Learning Area:
HASS (History)
Timing:
1 Hour
Topic:
My Place, History and Events
Curriculum Connections
Year Level :
Year 6
Class Size: 24
Key figures, events and ideas that led to Australias Federation and Constitution (ACHASSK134)
Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia
region) and reasons they migrated (ACHASSK136)
The contribution of individuals and groups to the development of Australian society since Federation
(ACHASSK137)
Intended
learning
outcomes
Assessment
Students will be learning about how different cultures have influenced Australia throughout the 19 th
and 20th century.
Students will be taking relevant notes on key events in books.
Students will be participating in class discussions, prior knowledge about migration.
Prep
(negotiation)
Teacher to make sure interactive whiteboard and computer/internet is working sufficiently before
lesson. Even loading video to eliminate chance of buffering times during lesson.
Procedure
Engagement: Students will walk into the classroom and see the book My Place displayed on the
interactive whiteboard. Before beginning the lesson, ask the students what they think the book could
be about. Explain to students how over the years, Australia has changed with the influence of other
cultures migrating. Can the students name some cultures that have migrated and what they have
brought to Australia?
Learning experiences: Students are to watch and listen to My Place YouTube reading on
interactive whiteboard. During this time students are to take notes on decade and what they find.
Notes should be about:
Migration Countries migrating to Australia.
How the town has changed, why?
How the river has changed, why they think it has changed.
After each page, the students should be asked to summarise changes that they are seeing, what
cultures are coming into the town. Students must be writing down relevant notes as they will not be
able to complete their project without it. Students will also be encouraged to draw pictures that
represent changes or migration.
Classroom organization: Students will be at their desks with their books taking notes. Each
student should be able to clearly see the interactive whiteboard so they can see the changes.
Resources
Questions
Closure: At the end of the lesson, the teacher should initiate a class discussion about what was
learnt and how the town is changing. What patterns are emerging in the text? After the discussion,
students are to hand up books for teacher to look at.
Interactive Whiteboard
Computer/internet
Students should have own books/stationary
What could the book be about?
How has Australia changed over the years? Why
What cultures have migrated to Australia?
What patterns are emerging in the text
Reflection
How have these cultures changed Australia
Students will be able to reflect on the notes they have made on each page when the class has a
short discussion and summary of it.
Evaluation
Looking at the students notes in their books after the lesson will give a good indication
of the students understanding of the information.
Students are also to be evaluated on contribution to class discussion and questions.
Learning Area:
HASS (History)
Timing:
1 Hour
Topic:
My Place, History and Events
Curriculum Connections
Year Level :
Year 6
Class Size: 24
Key figures, events and ideas that led to Australias Federation and Constitution (ACHASSK134)
Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia
region) and reasons they migrated (ACHASSK136)
The contribution of individuals and groups to the development of Australian society since Federation
(ACHASSK137)
Intended
learning
outcomes
Assessment
Prep
(negotiation)
Procedure
Students will be learning about how different cultures have influenced Australia throughout the 19 th
and 20th century. Students will be building on their notes from previous lessons and planning their
end project.
Students will be taking relevant notes on key events in books.
Students will be participating in class discussions, prior knowledge about migration.
Students will start planning their end project which will be major assessment
Teacher to make sure interactive whiteboard and computer/internet is working sufficiently before
lesson. Even loading video to eliminate chance of buffering times during lesson.
Students books to be handed out at start of lesson
Bookmarked My Place YouTube video to minimise waiting time
Engagement: At the start of the lesson, students will be asked to summarise what we discovered
last week and what decade. This will allow students who were away or behind to catch up on
relevant information. Students will also be told about how they will be creating their own timeline
based on what they have learnt from the book.
Learning experiences: Students are to watch and listen to My Place YouTube reading on
interactive whiteboard. During this time students are to take notes on decade and what they find.
Notes should be about:
Migration Countries migrating to Australia.
How the town has changed, why?
How the river has changed, why they think it has changed.
After each page, the students should be asked to summarise changes that they are seeing, what
cultures are coming into the town. Students must be writing down relevant notes as they will not be
able to complete their project without it. Students should be building on notes from previous lessons.
It would be beneficial for the teacher to be taking down notes at the same time. By the end of this
lesson, the book should be read and students should have the relevant notes.
Classroom organization: Students will be at their desks with their books taking notes. Each
student should be able to clearly see the interactive whiteboard so they can see the changes.
Resources
Closure: Explain to the students that next lesson they will be planning their timeline based on the
information and notes they have written down in their books.
Interactive Whiteboard
Computer/internet
Students should have own books/stationary
Whiteboard Markers
Questions
What has changed since last lesson
How has Australia changed over the years? Why
What cultures have migrated to Australia at these times?
Reflection
How have these cultures changed Australia, what have they brought
Students will be able to reflect on the notes they have made on each page when the class has a
short discussion and summary of it.
Evaluation
Looking at the students notes in their books after the lesson will give a good indication
of the students understanding of the information.
Students are also to be evaluated on contribution to class discussion and questions.
Students will begin planning assignment and get started next lesson.
Learning Area:
HASS (History)
Timing:
1 Hour
Topic:
My Place, History and Events
Curriculum Connections
Year Level :
Year 6
Class Size: 24
Key figures, events and ideas that led to Australias Federation and Constitution (ACHASSK134)
Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia
region) and reasons they migrated (ACHASSK136)
The contribution of individuals and groups to the development of Australian society since Federation
(ACHASSK137)
Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to
create information (ACTDIP016)
Intended
learning
outcomes
Assessment
Students will be planning and creating their project using their chosen ICT tool. The information will
be from the information they have gathered when taking notes.
Prep
(negotiation)
Procedure
Students will be assessed on plan of project and also final product
Students will be assessed on information, use of ICT and presentation
Teacher to make sure relevant computer room is booked as all students will need access to
computers at some stage throughout the lesson
Students books will need to be handed out at the start of the lesson.
Teacher will need to be connected to an interactive whiteboard to show students how to create a
timeline.
Engagement: At the start of the lesson, students will be asked to summarise the book My Place
and discuss how the town changed with the influx of migrants. What has happened to the town over
time? The students will then plan their timeline in their books writing down the relevant information to
minimise waste time on the computers.
Learning experiences: Students are to plan their timeline about migration/town changing with the
information they have gathered from their notes. Students plans are to be a basic timeline of
information, not all of it. Students will also write in their plan which ICT program they will use
(Microsoft Word, Microsoft Publisher etc..). Students who have been away will receive teachers
notes for that day but must still create their own timeline with relevant information.
Students Timelines Must
Have at least 10 different dates/information
Include at least 4 different cultures
Have appropriate and relevant pictures where possible
Students plans must be completed before beginning their project on the computer. The planning of
the project should take no longer than 20 minutes. Each student should have at least 30 minutes
working on their project. If students want to find out more information about migration e.g. exact
dates then they may use google.
Closure: Students will be given a 5 minute warning which will allow them to save any unsaved
work and finish their sentences or creating. By doing this it minimises the chance of students losing
work and having staggered leavers.
Resources
Questions
Interactive Whiteboard
Computer/internet (Library Computer Room)
Students should have own books/stationary
Whiteboard Markers
Paper
Printers
What happened to the town over time?
How do you plan on setting your timeline out?
What ICT programs do you plan on using, why?
Reflection
What else could be added to timeline.
Students will be able to reflect on the notes they have made on each page when planning their
timeline. Their notes will affect their overall timeline information
Evaluation
Looking at the students plans before allowing them to begin their timeline will give the
teacher a basic outlook on the students notetaking and attentive skills
Teacher will be able to see where students are at by walking around during lesson and
viewing progress.
Learning Area:
HASS (History)
Timing:
1 Hour
Topic:
My Place, History and Events
Curriculum Connections
Year Level :
Year 6
Class Size: 24
Key figures, events and ideas that led to Australias Federation and Constitution (ACHASSK134)
Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia
region) and reasons they migrated (ACHASSK136)
The contribution of individuals and groups to the development of Australian society since Federation
(ACHASSK137)
Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to
create information (ACTDIP016)
Intended
learning
outcomes
Assessment
Students will be finishing off their timeline about My Place. All timelines should be completed and
handed up to the teacher by the end of the lesson.
Students will be assessed on timeline, plans and subsequent notes in book.
Prep
(negotiation)
Teacher to book computers for lesson
Teacher to have a designated timeline pile, where students can hand up their work.
Procedure
Engagement: All students will have their timeline to go on with. Students are to get straight into
finishing their timeline working from their plans in their books. Must be emphasised that the timeline
must be handed up to teacher at the end of the lesson. This would be a good time to ask students
how they are progressing with the timeline to see which students will need help throughout the
lesson.
Learning experiences: Students are to complete their timeline, print it off and hand it up to teacher
at the end of the lesson. Before printing off students must check that they have the required
information, as mentioned in lesson plan 2. Students must also be careful that what they have
created with their ICT tool will also translate to a printed piece of paper in a sufficient size. At the end
of the lesson students will also hand up their books so the teacher can mark their notes and plans of
timeline.
Classroom organization: Students will be finishing off their timelines in library computer room.
Resources
Questions
Closure: Once all students have handed up their timeline a short class discussion will be held
where the class will talk about what they have learnt with this unit of work.
Computers/Internet
Paper
Books
Student should have own stationary
Printer (more than one would be useful to prevent waiting times)
What were some of the cultures that migrated to Australia in the book?
Can you name some other cultures that have migrated to Australia? What have they
introduced?
What ICT tool did you use? Did it work how you planned? Why/Why not
Reflection
Students will be able to reflect on the notes they have made on each page when the class has a
short discussion and summary of it.
Evaluation
Quality of information in the project will give teacher a fair evaluation of whether there
was appropriate time given for both the note-taking and also the timeline creation.
Depending on when students finish time, extra or less lessons could be changed for
next lesson.
Students are also to be evaluated on contribution to class discussion and questions.
.
