Lesson Plan

Class: 2A Date: Wednesday 12th September Time: 9:30-10:45

Key Learning Area: History Lesson Topic: Past in The Present

Inquiry Question: How has technology changed overtime and shaped our lives?
Recent Prior Experience:
This lesson has been designed to be implemented in the classroom a week before their scheduled excursion to Elizabeth Farm. This is the first time students
of this class have been introduced to the concept of the Past in The Present. Students haven’t explored the History KLA since Term 1. Students have explored
to a minimum of what past and present is. Most students within this class know how to use the device to the degree in which they will need it at for this lesson.
Syllabus Outcome(s): Learning Intentions: Success criteria:
By the end of this lesson, the students will: - Moving to the correct side of the room
- Describes the effects of changing
technology on people's lives over - Be able to identify what living was like in the past - Poster has answered the set criteria
time (HT1-3) - Description of the different past tools that are used - Research is adequate and somewhat
- Plans, composes and reviews a informative
small range of simple texts for a - Research their allocated tool to present their findings to
variety of purposes on familiar the class
topics for known readers and
viewers (EN1-2A)

Any safety issues to be considered: Resources:

- Appropriate use of device- internet - Poster for each group
- Movement around the class in their - Device for each group
groups
- Palm card for each student
- Walking to the floor to sit down
- Coloured pencils
- Interactive whiteboard
 Lesson Sequence

Lesson Content (What is Taught): Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(How it is taught)
INTRODUCTION
- Recap of history 5 min Think-pair-share activity. Students will watch a short clip to recap - Students are sitting on the
history. The teacher will prompt students with questions to make floor facing the IWB
sure the students are on task. On the whiteboard the teacher will
have questions. What is history? Why is it important? How do we
know when something is part of history?.
After the clip the students will need to share with their partner
something new that they learnt or something interesting. They
will then share their point to create a poster mind map about - IWB
- Class mind map for future reference 8 min
history. The poster will then be hung up in the classroom to be
able to make reference to it during the lesson/unit and add any
further information if something new arises through discussion.

DEVELOPMENT
10 min Students will be grouped up into 3-4 children and given a - Poster for each group
poster. The teacher will allocate something from the past that
- Students are able to use their device - Device for each group
they will be required to research these will be quoits, fire oven,
to research
washing board, quill and ink and horse and chariot. Students - Students are sitting in their
will first be given the opportunity to freely explore their groups for the development
- Informative poster to a past tool allocated research task.
Students will be given a criteria that they need to follow. The
criteria will be
- Students are following the criteria
35-40 - What is it?
min
- What is it used for?
- How do you use it/rules?
- Does it still get used?
- Has something replaced this? What?
- How technology changed?
 Students will need to draw their researched item on their
poster. They will also get the chance to print out photos that
8 min
reflect their posters.
Once the posters are completed the students of each group
will be given time to present their posters. Each group
presenting will need to come up with a question that will be
asked at the end of the presentation about something that
they shared to make sure students are listening.
CLOSURE
- Allows the teacher to know if they The teacher will create riddles of “Who am I”. Students will - Students are sitting at their
have been paying attention receive a palm card where they have to write their answer on desks
it. The teacher will use the information provided by the
- Teacher is able to make an
5 min students in the presentation to create riddles on each. Once
indication if students need further
the teacher has finished one riddle the students will have time
development
to write down what they think the teacher was. The teacher
will do 3 of these. On the way out to recess the teacher will
stand at the door of the class and each student will need to
give their palm card to the teacher.
E.g. I do not have power. This tool helps me make things I
wear clean. My clothes get wet. What am I?
Expected response: Washing board.