Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:
18/03/2015

Time:

8.30-11.30

Date:

Students Prior Knowledge:

Learning Area:

ICT

follow instructions
Moderate level of competency when using
IPads
Read sentences
Work in groups

Strand/Topic from the Australian Curriculum

The importance of Country and Place to Aboriginal
and/or Torres Strait Islander peoples who belong to a
local area. (This is intended to be a local area study
with a focus on one Language group; however, if
information or sources are not readily available,
another representative area may be
studied) (ACHHK060)
Collect, access and present different types
of data using simple software to create information
and solve problems(ACTDIP009)
Work with others to plan the creation and
communication of ideas and information safely,
applying agreed ethical and social
protocols (ACTDIP013)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Create a popplet on their ANZAC
Gather information from clues (QR codes)

Interpret information about and ANZAC in their own words


Teachers Prior Preparation/Organisation:
- all apps on IPads
- POPLET (same)
- QR SCANNER (same)
- SONICPICS (different for each IPad)
-TOONTASTIC (same)
- NOTES (same)
- BOOK CREATOR (different for each IPad)
-COMIC LIFE (different for each IPad)
- CHERADES (terminology)
- Name of ANZAC on paper
- Bucket
- 5x pads
- QR codes
- ANZAC biscuits
- Terminology sheets

Provision for students at educational risk:

-

Students who have dyslexia, ensure that they

repeat what they are doing so that they can
see if they have made mistakes, or the
teacher/ teacher assistant can guide them to
where they have made a mistake, if un found
by the
student.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
An Observation Checklist will be used to determine
- Have the students been successful in completing a popplet of their ANZAC
- Did the students understand the terminology used in the information about their ANZACS
- Could the students easily navigate around the IPad using the QR codes
What needs improvement for next lesson?
What tasks did the students find difficult?
Did the activity fulfill the objectives set?

Teacher self-reflection and self-evaluation:

-

Where the students involved in the lesson?

If not how can they become more involved next time?

Did the teacher maintain interest of the students?

Is there anything you would change within the delivery of the lesson?

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

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

Time

Motivation and Introduction:

1. The teacher calling out each month gathers students to the mat and
when the child hears their month they walk to the mat.
-

Acquire the students attention by clapping in a pattern

When students are all quiet play the last post form IPad #1
o

Ask students if they have heard this song before? When have
they heard it? And what they think it means.

Once students have answered the questions explain to them

that the last post was a tradition to signify the end of the
days training, t also played at the soldiers funerals and at
ANZAC day memorials

2. Explain to students that they will shortly be going on a scavengers

hunt (treasure hunt) to find out bout 5 ANZACS, but first they must
become familiar with some words that they may come across.
3. Introduce the game celebrity heads
a. Have Olivia hand out the terminology sheets to the students
b. Katrina then holds the IPad on there forehead
c. Tahnee begins to tell the students in this quick game on
celebrity heads when you see the word on miss Elis head you
have to put your hand up I will choose you and then read out
to the class what the definition is, but we have to do this
before time is up !
4. When the game is over have students pick a name out of the hat and
then have the students who got the same names go into their groups

Resources/Reference
s
Align these with the
segment where they will
be introduced.
SONICPICS Last post

CLELBRITY HEADS
APP

BUCKET WITH
NAMES

Lesson Steps (Lesson content, structure, strategies & Key Questions):

5. Allocate the students to the teacher who has the same ANZAC
6. When students are in groups hand the team leader the IPad and
explain that we have to complete a poster of our Anzac. Using popplet
7. Then have the students go onto the QR scanner app and scan the
first code
8. This code will tell the students to go to (SONIC PICS) to find out
about their Anzac
9. Have them re write this new information into the popplet
10. Repeat these steps until all QR codes have been scanned
Lesson Closure:(Review lesson objectives with students)
11. Have students gather back on the mat

QR SCANNER
SONICPICS
COMICLIFE
BOOK CREATOR
PHOTOS
POPPLET


12. Show them an Anzac biscuit and ask them if they know what it is and
why it was used in the war?
13. Ask the students why do we celebrate Anzac day

TOONTASTIC
NOTES

Transition: (What needs to happen prior to the next lesson?)

14. Show students back to their desks and tell them that next week we
will be making a video out of the posters that we just made
15. Get ready for recess
Assessment: (Were the lesson objectives met? How will these be judged?)
A checklist will determine if students have completed all QR codes, if they
have been actively involved in the activities and also the end product of their
completed popplet. Anecdotal notes will also be recorded for any additional
assessment information that may be relevant.

NAME

HAVE THEY
CREATED A
POPPLET

COMPLETED
ALL 6 QR
CODES

WHERE ALL
STUDENTS
ACTIVELY
INVOLVED IN THE
ACTIVITY?

COMMENTS

GROUP 1
Bob, jack, jim
GROUP 2
Jill, Jess, Amy
GROUP 3
Claire, Matt,
Josh
GROUP 4
Bre, Kate, Jane
GROUP 5
Henery, Liam,
Nat