Lesson Plan Form

Class: Year 4 Date: 7th September 2018 Time: 45 minutes

Key Learning Area: History/Geography Lesson Topic: Exploring the history and interrelationship of the Earth’s environment and its people (2 of
4)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
• Able to describe features of places and the connection people have with places through current knowledge, understanding and observation.
• Growing understanding and development of historical concepts of: continuity and change, cause and effect, perspectives, empathetic
understanding and significance.
• Able to order a set of sequence from earliest to latest in a variety of forms to a growing to adequate extent. E.g. a simple timeline, diary
• Experienced creating posters to demonstrate imaginative and/or informative text(s).

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

By the end of this lesson, the students will: - Work Samples – to determine
- HT2-4 – Descries and explains - Examine European exploration and colonisation in whether the students are meeting the
effects of British colonisation in Australia to develop a growing understanding of learning intention.
Australia Australian history. - Discussions – To assess and extend
- Create a timeline identifying the original inhabitants of students’ understanding.
- GE2-3 – Examines differing Australia and their longevity. - Observation – Informal assessment
perceptions about the - Engage in discussion critically and respectfully to express to determine participation and
management of places and own point of view as well as exploring the perspectives of motivation within the lesson. To
environments others. determine students’ being able to
- Investigate the perception of the environment and how the provide reasoning for their thoughts
values differ. in relation towards the context.
Any safety issues to be considered: Resources:
• Cultural and emotional issues when List resources you used in preparing the lesson AND those used in the lesson implementation.
teaching Australian history in relation
towards colonisation • Smartboard
• Whiteboard
• Exercise books
• A3 paper, texters, pens, pencils
• IPads and laptops

LESSON SEQUENCE

Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher (T) will do
addressed in each section. Link to your and what students (Ss) will do.
Indicators of Learning.
INTRODUCTION

To understand the context (What they are 2 min • Teacher would gather the students on the floor to
expected to complete). provide instruction of the lesson. The teacher Whiteboard – To write down
would explain to them that they would be students’ answers during the
continuing from their prior lesson. open ended questioning.
To encourage students to participate and • The teacher would use open ended questioning to
extend their learning. briefly assess the students’ prior learning of which
Questions refers towards the students’ they learned and identified the original inhabitants
prior experiences. This supports the of Australia for over 50,000 years as well as the
students to reference their prior British colonisation 200 years ago. Questions
knowledge to current experiences (ref). include:
- ‘What did you learn in the last lesson that you didn’t
know before?’
- ‘When did the First Fleet first arrive in Australia?’
- ‘What reasons were there for the travel?’
Engages students in cross-curriculum 8 min • Teacher will then inform the students to create a Exercise books
priorities of Aboriginal and Torres Strait simple timeline which scales:
Islander histories and cultures and - Indigenous people occupation 50, 000 years ago
Numeracy. Extends opportunities for - British colonisation 200 years ago
students to order events by making a - The present
timeline
DEVELOPMENT
Discussion – To extend and assess the 7 min • Teacher would then further extend the students to When discussing as a whole
student’s knowledge and learning. To think what it was like during the different time. class. Students are to wait for
allow opportunities for students to learn Extend and inform the differences and similarities others to finish speaking before
through others and incorporate it into of the past and present during the events. they are to express their own
their own learning. • This may include discussions of: thoughts.
- Life before colonisation e.g. how was food
collected and hunted.
- Natural resources and native plants and climate
- Sustainability
• The discussion will sequence into the main activity
where students are to investigate the cultures and
practices of Aboriginal and Torres Strait Islander
people.
Collaborative learning – Encourages 20 min • The students will work in a group of 3-4 students. Smartboard – With instructions
students to work together to meet the • Each group will choose one topic of interest to displayed.
intention of the activity. Provides investigate. They will then create an A3 poster
opportunities for student to learn from which informs about their topic.
each other. Enforces effective • The topics include:
communication skills to prosper. - ‘How was sustainability incorporated in Indigenous IPads and laptops – For
people’s lives?’ researching their group’s topic.
Poster activity allows students to use a - Seasonal change – native plants, food and animals
variety of ways to create and inform. (of the area in which they are in)
- Weapons for hunting – How they are used etc.
- How natural resources are used – shells, bark,
animal skin.
- The Dreamtime
- Music and dance
Research incorporates students to use • IPads and laptops are provided for students to
ICT to obtain information. research.
CLOSURE
Referencing learning and allowing 8 min • Each group will showcase their poster towards the Students’ poster – Work sample
students to reflect on their experience. class. The students will explain the topic they had
Provides opportunities for student to researched and gathered.
become confident communicators by • The audience are to listen quietly and appreciate
having them talk in front of an audience. the work of others. Educator may prompt the
students to ask questions towards the group that is
presenting.
To set the context for future lessons. • The teacher will inform the class that they will be
going on an excursion to the Australian Museum.