ASSIGNMENT 3- HASS UNIT PLAN YEAR 4/5

Jade Bone
ID:2221203
Topic or Theme/ Cross Curriculum Priorities

Colonial Life in Australia / Sustainability

Conversation focus/ General Capabilities:

Ned Kelly and The Gold Rush / Critical and Creative Thinking, Intercultural Understanding, Numeracy, Literacy.

School Context: Students will have the prior acknowledgment of historical events and their impact on sustainability and culture in Australia.

Year level: Term: Lessons:

Year 4/5 2 12 Lessons (1 Double Lesson for 6 Weeks)

Relevant Achievement Standard:

HISTORY- By the end of Year 4, students recognise the significance of events in bringing about change. Students sequence information about
events and the lives of individuals in chronological order with reference to key dates. Students develop and present texts, including narrative
recounts, using historical terms (ACARA,2022)

GEOGRAPHY- By the end of Year 5, students represent data and the location of places and their characteristics in graphic forms, including large-
scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point (ACARA,2022)

Learning Intentions: By the end of this unit students will…

 Know: The relationships between events and the lives of individuals that have impacted Australia’s colonial life, with reference to key
dates.
 Understand: That the significance of these events in the eighteenth century, how they shaped historical timelines and the characteristics
of those locations.
 Do: Evaluate and create their own lyrical narrative, exploring their own life experiences and historical impacts to the lives of others.
Content Descriptions:

Knowledge and Understanding- History

 The journey(s) of AT LEAST ONE world navigator, explorer, or trader up to the late eighteenth century, including their contacts with other
societies and any impacts (ACHASSK084)

Inquiry and Skills (Researching)- Geography

 Sequence information about people’s lives, events, developments, and phenomena using a variety of methods including timelines
(ACHASSI097)

RATIONALE UNIT PLAN YEAR 4/5

HISTORY/GEOGRAPHY - COLONIAL LIFE IN AUSTRALIA
Lesson Focus and Activity Resources AC: English LINKS:
Week
Lesson learning intention: The journey(s) of AT LEAST ONE
1 Resources: world navigator, explorer, or trader
-Students will be discovering Ned Kelly in the eighteenth century highlighting Pens/ Pencils up to the late eighteenth century,
Double key dates and events. HASS books including their contacts with other
Lesson societies and any impacts
-Students will be starting to be identifying Ned Kelly’s impact on society. Ned Kelly Video: (ACHASSK084)
0:06 - 3:50
Teaching Strategy/Learning Activity: Diagnostic Assessment https://www.youtube.com/watch? HISTORY
v=aYiHuNqlhkg&t=15s
Class Discussion- Who knows Ned Kelly? Why is he significant to Australia?
Work Sheet: (Appendix 1)
Whole Class- Students will watch the YouTube link about Ned Kelly’s Life.
They are to be taking notes in their HASS books about any significant facts they
hear about Ned Kelly. (Dates/Key events)

Individually- Fill out the timeline sheet. Video is replaying again.

Whole class- Go through the timeline answers and highlight key events. Teacher Note: Read out answers at
the end of the lesson.
 Lesson learning intention: Resources: Sequence information about people’s
2 Ipads lives, events, developments and
-Students are researching a sequence of information about Ned Kelly and the Pens phenomena using a variety of
Double places he had an impact on. Colour pencils methods including timelines
Lesson Rulers (ACHASSI097)
-Students are working independently and collaboratively with peers. HASS books
A4 Paper GEOGRAPHY
Teaching Strategy/Learning Activity:

Explicit Teaching- Students are to use an iPad in pairs to research Ned Kelly
in this lesson. Teacher Prompts: Does anyone know where Ned Kelly died?
Where he shot the police?

Paired Work- Students will research, using the iPad, the geological places Ned
Kelly went to, where he died, the significant locations he impacted etc. and
record these in their HASS books.

Individually- Students will draw a map on A4 paper, including the significant

points to make a map/ timeline. Adding dates and names of these places. (Hang
up posters in classroom) Using colour pencils.

Lesson learning intention: Resources: HASS Books The journey(s) of AT LEAST ONE
3 Teacher Notes for class discussion world navigator, explorer or trader up
-Students explore into the Gold Rush and its impacts on Australia in the The Australian gold rushes changed to the late eighteenth century,
Double eighteenth century. the convict colonies into more including their contacts with other
Lesson progressive cities with the influx of societies and any impacts
-Students analyse pictures to identify the impacts and change in society during free immigrants. These hopefuls, (ACHASSK084)
The Gold Rush. termed diggers, brought new skills
and professions, contributing to a HISTORY
Teaching Strategy/Learning Activity: Diagnostic Assessment burgeoning economy

Explicit Teaching- What is the gold rush? Students’ will watch short clip on the https://www.youtube.com/watch?
gold rush. Taking notes in their HASS Books. Class discussion questions will be v=iU9iV56F86s&t=226s
prompted before the video.
Appendix 2- Picture Study Then to
Class Discussion- How did the gold rush in the1800s impact the Australian now.
colony? What did the gold rush bring to Australia? What did people do with their
Money?

Whole Class- Students will be shown both pictures in the 1850s of the
Australian gold rush. Students are to take notes in their HASS books on what
the notice. Students are then shown Ballarat in the 20th century and compare
the pictures (Similarities, differences) ***Share back ideas to the class***
 Lesson learning intention
4 Resources: Sequence information about people’s
-Students are researching a sequence of information about the Gold Rush and iPads lives, events, developments and
Double the place of impact. Pens phenomena using a variety of
Lesson Colour pencils methods including timelines
-Students are working independently and collaboratively with peers and as a Rulers (ACHASSI097)
class to determine timelines and locations. HASS books
A4 Paper GEOGRAPHY
Teaching Strategy/Learning Activity: Formative (Collection of HASS
books) YouTube Link
https://www.youtube.com/watch?
Explicit Teaching- Students are to use an iPad in pairs to research the Gold v=iU9iV56F86s&t=226s
Rush in this lesson. Teacher Prompts: Does anyone know where the Gold Rush
started? Can gold still be found? What locations were impacted by the Gold
Rush?

Paired Work- Students will research, using the iPad, the geological place of the
Gold Rush and what locations were impacted. Record their answers in their
HASS books.

Individually- Students will draw a map on A4 paper, these significant points to

make a map/ timeline. Adding dates and names of these places. (Hang up
posters in classroom) Using colour pencils.

Lesson learning intention

5 Resources: The journey(s) of AT LEAST ONE
-Students are applying learnt knowledge and displaying through a narrative HASS Books (Pervious lesson world navigator, explorer or trader up
Double recount. research) to the late eighteenth century,
Lesson -Students are applying a sequence of information about people’s lives, events, Pens including their contacts with other
developments, and phenomena to the impacts they had on society. Pencils societies and any impacts
White board (ACHASSK084)
Teaching Strategy/Learning Activity: Summative Progress (TASK SHEET) A4 paper
iPad (For further research) Sequence information about people’s
Explicit Teaching- Students will be introduced to the summative assessment. lives, events, developments and
Students will be developing a handwritten letter to home from the Teacher Prompts: phenomena using a variety of
perspective/location of either the experience of Ned Kelly or the Gold Rush. Place yourself back in time how do methods including timelines
Students are guided to include a description of landscape, time, people around you feel? Task sheet appendix 3. (ACHASSI097)
them etc. This is to be presented in a narrative recount. The teacher will have a
Letter starter on the board for student support. Letter Starter on board:
Dear Mum and Dad, It’s the 23rd of HISTORY AND GEOGRAPHY
Independent Construction- Students are to work on this letter for the duration February 1877 and Ned Kelly was
of the lesson, teacher prompts, class discussions and teacher feedback will be arrested last night for….
provided. ** Task can be written in HASS books then transferred on to A4
paper for handing up, Task must be handwritten** Much love Jade.
 Lesson learning intention Resources:
6 Teacher rubric for assessment The journey(s) of AT LEAST ONE
-Students will continue to explore the journey of their chosen event and their Appendix 4 world navigator, explorer or trader up
Double impacts to societies. to the late eighteenth century,
Lesson including their contacts with other
-Students understand that these events can be fantasied into a narrative, whilst societies and any impacts
including timelines of special events and their locations. (ACHASSK084)

Teaching Strategy/Learning Activity: Hand up Summative for Assessment Sequence information about people’s
A4paper lives, events, developments and
Explicit Teaching- Students are to continue to write up their narrative. Pens phenomena using a variety of
Proofreading their work and adding any drawn pictures. Hand to teacher for HASS Books methods including timelines
marking. Tea bag and water (ACHASSI097)
Independent Construction- Students’ have the chance to use a provided wet Option: Play Ned Kelly/ Gold rush
tea bag to dip on the outside of their pages to create a (old letter) affect. story in the background. Link in lesson
1/3. HISTORY AND GEOGRAPHY

Formative & Summative Assessment Strategies:

Formative Assessment:
 Classroom discussions/Open ended questions (Weeks 1,3)
 Collection of HASS Books (Weeks 4) FEEDBACK IN BOOKS
 Peer collaboration (Weeks 1,2,3,4)
 Teacher Feedback (Weeks 1,2,3,4,5,6)
Summative Assessment:
 Students will be developing a written letter to home from the perspective/location of either the time of Ned Kelly or the Gold Rush (Students are
guided to include a description of landscape, time, people around them etc.) (Weeks 5 & 6). TASK SHEET- APPENDIX 3

Feedback:
Ongoing formative assessment will be completed through feedback, both praise and peer feedback, to monitor students’ development. Examples of
feedback during the lesson.
 Student/peer feedback
 Class discussions (open ended questions)
 Collection of books (feedback written and verbal)
 Summative assessment rubric, Teacher feedback.

Special Considerations/ Differentiation:

 Prompt questions to develop understanding
 Open-ended class discussions around the topic.
 Individual student-based task.
 Task sheet supplied with guiding questions and letter starter (for students that require structure). ***Summative can be typed on a laptop for
students with poor handwriting abilities***
 REFERENCES:
Australian Curriculum, Assessment and Reporting Authority [ACARA] (2022) HASS; History and Geography Years 4 and 5/Inquiry and skills.

Colonial Australia: The Gold Rush And Ned Kelly – PILOT GUIDES. (2022). https://www.pilotguides.com/study-guides/colonial-australia-gold-rush-ned-kelly/?
msclkid=d5535ee9a99111ec87ff9ac030d7ff33

YouTube, 2019: Ned Kelly - The Armored Criminal (Strange Stories); https://www.youtube.com/watch?v=aYiHuNqlhkg&t=15s

YouTube,2019: Defining Moments: Gold rush; https://www.youtube.com/watch?v=iU9iV56F86s&t=226s

APPENDICES:
Appendix 1- Ned Kelly Timeline Worksheet and Answers

Appendix 2- Picture Study 1851 - 2021

Appendix 3- Summative Assessment Task Sheet (Made on a separate word Document)

Appendix 4- Teacher Rubric- Summative Assessment (Created with Achievement Standards/ Unit Objectives)

Year 4/5 Summative Assessment Rubric-

Narrative Recount- Colonial Life
STUDENT NAME …………………………

CRITERIA ABOVE SATISFACTORY (A) SATISFACTORY (B) BELOW SATISFACTORY (C)

-Student recognises the significance of the event
chosen. The student Always recognises the Student recognises the significance of Student barely demonstrates the
-Student includes a sequence of information about significance of chosen event, with chosen event, with reference to some significance of a chosen event
the event with reference to key dates/ location. reference to key dates. key dates. and reference to key dates.

-Student develops and present a narrative using The student Always presents Student Most of the time presents Student barely presents
historical terms and the journey of ONE world historical terms and highlights historical terms and highlights at least historical terms and only
navigator (In the eighteenth century) multiple key aspects of their world two key aspects of their world highlights one key aspect of their
navigator navigator world navigator.

-Student has correct grammar and spelling and

narrative letter is well presented. The student Always demonstrates The student most of the time Student barely demonstrates
-Student follows guided questions to sequence correct grammar and spelling demonstrates correct grammar and correct grammar and spelling
information about their chosen even and The student follows guided questions spelling. The student starts to develop without a sequence of events.
 developments a phenomena using a variety of and develops a sequence of events. a sequence of events.
historical methods (Timeline).

TEACHER COMMENT:
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