FORWARD

PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science (Amazon Rainforest)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Scienc
Understa as a e
nding Human Inquir
Endeav y Skills
our
1. Living 1. Students should be 1. Students 1. Students are directed to lesson 3- Treetop Treck in What is Ipads with
3. things able to explain the demonstrate their class WebQuest Deforestation? preloaded apps
Treetop depend process and understanding of 2. Introduction to topic with Emaze presentation (Popplet Lite)
Treck on each purpose of Deforestation 3. Students are directed to specific learning resources What is the
other and Deforestation through the creation in to explore the process of Deforestation. purpose of Teacher made
the of a flyer (Smore 4. Students are required to individually create a flyer in Deforestation? webquest on
environm 2. Students should be app) that Smore about Deforestation including what weebly
ent to able to describe summarises what deforestation is, its purpose, and how its affecting the How is it
survive how it is affecting deforestation is, animal population in the Amazon. It must also include affecting the Intro to
(ACSSU the animal why its occurring or copyrighted free images. Amazon? Deforestation-
073) population in the why people do it, 5. Teacher checkpoint- students understanding of embedded
Amazon and how its Deforestation and its affects via Deforestation flyer How it is teacher made
2. Earths affecting the that shouldve been embedded into class blog page. affecting the Emaze
surface 3. Students should be Amazons animal Make a note of students who have found other animal
changes able to investigate population sources of information, rather than just using the population in the Embedded smore
over time ways we, or webpages provided. Amazon? page or linked
as a organisations, are 2. Students present 6. Students are split into groups of 3-4 (based on those smore page url.
result of helping to stop their investigations who finish flyers at the same time) and will brainstorm How can we
natural Deforestation in or findings on ways in (Popplet app on their iPads) ways we can reduce help stop Popplet Lite app-
processe the Amazon we can, or the Amazons deforestation rates. Deforestation? iPads
s and organisations are 7. Teacher checkpoint- Students investigation, and
human trying to reduce the inquiry based thinking about how we can reduce the Which Class blog on
activity rates of rates of Deforestation in the Amazon- via Popplet organisations Seesaw
(ACSSU deforestation in a mind maps uploaded to class blog page. are already
075) mindmap on 8. Conclusion/teacher reflection: teacher facilitates trying to stop
Popplet Lite app. discussion to share brainstorm ideas and allows Deforestation
students to recap their own learning. rates in the
9. Extension- students may be advised to have a Amazon?
read/look at other classmembers flyers, or other
groups brainstorms on the class blog.