FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2/ WEEK- 4 YEAR LEVEL: YEAR LEARNING AREA/TOPIC: HUMANITIES

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: iPad apps: camera, stop-motion, Word Cloud, Book Creator, Kahoot.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT

LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other

LINKS (Introduction, Body and Conclusion)

4/ 1 How weather (e.g. In the lesson the students Introduction

rainfall, temperature, will: - Read the book ‘Seasons come, seasons go’ by Patricia The Book ‘Season

sunshine, wind) and 1. Record the weather 1.1 Whether the children used Hegarty come, seasons go” by

seasons vary between conditions in England the terms: temperature, cold, - Introduce the class to the topic of today being the season Patricia Hegarty.

places, and the terms during the winter and snow and rain, windy by of Autumn and Winter in England. Teach the children

used to describe them autumn season and use looking at their book they about where England is on the world map compared to

(ACHASSK032) the related terms. made in book creator Australia.

“England is on the other side of the world compared to

Participate in guided 2. Co-operate and create a 2.2 Using their social and Australia it is closer to North Pole meaning it must be

investigations to explore class model of a winter communication skills- colder.”

and answer questions and autumn tree. observing the groups - Discuss with the students the temperature in England

(ACSIS025). interacting and collaborating. during winter and what it is like in winter here.
- Discuss what happens during Autumn season in Australia

and in England, and talk about the differences.

“What is the lowest temperature that it gets to in

England..? What is it like in England during winter time?

Do you think it snows or rains?”

Rotations/ Body

For each station and rotation, have the children:

Craft resources-
- Collectively make a model of a tree during the season of
cardboard. Paper,
winter in England. The trunk of the tree being made of
white paint, paint
cardboard previously before and each group makes white
brushes.
dipped twigs, small paper snowflakes and small

snowballs.

- Research the weather conditions for an average England

iPads- Book Creator
winter and autumn day and put their findings into a book

creator and compare with Australia’s winter and autumn

Paper (worksheet),
weather.
pencils.
- Have a free play with sensory play-dough. Scented

playdough of autumn scents (pine, ginger, pumpkin) and

resources for them to sink into the playdough (pinecones,

Craft resources-
twigs, stones, honky-nuts).
cardboard, paint
- Collectively make a model of a tree during the season of
brushes, paint:
Autumn in England. The trunk of the tree being made of
yellow, red, orange.
cardboard previously before and each group makes
 orange, red and yellow leaves for the tree and also for the

ground to display fallen leaves.

Conclusion

- Ask the children to clean up there areas and place

everything back the way they found it and return to the

mat.

- Ask the children to form a circle and take part in the

reflection game. A large dice is rolled and indicates a

number and the number represents reflection questions

for the child to answer. E.g. what did you find interesting?

What activities did you enjoy? Did you learn something

new? Did you find anything challenging?

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT

LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other

LINKS (Introduction, Body and Conclusion)

4/ 2 How weather (e.g. In the lesson the students Introduction

rainfall, will: - Read the book “A stroll through the seasons (Look and The book “A Stroll

temperature, 1. Record the weather 1.1 Whether the children used Wonder) by Kay Barnham Through the Seasons

sunshine, wind) and conditions in England the terms: temperature, hot, - Introduce the class to the topic of today being the season (Look and Wonder)

seasons vary during the summer and sunshine, bloom, grow by of Summer and Spring in England. Have a class by Kay Barnham

between places, spring season and use looking at their Word Cloud discussion of what we previously learnt about England

and the terms used the related terms. and there seasons.

to describe them “So year ones today we will be learning about what type of

(ACHASSK032) 2. Co-operate and create a 2.1 Using their social and weather it is like in England during the seasons summer

class model of a communication skills- and spring.”

Daily and seasonal summer and spring tree. observing the groups “Does anyone remember yesterday when we learnt about

changes in our interacting and collaborating. winter and autumn? What differences did we find between

environment affect Australia’s winter and England’s?”

everyday life - Discuss with the children gauging prior knowledge of the

(ACSSU004). temperatures of England during summer and spring and

the possible differences there could be compared to

Australia’s summer and spring.

“So does anyone know the highest temperature recorded

in England is? Does anyone know Australia’s highest

temperature”

- Teach the children about what happens in Spring.

 “So in spring in all countries around the world there is

many thing that happen. For example all the tree start

growing back their leaves, flowers are blooming and

animals are being born.”

Rotations/ Body

For each station and rotation, have the children:

- Collectively make a model of a tree during the season of

Craft resources:
summer in England. The trunk of the tree being made of
cardboard, tissue
cardboard previously before and each group collects
paper, glue.
leaves and twigs from outside and sticks them onto the

tree. Also creating a sun for the tree with scrunched up

tissue paper.

- Make a Word Cloud using the iPads with all the words
iPad app: Word Cloud
they can think of to describe summer and spring in

England and Australia.

- Create a cherry blossom tree with brown paint handprint

Craft resources:
and scrunched up pink, peach and white tissue paper
cardboard, tissue
- Collectively make a model of a tree during the season of
paper, glue, markers,
spring in England. The trunk of the tree being made of
pencils
cardboard previously before and each group collects

leaves and twigs from outside and sticks them onto the

tree. Also creating flowers with paper and decorating with

pencils and markers.

Conclusion

- Ask the children to clean up there areas and place

everything back the way they found it and return to the

mat.

- Have small show and tell of their creations of the Word

Cloud they made. Asking questions about why they chose

those certain words.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT

LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other

LINKS (Introduction, Body and Conclusion)

4/ 3 How weather (e.g. In the lesson the students Introduction

rainfall, will: - Play the YouTube video ‘If you Know All the Seasons/ https://www.youtube.c

temperature, 1) Apply their knowledge of 1) Whether the children correctly Four Seasons Song for Kids’ by The Kiboomers. om/watch?v=_BkkzF9

sunshine, wind) and seasons in England and ordered the seasons and - Have a class reflection on our previously lessons on z4-g

seasons vary create a stop-motion matched the props the right Seasons around the world.

between places, showcasing these season. “So class can anyone remember what we have been

and the terms used changes. learning these last few days relating to seasons.”

to describe them “Let’s look at our previous activities and our creations. So

(ACHASSK032) 2) Assess their knowledge we made a Book Creator on the seasons of Winter and
2) Whether the children have
of the weather Autumn in England and compared it to Australia’s winter
learnt all the concepts such
Participate in conditions and seasonal and autumn, we also made a Word Cloud about England’s
as the key terms describing
guided investigation changes in England. summer and spring.”
summer, winter, autumn and
and make - Tell the class what we will be doing today and the links to
spring.
observations using the other two lessons.

the senses “So class today we going to be ending our lessons on

(ACSIS011). seasons of England by creating a stop-motion video of all

the seasonal trees we made over the last two days.”

“So the rotations today we will just have three groups for

extra time for the stop-motion. So station one is where

you’re creating a stop-motion video with a partner. The

 other stations are for building and testing your knowledge

on seasons.”

Body/ Rotations
Resources made from
For each station and rotation, have the children:
previous lessons and
- Create their stop-motion film with a partner. Set out the
also seasonal props
different resources they made over the last two lesson
(winter hats, beach
with additionally props for the students to use to create the
balls, autumn rakes,
scene of the different seasons. Have an example of the
spring born stuffed
seasons in order to aid the children.
animals.)
- Write a senses poem about what they experience in winter

through their senses. Some winter smells, feelings of cold,

Paper, pencils.
winter foods, sounds of winter, and what winter looks like

in England.

- Together with a partner create a Kahoot quiz about all the

iPads
different seasons, and exchange with another pairing to

test your and their knowledge.

Conclusion

- Ask the children to collectively clean up the trees and

seasonal props and place them back into the cupboard.

- Have the children come back to the mat and showcase

the stop-motion videos to the class.