gather
on the mat and discuss how they solved
the clues within the QR codes and how
the clues would have been more difficult
to predict without the use of describing
words.
o Some students will also have the
opportunity to present their ‘Wanted
Poster’
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 Exploration of and Students use various Summative Introduction Textured Materials
Lesson experimentation elements of, shape, assessment at the 1. Mat- 10 minutes
2 with art elements of colour and texture end collecting the o To introduce the lesson revisit the book ‘ Primary coloured
shape, colour, line, and are able to books created Where is the green sheep?’ by Mem Fox, paints
space and texture. identify these using book
however do not read the book just look
ACAVAM106 elements. creator when Play dough
Visual Art discovering at the pictures.
colours, shapes, o Engage the students by posing questions Cookie cutters
Development of Students are able to line and texture. about details they notice on each page.
artistic skills through establish the Specifically look at lines, colour, shape, Paper
experimentation difference between Formative space and texture
with: primary and assessment Markers
Shape (geometric secondary colours as during the Body
shapes) well as identify how conversation on 2. Drawing of sheep using textured materials and IPads
Colour (mixing various primary the mat. colour- 10 minutes
primary colours to colours can make a Understanding o Individually students will draw a portrait Oil Pastels
create secondary secondary colour. kids who have a
of the sheep they described in their
colours) deeper Photo copies of the
Line (broken, jagged, Students incorporate knowledge for the ‘wanted’ poster the day before. artwork in ‘Where is
dashed) the use of shape, line subject prior to o In this portrait students will have to the green sheep’ -By
Space (background, and space within their the lesson. experiment with an art element these Mem Fox
foreground) art pieces. include; shape, colour, line, space and
Texture (changes in Summative texture. Each individual portrait must
texture; transfer of Students are able to assessment explore at least one of these elements. Help:
texture) identify various collecting and Education Assistant
3. Colour mixing activity -Book creator- 10 minutes
ACAVAM107 textures as well as the assessing the Parent Helper
Visual Art changes and transfer understanding of o With the assistance of a parent helper
of texture. the topic based students will be given the opportunity to ICT Focus:
on their sheep -Camera
drawings. -Book Creator
experiment with primary colours and see
what secondary colours they can make
o When a student has an appropriate
secondary colour they must take a photo
of the two primary colours and the
secondary colour that has made.
o Students will then put these photos into
book creator, they can do this as many
times as they wish. However they must
have 1 page per secondary colour.
4. Shapes using play dough – Book Creator- 10
minutes
o In this rotation students are able to
explore various shapes using play dough,
cookie cutters will be available however
students are encouraged to create their
own shapes using their hands.
o Once a student has created an
appropriate shape, they must take a
photo of their shape and add it to their
Visual Arts Book on book creator.
5. Textured materials -Book Creator- 10 minutes
o In this rotation students will examine
various textures of animals eg. Scales,
wool, fur.
o Students will take photos of these
materials and add them to their Visual
Art book creator, with a small description
of the material.

Conclusion
6. Plenary- 10 minutes
o To summarise this lesson students will sit
on the mat and discuss their findings
through exploring paints, materials and
shapes.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 Living things have a Students are able to Summative Introduction Book: ‘From Head
Lesson variety of external identify the basic parts assessment at 1. Mat- 10 minutes to Toe’ by Eric Carle
2 features of an animal (head, the end o Introduce the topic by getting the
ACSSU017 legs etc) receiving and
Science students to watch the video on animal
watching videos
body parts.
of the butterfly
Pose and respond to o Following this video read the book
questions and make Students begin to peg activity.
engage in the idea that ‘From Head to Toe’ by Eric Carle, allow
predictions about
familiar objects and various animals have Formative the children to stomp around and have
events different external assessment fun however ensure by doing this the Technological
ACSIS024 features based on their listening to kids are able to engage and understand Microscopes
Science and Literacy surroundings and pray. sequence the external features of animals.
boards. Different animal
Students are able to Body textures
identify external 2. Technological Microscope ‘Guess which
features of animals animal’- 10 minutes Sequence boards
wool, fur, scales.
o In this rotation 6 technological
Butterfly Pegs
Students pose and microscopes will be set up and labelled
respond to questions with animal materials underneath (fur, IPads
as well as make wool, scales). The students must rotate
predictions in regards around the materials and each time Work sheets
to objects and events. add a photo of the material as well as
what texture they believe it is and how Pencils
they came to this conclusion they will
Help:
do this in their digital science books. Education Assistant
3. Sequence boards- Who has what skin and why- Video:
10 minutes https://www.youtu
o In this rotation students will each have be.com/watch?v=8B
OEm44u2Bg
a sequence board. For each square
Learn Animal Body
they will talk about why animals have Parts Video
various external features and why they
have these features. E.g A snake has ICT Focus:
smooth scales so it can slither through -Camera
the grass. -Sequence boards
o Once they have completed their -Butterfly pegs
-Book Creator
sequence board they will record the
voice recordings on the sequence
board by video on their IPads
4. Butterfly pegs- 10 minutes
o In this rotation students will go up to
recording pegs outside. The recording
pegs will give the students an animal
e.g Kangaroo and ask the students
How do kangaroos jump? Why do they
jump like this? What part of their body
allows them to do this?
o Students will record these answers
using their IPads on camera.
5. Draw and Tell Animals- 10 minutes
o Using the app draw and tell students
will all choose an animal from the flash
cards provided and draw this animal
o After the drawing is complete the
group will share their drawings and
discuss the features associated with
their animal

Conclusion
6. Plenary- 10 minutes
o To summarise this lesson the teacher
will pose questions to the students
such as;
“What features do humans have that
help keep them safe? Or eat? Or move”
“What might happen if we didn’t have
these features?”
o These questions will allow students to
respond to questions and make
predictions.