Hass FPD - Assignment 2

HASS FORWARD PLANNING DOCUMENT
TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

TOPIC: ME ON THE MAP
YEAR LEVEL DESCRIPTION
The concept of scale is introduced as students explore the hierarchy of scale. They further develop a mental map of the world and of where they are located in relation to other places.
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF INTEGRATION INTO

OTHER LEARNING
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
AREAS
Knowledge and Skills Outcome 1.1.2,
understandings 1.1.6, 2.1.4,
5.1.1, 5.2.2
The location of the Reflect on current Prior to lesson: Ask the students to fill in a form at home with their families: Where do you Literacy: “Me on the
major geographical understanding of a
live? Where are you born? Where have you lived? What suburb are you from? (ACELY1666) Map” by
divisions of the world topic (e.g. think-pair-
(e.g. continents, oceans) share, brainstorm) Joan
in relation to Australia (WAHASS13) Introduction: Sweeney
(ACHASSK047) - Call the students down to the mat using the time bomb application. – Group circle Literature:
Pose questions about
- Brainstorm on a KWL chart (appendix 1) using sticky notes from the students: (ACELT1587) Appendix 1:
Local features and the familiar and
places are given names, unfamiliar What do we know about maps? (ACELT1591) KWL chart
which have meaning to (WAHASS14) - Ask the students: What is a map? What are some reasons people use maps? Are there
people, and these places different kinds of maps? Have you or anyone you know used maps? Sticky notes
can be defined on a
- Show a box. Inside will be different types of maps What do these maps have in common?
variety of scales,
including personal (e.g. - Read the story, “Me on the Map”. Large map-
home), local (e.g. street, - Point out the different maps and ask the students: Have you seen this map before? What do Australia
suburb or town), you notice about this map? Where is the girl in this picture? What country is this girl from?
regional (e.g. state) and
- Explain to the students that the girl is in many different maps, just like they are. Google Earth
national (e.g. country)
(ACHASSK048)
HASS INTEGRATION Procedure: Pencils
- Bring up Google earth on the interactive white board.
N/A - Start at the current location and zoom out so the students can see that we are all on Markers
LESSON OBJECTIVES earth just like the girl in the story.
- Point out Australia and ask the students if it is a country or state. Compare the size of Pins
As a result of this lesson, students will be able to:
Australia to the size of Europe and America. Ask the students: Has anyone been
outside of Australia? Is anyone born outside of Australia? Where are you from? Family
 Identify a map
- Point out the different places that the students are from. questionnaire
 Locate where they are from on a map - Show the students the large map of Australia. Ask if they can see where Australia is. answers
 Reflect on current understanding on maps through - Place a pin with their name on it on the map to show where they are from.
a KWL brainstorm - Put string around all of the pins to show that we are connected in some way even Box –
though we are from different countries. different
ASSESSMENT types of
KWL Chart: Students will write their names on the bottom maps
of the sticky notes. Place sticky note brainstorm on the Conclusion:
chart. Through doing so, the teacher will understand - Students will be called back down to the mat for a class discussion.
whether or not they have displayed the skill – reflection on - Explain that over the next five weeks they will be exploring all different types of maps.
current understanding - Write one thing they have learnt in the lesson and place it in the “Miss Smith’s Mailbox”.
Exit Slips: write one thing they have learnt from the lesson Learner Diversity:
so that the teacher can understand what they have - There will be a list of the students’ home countries so that the students who are not sure
understood. will know just by asking the teacher.
- Have pop sticks with answer prompts for students who struggle with sentence starters – (I
Checklist: To see wether or not the students have met the believe……, I think……)
lesson objectives. If they identify a map, write their name
down on a piece of paper. Only focus on the enabling
students, as it will be too difficult to observe all of the
students during one lesson. The students will be placing a
pin to show where they are from on a map. They will also
have their names on the pin. After the lesson, tick under the
objective whether or not they have placed their pin in the
correct location on the map.


SCSA LINKS EYLF INTEGRATION INTO

OTHER LEARNING RESOURCES
INTEGRATION TEACHING AND LEARNING EXPERIENCES
AREAS
Knowledge Skills Outcome 1.1.2,
and 1.1.6, 1.2.1,
understandings 2.1.4. 5.2.2
Local features and Locate information Prior to the lesson: The teacher will place pictures of treasure around the room. Literacy: https://www.
places are given from a variety of
(ACELY1666) ordnancesurv
names, which have provided sources (e.g.
meaning to people, and books, television, Introduction: ey.co.uk/map
these places can be people, images, plans, - The teacher will stand at the front of the classroom wearing a pirate hat and clothes. Literature: zone/map-
defined on a variety of internet) (WAHASS15) - Call the students to the mat using the time bomb application. – sit in a circle (ACELT1591) skills
scales, including
- Explain - the teacher has lost all of their treasure and they need some help to find them.
personal (e.g. Identify relevant
home), local (e.g. street, information - Show the students a map of the classroom on the interactive whiteboard. “Me on the
suburb or town), (WAHASS17) - Ask the students: Where is N, S, E and W? How do we know? Map” by
regional (e.g. state) and - Point to the compass rose and explain the purpose of a compass rose. Joan
national (e.g. country)
- To find the treasure the class needs to say whether or not it is to the North, South, West or Sweeney
(ACHASSK048)
East side of the classroom. Once they yell out the direction, one student at a time can collect
HASS INTEGRATION
the treasure that has been hidden around the classroom. Treasure box
N/A - Explain to the students why we need to know where North, South, East and West is. Maps
LESSON OBJECTIVES - Read the story: “Me on the Map” Globe
- Point out the different features of the maps in the book. (Mapping skills)
As a result of this lesson, students will be able to: Compass
Procedure:
 Identify the skills need to use a map - Explain to the students that they will be practicing their mapping skills. Time Bomb
 Share key findings with the class - Separate the children into their HASS groups. Groups are mixed ability.
- Students will use their Ipads to take a photo of the QR code on the Interactive Treasure
Whiteboard. map
- Explore the website link and discuss the content with their groups members.
- Ask the students to open up the mapping skills section of the website. QR Code
- Each group will write on the middle of a piece of paper: Mapping skills (Appendix 2)
- Learner diversity to extend and assist – (how they will fill out the paper) Ipads
ASSESSMENT Conclusion: Brainstorm
Group Poster: Students will create a poster in their HASS - Groups will come back to the mat using the ticking time bomb. (Appendix 2)
groups. This poster will inform the teacher on the student’s - Each group will come to the front of the mat to tell the class what they found interesting.
ability to identify the skills needed to read a map. - Teacher will hang the posters in the geography discovery area of the classroom. Pens
Checklist: Use the information gather from the poster to Learner Diversity:
complete the checklist. This checklist will allow the teacher - Students will be grouped based on their ability. Each group will have students who are
to see whether or not the students have met the objectives more capable of following instructions and concentrating. They will also have some students
for the lesson. in those groups who need extra guidance.
- Give students who are more capable of finding information a question sheet to fill out 5
different facts. Students who are not capable will be asked to write down 5 interesting facts.


SCSA LINKS EYLF INTEGRATION

INTO OTHER
LEARNING
Knowledge and Skills Outcome 1.1.2, AREAS
5.1.1, 5.2.2
Local features and Represent collected Prior to the lesson: Place sticky tape on the floor to make the outline of Australia. Literacy: “Me on the
places are given names, information and/or
(ACELY1666) Map” by
which have meaning to data in to different
people, and these places formats (e.g. tables, Introduction: Joan
can be defined on a maps, plans) - Call the students to the map using the ticking time bomb application - sit in a circle. Literature: Sweeney
variety of scales, (WAHASS20) - In the middle of the circle will be a sticky taped outline of the continent/ country Australia.
including personal (e.g.
(ACELT1591)
- Ask the students: What country is this? Is this a continent? What are some of the states Sticky tape
home), local (e.g. street, Pose questions about
suburb or town), called? How many states are there? Does anyone know how many continents there are in?
the familiar and
regional (e.g. state) and unfamiliar - Explain to the students that we are in the continent/ country of Australia. Time bomb
national (e.g. country) (WAHASS14) - Ask the children to find our city. Where is Perth? Where is Melbourne? Where is Sydney? application
(ACHASSK048)
What other states are there? What suburb are we in? What suburb do you live in?
HASS INTEGRATION - Get the students one at a time to stand up and sit on the cities and explain that we are on the Google maps
map of Australia sitting on “insert city”
N/A
- Read the story: “Me on the Map” School maps:
LESSON OBJECTIVES - Ask the children: What continent is she from? What country is she from? Appendix 3
As a result of this lesson, students will be able to: - Explain that they will be exploring where our school and class is on a map.
 Locate and label their classroom on a map of their Procedure: Pencils

school - Open Google maps and bring up the school and its surrounding suburb.
- Ask the students: Where is our school on this map? Can anyone see his or her house? Compass
 Label three features of their school on the map
(oval, canteen, etc.) What is our suburb called? Does anyone know what suburb they live in?
- Zoom in on the school and see if the class can find where our classroom is a other Sticky notes
rooms
- Zoom in on a school that is rural where Aboriginal students attend.
- Ask the students: Does our school look bigger or smaller? How many students do you
think go to this school compared to our school?
- HASS groups and make their way to their tables with the paper “My Classroom”
- Glue a Google map image of the school onto the piece of paper and look for their
ASSESSMENT classroom. (Appendix 3)
Poster: Students will complete a “My Classroom” poster. - They will add a compass and they will also label the school.
This poster will allow the teacher to see if the students are
able to locate and label their poster. Conclusion:
- Students will come back down to the mat using the time bomb application.
- Students will show a peer their school maps and will compare. They will show each other
Sticky Notes: Students will write on a sticky note one thing what they have labelled.
that they labelled on their classroom. They will also write - The teacher will ask four pairs to show what they have labelled.
their names on the notes. This will allow the teacher to - To transition to the next lesson, the students will need to write one thing they labelled on a
know if they labelled their map and if they know the sticky note and will place it on the geography wall.
different parts of the map.
Learner diversity:
Checklist: Use the poster and sticky notes to fill out the - To enable students, they will be asked to label 6 places on the school maps. For students who
checklist. This will allow the teacher to understand whether are struggling, they can label as many as they can.
or not the students have met the lesson objectives. - Provide prompts “Where do you go for lunch? Where do you play at lunchtime?)



INTO OTHER
LEARNING
Knowledge and Skills Outcome 1.1.2 AREAS
5.1.1, 5.2.2
Local features and Represent collected Prior to the lesson: Literacy: “Me on the
places are given names, information and/or
- Ask the students to bring in a photo of their bedroom. (ACELY1666) Map” by
which have meaning to data in to different
people, and these places formats (e.g. tables, - Organise the front of the classroom to look like a bedroom – blankets, pillows, lamp etc. Joan
can be defined on a maps, plans) Literature: Sweeney
variety of scales, (WAHASS20) Introduction:
including personal (e.g.
(ACELT1591)
- Students will come to the mat when the ticking timer bomb goes off. Time bomb
home), local (e.g. street,
suburb or town), - Students will sit in a circle around the bedroom set up. application
regional (e.g. state) and - Ask the students: Where would you find these items in your house? Where do you sleep?
national (e.g. country) What do you sleep on? What do you have in your bedroom? Whiteboard
(ACHASSK048)
- The teacher will draw their bedroom on the whiteboard for the students to see.
HASS INTEGRATION - Start with the outline of the room, then ask the students: Where do you think my bed is? Whiteboard
N/A Where do you think I have my bedside drawers? marker
LESSON OBJECTIVES - Finish drawing your bedroom. Add in a compass and label the bedroom.
- Refresh the students’ minds by explaining that all maps should have a map and should be Compass
As a result of this lesson, students will be able to: labelled.
- Read the story: “Me on the Map” QR Code
 Create a map of their own bedroom - Point out the different parts of the girl’s bedroom. Ask the students: Do you have this in your
 Identify North, South, East and West on the map bedroom? What colour is your bed? Where do you find this in your bedroom? Do you hang Bedroom
of their bedroom your clothes in a wardrobe? Application:
 Label their bedroom - Explain to the students that they will be re-creating their own bedroom on an online mapping http://pbskids
game. Model the game to the children on the mat – I do, You do, We do. .org/catinthe
hat/games/th
Procedure: e-cat-in-the-
- Students will be put in their HASS groups. hat-can-map-
- They will need to scan the QR code on the interactive whiteboard to get the game. this-and-that
- Prior to starting the game the students will look at the pictures of their bedroom. (appendix 4)
ASSESSMENT - They will look to see how many beds, drawers, lamps etc. they have in their room. Sticky notes
Poster: students will create a poster for their bedroom. The - Open the application and begin the game. Ask the students as they do the game: What
poster will demonstrate whether or not they can create a do you notice about this map?
map of their bedroom, identify N, S, E and W and if they - When they have finished, ask the students to include a compass to show where N, S, E
can label their bedroom. and W is.
- Take a screenshot of the bedroom and print it out.
Checklist: The checklist will be use to see if the students - Place on coloured cardboard and ask the students to label the items in the room.
have met the objectives during the lesson. It will be used - Glue their pictures of their bedroom under the print out of their map.
against the poster after they have been completed.
Conclusion:
- Students will make their way back down to the mat.
- Share their bedrooms with the class and will share where N, S, E and W is.
- To transition to the next lesson, the children will write on a sticky note 2 things they have in
their map. Put it in the mailbox.
Learner Diversity:
- To extend students they will be asked to make another map of their parent’s room or their
living room. They will also be asked to label the items in the rooms.
- To enable students they will be asked to label at least 3 things in their room.



INTO OTHER
LEARNING
Knowledge and Skills Outcome 1.1.2, AREAS
understandings 1.1.6, 2.1.4, 5.1.1,
5.2.2
Local features and Draw conclusions Introduction: Literacy: “Me on the
places are given names, based on information
- Use the time bomb to gather children to the mat and read the story “My Place”. (ACELY1666) Map” by
which have meaning to and/or data displayed
people, and these places in pictures, texts and - Point out the different maps in the story and ask the students: Does this map look similar to Joan
can be defined on a maps (e.g. form the maps in the “Me on the Map” book? Where in Australia do you think they are? Does this Literature: Sweeney
variety of scales, categories, make suburb look similar to ours? What do you see on this map?
including personal (e.g. generalisations based
(ACELT1589)
- Explain to the children that they will be making a flipbook on where they live. Interactive
home), local (e.g. street, on patterns)
suburb or town), (WAHASS21) - Interactive Whiteboard – five headings – Earth, continent, country, state, city and town. whiteboard
regional (e.g. state) and Students will draw pictures or words under the headings to show what might be on their
national (e.g. country) Present findings in a flipbook pages. Model each one first. Marker
(ACHASSK048) range of - Draw continents and oceans under the earth heading. Draw a map of a suburb under the
communication forms,
town heading to show schools and etc. Flip books x
using relevant terms
(e.g. written, oral, 30
digital, role-play, Procedure:
graphic) - Student will get into their HASS groups at their tables. Pencils
(WAHASS23)
- Hand the students the flipbook pages stapled together.
- Use the Ipads so the students can research and draw their maps based on the Google Glue
images and maps.
HASS INTEGRATION - Cut out the circle pages, place the circle in order and draw and colour in the maps. Scissors
(ACHASSK044) “My Place”

Conclusion:
LESSON OBJECTIVES - Sit in a community circle so that the students can share their flipbooks. by Donna
- Fill out the Learnt section on the KWL chart (appendix 1) from lesson 1. Rawlins and
As a result of this lesson, students will be able to:
- Explain to the students that the mapping inquiry lessons have ended and that they will now Nadia
Wheatley
 Create a flip book on their geographical location – be exploring the curriculum link - The ways in which Aboriginal and Torres Strait Islander
planet, continent, country, state, city and home Peoples maintain connections to their Country/Place (ACHASSK049)
Appendix 1:
 Reflect on their learning during a class discussion KWL Chart
ASSESSMENT Learner Diversity:
Flipbook: Students will complete the flipbook. Use these - Pre-cut out the circles for students who take longer to do so
flipbooks to understand whether or not they have been able to - Ask questions to help prompt – what is in your town? What would you draw in your city?
create one on their geographical location. - To extend students – ask the students to write one thing they love about their “place”
KWL Chart: Students will write their names on the sticky

notes for the KWL chart. The teacher will use these sticky
notes to see if they have been able to reflect on their learning
during the unit of work.
Checklist: Use the checklist to see if the students have been

able to meet the lesson objectives. Use the flipbook and KWL
chart to fill out the checklist. (No rubric as this is a unit of
work over a term)

Hass FPD - Assignment 2

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HASS FORWARD PLANNING DOCUMENT

TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF INTEGRATION INTO

TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF INTEGRATION INTO

TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF INTEGRATION

 Locate and label their classroom on a map of their Procedure: Pencils

TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF INTEGRATION

TERM: THREE STRAND/S: GEOGRAPHY CONCEPT/S: GEOGRAPHY

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF INTEGRATION

(ACHASSK044) “My Place”

KWL Chart: Students will write their names on the sticky

Checklist: Use the checklist to see if the students have been

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