Lesson 1: Stories from the Globe – Shakespeare & The Art of Setting

Subject: HASS (History/Stories of the Past) & Visual Arts
Materials: A child-friendly version of A Midsummer Night’s Dream (book or short video), a large cardboard box (for a "theatre box"), art supplies (paint, scrap fabric, glitter, twigs/leaves), and a "Stage Manager" checklist.

1. Introduction: The Hook (10 mins)

Talking Points: "Did you know that 400 years ago, a man named William Shakespeare wrote stories that people still love today? Back then, they didn't have TVs or iPads. If you wanted to see a story, you went to a big round building called a theatre! Today, we are going to be 'Scenic Designers.' That’s a fancy word for people who build the world where a story happens."

Learning Objective: Students will identify key elements of a story and create a visual representation (a setting) for an art exhibition.

2. The Body: I Do, We Do, You Do (40 mins)

I Do (Modeling): Read a 5-minute summary of A Midsummer Night’s Dream. Focus on the enchanted forest setting. I will show how to pick out "clues" from the story (e.g., "The story says it's night, so I might use dark blue paper").

We Do (Guided): Together, we will brainstorm what an "enchanted forest" looks like. We’ll sort our art materials: "Which of these feel like a forest? Which feel like magic?" (This helps with sensory processing and categorization).

You Do (Independent): Twin A (ASD Focus): Use a "Choice Board" to select three textures for the forest. Build the scene inside the cardboard box theatre. Twin B (NT Focus): Build the scene and add "hidden" details from the story for visitors to find.

3. Conclusion: Closure & Recap (10 mins)

Recap: "You’ve built a setting! This is the first piece for our big Art Exhibition. Why do stories need a setting?"

Success Criteria: Students can name the main setting of the story and explain one choice they made for their art piece.

Lesson 2: The Science of Motion – SparkLab Prep

Subject: Science (Physical Sciences - Forces)
Materials: Toy cars, various surfaces (towel, baking tray, carpet), a wooden plank/ramp, measuring tape or "unit blocks," and a "Scientist’s Prediction Sheet."

1. Introduction: The Hook (10 mins)

Talking Points: "Next lesson, we are heading to SparkLab in Brisbane! It’s a place where we get to be real scientists. But scientists always practice before they go to the big lab. Today, we are investigating *Push* and *Pull*. How do things move? What stops them? Let’s find out!"

Learning Objective: Students will predict and test how different surfaces affect the distance a toy car travels.

2. The Body: I Do, We Do, You Do (40 mins)

I Do (Modeling): I will demonstrate a "Push." I'll push a car on the smooth floor. "Look how far it goes! Now, I’ll try to push it on this fuzzy rug. It’s harder, isn't it? That’s called *friction*—it’s like the floor is giving the wheels a tiny hug that slows them down."

We Do (Guided): We will fill out our Prediction Sheet. "Will the car go further on the bumpy towel or the smooth tray?" We will set up the ramp together to ensure the "test" is fair (keeping the ramp at the same height).

You Do (Independent): Activity: The twins take turns releasing the car down the ramp onto different surfaces. Twin A (ASD Focus): Use unit blocks to measure the distance (visual/tactile measuring). Focus on the "cause and effect" of the ramp height. Twin B (NT Focus): Record the results in a simple bar graph or tally. Compare which surface was the "winner."

3. Conclusion: Closure & Recap (10 mins)

Recap: "Which surface had the most 'hugs' (friction)? Now, when we go to SparkLab, we can look for their giant magnets and wheels to see forces in action!"

Success Criteria: Students can identify a "push" vs. a "pull" and name one thing that makes a car go slower.

Lesson 3: The Grand Exhibition & SparkLab Reflection

Subject: HASS (Community/Participation) & Science (Review)
Materials: Photos from the SparkLab trip, the "Theatre Boxes" from Lesson 1, invitations (made in advance), "Curator" badges, and a snack for the "Opening Night."

1. Introduction: The Hook (10 mins)

Talking Points: "Welcome to the Grand Opening! Today, we are combining our science trip and our Shakespeare art into one big gallery. We are the 'Curators.' That means we are the bosses of the show. We need to explain our work to our guests (family members/stuffed animals)."

Learning Objective: Students will communicate their learning experiences and organize an event to share information with others.

2. The Body: I Do, We Do, You Do (40 mins)

I Do (Modeling): I will model how to give a "Gallery Tour." "Here is a photo of me at SparkLab. I learned that when I pull this lever, the air moves the ball!"

We Do (Guided): We will arrange the room. We'll put the Science photos on one table and the Shakespeare Art on another. We will practice our "Welcome Speech." Scaffolding: Provide a "Script Card" for the twins (e.g., "This is my ____. I made it because ____.")

You Do (Independent): The Exhibition: The twins host their exhibition. Twin A (ASD Focus): May prefer to point to things or use a "Tour Guide Pointer" to show guests their favorite parts of the SparkLab photos. Twin B (NT Focus): Explains the story of the Shakespeare scene to the "audience."

3. Conclusion: Closure & Recap (10 mins)

Recap: "You shared your learning with others today. That is what scientists and artists do! What was your favorite part of the last two weeks?"

Assessment (Summative): Completion of the "Exhibition Passport"—guests give a sticker for each area the twins explain. Achievement is marked by the ability to describe one science fact (from SparkLab) and one story element (from Shakespeare).

Differentiation & Adaptability Notes

• For ASD Learner: Ensure the SparkLab trip includes "noise-canceling headphones" if needed, as science centers can be loud. In Lesson 3, allow for "Parallel Play" during the exhibition if a formal presentation is overstimulating.
• For NT Learner: Encourage more complex storytelling in the Shakespeare lesson, perhaps acting out a small scene with puppets.
• HASS Connection: Focus on "Roles in the Community" by assigning jobs (Photographer, Builder, Narrator) during the three lessons.