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Lesson 1 FPD

This forward planning document outlines a 3 lesson unit on the topic "Past in the Present" for Year 4 Australian History. The lessons aim to develop students' understanding of how the past is evident today through exploring old buildings and structures around the school, interviewing grandparents or parents about the school's history, and creating books to share what they have learned. Lessons incorporate the use of iPads, apps like Timeline and Portfolio, and mixed ability groupings to support diverse learners.

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chelseaannecrane
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55 views

Lesson 1 FPD

This forward planning document outlines a 3 lesson unit on the topic "Past in the Present" for Year 4 Australian History. The lessons aim to develop students' understanding of how the past is evident today through exploring old buildings and structures around the school, interviewing grandparents or parents about the school's history, and creating books to share what they have learned. Lessons incorporate the use of iPads, apps like Timeline and Portfolio, and mixed ability groupings to support diverse learners.

Uploaded by

chelseaannecrane
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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FORWARD PLANNING DOCUMENT

T$RM+,$$-S: . Less&n: / Y$AR L$0$L: .+1 L$ARNING AR$A+TO'IC: Hist&ry( 'ast in t!e 'resent

AUSTRALIAN CURRICULUM HISTORY


General Capabilities: Literacy Numeracy ICT Critical and creati e t!in"in# Asia and Australia)s en#a#ement *it! Asia $t!ical %e!a i&ur 'ers&nal and s&cial C&mpetence Sustainability Intercultural Understandin#

Cr&ss(curriculum pri&rities: Ab&ri#inal and T&rres Strait Islander !ist&ries and Cultures

WE EK/ LES SO N

AUSTRALIAN CURRICULUM LINKS


Historical Historical Skills Kno l!"#! $ Un"!rstan"in#

SPECIFIC LESSON O%&ECTI'E

ASSESSMENT ( )at $ )o *

TEACHING $ LEARNING E+PERIENCES (incl,"! l!arn!r "i-!rsit.*

ACHHK044

ACHHS048 ACHHS049

Students use terms such as then, now, in the past, years ago in their speech to denote passing of time Students de!e"op in#uiry #uestions using appropriate !er$ tenses a$out the past

Portfolio App for Ipad%$ser!ations recorded with photos, !ideos, anecdota" notes & chec'"ists under each student and specific o$(ecti!e Comp"eted $y the )A or teacher

Introduction/ Motivation: C"ass mo!ed outside on the grassed area *ntroduce topic of +ast in the +resent to students $y passing around photos and o$(ects to students +arents ha!e $een as'ed to supp"y pho of fami"y mem$ers ,different generations-, o"d o$(ects such as a washi $oards %"d photos of the schoo" site and photos of the teachers wi"" a" $e used C"ass discussion a$out the photos and o$(ects )ngage students further in topic $y as'ing 'ey #uestions .hese #uestions shou"d a""ow students to de!e"op answers that show achie!ement of first o$(ecti!e Students are separated into mi/ed a$i"ity groups with one *pad per gro and ta'e photos of o"d $ui"dings0 structures in the schoo" grounds and surrounding area .hey record these on the +ortfo"io )ducation App

Procedure: 1egroup as a c"ass inside .eacher e/p"ains that to he"p us understand of these o$(ects & understand the past in the present we are going to inter!iew some grandparents0 parents of the schoo" that can answer ou #uestions Students $ac' into their groups to $rainstorm their inter!iew #uestions using Spiderscri$e, 2u$$" us or +opp"et and create a 3indmap of their wor' .his can $e done on *pads .eacher and )A faci"itate "earning $ ha!ing discussions with groups on things theyd $e interested to 'now find out a$out the past

Discussion/ Closure: 4roups wi"" compare their mind maps on the *52 with the teacher 4roups wi"" inter!iew the person using +ortfo"io App to record audio, ta'e photos & !ideos, ma'e notes etc .his information can $e e/porte to the c"ass computers or up"oaded when students are creating their $oo's

Learner Diversity: 6.eacher e/p"ains the progression of the three "essons and uses !isua" time"ine using .ime"i app on *52 so students can refer $ac' to this 7esson steps are a"so inc"uded on the time"ine 6Students grouped into mi/ed a$i"ity to aid those students who not as adept at using *C. to comp"ete wor' 63i/ of 'inaesthetic, !isua", "inguistic and interpersona" "earnin inte""igences to a""ow as many students as possi$"e to access an engage with the topic 6.eacher and )A present when groups are formu"ating #uestion in order to scaffo"d "earning

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