Day: Tuesday Date: 27/03/2018 Time: Year: 2

Learning Area: HASS

Topic: Geography

Australian Curriculum Content Description:

ü Local features and places are given names, which have meaning to people, and these places can be
defined on a variety of scales, including personal (e.g. home), local (e.g. street, suburb or town), regional
(e.g. state) and national (e.g. country) (ACHASSK048)

Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with
Cross-curriculum priorities: cultures Asia
Sustainability

Critical and creative Ethical Personal and social Intercultural

General capabilities: Literacy Numeracy ICT
thinking behaviour capability understanding

Students’ prior knowledge and experience:

ü Students are aware of hemispheres
ü Students are aware of the continents
ü Students understand north, south, east and west
ü Some students are aware of the oceans surrounding Australia

Teaching purpose:
The purpose of this lesson is to extend the students understanding of their community, as well as what
makes up their community.
ü Personal, local, regional, national places

Learning objectives: Assessment:

Learning objectives: Today we are looking at what Formative performance assessment will be
makes up our community conducted using anecdotal records, based on the
level of understanding demonstrated by the
Success criteria: I will know that you are successful if students during the lesson.
you can explain what is part of your community

Preparation and Resources: (Detail what resources will be used and what other preparation of the learning environment will be required)
5 The Easter Bunny Comes to Western Australia
5 Picture sorts
5 My local community sheet

Catering for diversity:

ü Brainstorming session to assist students with work
ü Open ended activity allows for personal extension
Timing Learning experiences

Lesson to begin with students on the mat

1:35PM Learning Experiences:
Hook:
Students on the mat
Read ‘The Easter Bunny comes to Western Australia’
Quickly discuss the locations mentioned in the story.
1:45PM Inform:
Teacher to inform students of the learning objectives, and display them on the smartboard

Learning intention: Today we are looking at what makes up our community

Success criteria: I will know that you are successful if you can explain what is part of your
community
Teacher to ask students to repeat LI and SC to ensure students understand
On the mat: teacher to begin discussion about what our local community is?
What is our local community?
TPS: What does community mean? People living in the same space.
TPS: What does local mean?

Brainstorm:
What can we find in our local community?
Who can we find in our local community?
1:55PM Activity:
Model to students how to use the Tchart graphic organiser
Release students by table number to work in pairs on Tchart discussing different parts of their
local community.
2:15PM Pack and stack

Management of behaviour:
ü Use pop sticks on mat so children know they will be accountable OR ask for ‘no hands up’ and
choose random kids. Move distracted kids close to you on the mat away from furniture,
friends, etc.
ü Tell children the group that works the best cooperatively as a team and focuses on
completing the task, will receive a faction token each. Remind children of classroom
expectations and use 1/2/3 chart if necessary.
ü If a student is still disrupting the group, move that student to a desk by themselves at the
back of the room, explain why you have moved them, what you expect of them and then
 check in regularly. Praise that student when work is completed and move them back to their
desk.
ü Check in with all groups and use positive reinforcement or low-key strategies/responses to
refocus students. ‘I love the way… is helping her partner’.

ü Train station
ü Shops
ü Sports teams
ü Doctor