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Name Gemma Craig EDUC2627
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Concept Planner

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Due Date 21st September 2020

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Concept Planner

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Last Updated: 19.10.07

 HASS Concept Planner
Concept: Place - Geography Year: Three

Hass Integration Links

Subject: Civics and Citizenship Communities make decisions in different ways
1. Places are important to ensure security and belonging for those who reside there. Have a class and voting is a way that groups make decisions
discussion on the importance of making and how communities could make these decisions. What is an democratically. (ACHASSK070)
effective way for a community to make decisions? Why? What decisions would make you feel safe?
Who makes rules, why are rules important and
How does a community create a sense of identity? Students can carry out this by making a decision
and voting of their preferred outcome. the consequences of rules not being followed.
2. Different places have different rules for different reasons. In partners, explore the cultural norms of a (ACHASSK071)
given place and the rules they have in place because of this. Create a poster showing the rules of your Why people participate in community groups,
place and the cultural background and reasoning behind these rules.
such as a school or community project, and how
3. Create and brochure about the different activities you could participate in from your chosen
students can actively participate and contribute
community (maximum of three students for each community). Explaining on the brochure why
to their local community (ACHASSK072)
people should get involved in community activities and how people can contribute to these activities.
Subject: History
1. As a class use the text “My Place” to compare and contrast the two images on hand drawn maps from One important example of change and on
1858 and 1968. Have the children discuss transport, work, education and the natural and built important example of continuity over time in the
environments. Discuss why these changes might have occurred. As a closing point explore the Swan local community, region or state/territory [e.g. in
River in Western Australia, prior to settlement this area was natural bushland and now most of the relation to the areas of transport, work,
area between Fremantle and Perth is developed and urbanised. education, natural and built environments,
2. Have a class discussion about settlement and the impacts that has had. Use Uluru as an example, how entertainment, daily life] (ACHASSK062)
the European Settlers changed the name to Ayres Rock and then out of respect, changed it back.
Settlement was a horrific time for the Indigenous people and that Sorry Day has come from that, we The historical origins and significance of the days
need to respect the Indigenous culture and the different way we can do that. and weeks celebrated of commemorated in
3. Separate the students into small groups and allocate each group either the Australian Flag, Aboriginal Australia [e.g. Australia Day, ANZAC Day,
Flag, Torres Strait Flag or the Western Australia flag. The groups are to make a poster of their flag National Sorry Day] and the importance of
examining the symbols within it. What is included on the flag? Why? What is its significance? Explore symbols and emblems (ACHASSK064)
that these flags are specific to certain places and that each are flown at specific times and in specific
places.
Subject: Geography
1. Follow the prompts on the “lesson one” tab from: https://gemma0ann8craig.wixsite.com/mysite
Read the story “A is for Australia.” After this, watch the YouTube clip “Australia Country Song.” Using The location of Australian states, territories,
the information learnt from these two resources create a map of Australia explaining each state and capital cities and major regional centres of
their capital cities. Finish off with a quiz uploading your results. Western Australia and the location and
2. Follow the prompts on the “lesson two” tab from: https://gemma0ann8craig.wixsite.com/mysite identifying attributes of Australia’s
Explore the videos about rivers, landmarks, rainforests and deserts. Using the information from these (ACHASSK066)
videos create an “Explain Everything” using the links on the website to get the information required.
Complete the quiz and upload your results to be marked.
3. Follow the prompts on the “lesson three” tab from: https://gemma0ann8craig.wixsite.com/mysite The location of Australia’s neighbouring
Watch the continent song and then explore Australasia. Following the prompts, investigate Australia’s countries and their diverse natural characteristics
neighbouring countries and create a picCollage image to show your learning. Students fill out the and human characteristics (ACHASSK067)
online leave slip to show they have completed and understood the lesson.

Literacy Links
1. Provide the students with an investigation where they find information about different places and the Plan and deliver short presentation, providing
environment in which people live. Explore poverty stricken areas and the wellbeing of those who live some key details in logical sequence
there. Have the students create a 10 slide power point that they will present to the class. Include: (ACELY1677)
location of given place, population, living arrangements, socio-economic status and interesting facts.
2. Research the Australian Flag. What symbols does it include? Why? What similarities and differences Plan, draft and publish imaginative, informative
does it have to other flags in the Commonwealth? Using the information found, have the students write and persuasive texts demonstrating increasing
a short informative paragraph about the Australian Flag. control over text structures and language features
3. As a class, brainstorm different communities’ students belong to. What extracurricular activities do and selecting print, multimodal elements
they participate in? Explore the different values and interest of each community. Discuss with the appropriate to the audience and purpose
students that different communities around the world have different values and interests, similarly to (ACELY1682)
the communities they belong to (dance would value grace, sport would value teamwork, etc.)
Numeracy Links
1. Go around the class and have each student say the country/town in which they were born. Gather the Collect data, organise into categories and create
date, by creating a tally, and present it in a table. Using the table and data create a column graph. Be displays using lists, tables, picture graphs and
sure include a title, axis titles and an appropriate scale. simple column graphs, with and without the use
2. The teacher projects a graph of Australia population over the last 10 years onto thee whiteboard. of digital technologies (ACMSP069)
Examining the graph, have the students discuss the nature of the graph (increasing or decreasing,
choose a year and have them state the population). After this explore the different reasons there may Create and interpret simple grid maps to show
be for an increase in population over time. position and pathways (ACMM065)
3. Using grid maps, have the students locate specific rivers, cities or landmarks around Australia. The
students can work in small groups to identify and locate 5 Australian landmarks. After this they can
show the class how they used the grid to find the location points of their chosen places.
Arts Links
1. Have the students explore the Australian, Aboriginal and Western Australian flags. Explore the Exploration of artwork from other cultures, such
different symbols and colour choices that each flag uses in order to represent their community. Get the as styles and symbols of Indigenous Australian
students to brainstorm different communities they belong to, and choose their favourite. Using the and Asian culture (ACAVAM110)
values, beliefs and actions of their community create a flag for that represents it. (dance class, have
ballet shoes and ribbons and tutus) Have the students speak about their choices to the class. Presentation of an idea to an audience and
2. Explore the indigenous culture and their paintings. Discuss with the students why they paint the way reflection of the visual art elements and materials
they do. What do their symbols means? Explore that people of their community understand the used in artwork (ACAVAM112)
symbols and how each community has certain symbols that only they understand.
3. Using images from magazines, newspapers and any other source, have the students create a collage Experiment with a variety of techniques and use
that represents Australia and our community. The students will be exploring their own individual of art processes, such as weaving, photomontage
understanding of our country and so create a unique art piece that they can present to the class. or painting in artwork (ACAVAM111)

Religious Education
Use the children’s literature: “Who am I?” and “It takes a Village” and “Maybe something Beautiful”
1. Brochure: create a brochure about what communities they belong too. Include information about how to get involved in the community, how one
contributes and what the community is. The brochure should be inviting, colourful and informative, promoting the specific community.
2. Incursion: have people from different communities come to the class to explore their own community. Occupations you could invite may include a
policeman, an ambulance officer, an Indigenous Australian, a body builder and a salesman Have these people talk to the class about the different
components and characteristics of their community.
3. Community Values: as a class explore the different communities and places one belongs to. Have the students create groups of three, with people who are
from similar communities or places as they are. In this group create a poster that explores the values and beliefs of the community. Use this poster to create a
flag for your community embracing what the imaginative place encompasses.

Excursion opportunities
- Excursion: Bush detective (https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools/excursions/item/3720-bush-detective)
pre activity: KWL chart, “Is it Living?” game
post activity: Bushland is a busy place – puppet theatre
- Excursion: Djarlgarra Yarning (https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools/excursions/item/3724-djarlgarra-yarning)
pre activity: Art with Leaves.
post activity: My neighbourhood and a bushland neighbourhood
- Incursion: Flames, fuel and forests (https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools/incursions/item/3704-flames-fuel-and-forests)
pre activity: Snap (bushland plants)
post activity: Fire, Fire!
Activities from: https://www.dpaw.wa.gov.au/images/documents/get-involved/n2n/schools/excursions/Busy-in-the-bushland_Web.pdf

Digital Resources (DR)

1. https://gemma0ann8craig.wixsite.com/mysite
2. https://www.youtube.com/watch?v=Utb4gruKItM&feature=emb_title
3. https://online.seterra.com/en/vgp/3060
4. https://www.ritas-outback-guide.com/facts-about-australia.html
5. https://www.sporcle.com/games/g/australiastates
6. https://www.youtube.com/watch?v=61RzwbaSoeU&feature=emb_title
7. https://www.youtube.com/watch?v=K6DSMZ8b3LE&feature=emb_title

Children’s Literature
1. A is for Australia – Frané Lessac
2. Me on the Map – Joan Sweeney
3. What If We Were All the Same? – C. M. Harris
4. My Place – Nadia Wheatley & Donna Rawlins

Early Years Learning Framework (EYLF)

Outcome 2: Children are connected with and contribute to their world - Children develop a sense of belonging to groups and communities and an understanding
of the reciprocal rights and responsibilities necessary for active community participation
1. Explore the different communities and places present within the classroom. Have the children explore different cultures and how different cultres live
their lives differently and in similar ways to the Australian culture. Have a class discussion using children’s literature, “What if we were all the same?”
Explore with the students why we need diversity and the importance of respecting diversity within out world
2. Explore the local community. Leave the early childhood setting and explore local parks and nature spots where the children are able to connect to
their immediate world. They can engage in local activities that are held by the community groups and explore the importance of participation and
standing up for what they believe. If the children visit the beach and notice plastic straws, they can write to local businesses asking them to change the
straws they use in order to protect the environment for future generations.
Children respond to diversity with respect
3. Begin by introducing the children to the history Australia and the Indigenous culture. Invite an indigenous Australian to come and speak to the class,
teaching them basic words and phrases such as good morning, goodbye and hello. From here the students can use these greetings throughout the year.
4. Have a class discussion with the children about their family history and backgrounds. Each person has a different story to tell and so the students will.
Learn that everyone is different. This show and tell will allows the students to get to know each other on a deeper level and will promote friendships.
References

School Curriculum and Standards Authority (2014). Western Australian curriculum: Humanities and Social Science. Retrieved from

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and Becoming: The Early Years Learning Framework

for Australia. Canberra, ACT: Commonwealth of Australia