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TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: Geography

Term/week: Term 3/ week 5

Year Level: Year 4 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 Cultures Asia and Australia’s engagement with Asia Sustainability


Notes about device access in the classroom: MacBook laptops and ipad’s provided. Ipad’s are shared between classrooms but there is approximately 1 per person. Macbook’s are less
accessible, however, during these lessons teacher has organised with other teachers to have at least 10-15 in the classroom. Smart boards are installed in all classrooms.
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/ HASS: 1. Students understand the 1. Formative: Introduction- Smart board-

lesson 1 Geography difference between natural oral  Students watch video based on natural resources. Natural resources video:
and non-natural resources. questioning  Teacher informs students creating a word cloud, using https://www.youtube.co
ACHASSK090 2. Students can identify the and anecdotal contrasting colours to show the difference between m/watch?v=RoJqLXY3t
difference between Reuse, notes. natural and non-natural resources Pc OR
The natural Reduce and Recycle in a 2- 2. Summative:  Natural also named “Renewable”: water, air, trees and
resources (e.g. min video. students create QR code:
animals = contribute to survival (GREEN)
QR stands for Quick
water, timber, a video/movie  Non-natural aka “Non-renewable”: minerals, fossil Response and can be a
minerals) in which the fuels and coal = contribute to global warming (dying of vital ICT tool to access
provided by the teacher marks planet) (RED). websites quickly and
environment and the efficiently. To create a
different views effectiveness Body- QR code, the website QR
on how they can of  Teacher asks students if they know of this symbol? stuff can be used by
be used information. inserting the URL link.
sustainably Based on the 3
r’s and
relating to
natural
resources.
 Teacher informs students about Reduce, Reuse and
Recycle (the 3 R’s) and why they are important to
conserving our natural resources.
 The world depends on the natural resources and if
Word cloud:
people abuse them and use them all up, the world will
Word Cloud works
become an unhealthy and toxic environment.
where words are
I. Q- Can anyone tell me what recycling means?
displayed in a choice of
 Change waste or old products into font, style and colour on
reusable material. E.g. old glass the screen. The cloud can
bottles may be recycled into new be used to brainstorm
bottles
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TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: Geography

II. Q- What does reduce stand for? ideas in a visual online

 Cutting back the amount of waste we setting.
produce or creating less of it.
III. Q- Does anyone have any ideas for reducing
waste such as plastics or cardboard?
 E.g. minimising the plastic in
lunchboxes. Removing cling wrap
from sandwiches is a great example.
IV. Q- The final one, Reusing, what does it mean?
 Taking old items, keeping them and
reusing their purpose for something
new. An example of this donating http://www.ecokidsusa.o
clothes to an op shop, for someone rg/3rs.html
else to buy and use.
 Teacher explains to students that the rest of the lesson
will consist of them splitting into groups of 4 where Ipad-
they will make a two-minute video based on the 3 R’s iMovie:
and how it helps conserve natural resources. Movie is a video editing
 Teacher allows 15 minutes for students to research, software application used
collate ideas and create a movie using iMovie. to make movies through
images, videos and
Conclusion- sounds.
 Teacher asks students questions summing up the lesson.
 Q- What are some examples of natural resources?
 Q- Can anyone tell me what the 3 R’s stand for?
 Teacher shares some of the student’s videos to the rest
of the class.
 Teacher asks students to bring in something they don’t
want and the next lesson they will have a “reuse swap”.
 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: MacBook laptops and ipad’s provided. Ipad’s are shared between classrooms but there is approximately 1 per person. Macbook’s are less
accessible, however, during these lessons teacher has organised with other teachers to have at least 10-15 in the classroom. Smart boards are installed in all classrooms.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week5/ ACHASSK090 1. Students effectively 1. Formative- Introduction-

lesson 2 research how natural students enter  Teacher asks students to pull out their item from home for
The natural recourses can be used the websites the “reuse swap” and place it at the front of the room
resources (e.g. sustainably within a home they use in a  Teacher informs students that whoever is behaving the
water, timber, environment using reliable google best will get to choose something first from the pile.
minerals) resources. document.  Teacher chooses children to go up and choose something.
provided by the 2. Students create a mind- Teacher checks  Once all students have chosen something, teacher revisits
environment and map to represent 5 pieces websites during prior knowledge on Reducing, Reusing and Recycling.
different views on of information. The use of lesson  Teacher asks students about the difference between all
how they can be pictures and links are 2. Summative- three.
used sustainably encouraged. teachers assess  Teacher also asks class the importance of these 3 R’s to
whether conserving natural resources.
student
 Teacher asks students to put their item in their bags
represented
their Use of ipad and
Body-
information 1-5 computers:
 Teacher informs students that they will be researching
pieces. High
sustainability actions within the home.
marks are Mind-mapping tools
 Teacher directs students to use effective websites such as
awarded for Popplet Online:
.gov, .au and .org. They remind students that Wikipedia is
thinking This online platform offers
not a reliable resource
outside the an easy and resourceful
box.  Teacher also asks students to enter each website in a brainstorming tool. It can
shared google document. be used to develop and
 Teacher informs students that they will create a mind-map expand knowledge on
on an online outlet (either popplet online/popplet ipad) to certain topics.
share their information. http://popplet.com/
 The students must represent at least 5 ways to be
sustainable in the home, examples below: OR
o Reuse jars and containers Popplet light:
o Recycle cardboard and plastics in the yellow An iPad app that enables
recycling bins brainstorming and an
o Create a compost or a worm farm expression of ideas
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TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: Geography

o Use renewable energy for example wind farm or

solar panels.
o Grow your own vegetables and keep chickens for
eggs
 Students are welcome to use ipad’s or computers for this
task
 Teacher’s role is to walk around and monitor students,
ensuring they are staying on task

Conclusion-
 Teacher asks students to share their mind map link to the
google document.
 Teacher concludes the lesson by asking students 1 thing
they have learnt about sustainability today
 Teacher asks students to go home and ask parents if they
can implement a few of the strategies within the home.

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
  thinking  Competence
 
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: MacBook laptops and ipad’s provided. Ipad’s are shared between classrooms but there is approximately 1 per person. Macbook’s are less
accessible, however, during these lessons teacher has organised with other teachers to have at least 10-15 in the classroom. Smart boards are installed in all classrooms.
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 ACHASSK090 1. Students choose 1 of their 5 1. Summative- Introduction- Laptop-

lesson 3 ways to be sustainable in the teacher reviews  Teacher introduces the class by asking students to get a Kahoot:
home and create an information the creativity laptop and a friend. https://kahoot.it/
booklet promoting/ “selling” of the booklet  Students complete a Kahoot based on previous lesson Kahoot is an online quiz
their action targeted at children. and gives contend: Using natural resources can be used sustainably tool that creates a
marks for within the home environment. competitive, fast and fun
target achieved, assessment of tasks. In
how persuasive Body- the classroom, this
it is and if there  Teacher revisits the mind-maps that students completed in website is effective as a
is enough the class the week before diagnostic process.
information.  Teacher asks students to choose 1/5 of the actions for
sustainability in the home and to create an information
booklet or pamphlet persuading people to choose
sustainable living
 The booklet must be targeted at children of their age,
include a title, pictures and reference point for more
information. iPad-
Book creator:
 The book/pamphlet is to be made online using the ipad
Another iPad tool to
app- book creator.
form online books using
 Students are encouraged to use video and sound as a part
pictures, text, drawing
of their ICT experience of an online book.
and sound.
 Once students are done they must upload/share their book
to the online google document.

Conclusion-
 Teacher concludes the task by asking students to share
their book with someone else in the room.
 Students are to present their book and explain how to
implement their sustainable action
 Teacher asks students to complete the book at home, if the
assignment is not finished. Teacher allows the rest of the
night to hand it in/upload it.