FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: HUMANITIES

AUSTRALIAN CURRICULUM HISTORY

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 Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Historical Historical
Skills
Knowledge &
Understanding

1/1 First 1) Identify Anecdotal Introduction: Where did

contacts
one notes will be - Students will be given a booklet your given Booklet
The
journey( voyage used during containing information about the early
s) of at their this lesson to project. explorer
least
given early observe - The teacher will explain that they travel
one
world explorer whether will be placed in groups of 3 and will during their
navigato took. students are be given an early explorer we have voyage?
r,
2) Use staying on studied in class.
explorer
or trader Popplet task and - The teacher will explain that the Who
up to the to create finding the students will need to research their accompanie
late 18th
a required early explorer and choose one voyage d your
century
(e.g. brainstor information. their early explorer took and will early
Christop m of the need to create a ship as close to the explorer on
her
voyage. one their early explorer took out of their
Columbu
s, Vasco 3) Design materials of their choice. voyage?
da their ship - Their ship must contain a cradle
Gama,
using that can hold their Sphero robot so Where did
Ferdinan
d annotated their ship can move around a world the voyage
Magellan drawings. map showing their early explorers start and
),
voyage. end?
including
their - Breakdown of the task including any
contacts relevant links will be on the Weebly What did
and
page. the ship
exchang
es with they
societies Lesson Steps: travelled in
in Africa,
- Students will be placed in their look like?
the
America groups and asked to write their
s, Asia name and the names of their group
and
members at the top of their
Oceania, iPad’s
and the booklet.
impact - The teacher will allocate an early
Popplet app
on one
explorer to each group and will
society
(ACHASS provide websites for each group on
K084) the class Weebly to use to guide
them to find information about
their early explorer and their voyage.
- Students will use their iPad’s to
research one of their early explorers
voyages and will need to record this
information in Popplet.
 - Students will need to find:
• Places their early
explorer visited during
this voyage
• Where the voyage
started and ended
• Who accompanied their
early explorer on this
voyage
• Photos and descriptions
of the ship their early
explorer travelled in
- Once the students have recorded
their information they will be able
to start designing their ships in
their booklet in the space provided.
- Students will need to include an
annotated drawing of their ship.

Conclusion:
- The teacher will hold a class
discussion about what information
students found about their early
explorer and what voyage they have
chosen.
- Students will need to give their
booklets to the teacher for review
of what was achieved in this lesson.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Historical Historical
Skills
Knowledge &
Understanding

6/2 First 1) Create Reviewing the Introduction: What went

contacts
the ship answer garden - The teacher will explain that today wrong
The
journey( their early created by the students will be starting to during the
s) of at explorer the students create their ships using the materials creation of
least
would they have brought from home. your ships?
one Hot glue
world have Anecdotal - The teacher will set up a hot gluing
guns and
navigato travelled notes will be station as well as a station for Did the
r, paint
in during used to see painting their ships. cradle
explorer
or trader the how each created for
up to the voyage group is Lesson Steps: the Sphero
late 18th
using progressing - Students will begin to create their robot work,
century
(e.g. materials. ships using their materials. why/why
Christop 2) Take - The teacher will ask the students to not?
her iPad
pictures take picture using their iPad’s of
Columbu
s, Vasco of each each step of their design process. Did your
da stage of - The teacher will explain that these ship look as
Gama,
creation pictures will be used to create a close to
Ferdinan
d to be book on the Book Creator app that your early
Magellan used when will show the progression of their explorers
),
creating ships. ship as
including
their their book - Students will need to have their possible?
contacts
on Book booklets with them to look at their
and
exchang Creator. annotated drawings of their ships.
es with 3) Contribut - Students will also begin to practice
societies
e to a moving their Sphero robots around
in Africa,
the class the room to test whether the ship
America answer they are creating can fit over the
s, Asia
garden Sphero so it can move along the Sphero Edu
and
Oceania, identifying world map. app
and the challenges - Students will have already learnt to
impact
during the use the coding app ‘sphero edu’ for
on one
society creation the Sphero.
(ACHASS process.
K084)
Conclusion:
- The teacher will ask the students
what they found difficult while
starting to create their ships
including what didn’t work and why
they think it may not have worked Answer
e.g. their cradle for the Sphero was Garden
too heavy and the Sphero was
unable to move.
- The teacher will create an answer
garden for students to write this
information to see what students
found difficult during the creation
process.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Historical Historical
Skills
Knowledge &
Understanding

10/ First 1) Create a Videos of the Introduction: Why were

contacts
3 book on students - The teacher will explain to the the chosen
The
journey( the Book presenting will students that today each group will materials
s) of at Creator be used as show the voyage of their early used?
least
app assessment to explorer on the world map to the
one
world outlining see how whole class by coding their Sphero to What
navigato the effectively move along the map with their ship worked/did
r,
creation their Sphero on top. n’t work?
explorer
or trader process. and ship - The teacher will explain that each
up to the 2) Present moved along group will be filmed during their Did your
late 18th
their ship the map presentation. Sphero
century
(e.g. and - After this presentation students will successfully
Christop Sphero need to create a book using the show the
her
showing Each groups book creator app to show the voyage your
Columbu
s, Vasco the book created different stages of their ship early
da voyage of on Book construction. explorer
Gama,
their early Creator will took? Sphero robot
Ferdinan
d explorer. also be used Lesson Steps: World Map
Magellan 3) Participat to assess how - Each group will present their ship to Did your iPad
),
e in a the students the whole class. ship
including
their class created their - Students will need to code their resemble
contacts discussion ships and how Sphero and ship to move along the the early
and
outlining effectively world map showing the voyage of explorers
exchang
es with any they used the their early explorer. ship?
societies
difficulties app - Students will then need to use the
in Africa,
the about this photos taken during each stage of
America project. their ship creation to create a book
s, Asia
using the Book Creator app.
and
Oceania, - Students will work in groups to
and the create their book making sure to
impact
include:
on one
society • Description of why they
(ACHASS used the chosen
K084)
materials
• What worked/didn’t
work
• Improvements that
could be made

Conclusion:
- Students will need to export their
book to their iPad and AirDrop it to
the teacher for assessment.
- The teacher will hold a class
discussion to speak about what the
students enjoyed about this project
and what difficulties they
encountered.
References
School Curriculum and Standards Authority, Government of Western Australia. (2014). Western Australian
Curriculum. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser.