FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/weeks 3-4 YEAR LEVEL: 6 LEARNING AREA/TOPIC: HASS/ Geography

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 Asia and Australia’s engagement with Sustainability
Cultures Asia

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

Lesson:1 Introduction: ICT tools: All tools chosen in accordance with the SMAR model.
Week 1 Identify current Students will be Formative Introduce the topic of
understandings, able to: assessment: characteristics of different countries Poppet: Used to as a substitute to pen and paper to brainstorm as a
consider possible To explain the Using Poppet to around the world have been group prior knowledge and post the lesson, this is useful as the
misconceptions meaning of assess their recorded students can send this to each other as well.
and identify population previous
personal views on knowledge and To assess prior knowledge the Thinglink: This is being used as a means of substitution of idea
a topic (e.g. KWL To examine understanding of students, have about population, instead of answering the questions given by the teacher the
chart, concept what population, what questions are associated with
different students are creating a resource that they can use later on when
map) income per population and what sources have
populations and reviewing the knowledge and have a final product amalgamating
(WAHASS50) capita, you heard this from
densities across a expectancy and their understanding of the topic.
selected amount energy The teacher will them a video
Differences in the
of countries consumption about population growth overtime Abc education video:
economic
around the world means test their across the globe from abc http://education.abc.net.au/home#!/media/29736/calculations-
characteristics
(e.g. per capita knowledge post involving-exponential-growth-world-population?source=search
income, energy To interpret data the lesson about Body:
consumption), relationships the population The teacher will show the students Other technology based tools
size and density in gap minders mapping system Gapminder: this tool was chosen as it effectively summaries global
demographic within the online
characteristics of different And how they show the ranking demographics and offers students the ability to see the relationship
graph s countries system of topics between countries, demographics and much more.
(e.g. population
size, density) and https://www.gapminder.org/tools/?from=world#$chart-
social To present the Summative type=bubbles
characteristics data and assessment: Activity: the students are then to
(e.g. life concepts Interactive map use gapminder as well as other
resources to compare population Youtube
expectancy, associated with
education) of a assesses size and density of eight different
population in students countries: China, India, South
selection of
countries across digital form understanding of Korea, South Africa, USA, Sweden,
Laptop or ipad or internet
the different and France (including Australia)
 the world (interactive countries which will the students will
(ACHASSK139) map) population size demonstrate ThingLink interactive Australian Bureau of Statistics:
and density map of these countries their http://www.abs.gov.au/ausstats/abs@.nsf/
Present findings, population size and density. Show
conclusions and/or an example of Antarctica World-Ometers: http://www.worldometers.info/
arguments,
appropriate to Other helpful resources
audience and
purpose, in a Then to discuss in groups the
range of implications of your findings and
communication the problems you think may arise
forms (e.g. written, from the population. How does this
oral, visual, digital, relate to the video presented
tabular, graphic, earlier?
maps) and using
subject-specific The students will then Revisit in
terminology and their groups their popplet
concepts brainstorm what could add to their
(WAHASS61) brainstorm about the concept of
population and example found in
research.

Lesson Differences in the Students will be Formative The teacher will place seven Qr ICT tools:
2: week economic able to: assessment: codes around the room that are Thinglink: same as last class
2 characteristics assessing them connected to a website connecting QR codes: This is substitution that allows students to have to be
This may (e.g. per capita To demonstrate in class by to a website about a country (these given the not only their assigned country but a reasources that may
Go over income, energy that other observing their will be countries in the interactive aid them later on.
2 consumption), countries have work asking map presented in lesson 1)
lessons demographic different questions The teacher will organise the Imovie: the Imovie task allows students to redine the task of seeing
characteristics associated with students in groups of three through
distributions of how people with different incomes live through understanding this
(e.g. population the given activity numbering each student and telling
income from a first-hand perspective and using this information to relate to
size, density) and at the end and them to find the groups that
overall data. This will enhance their learning and allow for more
social their homework of matches their number.
characteristics To present the the reflection they reflection of the different lives of people of differing income around
(e.g. life information do on the activity The teacher will inform students the world.
collected in a
expectancy, done in class use ipads and scan the QR codes
digital manner
education) of a numbered in their groups which will
(imovie) Other technology based tools
selection of take the group to the country they
countries across Summative will be assigned to Gapminder dollarstreet: allows students to peer into the lives of
the world To reflect on assessment: people of both different countries and incomes across the world
(ACHASSK139) their own life in Introduction: https://www.gapminder.org/dollar-street/matrix
The video made Inform the students that this a
showing the serious lesson about some Youtube
Develop a variety Australia in students the unpleasant thing: Poverty, hunger, Word possibly
of texts, including comparison differences hardship of people from other
narratives, between people’s countries and may be confronting. Laptop or ipad
descriptions, lives who live on Talk about what their life is like at internet
biographies and different areas on home and how their lives would be
persuasive texts, the planet with ultimately different from children
based on different incomes living in other countries (e.g. India)
information and their written
collected from responses to the Show them a video about income
source materials comparison and impact on people around the world.
(WAHASS62) how this relates Show them Dollar street in
to last classes Gapminder and examples of how
Present findings, activity on a different people live
conclusions and/or countries
arguments, connection Body:
appropriate to The students will then in their
audience and threes will use IMovie to create an
purpose, in a interview two people from a chosen
range of country or their assigned country
communication with different incomes
forms (e.g. written,
oral, visual, digital,
• Where they live?
tabular, graphic,
maps) and using • What is their family homes
subject-specific like? bedrooms, bathroom,
terminology and stove, kitchen?
concepts
(WAHASS61) • Family: what they or they're
parents do for a living?
Reflect on
learning, identify • What are they're hopes for
new the future?
understandings
and act on This will then you will post this
findings in interview onto Thinglink interactive
different ways map on the countries the families
(e.g. suggest are from
additional
questions to be How different were the experiences
investigated, of the two families, their income,
propose a course houses? What things were similar?
of action on an
issue that is Conclusion:
significant to
 them) Students will in their groups
(WAHASS63) discuss and answer the following
questions:

• What did you learn about the

country from these families?
• What similarities did you find
between the two families
home life, family life and
goals for the future?
• What differences did you find
the two families home life,
family life and goals for the
future?
• What did you notice about
how the families were spread
out throughout this country?

Then for homework they are to

write a reflection about how they
felt about hearing about the
different families and their incomes,
what they have learnt about how
people from different countries live
and how this makes them feel
about their own life in Australia and
their family life?

This can have written up in Word

document or in their workbooks.
Lesson 3 Differences in the Students will be Introduction:
week 4 economic able to: Formative Review what we did last lesson as ICT tools:
characteristics assessment a whole class What did we learn Thinglink: same as lesson 1
(e.g. per capita To interpret the Evaluate people’s about people with different
income, energy relationship answers to incomes, how does this relate to Greenscreen by do ink: The argumentation the students work
consumption), between per questions and different countries though enhancing their overall experience of the information
demographic capita income, discussion instead of just presenting the information in a slideshow. They also
characteristics health (as The teacher will then show them must make the video engaging for their audience and work
(e.g. population Observe and ask another video on the relationship
measured by life collaboratively in groups thus allowing for multiple perspectives
size, density) and expectancy) and questions to the between income and life
and opinions about the relationship between the data and
social and apply this groups expectancy
characteristics researched information. The tools also encourage students to
(e.g. life information to a The teacher will show Australia as interpret their own understanding of the concepts and information
expectancy, selection of an example video given instead of restating the perspectives of others.
education) of a countries and Summative
selection of justify this assessment Body: Other technology based tools
countries across interpretation Gapminderhttps://www.gapminder.org/tools/?from=world#$chart-
the world The video Then inform them that they will be type=bubbles
(ACHASSK139) To present data created by the creating a five-minute video on
and information students which Greenscreen answering the Youtube
about next lesson will following questions
Present findings, characteristics in be presented to
conclusions and/or Laptop or ipad
digital form the class who will
arguments, fill in a table
1. What is the current life Internet resources sourced by students
appropriate to expectancy in total, for males
about each of the
audience and To able to draw and females and income per
countries
purpose, in a conclusion about capita for this cournty as
presented
range of relationships seen on the Gapminder
communication between data graphs?
forms (e.g. written, 2. How does this country
oral, visual, digital, To apply the rank compared to other
tabular, graphic, relationships countries around the world in
maps) and using within the data regards to the graph?
subject-specific from a social
terminology and perspective 3. Research why these
concepts relationships occurred and
(WAHASS61) how these links impact the
associated country?
Locate and collect
information and/or This will then be posted on this as
data from a range youtube URL link on your thinglink
of appropriate interactive map with posts to the
primary sources websites used in the video
and secondary
sources (e.g. Conclusion:
museums, media, The students will then discuss in
library catalogues, groups:
interviews,
internet)
• What is similar about their life
(WAHASS52)
expectancy and income per
Draw and justify capita?
conclusions, and • What is different about
give explanations, their life expectancy and
based on the income per capita?
information and/or
data in texts,
 tables, graphs and • How do you believe these
maps (e.g. identify characteristics are linked
patterns, infer together?
relationships)
(WAHASS59)

The end product:

The end product of these lessons will be an interactive map that will be sent to the teacher on thinglink outlining the population size and density of five countries, a video people within
that particular country’s lives in relation to income and a video explaining the relationship between income and other characteristics of a country. These maps would then be collated and
sent back to the students as a world map from which the students will view and answer questions form. This overall task relates to a modification as they create their own interactive
resource for understanding the characteristics of different countries around the world.

Application of Social constructivist theory

Across all three lessons the students mainly work in groups and the teachers’ main role is to demonstrate the use of resources and explain some of the content and to mediate discussion
formed by groups, the whole and individuals. The also engages and assesses the students through class discussions and the students make deductions of their own on the information
presented before them. The first lesson begins in line with the social constructivist theory through beginning with the whole concept (brainstorming the concept of population defining
what it means). The knowledge is then expanded to include the meaning of population, size, density and the various populations of countries around the world. Students are encouraged to
question the relationship of population size across countries. The lesson is summed up with the students building on the prior knowledge they already know about population by adding to
their brainstorm on popplet the students were then assessed in this lesson through observation as well as completing the first stage of the interactive map. The second lesson includes
primary sources material of first hand interviews with real people in countries across the world. Students are to build on their previous knowledge of what people of the world. The third
lesson builds on the knowledge of the previous lesson of different income creating different lives for people across countries looking at the effects of incomes of these countries from a
global and demographic perspective through examining the relationship between the various different characteristics of a country. Students are encouraged to question the data why it has
occurred what are its impacts, what does it mean for the individual. The end product of the formulated interactive map of the world encourages collaborative learning as the peers pull
together their results to create an overall resource that will aid future learning.

References:

Thirteen. (2004). Constructivism as a paradigm for teaching and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism
K-10 Outline. (2017, June 29). Humanities and Social Sciences. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences

K-10 Outline. (2017, June 29). Humanities and Social Sciences. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences