# Focus Objectives Resources Activities Pre-knowledge- what do they know about seasons. 1 The 4 Establish their pre What features represent each season, what activities, Workbooks, pencils, crayons knowledge on season. food, plants are particular to each season. Add to seasons- What are the seasons and TWLH chart. relating to what do they do/wear in Create visual images in their books of the seasons of themselves. each season? Shepparton (their views)- summer- hot, swimming, Christmas, winter- cold, rain, play soccer/netball, autumn- leaves change, birthday, spring- flowers, baby animals. What do you wear in each season. - Seasons Listen to an Aboriginal story about seasons- Seasons 2 Calendars Develop their knowledge View Aboriginal calendar and an Gergorian seasonal -Aboriginal calendar Gregorian of Aboriginal and calendar. seasonal calendar. Gergorian calendars. How are they the same/different? Create a visual Aboriginal calendar. Discuss student knowledge on how we get rain. Record 3 How we get rain Share your personal IWB, ideas in a TWLH chart. Show a Water cycle chart and and how rain views and knowledge on Water cycle chart/rain images- in other images of rain. affects us. rain. classroom Discuss why we need rain Compare images of past Watch Youtube video of an Aboriginal ‘Rain dance’. and present Look at historical picture of an Aboriginal family Northern Territory wet season images. sheltering from the rain- what do you observe? why have they chosen the cave? How do you shelter from the rain? Make chart/picture(preps) showing why rain is important to people.- Look at both calendars to see where they get the most rain.(NT wet season) Excursion to Reedy Swamp To listen to an Aboriginal Camera, Ipads, pencil, paper Listen to the sounds around them. 4 Find out how guide to learn about the Smell the scents around them. To organise the field trip, please the different local fauna and flora in Photograph what they see on their walk contact Hilda Stewart and/or fauna and flora relation to local seasons. Identifying what is found on the walk during that
# Focus Objectives Resources Activities 1 The 4 seasons- relating to themselves. Establish their pre knowledge on season. What are the seasons and what do they do/wear in each season? Workbooks, pencils, crayons Pre-knowledge- what do they know about seasons. What features represent each season, what activities, food, plants are particular to each season. Add to TWLH chart. Create visual images in their books of the seasons of Shepparton (their views)- summer- hot, swimming, Christmas, winter- cold, rain, play soccer/netball, autumn- leaves change, birthday, spring- flowers, baby animals. What do you wear in each season. 2 Calendars Develop their knowledge of Aboriginal and Gergorian calendars. - Seasons -Aboriginal calendar Gregorian seasonal calendar. Listen to an Aboriginal story about seasons- Seasons View Aboriginal calendar and an Gergorian seasonal calendar. How are they the same/different? Create a visual Aboriginal calendar. 3 How we get rain and how rain affects us. Share your personal views and knowledge on rain. Compare images of past and present IWB, Water cycle chart/rain images- in classroom Northern Territory wet season images. Discuss student knowledge on how we get rain. Record ideas in a TWLH chart. Show a Water cycle chart and other images of rain. Discuss why we need rain Watch Youtube video of an Aboriginal ‘Rain dance’. Look at historical picture of an Aboriginal family sheltering from the rain- what do you observe? why have they chosen the cave? How do you shelter from the rain? Make chart/picture(preps) showing why rain is important to people.- Look at both calendars to see where they get the most rain.(NT wet season) 4 Excursion to Reedy Swamp Find out how the different fauna and flora To listen to an Aboriginal guide to learn about the local fauna and flora in relation to local seasons. Camera, Ipads, pencil, paper To organise the field trip, please contact Hilda Stewart and/or Listen to the sounds around them. Smell the scents around them. Photograph what they see on their walk Identifying what is found on the walk during that