TERM/WEEKS: 3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: HASS - Geography

FORWARD PLANNING DOCUMENT

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:

Each child in the class has their own iPad which they bring to school every day.
The children have the required ICT tools already downloaded and accessible on their iPads.

These lessons are included within a unit of inquiry titled “Our Planet, Our Future” that combines Geography, English and Visual Arts to provide a meaningful, relevant and collaborative
student-directed learning experience. This 10-week (20 lessons) unit of inquiry that addresses the themes of environment, sustainability, and the necessity to work together as global citizens
to care for our planet.

Weeks 1-2:
Students explore the importance of the environment in providing resources and sustaining life. They examine a range of different environments and identify the associated features and
resources the provide. They will explore the characteristics of different environmental landscapes and portray them through experimentation in artwork that uses shape, colour and value.
Students look at the purpose and features of informative text types.

Weeks 3-4:
Students look at how humans access and utilise different resources. They look at the relationship between Aboriginal people and the environment. They examine the ways in which
Aboriginal people connect with the land, live sustainably and adapt to their environment. They explore man made versus natural materials, analysing their features, properties and sources.
Students will look at the language conventions of informative text types.

Week 5-6:
Students will explore how human activity impacts our planet. They will look at the ways in which humans interact with the environment and the issues that may arise. They learn to apply
design techniques (collages, weaving, resists) to manipulate the combination of media and materials. Students look at the text features, purpose and language style of an infographic.

Weeks 7-8:
Students work in groups to choose and explore a specific example of how human activity has led to an environmental problem in our world. They research the ways in which this issue
impacts the environment and availability of resources, how it affects the future of our world and what sustainable solutions we could put in place to help. They create an infographic to display
the information. Students look at a range of contemporary artwork with social messages and explore how art can be used as social commentary to convey a message. They collect materials
from waste and recycling to be used in their artworks in the following weeks.

Weeks 9-10:
Students prepare and present their chosen topic and infographic to an audience at an information afternoon with the purpose of informing them and encouraging environmental change.
Students draft, develop and deliver a presentation with audience and purpose in mind. Students use materials from waste and recycling to construct artwork that conveys a selected key
message about their environmental topic. The artwork created by the students will being displayed in the form of an exhibition. Students reflect on their own artwork as well as their
classmates.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Week 5 Geography Working in groups, create a mind map Formative Prior Learning - So far in this unit students have looked at the defining
Lesson 10 outlining the changes that we can assessments: features of different environments and their importance to sustaining life on
The importance
of environments make to live more sustainably. Earth. They have explored the ways in which Aboriginal people live
10:15 - 11:15 to animals and Assessing level of sustainably. They understand how humans interact with the Earth and make
people, and
Create a “helping hand” using Pic understanding through use of environmental resources. They have examined a range of human
different views on
how they can Collage that contains words/images completion of mind activities that have led to environmental issues such as climate change,
protected that summarises the attitudes and map and “helping global warming, air pollution, land pollution, deforestation, mining, agriculture,
(ACHASSK088)
actions we have towards caring for hand” activity. waste disposal and loss of biodiversity. Students are familiar with the ICT
The natural our planet. Looking for the tools being used in this lesson.
resources (e.g. following :
water, timber,
- Students have Introduction (10:15 -10:30) On the mat, teacher reads “The tomorrow
minerals)
provided by the identified some book” by Jackie French. This picture book addresses our impact on the “The Tomorrow Book”
environment and changes that can environment and how we can work together to live harmoniously with our by Jackie French
different views on
be made in order to environment for generations to come.
how they can be
used live sustainably. • After reading, the teacher asks discussion questions:
sustainably) - Students are able 1. What do you think the world will be like in 20 years? What would you
to summarise like it to be like? - Think, pair, share
personal attitudes 2. What is the world like outside the Palace?
and actions 3. What are some of the environmental issues/concerns mentioned?
towards living 4. What are some changes we could make to improve our world?
sustainably.
Body (10:30 -11:05) Students go back to their desks. Working in table iPads
groups they will discuss answers to the question: “How can humankind Mindmeister app -
care for and protect Planet Earth?” https://
• Students present their discussion in the form of a mind map using the ICT www.mindmeister.com/
tool “mindmeister”. They have 10 mins to complete their mind maps, 1231427603?
export it as an image and link it to the inquiry Padlet. t=F5UMRkcXYa
• Each group will have the opportunity to share a key point of discussion
with the class while the teacher displays (on the IWB) their mind map Padlet App - https://
from the Padlet page. padlet.com/
• The students then work independently on the app “Pic collage” to create shereenksidhu/
tkvw1qrkf4v9
Week 5 a “helping hand”.
Lesson 10 1. The students will take a photo of their hand on pic collage.
Pic Collage App -
2. They outline their hand and shade over it in any shade of green.
https://pic-
10:15 - 11:15 3. The are asked to choose at least 5 words/short phrases that most
collage.com/
represent to them personally, the attitudes and actions of sustainable
living. (Eg. “Recycle”, “biodiversity”, “nature”, “responsible citizen”, “Our
future”)
4.They include these words anywhere on their handprints and decorate
them as they wish. They remove the background photo and are left with
the “helping hand” image.
5. They save the images of their “helping hand” and upload them to the
Padlet.

Conclusion (11:05 - 11:15) Students put away their devices and come
and sit on the mat. Interactive White Board
• The teacher selects a few students to present their “helping hand” and
explain why they chose the words they did.
• Ticket Out The Door before they are allowed out to recess - Each
student must state “which aspect of the environment they are the most
concerned about and why.”