LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 9:00am 9:50am Date: 18/04/17 Students Prior Knowledge:

Learning Area: HASS Students are aware of the six indigenous seasons
having learnt them in a previous lesson. Students can
name all seasons, give a temperate description and
sort the seasons into the months of the year. Students
also understand and recognise the differences in
seasonal foods in indigenous culture. Furthermore,
students understand seasonal activities correlated with
each season.

Strand/Topic from the Australian Curriculum

How weather and seasons vary between places and terms
used to describe them (ACHASSKO32)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives:

As a result of this lesson, students will be able to:

Explain why there are 6 indigenous seasons
Describe the spiritual reasoning for the six seasons

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Teacher resources: Students who have difficulties with visual can

Class lists be seated to the front of the class, where a
Grade book better view of instruction and presentation can
be seen. Students sat at the front of the class
will be able to hear more clearly compensating
ICT Resources for disturbed vision.
32 iPads
Smart Board / projector At risk or lower learning students can be
Kahoot quiz paired with higher achieving students, to ask
questions and guide each other during and
after the activity. This enables for informal
questioning and answer and students can
often resolve understanding issues between
themselves. This can also stop trouble children
from being distracted and distracting others.

A teacher assistant may be available to

students that are of English as a second
language background, students with physical
impairments or learning difficulties to assist
teacher in providing one-on-one assistance.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
1. Students will sit at their individual desks with an iPad
15 32 iPads
2. Students will open Kahoot and participate in summary quiz. The quiz
minutes will outline what was learnt in previous three lessons: Kahoot quiz
- the six seasons
- description of the six seasons
- foods of the seasons
- seasonal activities
3. The teacher will facilitate discussion using think, pair and share
strategies between Kahoot questions.
Example:
- why is season at this time of the year?
- Which fruit is mostly eaten in Djilba?

Lesson Steps:

10 1. Students will remain at seats Smart Board or

minutes 2. The teacher will present a Prezi presentation, the presentation will projector
include:
- an explanation of why there are 6 seasons Prezi presentation
- outline the spiritual beliefs as a reasons
The Prezi will incorporate explanative videos taken from Viemo and YouTube/Vimeo video
copyright free images to help students understand.
3. Using Popplet on iPads students will be asked to draw a picture Copyright free images
20
minutes depicting indigenous land during a certain season.
4. Students will then record a short blurb on why the land looks like it iPads

does during a certain season, showing their understanding of Popplet

indigenous spiritual link to the land, reasoning of activities and foods.
Voice memo on iPad
Lesson Closure:

5 1. Students will create a Word Cloud using words to describe a seasons Word Cloud
minutes of their choosing/
2. The Word Cloud should contain a description of:
- temperate description
- month of the year
- seasonal foods
- seasonal activities
- link to the land
3. Students will print their Word Cloud

Transition:

1. Students will return iPads to the charging dock. iPad charging dock
2. Once iPads are returned, students will return to seats.
3. Students will be given 3 minutes of free talk whilst the teacher gathers
resources for the next lesson.

Assessment:

The Teacher will asses the Word Cloud created by students. This will indicate
how much understanding of the topic the students have gained. The image
created by the students along with the voice memo recorded will indicate
wether the student is able to describe the spiritual reasoning behind the
seasons and those activities that take place.