FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: HASS- Civics and Citizenship

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal an Torres Strait Islander histories and Culture Asia and Australa’s engagement with Asia Sustainability

Notes about device access in the classroom:

Students have 1:1 access to Ipads. It is assumed that students are confident with all apps/technology utilised within the lessons.

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

HASS Define rules/ laws and Diagnostic Introduction: IPads

1 Knowledge and
understanding
CIVICS AND
CITIZENSHIP
Government and society
The differences
between 'rules' and
'laws' (ACHASSK092)
Digital Technologies
Knowledge and
understanding
DIGITAL SYSTEMS
Digital systems
and peripheral
devices are used for
different purposes and
can store and transmit
different types
of data (ACTDIK007)
Creating Solutions by:
differentiate between the
two.
Identify consequences of
rules and laws and the
repercussions if they
ceased to exist.
Present ideas/learning in
the form of a News
report using the
specified technology.
Padlet and Students are to be sitting at their desks, with their IPads IWB
Kahoot. accessible. Weebly-
Gain attention of the students. https://rulesandlawsict.
Completed News Advise students that today they will be completing a web weebly.com
report identifying quest associated with a new topic in HASS (Civics and QR Code
a rule/law, the Citizenship): Rules and Laws.
associated Prompt students to scan QR code which is displayed on the
consequences IWB. Inform students that they are to follow along using the
and Weebly.
repercussions. Padlet- Padlet-
Activate prior knowledge and stimulate student thinking by https://padlet.com/sara
engaging students in a Padlet Brainstrom. htloczek/rulesvslaws
Provide students with 1minute silent thinking time prior to
making additions to the Padlet.
Read through Padlet brainstorm collectively.
Lesson Steps:
Introduce the concept of Rules and Laws (Powtoon video)- Powtoon-
Stimulate student thinking and provide a foundation for https://www.youtube.c
learning by watching Powtoon video which defines rules and om/watch?v=FujAJj3Af
laws. vs#action=share
Reiterate definitions and challenge students to utilise newly
acquired knowledge through active questioning.
THINK-PAIR-SHARE
Producing and Advise students that they are to consider-
implementing  the similarities and differences between rules and
Select, and safely use, laws
appropriate components  examples of rules and laws
and equipment to make  consequences
solutions (WATPPS24) 30 seconds to think by themselves and 30 seconds to share
with their shoulder partner. Cue students when to swap
partners. Gain attention of students and discuss thoughts
and ideas as a class. Students must raise hand to answer. Kahoot-
KAHOOT- https://kahoot.it
Request for students to click the link for the class Kahoot.
Inform students that the Kahoot will challenge them to
identify rules and laws. Complete Kahoot.
Praise students for their efforts.
Reiterate definitions of rules and laws through active
questioning. Challenge students to- a. identify rules and laws
which they know and b. the consequences of each.
News Report- Chatterpix (as
Inform students that today they will be creating a news report available on IPads)
about what might happen if a particular rule or law didn’t
exist. Students are to follow the steps outlined on the weebly, Chibi (as available on
which include- IPads)
1. Form a pair or a group of three.
2. Decide which person will be the news reporter and iMovie (as available on
who will be interviewed. IPads)
3. Collectively decide on a rule or law.
4. Research and/or brainstorm the chosen rule/law and
the associated consequences.
5. Create a script (using app of choice or pen/paper)to
be followed in the filming of the news report. Script
must clearly identify the rule/law and the associated
consequences.
6. Students may use chatterpix or iMovie to film their
news report. Avatars may be utilised.
7. Once complete, students are to scan the QR code
and upload their finished product to SeeSaw. QR Code
Prior to commencement of task, provide students with an Seesaw (as available
example of a script and a finished news report. on IPads)
Set students to task. Roam the room throughout the duration
of the activity and provide assistance where necessary.
Conclusion:
Once complete, gain the attention of class. Advise students
to place their IPads on their desk and sit on the mat. Request
for students to volunteer to share their work. Praise students
for their efforts.
THINK-PAIR-SHARE
Reinforce learning through THINK-PAIR-SHARE. Challenge
students to consider what they have learnt about rules and
laws. Students are to have 30 seconds to think by
themselves and 30 seconds to share with their shoulder
partner. Cue students when to swap partners. Gain attention
of students and discuss thoughts and ideas as a class.
Students must raise hand to answer.
Praise students for their efforts.
*Note- the creation of the News Report may require 1-2
lessons to complete.