Lesson Plan Form
Class: Year 4
Key Learning Area: History
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND write
out in full.
- HT2-4 – Describes and explains
effects of British colonisation in
Australia
- GE2-2 – Describes the way
people, places and environments
interact
Any safety issues to be considered:
• Cultural and emotional issues when
teaching Australian history in relation
towards colonisation
Date: 11th September 2018 Time: 45 minutes
Lesson Topic: Exploring the history and interrelationship of the Earth’s environment and its people (4 of
4)
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement of Strategies which will be used to assess
outcome(s). Quote syllabus numbers. Must be clear, specific, learners’ attainment of learning outcomes.
observable. Curriculum Content Strands may be used as Should be linked to each learning
headings. indicator.
By the end of this lesson, the students will:
- Investigate the importance of land and ways people, - Observations – Informal observation
including Aboriginal and Torres Strait Islander Peoples of student to determine the students’
value and interact with their environment. motivation and engagement within
- Draw on from sources, the traditional Aboriginal way of life the lesson.
including, people, beliefs, food, shelter, tools and - Work samples – What the students
weapons etc. have completed
- Learning through different perspectives. - Discussions – Use to reflect, assess
and extend student’s knowledge.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
• iPads/Laptops
• A3 paper, pen, pencils,
• Smartboard

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
To set the context (What they are
expected to complete in the lesson).
Working as a whole class – Students are
able to learn through others within a
social environment.
To support prior learning.
DEVELOPMENT
Provide collaborative learning
experiences
Engages students to investigate and
research further of topics presented
during the excursion. To extend students’
knowledge from prior experiences.
• Whiteboard
• Exercise books
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.
10 min • Teacher will gather students on the floor. The Whiteboard
teacher will explain to the students that they are to
create a brainstorm as a whole class in relation
towards the excursion.
• The brainstorm will include:
- What they have learned during the excursion
- What they were interested in during the excursion
- What information/content do they want to inquiry
more about
- Different perspectives
• The students will write the brainstorm down into
their books as a form of revision.
• The teacher will inform the students that they will Smartboard – To display
be working in small groups of 3-4. information
• The students are to be allocated to research and
investigate the different sections, cultures and
practices of the Garrigarrang Seas Country focused
during the excursion.
• The topics include:
25 min - Section one – Warra Warra Warra – Go away!
- Section two – Buranyi yagu barrabugu – Yesterday
today tomorrow
- Section 3 – Ngara – Listen hear think
- Section 4 – Gurugal Darimi – Long ago, long time

To provide opportunities for student to
reflect and share point of view and
opinion.
To provide choice for students to deliver
their information. Support multiple
intelligences.
CLOSURE
Referencing learning and allowing
students to reflect on their experience.
Provides opportunities for student to
become confident communicators by
having them talk in front of an audience.
(add further pages as required)
- Seasonal calendars
- Ghost nets
- Native animals as totems
• Students will research and investigate using iPads iPads/laptops – ICT to research
and/or laptops. Students are also to include their topic.
own reflection of their experience during the
excursion in relation towards their topic.
• Students can use a variety of mediums to present Paper, pen, pencil, stationary.
their information. For example:
- Role play
- Comic strips
- PowerPoints
- Photo slideshow and presentation (With photos
taken from the excursion)
- Poster
• Each group will present their work to the class. Students’ work – work samples
10 min • The class will comment and ask questions to the
group.
• Students are to write down information of other
groups in their exercise books.