Lesson Plan 1

Week 1
Date: Monday 30th of March 2015

Duration: 60 minutes

Unit: Shining the light on historical Australians

Lesson: 1 of 10

Level: Year level 6

Name: Who makes up Australian citizens?

Curriculum
History
Australia as a nation
The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and
migrants, to the development of Australian society, for example in areas such as the economy,
education, science, the arts, sport. (ACHHK116).
o Examining population data that show the places of birth of Australias people at one or more
points of time in the past and today, and using digital technologies to process and record this
data.
Chronology, terms and concepts
Use historical terms and concepts (ACHHS118).
o Using historical terms and concepts related to the content such as democracy, federation,
empire, immigration, heritage, diversity, enfranchisement, suffrage.
Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119).
o Developing key questions about the birth of Australian democracy and the experiences of
citizenship for women, migrants and Aboriginal and Torres Strait Islander Peoples.
o Developing key questions about immigration such as: What were the main reasons people
migrated to Australia? Who migrated? Where did they come from? What impact have they
had on the character of Australian society?
Identify and locate a range of relevant sources (ACHHS120).
o Using internet search engines, museums, library catalogues and indexes to find material
relevant to an inquiry.
o Retrieving census data to construct arguments for and against migration.

General capabilities and cross curriculum

General capabilities
Aboriginal and Torres Strait islander histories and culture
o This lesson will inform students that many Aboriginal histories and cultures are still strong, rich
and diverse in Australia today.
Asia and Australias engagement with Australia
o Throughout the lesson students will also be exposed to the Asian cultures and how significant
they are in shaping Australian society.
Cross curriculum
Numeracy
o Students will be using their mathematical knowledge to investigate census information and
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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gather data on the Australian population and country of birth.

Intercultural understanding
o This lesson is designed to inform students on the significant cultures the encompass Australia
and to value their input in shaping our society.

Lesson Overview
Integrating socially model of inquiry stage: Tuning in
This lesson has been designed for students to gain an understanding of the diversity that encompasses
Australia. To begin the unit a KWL chart will be created to gain an understanding of what students
know about Australian citizens. This KWL chart will also be used at the end of the unit as a summary of
what they have learnt throughout the duration of the unit. Following this the students will take a tally
of where each student was born in the class and they will draw this on a world map. To extend this the
students will research and compare the data found on the Australian Bureau of statistics to understand
the true diversity of Australia.

Lesson Objectives
Students will have the ability to:
o Identify the cultural diversity that encompasses the classroom and Australia.
o Use digital technologies to collect data on Australian natives, residents and migrants.
o Explore why people migrated to Australia and what our culture has to offer us today.

Students Prior Knowledge

Students have prior knowledge in:
o Students have some knowledge of why people migrated to Australia (ACHHK096).
o Students have prior knowledge of how some people and groups shaped Australias first colonies
(ACHHK097).

Assessment
Assessment for learning:
o A KWL chart has been included in this lesson for the teacher to gain an understanding of what
the students already know about the topic and guide them towards the purpose of the unit.
o A series of higher order thinking questions will be asked throughout the lesson; this will ensure
that students are challenged in their thinking processes.
o Observations will be also made to ensure that students are engaging with the lesson and
keeping on task.

Inquiry question
Key inquiry question:
o Where do Australian citizens originate from and what do you think some of the reasons why
people migrated to Australia?

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Lesson Structure
Time

Introduction & Motivation

Teaching
Resources

Orientation Phase
20 minutes
20 mins

I am you are, we are Australian song and discussion

o To orientate the students to the unit the YouTube
video I am you are, we are Australian song will be
played.
o I series of questions will be asked about the video and
to discover what the students know about the history
of Australian and the people that encompass it.
1. Who came from the dream time and dusty red
soil plans?
2. Who were the first migrants?
3. What do you think they mean by the ancient
heart and keeper of the flame?
4. What makes up an Australian?
5. What does this song say about Australia as a
nation today?

Resources
o I am you are, we
are Australian
song and lyrics.

KWL chart
o Following this a KWL chart will be completed to
discover what the students already know about
Australian citizens.
1. What do we know about the citizens of
Australia?
2. What do we want to know about the citizens of
Australia?

Resources
o KWL chart.
o Whiteboard and
whiteboard
markers.

Time

Main Content

Teaching
Resources

Enhancing Phase
30 minutes
30 mins

Class diversity
o The teacher will begin a discussion about the diversity
of the class.
o A world map will be handed out to the students.
o The teacher will ask each student where they were
born. Each student will need to write the name of their
peer on the side of the world map and draw a line to
where they were born in red.
o Following this the teacher will then go on to discuss
the cultural heritage of each student. Each student will
then need to draw a line in blue to each peers cultural
heritage.
o A class discussion will be promoted by the teacher

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

Resources
o History
workbooks.
o World map (one
per student).

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about the cultures that encompass the classroom.

Australian Bureau of Statistics population of Australia activity
o Students will be split into small groups.
o They will be asked to use the Australian Bureau of
Statistics website to complete the following task:

o Create a table in your science book to compare the

information of country of birth found in the class
census and the information found on the Australian
Bureau of statistics website.
1. The data from the class census (students will need to
calculate the percentages).
2. The percentage population chart found on the
Australian Bureau of statistics (Students will need to
compare this information with what data was found in
the class census).

Resources
o History
workbooks.
o Laptops with
access to the
Australian
Bureau of
Statistics
website.
o http://www.abs.
gov.au/ausstats/
abs@.nsf/Lookup
/3412.0Chapter1
201112%20and%2020
12-13

Questions
o Students will then need to answer the following
questions:
o What was the percentage of people born in Australia?
o Did the percentage increase or decrease over time?
o What was the next greatest country of birth?
o How many Australian citizens were born in Asia?

o If the students have time they can also compare the

data found within their own suburb.
Time

Conclusion

Teaching
Resources

Summarising Phase
10 minutes
10 mins

Think pair share

o Students will be provided with the key enquiry
question that they will need to discuss with a partner
or in small groups. The students will need to use the
information gained throughout the lesson to form
their answer.
o Students will share their answer with the class.
Extension work
Distribution of population in Australia
o To extend this activity the students will have the
opportunity to complete the What is the best way to
represent the distribution of population in Australia?
activity, on the Australian Bureau of Statistics website.

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

Resources
o History
workbooks.
o Laptops with
access to the
Australian
Bureau of
Statistics
website.

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Differentiation of learning
Blooms Taxonomy:
A variety of higher order thinking questions have been used throughout this lesson, this will ensure
that both students who are having difficulties and those students who are gifted/talented are being
challenged effectively in their thinking processes (Whitton, et al. 2010).
Multiple Intelligences:
Multiple intelligences have been utilised throughout this lesson to ensure that all students are
connecting to the learning outcomes in a variety of different ways (Marsh 2010).
Zone of proximal development:
Throughout the lesson students will be working in pairs or small groups, this will unsure that students
are supporting each other during the learning process (Ashman and Elkins 2012).

Evaluation
o
o
o
o
o

Did the students connect with the earning outcomes of the unit through the inquiry question?
Were the students effectively catered for throughout the lesson?
Did the student enjoy the hands on approach to learning?
Did the questions asked provide an insight into student higher order thinking?
What could be improved to assist those students who are having difficulties with the concepts?

Resources
Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th. Frenchs Forest NSW:
Pearson Australia, 2012.
Australian Bureau of Statistics. (2013). What is the best way to represent the distribution of population
in Australia? Retrieved from
http://www.abs.gov.au/websitedbs/CaSHome.nsf/4a256353001af3ed4b2562bb00121564/07e
6337450b40a42ca25792f00076351!OpenDocument
Australian Bureau of Statistics. (2015). Australias population by country of birth. Retrieved from
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3412.0Main%20Features3201314?opendocument&tabname=Summary&prodno=3412.0&issue=2013-14&num=&view
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
geography, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-andsocial-sciences/geography/curriculum/f-10?layout=1
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1#level6
AZ Lyrics. (2000). The seekers lyrics. Retrieved from
http://www.azlyrics.com/lyrics/seekers/iamaustralian.html
Marsh, Colin. Becoming a teacher: Knowledge, skills and issues. 5th. Frenchs Forest, NSW: Pearson
Australia, 2010.
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Savetz Publishing Inc. (2009). Printable world map. Retrieved from

http://www.printableworldmap.net/preview/continents_labeled_l
Steinley, L. (2013). KWL template. Retrieved from
https://www.pinterest.com/pin/431923420482226402/
Whitton, Diana, Katrina Barker, Mary Nosworthy, Catherine Sinclair, and Phil Nanlohy. Learning for
teaching: Teaching for learning. 2nd. Melbourne, VIC: Cengage Learning Australia Pty Limited,
2010.
Woodley, B. (2010). I am, you are, we are Australian. Retrieved from
https://www.youtube.com/watch?v=rjkrjYitgeA

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