Lesson 7: Timeline Assessment

Inquiry Stage: Sorting Out

Objectives: By the end of this lesson, students will have an opportunity to demonstrate
their ability to:
1. chronologically organise information about Captain Cooks journeys
2. explain the reasoning behind their decisions for the order of their timeline
Australian Curriculum:
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. (ACHHK078)
Sequence historical people and events (ACHHS081)
Resources:

Enough timeline resources for each student (document at the end of plan)
Glue
Pens
Scissors

Students Prior Knowledge:

Knowledge of dates of Captain Cooks life and journey

Knowledge of what a timeline is and what it is used for

Lesson Procedure:
Orientation:

Ask the class to put away all materials except glue and scissors
Give each student an A3 piece of paper and ask them to draw a timeline on it
Inform the class that they will be completing an individual activity

Enhancing:

Explain to the class that they will be using their knowledge of Captain Cook to
construct a timeline using provided materials. Students will use reasoning and
recollection of dates to complete this activity
Disperse timeline resource for children to cut up
Once children have finished cutting up their resource, ask them to order their dates
and events chronologically in the order they think they happened.
Give the class 20 minutes to do this
Once students have completed their timeline they must bring it to their teacher. The
student will explain their reasoning behind their decisions, as the teacher takes
notes on the students understanding. During this time, the teacher may scaffold the
student if they need assistance.

Concluding:

When students are finished they will, in their groups, discuss their constructed
timelines and use each other for feedback and assistance.
Teacher will then create the timeline on the board with the correct events and dates
o Ask the class to draw arrows directing boxes to the correct position if they
made any mistakes.
Afterwards the teacher will collect all timelines from students to use to inform
further teaching.

Differentiation for diverse learners:

Students with learning difficulties may begin this task with the teacher in a small group, to
ensure they know how to engage with the task. As this is a formative assessment, it is
important that these students try complete on their own, so the teacher can establish any
areas of difficulty.
Assessment of Student Learning:
For: This activity will be used as a formative assessment, so the teacher can establish the
knowledge and ability of their students. The teacher will use this information to inform
further teaching, as well as identify what concepts need to be retaught to the students.
Evaluation- Objectives:

Were the students able to correctly identify the sequence of dates and events?
How did students explain their reasoning?

Evaluation-Self as a Teacher:

What difficulties did the students have with this assessment?