Humanities and Social Science Education Lesson PLan

Topic Achievement standard

Seasonal Weather Changes Students will be able to identify and describe the natural features of places and recognise that people
describe the features of places differently.
Year level ACARA Content descriptors
Year One HASS
Sub-strand/subject Knowledge and Understanding
HASS Geography The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and
Inquiry process stage Torres Strait Islander Peoples, describe them (ACHASSK032)
This lesson fits within the research stage of the inquiry process. Inquiry and Skill
This stage will begin by exploring the features of the European Collect data and information from observations and identify information and data from sources
calendar which is used in the students home place. Students provided (ACHASSI019)
will investigate the characteristics used to describe the Sort and record information and data, including location, in tables and on plans and labelled
European seasons and the activities people connect with each maps (ACHASSI020)
season. Research into whether the characteristics of these Present narratives, information and findings in oral, graphic and written forms using simple terms to denote
seasons is the same all over the world will then be explored the passing of time and to describe direction and location (ACHASSI027)
and the causes of the different seasons. Exploration into the
ways different cultural groups, such as Aboriginal and Torres Cross Curricular Links
Strait Islander People, describe the seasons will then be Maths
undertaken in comparison to the European Seasons (this Describe duration using months, weeks, days and hours (ACMMG021)
lesson). Science
Observable changes occur in the sky and landscape (ACSSU019)
This lesson will also incorporate aspects of the communication Aboriginal and Torres Strait Islander Histories and Cultures
stage of the inquiry process. As stated previously the inquiry Development of knowledge about Aboriginal and Torres Strait Islander People is weaved in the unit as students
process is not linear and as such some lessons may incorporate learn explore a variety of Indigenous seasons. Through this activity, the students begin to develop an
more than one stage. Students will communicate their findings understanding of these Indigenous cultures and their connection to places. Additionally, they will be able to
to the class throughout the inquiry process. compare and explore the cultural knowledge and beliefs of Indigenous people with their own cultural
knowledge, and in turn develop a respect for cultural diversity (ACARA 2017).
Timing Procedure Organisation and resources
Lesson Context: Book and collect laptops so they are
Students would have already learnt about the European seasons, their features and characteristics and activities available at the beginning of the lesson.
people associate with them. Students would have a brief understanding about why the seasons vary in different Print A3 Venn Diagrams
parts of the world. Load website onto SMART board
As this early stage in the inquiry process students are working within the remembering and understanding stages http://www.bom.gov.au/iwk/index.shtml
of Blooms taxonomy and will move to applying, analysing, evaluating and creating later in the unit (Forehand Pens, pencils and a glue stick
2010).
 Lesson Introduction
10 Minutes Start the lesson with a quick recap and discussion about what students know about the seasons so far. Students are seated on the floor in front of
Ask: Do you think everywhere has four seasons? How many seasons are there in the Northern Territory? Discuss the SMART board.
with students their responses and reasons for their responses.
Students will most likely answer 4. Show them the map from Indigenous Weather Knowledge (IWK) website and
explore how many seasons the various Aboriginal groups have. Discuss why the students think they might all be
different. Introduce to the students the idea that not all cultural groups go by the four European seasons and why
that might be.

Then explore the Gariwerd seasonal calendar on the IKW map. Ask: Do you think they will have four seasons? If
not, why? Get students to discuss their thoughts with a partner before having a quick class discussion.

Then show students the information on the (IWK) website. Whilst exploring, model how to navigate the website
and the information that is available within the website.

Body of Lesson
25 Minutes Explain that the Gariwerd seasonal calendar will be the focus of our lesson as it is the closet to Adelaide. Students are divided into six groups and
Divide students into six groups. When grouping try to ensure there is a good mix of ability levels as more each given a season of the Gariwerd season
knowledgeable peers can provide support for less capable students (Woolfolk & Margetts 2013). Allocated each to research. They have access to a laptop
group a Gariwerd season to research. Provide each group with one A3 Venn diagram that they must use to on their desk.
compare the characteristics of their Gariwerd seasons with the characteristics of the European season that
occurs at that time. Students must use their prior knowledge and the IWK website to complete the task. Students
may record their information anyway they like.

12 Minutes Once complete, each group is given 2 minutes to present to the class via oral presentation what they have found Students return to the floor this time sitting
out about their Gariwerd season, its features and characteristics, and how it is different or like the European in a circle.
seasons.

Lesson conclusion
3 Minutes To conclude the lesson the class will do a quick whip around where each student is asked to state one Students are still sitting in a circle on the
interesting fact they learnt about the Gariwerd Seasons. floor.