TERM/WEEKS: Term 3 Weeks 1-3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: HASS (Civics & Citizenship)

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WE AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES LINKS (include learner diversity)
SO
N

1 The key values 1. Demonstrate Checklist Introduction “What were the

that underpin
Australia's
researching (Tick for yes, - Show students a video about human rights three values https://
- Engage students in a discussion around their mentioned?”
democracy, skills to find cross for no) www.youtub
including freedom, relevant The criteria is: perception of human rights “Does anyone e.com/
equality, fairness information - researching know what fair, watch?
and justice
(ACHASSK115) 2. Select key skills Body just and equal v=pRGhrY
words to use - relevant - Students use the search engine Brittanica on means?” mUjU4
for the word information their devices to look up what the following
cloud - key words words mean:
“What are
3. Create an only used • equality some key Devices
appropriate - completed • freedom words you
word cloud word cloud • justice could use in Brittanica
• fairness your word website
• democracy cloud?”
- Students record in their HASS book what the Word Cloud
words mean “Were you able website
- Students highlight keys words about the five to find useful
topics information?” HASS Book
- Students access the Word Cloud website and
use their key words to make a work cloud on
the five topics and human rights

Conclusion
- Students have to fill out a sticky note “
answering the question: What are human
rights?
- They have to come up and stick their answer
on the board
- Discuss the answers with the class
2 Use decision- 1. Create a mind Checklist Introduction "What are the Be the
making processes
(e.g. share
map with (Tick for yes, - Students use their iPads to participate in a key points you Change:
can recall from http://
opinions and relevant cross for no) Kahoot quiz about human rights
the last ptd2.azurew
personal information The criteria is: - Discuss what they learnt about human rights lesson?” ebsites.net/
perspectives, 2. Choose an - relevant in the last lesson index.html
consider different
points of view, beneficial information
identify issues, solution to a - point of view Body iPads
develop possible proposed was - Introduce students to the Passport to Popplet App
solutions, plan for problem expressed Democracy ‘Be the Change’ online activity
action, identify - Go through, as a class, the seven solutions for “Which Plickers
advantages and 3. Express your clearly solution do you Magnet
the vacant lot of land
disadvantages of point of view - mind map is - Split the class into groups and allow the groups think is the cards
different options) clearly organised to choose one of the solutions most Plickers App
(WAHASS60) - Students will use the website and the app beneficial?
Popplet to create a mind map about the solution Why?”
they chose
- Their mind map must include relevant “What
information about the solution (cost, benefits), information
why they think that their solution is the best, how could you add
they will engage the community to make your
point of view
clearer?”
Conclusion
- To conclude the lesson, use Plickers magnets
(assign each student a number). Students
have to answer the question:
• How confident are you in your knowledge
about your chosen solution?
- Ask students to place the magnet on the board
before they leave the class.
- Scan the magnets and record the responses
of the students according to their number.
3 Use decision- 1. Demonstrate Create a rubric Introduction “Who can tell ChatterPix
making processes working with the criteria: - Students are introduced to the task by me what we Kids App
(e.g. share collaboratively - working looked at in the
opinions and watching a video of the teacher’s avatar
2. Create a video collaboratively last lesson?” Emoji Me
personal that includes - detailed outlining the objectives of the lesson App
perspectives,
consider different
detailed information
points of view, information in included in the Body Be the
identify issues, order to express video - Students will refer back to their mind maps Change:
develop possible their opinion - the video they created in the previous lesson about a “Is your video http://
solutions, plan for 3. Use iMovie to presents the going to ptd2.azurew
solution to vacant block of land
action, identify create an groups opinion convince your ebsites.net/
advantages and effective video - iMovie has - Students will use the information from the audience why index.html
disadvantages of been effectively mind map to create a video on iMovie, your chosen
different options) used advocating for their chosen solution solution is the iPads
(WAHASS60) - The movie must include: best?” iMovie App
• background information about the solution
“Could you
• why they chose it
make any
• why they think it’s the best improvements
• how they will engage with the community to ?”
promote their solution

Conclusion
- To finish the lesson, students will show their
“Has anyone
movie and discuss whether or not groups have changed their
changed their opinions and why mind? Why?”
- Students will save their movies and Airdrop it
to the teacher’s computer for marking later