Week 1
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Learning intention: To be able to name and map the states and territories of Australia.
Prior Knowledge: Activity – The essential question Pose the big question for class to explore - What does it mean to be Australian? Brainstorm or discuss what this could mean, e.g beach, multi-culturalism, sport, BBQ, etc. Activity: What does Australia look like? Pose question – What does Australia look like? Students paste a map of Australia in their Inquiry book, including any states and capital cities they know. This will form your baseline data. Resources:
Students rate their understanding of the concepts and their efforts through a group reflection at the end of the lesson. Curriculum: Representation of Australia as states and territories, and Australia’s major natural and human characteristics PoLT: 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work 2.1 encourages and supports students to take responsibility for their learning 3.3 builds on students’ prior experience, knowledge and skills 4.3 emphasises the quality of learning with high expectation of achievement 4.6 uses strategies to foster imagination and creativity 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment |
Lesson two
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Learning intention: To build base knowledge about the Australian Flag by reading and summarising the text. Prior Knowledge: Shared Reading Focus- Building base knowledge Text-The Australian Flag Display the flag of Australia Students to identify and record the significance of the symbols and elements of the flag. Activity: Read each paragraph of the text, ‘The Australian National Flag’ and discuss and summarise information. Clarify words students might not understand. Identify the significance of the symbols and elements of the flag. Show the Southern Cross Students can visualize what the Southern Cross looks like. Students to re-read the text ‘The Australian National Flag’ and summarise the information about the different symbols of the flag. They can represent the information by labelling the flag and including the descriptions under the title of each symbol. Resources:
Students rate their understanding of the concepts and their efforts through on floor presentations at the end of the lesson. Students can establish what they now know about the Australian flag by sharing with the class their labels and information sourced via The Australian National Flag text. Curriculum: Describe the significance of Australian celebrations, symbols and emblems PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment Learning Intention: To build a base knowledge about countries which have the union jack in their flags. Prior Knowledge: Focus- Building base knowledge. Show students the British empire flags to show the other countries that have the union jack in their flag. What might we infer from this information? Why is the Union Jack represented on so many of the flags? What do these countries have in common? Activity: Group discussion: Create an anchor chart with the students and record their ideas and questions. What are they interested about regarding the union jack? Are they aware of any similarities between flags? Resources:
Make anecdotal notes about each student in this lesson regarding their input and knowledge. This will assist with information for forming focus groups with the children based on their knowledge and understandings Curriculum: Describe the significance of Australian celebrations, symbols and emblems PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment |