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TERM/WEEKS: YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Rosie’s walk

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 Asia Sustainability
Cultures

Notes about device access in the classroom: Children have access to ipads in the classroom.
WEEK/ West Australian
LESSON Curriculum
LINKS
Week 1
lesson 2
Understand that the
purposes texts serve shape
their structure in
predictable
ways (ACELA1447)
Use of known stories and
personal experiences to
create drama with simple
objects and available
technologies (ACADRM029)
Living things have a variety
of external
features (ACSSU017)
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
OBJECTIVE (what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
- Following on from the last lesson
- Teacher revises on what the students did last lesson.
Revise the book, possibly read text again to re jog Book Rosie’s walk
students memory of the text Rosie’s walk.
- Teacher explains to the class again that there are going
to be “4 rotations in the class today like last lesson,
and your going to go around in groups and do each
activity at each station”
Teacher to mark ACTIVITY 1:
Fill in the correct word
student work and - Complete the cloze activity from the text of Rosie’s Cloze worksheet
into the blank space from
check they have used walk (every 7th word is blank and students fill the blank
the text.
the correct word to
in with the words at the bottom
fill in the blanks.
Retell the story of Rosie’s
Teacher to give
walk-through roleplay in ACTIVITY 2:
students a mark on
groups.
how well they - Use the dress ups in the classroom to roleplay the Dress ups
focused and story of Rosie’s walk, in groups of 5. Use the re telling Re telling sticks
recreated the story sticks and dress ups to add to your roleplay.
line.
Teacher to check that
Understand the life cycle
they have correctly
and match up the stage of ACTIVITY 3: Chicken lifestyle
matched the image
the chicken life cycle with - Review the chicken life cycle and cut and paste the worksheet
wih the description
the correct corresponding correct corresponding stage of the cycle with the Images
image. Scissors
matching picture.
Glue
 ACTIVITY 4:
Introduction:
- Teacher introduces the app pic collage to students and
shows students how to use the app properly, ensuring Ipads
Present data of any kind Identify the animals in the Check each pic Pic collage app
collage and make they understand how to find and import photos.
using a variety of digital text and create a pic
tools (ACTDIP003) collage of them. sure every farm - The teacher then has a class discussion about farm
animal is included. animals and what kinds of animals you can find on a
farm.
- The teacher then explains the task of having to use
google to research images of farm animals and then
shows students how to upload an image onto pic
collage.
- Teacher show an example of a pic collage so students
can see how the end product is meant to look.

Body:
- Teacher sends the group to a table or desks.
- The students are to use the text to help them make
a pic collage of animals you find at the farm.
- Students are to firstly research farm animals and select
appropriate images of farm animals.
- They are to then import them into pic collage and use
the imagines to make a collage.
- Students are to then compare and show each other
their pic collages and see if they could add any more
different animals to their pic collage.

Conclusion:
- The teacher asks students to show their pic collages to
their peers or to the class and describe the animals
they have included on their pic collage.