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TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: 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 Asia and Australia’s engagement with Asia Sustainability
Cultures
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2/1 (ACHASSK08 1. Use Google Expeditions Diagnostic Introduction – Kahoot

4) to explore the Americas Assessment:  Students will complete a Kahoot quiz on what they www.kahoot.it
before Explorers. Using a Kahoot, already know about famous explorers.
students will  Students will be handed a famous explorer that they
complete a quiz will research.
2. Work collaboratively on prior
and create a brainstorm knowledge of Body –
using the popplet app. Famous  Using the app, google expeditions, students will be
Explorers invited to join a tour of the Americas before the iPad
arrival of famous explorers.  Google
 The teacher will lead the expedition, making point of Expeditions
important facts that will help students realise the
impact of famous explorers.
 Students will then get into groups depending on iPad
their famous explorer and brainstorm facts using  Popplet Lite
popplet.

Closure –
 At the end of the lesson, students will then share
their information with other groups in the class
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3/2 (ACHASSK08 1. Develop an avatar for a Formative Introduction – iPad

4) famous explorer. Taking Assessment:  To start the lesson, students will form into their  Popplet Lite
note of certain features Assess students groups from the previous lesson.
to make them look the Avatars once  Once in groups, students will choose one fact from
part. they are their popplet to share with the rest of the class,
uploaded to changing the fact into a question that other students
Padlet have to answer.
2. Start a book through
book creator and create Checklist of Body –
a few pages detailing Student  The teacher will introduce an avatar making app,
some basic facts. progress giving students the choice of Avatar creator, bitmoji, iPad
through Book or Chibi Studio.  Avatar Creator
Creator  The teacher will create on of themselves and explain  Bitmoji
 Chibi Studio
to students the process of downloading/exporting
the image once it is finished.
 Students will then create an avatar of their famous
explorer, by using images from the internet to make
their avatar look as close to the real person as they
can.
 Students will then create a new book through book
creator. iPad
 Students can start to research facts about their  Book Creator
famous explorer and use information from their
popplet.

Closure –
 To finish the lesson, students must have finished
developing their avatar and started their book
through book creator.
 Students must also upload their avatar image to Padlet
padlet.  QR Code
available on
Weebly
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3/3 (ACHASSK08 1. Work collaboratively in Formative: Introduction – YouTube

4) explorer groups, Students record  Have students split into groups depending on their
watching and recording information famous explorers.
notes on YouTube from YouTube  In groups, students will watch a YouTube video on
Video. video. their famous explorer.
2. Finalise Book using Book
Creator and upload to Students use Body –
information  Individually, students will now start working on their iPad
iBooks and SeeSaw.
from the past book using book creator.  Book Creator
lessons to  Students must include basic background information
complete and write about what their explorer did during their
booklet. life.
 Students will need to include their avatar
Summative: throughout the book creating process.
Mark final
product through Closure –
SeeSaw  At the end of the lesson, students must have
according to finished creating their book. iPad
Rubric.  Students must import their book into iBooks, and  SeeSaw
upload to SeeSaw for marking.  iBooks