FORWARD PLANNING DOCUMENT

TERM/WEEKS:
General Capabilities:
Literacy

1/3

YEAR LEVEL: 5

Numeracy

LEARNING AREA/TOPIC:
ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS
Knowledge &
understanding
Humanities

Lesson
3

ACHGK030

Critical and creative

thinking

Describe what
prescribed burning
is.
Explore the
traditional burning
practices used by the
Aboriginal people.
Research and debate
benefits and
disadvantages of
prescribed burning
using critical thinking.

ASSESSMENT
(what & how)

AUSTRALIAN CURRICULUM

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Create a poster
illustrating their
viewpoint &
reasoning behind

Geography

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Lesson plan 3: Prescribed burning

Student
understanding of
Motivation:
the topic
displayed in the Students to view video on prescribed burning Get fire
Spiderscribe
ready
mindmap.
Students to view video introducing Aboriginal traditional
burning practices and how this fits in to the topic of
Quality of ideas
prescribed burning Fires role in the Australian
and viewpoints
environment
expressed in
Lesson steps:
class debate.
Students divided into 2 groups
Posters will be
Groups are divided in to 3 sub-groups, each group to
assessed based
research provided topic:
on the ideas
1. Group 1 Negative affects of prescribed burning
expressed and
- Sub-group 1: on community
how these ideas
- Sub-group 2: on environment
have been
- Sub-group 3: on wildlife
communicated

KEY
QUESTIONS

What is prescribed
burning?
How can
prescribed burning
impact the
environment, the
community and
native wildlife?
What conclusion
did you personally
arrive to with
regards to being
for or against
prescribed
burning?

RESOURCES

https://www.yout
ube.com/watch?
v=dcUMSV1LAj
4
http://splash.abc
.net.au/home#!/
media/525643/fir
e-s-role-in-theaustralianenvironment

www.spiderscr
ibe.net

viewpoint on
prescribed burning.

through use of
images & text.

2. Group 2 Positive affects of prescribed burning

- Sub-group 1: on community
- Sub-group 2: on environment
- Sub-group 3: on wildlife
Website links providing information will be provided to
students on the Weebly website
Sub-groups to collaborate information building
Spiderscribe mindmap for negative and positive
affects respectively
Information from each group will be presented in the
form of a debate
Key ideas from the respective mindmaps will be used in
a Hot Air Balloon debate
Each idea will be presented to the class as a whole, the
class will vote whether they agree or disagree by a
show of hands
If the consensus is to agree the hot air balloon moves
up and if it is to disagree the hot air balloon moves
down
At the end of the debate the teacher, acting as the
facilitator, will form a conclusion with regards to where
the balloon stopped
Closure
Students to decide on a personal viewpoint and create a
poster illustrating their viewpoint, communicating this
through the use of text and images
Postermywall.com will be used to create the poster
Students to complete ICT survey assessment using
Google Forms.

www.postermyw
all.com

https://docs.goo
gle.com/forms/u/
0/