Lesson 3
Lesson 3
Date: 15/08/2015
UNIT OUTCOMES:
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Elaborations
Identifying the reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events
such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)
Lesson Plan 3
Using historical terms (such as the gold era, the Eureka Stockade, the Myall
Creek Massacre, colony)
Henderson, J
Lesson Plan 3
Introduction:
Teaching Approaches
discussion getting
excursion.
ns
Teacher to circulate
learnt so far.
Teaching
Strategies
Planning and visualising
explicit processes.
Working non-verbally with
self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeHenderson, J
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responsive, environmental
practice.
Using indirect, innovative
and interdisciplinary
approaches.
Modelling and scaffolding
by working from wholes to
parts.
Connecting learning to
local values, needs and
knowledge.
To be carried out
throughout the lesson
where appropriate.
Many of the above
strategies support the
way Indigenous
students learn.
Time
30mi
Main Content:
Students will continue to add to their
ns
Teaching Approaches
Teacher to make
is adding
information to
both their word
wall and KWL
charts.
Indigenous
students will be
supported if
needed by the
SSO or indigenous
support worker.
Time
10mi
Conclusion:
ns
Henderson, J
Teaching Approaches
Teacher will choose
appropriate words
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Float around the room to ensure that all students have some understanding
of what is required of them.
RESOURCES
Printer access
Library access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Internet access
Interactive whiteboard
iPads
SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the schools policy on safety in the classroom and on
excursions.
Check health records on each student so you are aware how to react to any
potential problems.
Always test each activity by yourself before engaging in a lesson with the students.
Explain to the students about any potential dangers that could be involved in the
lesson.
Before each lesson, display and discuss with the students about safe practices.
Henderson, J
Lesson Plan 3
ASSESSMENT
For this lesson there will be a formative assessment of teacher collaboration with
students on the KWL chart and word wall.
Note* This will be the main focus for this lesson. Teacher to make sure they are
aware of the overall summative assessment and take note on each student in each
individual lesson
When it will be
assessmen
t
assessed
Organization, Collaboration and Responsibility
Participation
Throughout the
assignment (20%)
On
Completion/Markin
g (20%)
On completion
(10%)
Presentation
of Learning
On
Completion/Markin
g (40%)
Self and
Peer
assessment
On Completion
(10%)
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Lesson Plan 3
REFLECTION
1. Was this lesson successful.why or why not?
2. If we do this again, what can I do differently to help you learn more?
3. Were the students engaged in the lesson?
4. Did students grasp the technological skills required?
5. Did technology hinder or enhance the students research time?
6. Have students gathered more information on their KWL/Word Wall?
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). The
Australian curriculum. History. Retrieved September 15, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning.
Victoria, Australia: ACER Pres
Henderson, J
Lesson Plan 3
Henderson, J
Lesson Plan 3