AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT ü Critical and creative Ethical Behaviour Personal and social Intercultural
ü thinking ü Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
One iPad will record all the videos of the students playing their sequencing boards (lesson 1).
Each student will need their own iPad and must keep the same iPad for the duration of this project (lesson 2 and 3).
All iPads will need the following apps installed previously to these lessons:
- Bookcreator
- Greenscreen
- Background eraser
- And basic functions of the camera and camera roll
Students
will
be
able
to...
Assessing
that
the
Mat
session
–
(10
mins)
Book:
Life
on
Mars
by
Week
3
English
–
student
can
Read
book.
Jon
Agee
Creating
text:
recreate
a
text
Key
questions/
discussion
points:
Lesson
• Record
their
recreated
similar
to
the
one
-‐ Group
retell.
What
are
the
main
parts
of
the
story?
(write
1
story
using
an
engaging
on
board,
main
parts
are
as
followed)
Construct
texts
read,
using
their
featuring
print,
voice
on
the
sequencing
individual
input.
-‐ If
you
were
about
to
get
in
your
rocket
ship
and
zoom
off
visual
and
audio
story
boards.
Students
will
also
to
your
planet
what
would
the
planet
be
called,
what
elements
using
be
assessed
on
would
it
feel
like,
who
or
what
living
object
would
be
software,
• Apply
imaginative
input
their
recordings
there
and
what
present
would
you
bring
to
your
living
including
word
to
the
story
that
makes
they
make
on
the
friend?
(Start
brainstorm
on
board)
processing
sense
(filling
in
the
gaps
sequencing
-‐ Discuss
what
point
of
view
this
book
is
told
in
programs
(ACEL to
personalise
story).
boards
and
what
-‐ Explain
the
expectations/
goals
of
today’s
rotations
Y1674)
adjectives
and
nouns
they
The
six
scenes
from
Life
on
Mars
will
be…
English
–
choose
to
fill
in
1. I’m
on
__.
No
one
believes
there’s
life
on
___.
But
I
do
Creating
the
gaps.
and
I’m
going
to
find
it.
literature:
2. So
far
__
looks
pretty
__.
More
__
than
I
thought
it
would
Each
student
will
be.
How
can
anyone
live
here?
Innovate
on
be
filmed
using
3. I
brought
a
gift
of
____.
I
don’t
think
I’ll
find
anyone
to
familiar
texts
by
the
camera
app
share
it
with.
Everybody
was
right
there
is
no
life
on
__.
experimenting
on
an
iPad
while
4. I’m
going
home
immediately!
Oh
no
I’m
lost!
Where
is
my
with
character,
they
play
their
space
ship?
setting
or
plot
story
board.
This
5. No
way!
It’s
life!
I’m
on
__
and
it’s
alive!
I
can’t
wait
to
get
(ACELT1833) will
make
it
easier
back
to
Earth
and
show
everybody
what
I
found.
I
bet
I’ll
to
mark
later
and
see
my
space
ship
from
the
top
of
the
mountain.
Ahh
also
keep
a
hold
there
it
is!
*walks
up
mountain,
finds
life
on
mountain
of
each
students
and
sees
rocket
ship*
story.
6. What
an
adventure,
I
always
believed
there
was
life
on
__.
And
I
was
right!
I
think
I
deserve
a
treat!
*opens
This
lesson
will
be
wrapped
box
to
look
inside*
formatively
assessed
through
Construction
materials
observational
notes
and
Today’s
rotations…
At
each
rotation,
cards
with
the
directions
for
feedback
cards.
the
particular
task
will
be
visible;
some
students
need
these
Students
will
be
instructional
cards
to
refocus)
Boxes,
milk
cartons,
lids
able
to
see
this
1. Create
your
rocket
ship
(15
min
rotations)
–
from
bottles
etc.
feedback
to
Collaborative
play
enhance
their
Using
recycled
materials
create
your
shape
ship
you
future
rotations.
would
take
to
your
planet.
For
example,
2. Paint
your
background
–
Collaborative
play
Paint
and
painting
feedback
on
Using
different
painting
techniques
to
create
the
tools
(straws,
dish
recording
with
environment
you
would
have
on
your
planet
(gloomy,
washing
liquid,
cut
out
the
sequencing
rocky,
fluffy
etc.)
Some
paint
techniques
include:
bubble
potatoes
etc.)
boards
will
painting
with
straws
and
dishwashing
liquid,
stamp
benefit
when
painting
and
leave
printing.
Student
will
also
need
to
2
pieces
of
paper
per
students
need
to
student
(total
of
40)
create
another
painting
using
the
same
technique
and
record
on
colours
but
with
a
mountain
in
it.
The
2
paintings
will
be
bookcreator
in
photographed
and
put
on
the
students
iPad’s
and
will
be
lesson
3.
used
as
the
background
for
green
screen.
Idea
plan
template
3. Create
your
story
board
cards
(20
min
rotations)
–
Students
work
independently
with
collaborative
discussion
Students
will
need
to
plan
their
twist
to
the
story.
-‐ The
planet
name
-‐ An
adjective
to
describe
their
planet’s
environment
120
cut
out
cards
that
-‐ Their
gift
they
would
take
to
‘life’
on
their
planet
fit
into
the
sequencing
-‐ Their
living
friend
boards
Students
will
be
given
a
template
with
sentence
starters
Pencils
to
jot
down
their
ideas
before
drawing
and
recording
(this
sheet
must
be
kept
for
following
lessons).
On
the
card
provided
students
will
draw
their
story
with
their
twists.
Place
finished
cards
on
the
sequencing
board.
10
Sequencing
board
Record
your
sequencing
board
(ICT
focus)
–
Students
1
iPad
work
independently
for
most
part
Using
the
idea
plan
sheet
as
a
guide
students
will
record
their
depictions
of
their
drawings
on
the
cards
into
the
sequencing
boards.
Students
will
hold
down
the
button
to
record
their
voice.
Students
need
to
be
reminded
to
use
an
engaging
voice
when
recording.
Once
students
are
finished
they
will
find
someone
in
the
group,
who
has
finished
as
well
to
film
them
holding
up
their
sequencing
board
while
they
play
their
recording
on
the
camera
app
of
the
iPad.
Once
the
video
has
been
recorded
students
may
delete
their
recordings
and
keep
their
sequencing
cards.
Week
4
Students
will
be
able
to…
Assessing
that
the
Mat
session…
(10
mins)
Book:
Your
book
you
Lesson
English
–
student
can
Surprise
students
will
the
real
spaceman’s
helmet
that
they’ll
get
to
have
previously
Creating
• Act
out
events
that
create
events
and
wear
today
while
they
film.
created
that
will
be
2
View
pre-‐made
book
on
the
smart
board.
literature:
occur
in
their
story
that
characters
similar
similar
to
the
Key
questions/
discuss
points:
will
be
filmed
using
to
the
ones
student’s
final
-‐ How
the
images
of
the
character
(body
language,
facial
Create
events
displayed
in
Life
product.
View
the
iPads expressions)
and
words
depict
how
the
character
feels.
and
characters
on
Mars,
using
book
on
bookcreator
• Create
a
character
that
-‐ How
are
you
going
to
show
your
emotion
when
you’ve
using
different
their
individual
via
the
smart
board
will
be
recorded
using
lost
your
space
ship
or
found
your
living
friend?
media
that
input.
Students
develop
key
iPads
that
show
will
also
be
-‐ Explain
the
expectations/
goals
of
today’s
rotations
and
events
and
assessed
on
their
roles
in
the
recording
station.
Space
helmet
appropriate
facial
characters
from
expressions
and
body
ability
to
use
the
literary
appropriate
facial
language
to
reflect
the
Today’s
rotations…
At
each
rotation,
cards
with
the
directions
for
texts
(ACELT159 expressions
and
the
particular
task
will
be
visible;
some
students
need
these
Wrapped
up
gift
box
3)
context
body
language
to
symbolise
the
gift
instructional
cards
to
refocus)
• Co-‐operate
with
others
according
to
the
1. Film
and
edit
your
movie
(ICT
focus)
–
Students
to
give
to
your
living
Literature
and
to
complete
the
roles
part
of
the
story
collaboratively
work
in
rotation
groups
under
given
roles
friend
context:
given
while
filming
they
are
acting
Each
student
must
have
their
own
iPad
(iPad
number
will
takes
place
and
how
they
be
written
down
next
to
student’s
name).
Students
will
Students
rock
ships
Discuss
how
want
to
convey
gather
all
props
and
costume
and
get
ready
to
film
Green
screen
depictions
of
their
character’s
(rocket
ship,
gift
wrapped
box
etc.).
Tri
pod
characters
in
emotions
towards
1
iPad
per
student
In
an
area
set
up
with
the
green
screen
on
the
wall
and
a
print,
sound
and
the
certain
event.
tripod
for
the
iPad,
students
will
take
turns
acting
out
images
reflect
their
story.
Each
scene
must
be
separately
recorded
(6
the
contexts
in
Student
will
be
scenes
in
total),
the
overview
of
the
scenes
are
listed
in
which
they
assessed
on
how
lesson
1.
All
film
must
be
landscape.
were
they
participated
Role
hats
created (ACELT1 as
a
group
Students
will
be
separated
into
roles
at
this
station,
they
include…
587)
member
with
a
-‐ The
actor
given
role.
This
-‐ The
assistant,
call
out
what
needs
to
happen
next
using
will
be
mainly
the
plan
created
in
the
previous
lesson
assessed
through
-‐ Prop
organiser,
passes
over
the
next
prop
observational
notes
(formative
-‐ The
film
director,
student
who
is
behind
the
iPad
filming
assessment).
-‐ Time
keeper
-‐ Next
person
getting
ready
to
become
the
actor
This
lesson
will
also
be
a
form
of
(Students
will
wear
hats
with
the
name
of
the
role
and
swap
over
summative
when
the
next
person
becomes
the
actor)
assessment
Students
need
to
be
mindful
of
their
body
language
and
facial
where
students
express
and
use
them
to
an
advantage
when
they
are
acting
will
be
assessed
out
each
scene.
through
checklists
Greenscreen
app
cross
checked
Edit
green
screen
–
Students
work
independently
with
against
the
collaborative
discussion
objectives
listed.
Once
the
filming
is
completed
students
will
import
their
footage
to
the
app
green
screen
and
will
position
their
footage
accordingly
to
the
background
that
will
found
on
Students
‘tweet’
the
camera
roll
of
each
iPad.
Complete
for
all
6
scenes.
that
is
completed
Students
save
their
6
scenes
as
a
movie
to
their
camera
in
the
plenary
roll
on
their
iPad.
activity
time
will
If
re
shooting
needs
to
happen
students
will
be
able
to
Students
iPads
be
a
source
of
use
some
time
next
lesson
to
do
so.
self-‐assessment
Background
eraser:
and
feedback
on
2. Find
your
‘living
friend’
(ICT
focus)
–
Students
work
superimpose
app
how
the
lessons
iPad
pens
independently
with
collaborative
discussion
are
going.
Students
will
use
Google
image
to
find
an
image
of
their
‘living
friend’
they
want
to
include
in
their
story.
Students
will
save
the
google
image
to
camera
roll
and
open
the
photo
in
background
eraser:
superimpose.
Carefully
crop
around
the
image,
using
an
iPad
pen
for
more
precision.
Tweet
Once
the
background
is
removed
students
will
save
the
final
photo
to
their
camera
roll.
Next
lesson,
they
will
add
this
photo
to
their
book
on
book
creator.
Plenary
activity
–
(10
mins)
Students
work
independently
with
collaborative
discussion
At
student’s
desk
get
them
to
fill
in
a
‘tweet’
about
today’s
lesson.
A
chance
for
them
to
self-‐evaluate
and
give
feedback
about
how
this
activity
is
going.
Prompting
questions
include…
What
did
you
learn
today,
what
did
you
find
tricky,
how
can
you
make
next
lesson
better?
WEEK/
West
Australian
SPECIFIC
LESSON
ASSESSMENT
TEACHING
&
LEARNING
RESOURCES
=
ICT
and
other
LESSON
Curriculum
OBJECTIVE
(what
&
how)
EXPERIENCES
LINKS
(Introduction,
Body
and
Conclusion)
Week
5
Students
will
be
able
to
…
Students
will
be
Mat
session…
(10
mins)
Lesson
English
–
• Record
their
voice
to
assessed
on
the
Prepare
the
book,
Life
on
Mars
by
Jon
Agee
with
post
it
notes
Prepared
book,
Life
on
Creating
text:
engage
the
listener/
quality
of
their
covering
some
of
the
words
that
repeated
often
and
are
easy
to
Mars,
Jon
Agee
3
finished
product
guess.
Use
the
prediction
strategy
through
a
shared
reading
reader
to
the
text
of
their
Construct
texts
against
the
criteria
method
to
show
students
the
importance
of
having
good
title,
story
using
the
record
featuring
print,
in
the
‘teaching
and
front
cover,
blurb
and
visuals.
Use
prediction
to
get
the
students
visual
and
audio
function
on
bookcreator
learning
to
help
you
guess
the
covered
words.
elements
using
• Construct
a
quality
experiences’
Key
questions/
discuss
points:
software,
interactive
book
on
column.
à
-‐ Would
you
be
interested
to
read
a
book
that
has
a
black
including
word
pr bookcreator
with
the
This
will
be
and
white
front
cover,
with
no
pictures,
and
a
boring
ocessing
components
created
in
assessed
as
a
title?
programs
(ACELY summative
previous
weeks.
-‐ What
are
some
ways
we
can
make
our
title/
front
cover
1674)
assessment
piece
as
a
checklist
will
interesting?
(start
brain
storm
on
board)
be
attached
once
-‐ Explain
the
expectations/
goals
of
today’s
rotations
the
teacher
has
viewed
the
book
on
Today’s
rotations…
(At
each
rotation,
cards
with
the
directions
for
the
bookcreator
the
particular
task
will
be
visible;
some
students
need
these
app.
instructional
cards
to
refocus)
1. Putting
together
the
final
product
(ICT
focus)
–
Students
Students
will
also
work
independently
with
collaborative
discussion
be
assessed
that
Students
will
open
bookcreator
and
start
creating
their
they
can
record
final
product.
They
need
to
ensure
they
have
included
the
Students
iPads
their
voice
using
following
in
their
books
to
deem
it
a
quality
book:
the
appropriate
-‐ An
engaging
title
and
put
the
authors
name
(front
of
the
tone
of
voice
to
convey
their
book).
The
first
page
will
have
allocated
texts
boxes
for
character’s
these
elements.
emotions
towards
-‐ A
blurb,
that
simply
explains
what
the
book
is
about.
On
the
certain
events
the
last
page
of
the
book
students
need
to
tap
the
‘+’
to
that
happen
in
the
add
a
text
box
to
include
this
element
of
the
book.
story.
This
-‐ Filming
done
in
lesson
2
from
the
camera
roll.
On
each
component
will
be
page
of
the
book
students
need
to
tap
the
‘+’
to
add
a
added
to
the
checklist
the
footage
from
the
camera
roll
to
include
this
element
of
the
book.
-‐ Image
of
living
friend
imported
into
the
book.
On
the
The
students
will
correct
page
students
need
to
tap
the
‘+’
to
add
an
also
receive
a
2
image
from
the
camera
roll
to
include
this
element
of
starts
and
1
wish
the
book.
sheet
from
their
partner
in
the
If
students
need
time
to
film
again
they
may
do
so
in
this
plenary
activity
station,
an
adult
will
assist
filming
to
ensure
they
keep
to
part.
time
schedule.
The
final
display
of
the
book
should
be
as
engaging
as
books
At
the
end
of
the
they
read.
Ask
them
‘if
you
saw
this
book,
would
you
want
to
day
the
teacher
will
pick
it
up
and
read
it?’.
collect
all
iPads
to
2. Record
your
story
(ICT
focus)
–
Students
work
view
the
books
and
independently
with
collaborative
discussion
mark
them.
Using
the
record
function
on
bookcreator
students
will
Individual
recording
record
their
voice
over
for
their
book
in
the
individual
booths
recording
booths.
If
students
want
to
may
also
add
text
to
their
pages).
The
will
use
their
story
plans
to
guide
them
through.
Popcorn
machine
3. Making
popcorn
–
Teacher
help
needed
at
this
station
Students
will
make
popcorn
using
the
microwave,
in
preparation
for
presentation
of
the
books
created.
Ear
phones
Plenary
activity
–
(10
mins)
Students
will
sit
on
the
bean
bags
or
cushions
around
the
classroom
with
their
popcorn.
In
pairs,
they
will
listen
to
each
other’s
books
with
earphones
on.
At
the
end,
they
will
each
write
2
stars
and
1
wish
to
give
feedback
on
the
book
they
just
watched.
The
2
stars
and
1
wish
will
then
be
given
back
to
the
student.