History Lesson Plan (Events the Shaped Australia): Lesson 2 of 10

This lesson occurs directly before the site visit to the Powerhouse Museum. It aims to give some context of events they may see within the exhibitions in the museum.
Class: Date: Time: Start: 11:30am
Grade 5 12th September, 2018 Finish: 12:20pm

Key Learning Area: Lesson Topic:

History Significant Events that Shaped Australia
Recent Prior Experience:
Prior to this lesson, students have learnt how to create and add data to a simple timeline. Students are also able to effectively conduct research using
the internet and the classroom laptops/iPads/etc. Students have also briefly discussed some significant events that have occurred throughout
Australian history.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
• Describes and explains the By the end of this lesson, the students will: • T observes Ss engagement in the
significance of people, groups, • Conduct research into some significant events in activity, and questions Ss
places and events to the Australian history. understanding where appropriate.
development of Australia • Create a class timeline of some significant events in • T uses the timeline display as a
(HT3-1) Australian history. work sample, observing Ss
• Describes and explains • Use information from their research to check the placement of events, and
different experiences of people accuracy of their timeline, and correct errors. corrections to order of events.
in Australia over time (HT3-2)
Any safety issues to be considered: Resources:
• Movement throughout the classroom. • Display wall with blank timeline (made of butcher’s paper or A3 paper) attached
Clear pathways should be maintained • Laptops/iPads/other devices available in the classroom.
throughout the lesson. • Internet access
• Misuse of equipment. T should • Coloured paper/cardboard to record information to display on the timeline
continuously monitor Ss use of • Push pins or blu-tac to attach information to timeline
equipment to ensure equipment is used • Texta’s to record information.
safely. • Interactive whiteboard
• Answer Garden (https://answergarden.ch/)
Key Inquiry Question:
What were the significant events and who were the significant people that shaped Australian colonies?

Australian Catholic University 1 2013


Lesson Content / Indicators of Learning:
INTRODUCTION
Ss engage in whole class discussion to recall
some significant events from Australian
history.
DEVELOPMENT
Ss use technology to research some
significant events in Australian history. Ss
discover why events were significant to
Australia.
Ss use their research to create a timeline
display for their classroom. The verbally
communicate the information they have
found to their peers.
CLOSURE
Ss use their research to check the accuracy
of their class timeline and correct any errors
that are present in the timeline.
Australian Catholic University
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
7 mins • T asks Ss to brainstorm significant events in Organisation:
Australia’s history, by introducing the unit’s key • T and Ss sit facing the
inquiry question: What were the significant events and interactive whiteboard
who were the significant people that shaped Australian Resources:
colonies? • Interactive whiteboard
• T records Ss responses and displays them on the • Internet access
interactive whiteboard using Answer Garden. • Answer Garden
(https://answergarden.ch/)
5 mins • T asks Ss to turn to face the blank timeline displayed Organisation:
on the wall. • T displays blank timeline on
• T explains that Ss will be split into groups of 4 to the wall prior to lesson.
research one of the events displayed in the brainstorm, • T ensures devices are
which will then be added to the timeline in the available and charged prior
appropriate position. to the lesson.
20 mins • Their information must include, but is not limited to: Resources:
o The period of time the event took place • Answer Garden
o Why it was significant? (https://answergarden.ch/)
Extension: • Blank timeline (made of
• Select another event which has not yet been researched butcher’s paper or A3
and complete the activity for that event. paper)
• If all brainstormed events have been researched, use • Laptops/iPads/etc.
the internet to attempt to find another significant • Internet access
event. • Texta’s
Activity Continued: • Coloured paper/cardboard
• T and Ss gather near the blank timeline. • Push pins/blu-tac
• Ss are asked to stand up with their groups and share
10 mins what they have learnt.
• Ss will add their events to the position on the timeline
they believe the event belongs.
8 mins • Ss and T discuss their timeline. Resources:
• T asks Ss if they notice any errors in the timeline. Ss • Timeline displayed on the
correct these errors and explain how they knew it was classroom wall.
an error. • Coloured paper/cardboard
with Ss research displayed.
• Blu-tac or push pins
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