FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

Term 1 week 5 FOUR (4) Humanities and Social Sciences - History

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

iPads and computers will be hired by the class allowing all students access to individual computers and ipads.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

History: Students will be able to: Formative Introduction

1  First Contacts  Recognise that there was more assessment: the In previous lessons students focused on the diversity and longevity Introduction video
than one historical explorer to students are of Australia’s first peoples and the ways in which they are https://www.youtube.co
The journey(s) of have voyaged to, and around formatively connected to the country. m/watch?v=2GYPAzcob
AT LEAST ONE assessed through Students are informed that this lesson will focus on the DA&feature=youtu.be
Australia. (Tasman, Cook,
world navigator, their use exploration of Australia: The explorers and their voyages
explorer or trader Flinders). collaborative use of surrounding Australia.
up to the late  Illustrate an understanding of QR codes and the The class will be asked “Before we get into it, can anyone tell me
eighteenth at least one Australian explorer ability they display some names of famous explorers?”. The question is broad and QR code link to James
century, including and their first voyage. by entering allows for an open class discussion. Cook informative
their contacts  Demonstrate clear use of key information into Students will be asked to focus their attention toward the front of website
with other ICT tools: Google doc. the class. An educational YouTube video will be played. The video https://www.captaincoo
societies and any introduces the THREE main explorers surrounding the mapping of ksociety.com/home/the-
o QR Codes
impacts (ACHASS Summative Australia – Abel Tasman, James Cook and Matthew Flinders – and journals
K084) o Google Doc assessment: also briefly talks about their voyages.
o Green Screen students will QR code link to Matthew
Stories of the assessed as a group Body Flinders informative
First Fleet, from their Green Students are arranged into 6 groups (potentially groups of 3 or 4). website
including reasons screen creation. A  Each group will be assigned to investigate a particular http://adb.anu.edu.au/b
for the journey, rubric marking explorer. Two groups per explorer. iography/flinders-
who travelled to guide assessing  Ipads and QR codes will be assigned to each group. matthew-2050
Australia, and their competency,
their experiences knowledge, timing,  Using the class iPads, by scanning the QR code, students
following arrival literacy level and will be directed to an informative website surrounding
(e.g. treatment of developed one of the explorers. QR code link to Abel
convicts, daily questions. Tasman informative
 There are several investigating questions (7) given to each
lives, social order) website
(ACHASSK085) group surrounding their own explorer. Students are to https://www.britannica.
gather as much information as possible. com/biography/Abel-
Tasman
Once all questions have been answered and enough information
gathered, students would be asked to place their information on a
Google Doc. Google Doc
 Students will access the link online. https://docs.google.com
 Considering that there are two groups per explorer, each /document/d/1TQebh0x
group will be assigned to fill in certain areas of their yxAFjpwm2dNh9Im0mG
explorer. Ox5_P0Qhv4BRmTeKuY/
 The Google Doc is to be shared by all students and will be edit
used again (as a reference point) in a future lesson.
Green screen
http://www.doink.com/
The final activity involves using a Green Screen.
 The teacher will introduce Green Screen.
 Remaining in the same groups students will be asked to
make a short video, interviewing one of the group
members pretending to be their appointed explorer.
 Explorer dress kit will be distributed to the groups.
 One student will be the interviewee, one will be the
explorer and the other will film. Students will rotate
taking turns.
 Questions will be prepared from the students themselves.

Conclusion
Students will be asked to save and submit their work, pack away
the iPads and return to their seats.
The class will be asked, “can anyone tell me what they learnt
today? What did we do on the iPads today?” This will allow the
class to review what they have covered today.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
 History Students will be able to: Formative Introduction
 First Contacts  Demonstrate clear use of key assessment: Students are seated at their desks and attention is gained to the Britannica school
2 ICT tools: The Kahoot quiz front of the classroom. https://school-eb-com-
Stories of the will be used The class is asked, “can anyone remember what we did last au.ipacez.nd.edu.au/leve
o Popplet: creating a
First Fleet, formatively to lesson?” this question will lead the class discussion on reflecting ls/primary
including reasons mind map. assess reflective over the previous lesson.
for the journey,  Identify the achievements of knowledge. The class is informed that in this lesson they will create a mind The use of Popplet
who travelled to more than one Australian Students will also map on all three explorers covered in the previous lesson. http://popplet.com/app/
Australia, and explorer and illustrate an be formatively Before commencing, students will participate in a quick class #/demo
their experiences understanding of their first assessed through Kahoot quiz, engaging them and gathering their focal interest on
following arrival voyage to Australia. the competent use the lesson topic. Google Doc
(e.g. treatment of of QR codes, https://docs.google.com
convicts, daily Google doc and Body /document/d/1TQebh0x
lives, social order) Google slides. Students have access to their own iPad. The teacher will yxAFjpwm2dNh9Im0mG
(ACHASSK085) demonstrate to students how to access and use Popplet. Ox5_P0Qhv4BRmTeKuY/
Summative  Using Popplet, students will create a mind map. edit
assessment:  The mind map will include all three explorers (James
A rubric will be Cook, Matthew Flinders, Abel Tasman); their journey’s, QR codes designed from
designed around https://www.qr-code-
reasons behind their missions, important dates and more.
marking the generator.com/a1/?PID=
individual Popplet.  Pictures/images are encouraged.
1625&gclid=Cj0KCQjw7Z
Students will be 3VBRC-
The teacher will open up the Google doc completed by the class
marked on ARIsAEQifZQUsQDAfZwA
the previous lesson.
contextual hKLnYlc8rhpM1-
 To complete the mind map, students will gather
curriculum work, zikGf1Mk897oz2vw5S1p
organisation, information from the Google doc.
5_Q893R5saAmXHEALw
presentation,  Students working ahead of the class may use the QR
_wcB
information and codes from the previous lesson to access the websites in
literacy. order to add more information to their Popplet mind
map.
 Britannica digital learning will also be available for
students to access further information and/or images.

Conclusion
Students will be asked to finish up their work on Popplet.
1. Take a screenshot of their work.
2. Upload that screenshot to a shared Google Slides
3. Pack away their iPads and return to their seats.

The class is informed that next lesson they will be focussing on the
First Fleet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

History Students will be able to: Formative Introduction Education introductory

 First Contacts  Demonstrate clear assessment: Students are informed that this lesson will focus on the stories, video
3 understanding of the ICT tool, Students are experiences and Journey of the fleet: https://www.youtube.co
Stories of the formatively  Reason behind the voyage m/watch?v=MnUNEkMsj
Book Creator App.
First Fleet, assessed through  Complete makeup of the fleet fY
including reasons  Recognise the reasoning their use of QR  Experiences from convicts
for the journey, behind the movement and codes and QR codes designed from
 Colonised destinations and associated dates
who travelled to reasoning of the first fleet. gathering https://www.qr-code-
Australia, and  Illustrate an understanding of a information on the
An educational video is played to the class. The video provides a
generator.com/a1/?PID=
their experiences convict’s lifestyle and their directed website. 1625&gclid=Cj0KCQjw7Z
brief overview on the experience and reasons behind the voyage
following arrival circumstances surrounding the 3VBRC-
of the first fleet.
(e.g. treatment of Summative ARIsAEQifZQUsQDAfZwA
time of the First Fleet.
convicts, daily assessment: hKLnYlc8rhpM1-
Body
lives, social order) Students will be zikGf1Mk897oz2vw5S1p
Students are equipped with individual iPads.
(ACHASSK085) assessed on their 5_Q893R5saAmXHEALw
A QR codes is provided to students. It is addressed that student
storybooks. A _wcB
will use the QR code in order to retrieve information on the First
marking rubric will
Fleet.
be set out focusing First Fleet information
 The scanned QR codes will link students to a website.
on their display, website
 Students will use this website to gather information on
storyline, relation http://www.australianhi
to the first fleet, the first fleet. storyresearch.info/the-
information first-fleet/
provided and The Teacher introduces and demonstrates the use of Book
literacy. Creator. Book Creator
 Students will use the ICT tool, Book Creator, in order to https://bookcreator.com
create their own short story (storybook). /
 Students can add images and photos as well as free draw.
 Using their own creativity and information gathered from
the website, students will have the remainder of the
lesson to creator their story.
 The story is to be no longer than 12 pages.
Conclusion
Students are to return iPads.
Storybooks are asked to email their storybooks to the teacher.
This lesson concludes the First Fleet; therefor students will
participate in a Kahoot quiz to actively and engagingly close off the
lesson.