TIMES Link to Aust.

ASSESSMENT LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY QUESTIONS RESOURCES
Curriculum (WHAT & HOW)
SPECIFIC LESSON
OBJECTIVES

ACHASSK111: The Formative Intro:

main characteristics assessment - - Welcome class to the lesson and introduce the WebQuest task. The teacher to have the home page of the Teacher to have
(e.g. climate, natural Teacher to review WebQuest projected at the front of the class, briefly summarise what is expected from the task as a whole prepared Team
vegetation, native results from and indicate where its going (a concluding blog post), and direct students to the start button for when the Shake for group
animals, landforms of groups revision task begins. selection.
the continents of South quiz to check for - Use of Team Shake to divide the class into groups of 3. Groups then asked to move to their own space to
America and North any knowledge work for the lesson, each member collecting an iPad prior to sitting down. Students to allocate group role to WebQuest
America, and the deficiencies. each member. completed, ready
location of their major Teacher to - The teacher to visit each group to allocate a country from either North America or South America and check to lead students
countries in relation to maintain that each group is set up correctly. Once teacher has visited group they may begin the task. through lesson
Australia. movement tasks.
around the room, Lesson steps:
Lesson Objectives: asking individual - Students to complete tasks as directed by the WebQuest. This lesson involves: WebQuest
Identify location of students and completion of an online quiz to determine students prior knowledge of environmental features; and projected on the
allocated country groups questions completion of research into environmental features of their allocated country. board for initial
Lesson 1

and relate that to to see where they - The teacher to maintain movement around the classroom, checking in with students or answering their demonstration.
Australias location. are at and how questions. If any knowledge deficiencies become apparent the teacher to clarify and explain the idea to
Summarise well they students to assist them with continuing. iPads for each
environmental understand student in the
features of allocated content. Closure: class.
country, with - To conclude the lesson, the teacher to call students to ensure all their work has been saved, ask them to *Google Earth app
particular focus on close all applications they have been using and return their iPads. Students then to return to their desks. to be pre-installed.
climate, vegetation - The teacher to question 2-3 random students, asking them to share something they have learnt from the *Sufficiently
and native animals. class. charged.
- Teacher to alert students that next lesson will be the next task. Ask that any incomplete work be finished off
as a homework task.

Provision for learner diversity:

- Team Shake to be pre-programmed to group any individuals who have special education needs with
members who will be patient and willing to help. The teacher to also monitor these students and provide
extra help where needed.
- Advanced students able to extend the task to complete more detailed research into their countrys
environmental features.
 ACHASSK111: The Formative Intro:
main characteristics assessment - Welcome students and announce continuation of the WebQuest. Ask that one class member collects an iPad iPads for each
(e.g. climate, natural Teacher to assess and that students move quickly and quietly to sit as a group. group in the class.
vegetation, native learning progress - Teacher to lead students through a review of their prior knowledge from lesson one, and then their previous *Google Maps app
animals, landforms of of students study of landforms. Each group to discuss each question together before submitting a group response using to be pre-installed.
the continents of South through Padlet. Teacher to ask for something each group learnt as part of lesson 1 and then students understanding
America and North observation of of mountains, canyons, valleys, plains, waterfall. Lesson 2 of
America, and the the Padlet WebQuest to be
location of their major exercise and Lesson steps: projected on the
countries in relation to quality of - Students to complete tasks as directed by the WebQuest. This lesson involves: board to facilitate
Australia. responses. plotting landforms specified within the WebQuest (one set for those studying continent of North class discussion of
Teacher to America and one set for those studying continent of South America). Students should then use Google Padlet responses.
Lesson Objectives: maintain Maps directions feature to calculate distance between each in their chosen route. This must be
Locate natural movement recorded for use in Lesson 3; and
Lesso

landforms on a map around the room, sufficient research so that group may provide a brief explanation of each specified landform.
n2

and determine a asking individual - The teacher to conduct a demonstration on how to use the directions feature of Google Maps on the
chosen travel route. students and projector for any students who prefer practical demonstration over written directions. Invite interested
Determine the groups questions, students to watch the board.
distance between particularly in - The teacher to spend remainder of the lesson moving around the classroom, monitoring student progress.
each travel route relation to their
location. chosen route and Closure:
understanding of - To conclude the lesson, teacher to call students to ensure all their work has been saved. Group to email a
landforms in the copy of their distances to teacher, close all applications they have been using and one member return their
task. iPad. Students then to return to their desks.
- The teacher to alert students that next lesson they will be moving onto the next task and begin planning
more specific details of the trip. Ask that any incomplete work be finished off as a homework task.

Provision for learner diversity:

- Assistance to students with special education needs provided by other group members, and the teacher who
will maintain movement.
-
ACMNA100: Solve Peer assessment- Intro: Supply average
problems involving comparison of - Students will be required to obtain relevant images along their route and use all the gathered info to create a daily distance that
multiplication of large travel plans, timeline using Timetoast. They will be given the average speed and can only travel 8 hours a day, spend an can obtained at a
numbers by one- or number of days average of one day at each location. They will the number of days required to complete the trip. given speed.
two-digit numbers taken to reach the
using efficient mental, destination, Lesson steps: Link to Timetoast
written strategies and allowing any - Group to calculate number of days required to reach final destination. Keeping in mind the average speed for the production
appropriate digital adjustments to be 100km per hour and the maximum number of hours they can drive in any given day is 8 hours. of the timeline will
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technologies. made before the - Relevant images will need to be sourced and added to the timeline. be supplied.
final published - The creation of a timeline using Timetoast from the collection of data and images.
Lesson Objectives: timeline is - Publish the timeline and compare findings.
Calculate the submitted for
3

number of days formal assessing. Closure:

(involving efficient - Discussion of and comparison of routes taken and assess whether or not the images tell a story.
mental and written In addition to Homework is to make any adjustments if required before submission.
strategies) required published work,
to complete the trip. ongoing visual Provision for learner diversity:
Plot journey on a assessment of - Group work will allow for some diversity, and assisting each other.
timeline. correct usage of ICT
tools.
 ACELY1704: Plan, draft Assessment of the Intro: Edublog will be
and publish publication based - Recap on what was completed in the last lesson checking that all the timelines have been completed. If not, preloaded.
imaginative, on the lesson assistance will be offered after the instructions for this lesson are completed.
informative and objectives. - Discuss the expectations for today that is their final reflection on the classroom blog that will require images
persuasive print and and a reference list at the end and comments and/or questions on the other groups blog.
multimodal texts,
choosing text Lesson steps:
structures, language - Each group is required make an entry into the classroom blog which has already been set up.
features, images and - Students are allocated a few minutes to discuss and come to group consensus for their entry into the blog.
sound appropriate to - Time to source images (a reminder to note the references) and other interesting facts to include in their blog.
purpose and audience. - Students then need to share their experiences, both positives and negatives and include the images and
Lesson 4

anything interesting.
Lesson Objectives: - Once they have all completed their group blog entry (text and imagery) they must ensure a reference list at
Publish imaginative, the end their blog has been included.
informative and - Finally read the other group posts and leave comments or ask questions for them to reply to.
persuasive print in
the classroom blog. Closure:
- A group discussion on what they enjoyed most and why and if they had a desire to visit any of the countries in
reality.

Provision for learner diversity:

- Being a group activity, students are able to assist each other and as the teacher facilitates she moves around
the classroom offering assistance where required.
- For those that are more proficient, the nature of the task allows them to perform at a more advanced level
within the group possibly offering more creativity or in-depth research as an extension.