Geography Sequence:

Week Learning Intention Activities Resources

Intro – Discuss the word seasons. What does it mean? – discuss 4 seasons and 2 seasons. Seasons wheel w/ months
Activity – Complete seasons wheel about Darwin’s seasons. Coloured pencils

Intro – Ask the questions when is wet season? When is dry season? Record student’s ideas.
2
Activity – Students create new seasons wheel, with the months on the outer ring. Colour wet season months in
and dry season’s months in.
Discuss when school and holidays are, how much of school is in the dry season? Etc.

Intro – Listen to wet season Flip chart

Coloured pencils
Discuss the things that happen in wet season. Then talk about the sounds of the rain, storms, and animals.
3 Flip chart
Activity – Students complete the 3 senses flip chart (I can hear, smell and see) Coloured pencils

Complete for dry season in lesson 2

I can identify how weather affects Intro – Look at cover of book. Look at map and see where Kakadu is.
the environment.
4 Activity – Compare seasons wheel with Gundjeihmi seasons wheel. Look at the six seasons and their
I understand seasons change characteristics.
throughout the year.
Focus on Gurrung
5 I understand that there are more Read this section of the book
than 2 seasons.
Focus on Gunumeleng
6 Read this section of the book

Focus on Gukjeuk
7 Read this section of the book

Focus on Banggerreng
8 Read this section of the book

Focus on Yegge
9 Read this section of the book

Focus on Wurrgeng
10 Read this section of the book
My Mob Going To The Beach
I am learning to predict MY MOB GOING TO Think pair share C, K, E, H Reading in silent reading Word Wall My mob digital
THE BEACH Oral discussion of prediction. (Focus child w/ focus students. - on book
I am learning to identify a front of class.) smartboard
characters feelings PREDICTION focus link Oral discussion pf personal connections Paddle pop
emotions to the text. sticks
I am learning to connect with
a text Monster march
Tuesday – Intro – Look at pictures through book on smartboard (touch on emotions and feelings) out exit cards
Activity – I predict… Together on smartboard then in books.
Reflection – Focus children (Angeliki, Joshua & Esha) show their work to the class.
3
Thursday – Into – Look through the book again and share stories about personal experiences that are similar to the book. Eg.
Beach, cockle shells & duck eggs.
Activity – Model how to write sentences about personal connection to a book then students do the task independently.
Reflection – Using paddle pop sticks choose 3 students to share their experience/work.
=

Friday – Intro - Read the book, reflect on prediction

Activity– Write a personal reflection eg. My prediction was correct/incorrect…. Because…
Reflection – Use monster march out exit cards.

I am learning to retell a story MY MOB GOING TO Talking & discussing personal reflections, R, M, D, G Reading My Mob Big & small
THE BEACH group discussions for pictorial retell. My mob guided reading pictures for
I am learning to write a + Spelling – books. – oral retell retell
written retell RETELL focus Twinkl Imagine language of retell
Monster march
Tuesday – Intro – Go through book, focusing on picture and places out exit cards
Activity - Pictorial retell – big pictures first in group then small pictures & stick into books.
Reflection – Using the flower retell sticks focus children (Razi, Tamika & Zoe) choose one and answer the questions.

4 Thursday – Intro – Reread book

Activity – As a class write a retell on the smartboard
Reflection - Using Paddle pop sticks students take in turns reading out the retell with support from teacher

Friday – Intro – Revisit the written retell and read through it.
Activity – Either using the pictures stuck in in the previous week or with new ones, students write their own retell underneath
pictures using sentences or paragraphs.
Reflection – Use monster march out exit cards.
 3. Multimodal (written and MY MOB GOING TO Class discussion about rubric. O, U, L, F, B Reading of written retell Rubric
visual) retell of a story of a THE BEACH
person from another culture
Tuesday – Intro – Reread the written retell
Activity – Go through writing rubric and discuss what students need to do to get a certain grade. Relate this back to the written
I am learning to write a
5 retell done as a class. Underline things that are important and add this that may have been missed or we could improve on.
written retell.
Thursday – Students draw their character & setting on paint.
I am learning to draw a
character on paint.
Friday – Students begin writing their My Mob written retell.
*extra time will be devoted to this on Friday.