Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 5 Time: 30 minutes

Date: 09/03/2015

Learning Area: Humanities and Social Sciences

Strand/Topic from the Australian Curriculum

How the stories of families and the past can be

communicated, for example through photographs,

Students Prior Knowledge:

Students will have an understanding of where
different countries are situated on a world map.
Students recognise the book The Arrival by
Shaun Tan(2006).
Students will be able to use an iPad
Students will have a basic understanding of
immigration

artefacts, books, oral histories, digital media, and

museums (ACHHK004)

Interact with others with respect, identify different

points of view and share personal perspectives and
opinions (ACHCS031)

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Cross-curriculum priorities (may be addressed in the lesson )

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Personal and
Social
competence

Intercultural
understanding

Sustainability

N/A

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
- 1. Create a comic life page that illustrates the experience of an immigrant on their arrival in Australia.
- 2. Be able to identify what an immigrant may experience when arriving in Australia
Teachers Prior Preparation/Organisation:

Ensure that the Interactive Whiteboard is working

Ensure that the iPads are charged and have the
application Comic Life installed
Photos of set countries are easily accessible for
students

Provision for students at educational risk:

Student with vision impairment requires seating close
to whiteboard and magnification equipment for viewing
task.
Students with physical impairments that impede the
use of the iPad may require assistance from an
Educational Assistant
Students who have difficulty with the use of ICT tools
will receive assistance from the teacher.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Could the students recognise the changes that an immigrant to Australia would experience?
Could the students use the iPads appropriately?
Could the students use Comic Life efficiently?
What was the standard of Comic Pages that was produced by the students?
What were the limitations of using Comic Life compared to other applications that produce a comic page?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
Were the students interested in the lesson that you presented them with?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
4.30pm

4.32pm

4.35pm

Motivation and Introduction:

1. Welcome and introduction of students presenting.
2. Students are introduced to www.abcya.com as a possible
interactive whiteboard tool to utilise in the classroom.
3. Students view www.abcya.com.au and complete the Year 5
World Geography task. To identify the names of the
countries and the shapes of the land that they occupy.
4. Students take turns to come up to the interactive whiteboard
to complete the task.

Resources
Commence power point
Presentation IT
www.abcya.com.au
Interactive Whiteboard
Chairs positioned around the
whiteboard.
Laptop or access to computer

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
1. Students will be shown a list of 3 countries with their name
under each one. They are to identify which country they
have been allocated and find someone who also has the
same country. If all students are present there will be one
group of three. What do you know about the country that
you have been allocated to?
2. Students are to sit back and visualise what it would be like to
be in the country that they have been allocated. What can
they smell? What can they see? What can they hear?
What are some of the familiar plants and animals that
surround them? Are they in the city or in the country? What
language do people speak?
3. Students will now imagine coming to Australia. How do you
travel to Australia? On what type of transport?
4. What was it like when you arrived? Who greeted you? How
did you feel about being in Australia?
5. Hand out iPads, one per pair.
6. Students will use Comic Life to construct one comic page.

iPads with Comic Life app

installed

Photos of countries of origin to be

uploaded to the iPads.

7.

8.

9.
4.50pm

10.

This page will be a representation of the day that they

arrived in Australia.
Student assistance will be required and students will be
guided through the process of making a Comic Life page.
Photos of the country of origin will be provided to assist in
the process.
Students once they have completed their page will then
show their page to another pair from another country to see
if there are any similarities and differences. Is there
anything that all immigrants have in common?
Students will then print off a copy to put into the book of
immigration modelled on The arrival by Shaun Tan(2009).
Collect the iPads.

Tan, S. (2009). The arrival.

Sydney, Australia: Lothian Books.

Collect iPads and return to their

charging station.

Lesson Closure:(Review lesson objectives with students)

4.52pm

5.00pm

1. To conclude the lesson, reassemble in front of the

whiteboard.
2. Students are asked questions pertaining to the use of iPads,
Comic Life and the effectiveness in the classroom.
3. Presenters will use random selector to prompt students to
answer questions.
4. Questions
a) Do you think Comic Life is a useful tool for facilitating a
learning concept, such as immigration, in the classroom?
b) Where can you see Comic Life being used in the classroom
to enhance the learning of students
c) How can we make this app fit the redefinition classification
of the SAMR model as apposed to just substitution?

http://www.classtools.net/randomname-picker/70_RZfUDM

Transition: (What needs to happen prior to the next lesson?)

1. Students return to their desk, quietly and sit and wait for
further instructions.
2.
Assessment: (Were the lesson objectives met? How will these be
judged?)
- Can the students site examples of situations that they can
use Comic Life or be able to make a reasonable argument
as to why they would not use the app.
Do students have a clearer understanding of the different
factors that impact on an immigrants arrival in Australia?

References:
Australian Curriculum(2014) retrieved from:
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/introduction
Tan, S. (2009). The arrival. Sydney, Australia: Lothian Books.