Forward Planning Document

Term/Weeks: Year level: 7 Teaching and Learning area: Geography (HaSS)

Overarching learning goals:

As a result of this module of work students will As a result of this module of work students will As a result of this module of work students will
be able to know: be able to understand that: be able to:

General capabilities
Literacy Numeracy ICT Critical and Ethical behaviour Personal and social Intercultural
X X X creative thinking X X competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories Asia and Australias engagement with Asia Sustainability X
and cultures

Less Curriculum Specific lesson Assessment Teaching and Learning Resources

on Links objectives (for learning, as experiences (including key
(include As a result of this lesson learning, of inquiry questions)
code) students will be able to: learning)
and topic
1 ACHGK037 Distinguish which resources Diagnostic Introduction Links and resources of information
Environment are Renewable Speaking avatars - Give a brief overview of about renewable resources outlined
al Resources: Describe what makes them to show prior the timeline and the topic. in the webquest
Renewable renewable knowledge of - Showcase to students
geography where you can find Avatar creation sites, one site to
information give students:
Formative Content http://www.only2clicks.com
Group brainstorm - Students are to create an /pages/joycevalenza/347277
to show avatar, and make their Tell them to use this link or find
knowledge gained avatar say one fact they their own
during the lesson already know about any
environmental resource Brainstorm creation tool, can be
- Students are to use the found at
internet to find information http://popplet.com/
on renewable resources.
Conclusion
- Working in groups of 2-4,
students will put all the
found information into a
brainstorm using popplet.
 - Students are to contrast
and compare between
groups brainstorms

2 ACHGK037 Distinguish which resources Formative Introduction Links and resources of information
Environment are continuous Word cloud to - Brief revision of renewable about continuous resources
al Resources: Describe what makes them learn about types resources outlined in the webquest
Continuous continuous of continuous - Brief overview of
resources Continuous resources Wordcloud tool, can be found at
Content either
Group spider - Students are to research https://tagul.com/ or
scribe to learn which resources count as http://www.tagxedo.com/
about the continuous, and what or students are to find an alternate
difference makes a resource wordcloud tool
between continuous
continuous and - In groups of 2-4 students Brainstorming tool, can be found at
renewable are to create a wordcloud https://www.spiderscribe.net/
resources with all the different types or alternat tool such as
of continuous resources, https://bubbl.us/
using tagulcloud or
taxedgo.
- Students are to use the
internet to research the
difference between
renewable and continuous
resources
Conclusion
- Students will then work
together to make a spider
scribe with two main
elements, showing what
makes continuous and
renewable resources
different.
-
3 ACHGK037 Distinguish which resource Formative Introduction Links and resources of information
Environment are Non-Renewable Group working - Revise the difference about non-renewable resources
al Resources: Describe what makes them together to make between continuous and outlined in the webquest
Non- Non-Renewable a flyer, to learn renewable resources
Renewable about non- - Briefly outline what this Flyer making tool. Reference to
renewable lesson involves and what smore
resources, and Non-renewable resources https://www.smore.com/
 the difference are. or students to find their own tool.
between non-
renewable and Content Online survey tool. Embedded
continuous/ - Students will use the survey hosted by survey monkey
renewable internet to research what www.surveymonkey.com
resources are considered non-
renewable resources and
what makes non-
renewable resources
different to renewable and
continuous.
- Students will work in
groups of 2-4 to make a
flyer about non-renewable
resources using Smore to
show understanding.
Conclusion
- as a reflecton task,
students are to complete a
quiz/survey about what
they have learnt about
non-renewable resources,
using survey monkey.
4 ACHGK037 Summarise all the Formative Introduction Links and resources of information
Environment environmental resources Students use a - Revise all 3 types of about environmental resources
al Resources: Analyse the benefits and brainstorm/wordcl environmental resources outlined in the webquest.
In summary, cons of each type of oud to learn - Discuss that this lesson is
what can we resource about all the a summary lesson. Video making tool for collaborative
do Analyse how people can environmental Content use.
change their behaviour to resources. - Students will research Students to use slide.ly or similar
use more renewable which resources are best tool such as IMovie.
resources Summative for the environment and
Kahoot quiz to how people can choose Kahoot quiz site to host quiz for the
test better resources. end of the lesson.
understanding of - Students have a discussion http://kahoot.it
renewable, about the benefits of using specific class kahoot number will
continuous and renewable and continuous be provided in webquest
non-renewable resources.
resources - Students will work
together to make a group
video using slide.ly about
the most environmentally
friendly resources and
what we can do to benefit
 the environment.
Conclusion
- In pairs or individually,
students will take a kahoot
to test the students
understanding of
environmental resources