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TERM/WEEKS: Term 3, wk 2 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Geography/ Australia

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: One iPad per student.

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

Term 3, The location of 1. Identify major States, • Google form Introduction (7 minutes)
Week 2 Australian states, Territories and their Capital can be used as • Students are asked to scan the QR code from the wall with • QR code generator
territories, capital Cities on a map. a form of their devices, this allows students to quickly load the website
cities and major with today’s lesson.
2. Represent states and formative
regional centres
territories on a mind map assessment to • Students return to desks (working with individual iPads
of Western
Australia and the using popplet. demonstrate however tables of four).
location and 3. Design a front cover of an the student’s • Explain lesson objectives and the term’s project. Explain term
identifying Australian themed brochure current objective is to create a brochure on the new topic, Australia.
attributes of using Canva. knowledge of • Play video create using Education Explain, which has been • Education Explain
Australia’s major the topic. created prior to the lesson to give an introduction on
natural features (
• Final quiz to Australia’s States, Territories and Capital Cities. This allows
e.g. rivers,
deserts, conclude teachers to provide the information efficiently and gives
rainforests, the lesson students’ a good reference to refer back to at any point.
Great Dividing identifies what • Following the video, explain to students they will attempt a
Range, the Great students’ have quiz (created on Google form) to test their knowledge. • Google forms
Barrier Reef) learnt in an
(ACHASSK066) Body (23 minutes)
collaborative
• Students are asked to follow the link on the website to the • Google Earth
Develop criteria environment
app Google Earth.
for selecting with their
• If it is the first time accessing the app, have students press
relevant peers “skip” tutorial.
information (e.g. (formative • Students are asked to type in Australia and zoom in enough so
accuracy, assessment). they can see the 6 States and 2 Territories.
reliability,
• Students will • Ask them to take a photo using the snapshot button of the
usefulness)
(WAHASS31) send through image and save it on to their device (have clear instructions
via Seesaw for visual learners and go through with students’ each step).
their start of • Ask students’ to open Canva, select a template design, and • Canva
the brochure. use the saved image to create the front page for their
This will be brochure of Australia.
incorporated
• Ask students’ to write a small paragraph under the image

into the final about the number of States and Territories there are, and list
assessment the Capital Cities.
piece
(summative Conclusion (10 minutes)
assessment). • Ask Students’ to send through their brochure via Seesaw. This • Seesaw
allows Teacher to view where they are currently at, and check
the picture and the information is correct.
• Explain to students that we will be working on this project in

our other lessons, and will be adding an area of choice

(Australia based) to focus on.
• At the end of the lesson the class will be split into four groups
to play a quiz created from the content that has been taught
through today’s lesson.
• Each group will be given a different buzzer sound, using the
app Ultimate buzzer to answer the questions. • Ultimate buzzer

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TERM/WEEKS: Term 3, wk 2 YEAR LEVEL: 3 LEARNING AREA/TOPIC: English/ Australia

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: One iPad per student.

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

Plan, draft and Introduction (5 minutes):

Term 3, publish 1. Use print and digital resources Summative
Week 2 imaginative, to gather information about a assessment- Rubric Invite students to the mat by Birthday months.
informative and natural feature the student for a brochure, key • Whiteboard
persuasive texts points include the • Have students brainstorm on the whiteboard the places • Are we there yet?
identifies in Australia from the
demonstrating location where the the family visited in the group-reading book, “Are we By Alison Lester
increasing control text, “Are we there yet?” natural feature is there yet?” by Alison Lester (Read in week one). (reading book).
over text structur 2. Create an informative page situated in
(for the brochure) on a natural • Ask students what is a natural feature?
es and language Australia, a
• Ask students to give examples of the natural features
features and Australian feature relevant fact, and a
mentioned in the book at different sites the family
selecting print, demonstrating appropriate persuasive reason

and multimodal simple, compound, and why tourists should visited.

elements visit.
complex sentences to express
appropriate to Body (28 minutes):
and combine ideas.
the audience and Formative • Ask students to discuss with a partner one place they

purpose (ACELY1 assessment- have visited and one place they have not visited in
682) Students to show Australia.
planning stage by
• Explain to students the first activity is to make note using
The location of using Padlet to take
Padlet;
Australian states, notes. Students to
o Three reasons why you visited the natural • iPad
territories, capital export Padlet and
 cities and major send Seesaw. feature and what you enjoyed about it. • Padlet
regional centres
of Western Formative- Working • Teacher to demonstrate how to access Padlet on the
Australia and the as a class place
student’s iPad’s.
location and images of natural
identifying features to the • Explain to students the second activity is to continue to
attributes of location make notes using Padlet. Include three reasons why you
Australia’s major (conclusion of would like to visit a new natural feature in Australia (a
natural features ( lesson). feature you have not been too and which is in the reading
e.g. rivers, book, examples should still be on the whiteboard).
deserts,
• Teacher to demonstrate how to add an additional note to
rainforests, the
Great Dividing Padlet prior to students attempting task.
Range, the Great o Advise the three points should be informative.
Barrier Reef) o Explain to students they can use the QR codes
(ACHASSK066) around the classroom to gather reliable
information (previously used QR codes). Explain • QR Codes (printed
to students ensure scan correct QR code; each on walls)
code is related to one State/ Territory. Remind

students to access their camera on the iPads.

o Allow students’ to discuss with shoulder
partner.
• Have students’ return to desks (group of 4). Have each
student tell the other group members the informative
information.

• Explain to students they will continue their brochure that

they started in Geography. The aim is to complete a
persuasive writing piece to attract tourism (show rubric of
what it is Teacher is looking for).
• Explain students to open Canva on their iPads (this should • Canva
have their front cover from Geography).

• Explain for students’ to include the below key points:

o A picture of the natural feature,
o Three informative points of the feature (already
completed), transfer from padlet.
o Explanation of why someone should go there as
a Tourist.

• Teacher to model example of brochure.

Conclusion (7 minutes):

• Have students show examples of their Padlet notes and
their start of their brochure. Ensure students save their
files from canva and upload to seesaw.

• Finish lesson with pictures of natural features from
• Pictures of natural
reading book and have students place on a map of
features
Australia the location they saw these features in (this will
recap their location skills from the Geography class).

Gifted and Talented:
Students gather information about two Australian features and
compare and contrast the similarities and differences. Address key
tourist attractions of both.

Students which require extra assistance:
Have students commence finding images using the iPads on an
Australian feature.
Have students gather a visual understanding of the Australian
feature.
Spend additional time using Padlet to make notes of what they can
see from the feature.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, wk 2 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science/ Australia

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: One iPad per student.

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

Term 3 The location of 1. Identify characteristics of Checklist: Are Introduction (6 minutes):
week 2 Australian states, Australian Animals and how students able to
territories, capital they adapt to their habitat. identify facts on an Invite students to sit on the mat dependant on what Australian
cities and major Australian Animal’s State they were born in (Save Perth till last).
2. Create a ‘Voki’ explaining the
regional centres environment, food
of Western features of an Australian and body
• Explain to students we will continue to look at Australian
Australia and the Animal, from the location composition?
Animals in our Science lesson.
location and chosen for the English project. Was this clearly
• Explain aim of today’s class is to identify characteristics of
identifying 3. Recognise how Aboriginal or demonstrated in
animals, in particular one animal which they will discuss in
attributes of Torres Strait Islander’s classify audio recording
Australia’s major using Voki? their final Project. Explain in addition to the tourist brochure
a living thing.
natural features ( (Summative they will include an audio clip, which will be used as part of a
e.g. rivers, assessment- will be tourist audio trail (should go hand in hand with brochure).
deserts, used in final • Use interactive whiteboard to access resource to revise with • Animal builder
rainforests, the assessment score). students four examples of Australian Animals including their video. Requires
Great Dividing students to pick 4
features and environment.
Range, the Great
• Reinforce all animals have different characteristics to help different
Barrier Reef)
(ACHASSK066) them grow, move, reproduce and live, refer back to examples environments and

 from animal builder. find out
Living things can • Have the copy of “Are we there yet?” by Alison Lester characteristics of
be grouped on standing up for students to refer to front cover. the environment
the basis
• List Australian animals from book. and an Australian
of observable feat
ures and can be • Ask students which animals have similar characteristics? animal, which lives
distinguished here.
from non-living Students return to desks, access iPads.
things (ACSSU044 http://www.scootle.edu.
). Body (25 minutes): au/ec/viewing/L1471/in
dex.html
• Have students brainstorm characteristics of animals
individually using Padlet, and then talk with partner, before • Are we there yet?
sharing with group, (Think, pair, share). (What environment? by Alison Lester
What state? Characteristics?) Reading book.
• Teacher to ensure padlet set up to share padlet notes with • Padlet
class.

• Discuss as group.
• QR codes created by
• Have students pick one Animal, which would be found, at the
teacher.
location they have chosen for their project.
• Using the QR codes provided by the teacher, have students’
follow the links on websites to allow for smooth access to gain • Voki
information on an animals environment.

(Give option to students to access additional information using
websites such as Kiddle- Gifted and Talented).

• Introduce Voki to students’ and explain app and how it can be
used for audio trail.

• Students access ‘Voki’ and access the Australian Animal. Use

the recording option to discuss;
o The environment
o Food
o Body features- fur? Scales? Legs?

Conclusion (9 minutes):
• Have students “show and tell” their ‘Voki ’ of their animal
picked.

• Ensure students saved characteristics; advise this will be

 included in Brochure.
• Have students upload to Seesaw.
• Read to students “dreamtime” story of ‘The Rainbow Dreamtime story:
http://dreamtime.net.au
Serpent.’ Explain you would like the students to think about
/rainbow-serpent-story/
how Aboriginal and Torres Strait Islanders’ talk about
animal’s, their features, environment, role etc.