Lesson Plan (Primary)

Lesson title:

Australia: Prominent Aboriginal People

Topic:

Australian History
Learning areas

History

Year
level:

Duration of
45 mins
lesson:
Strands & sub-strands
Content descriptors

Links to the
Australian
Curriculum:

17th September
2015

Date:

Historical Knowledge and

Understanding: First
Contacts
Historical Skills: Explanation
and communication,
Historical questions and
research

The diversity of Australia's first peoples and the long and

continuous connection of Aboriginal and Torres Strait Islander
Peoples to Country/ Place (land, sea, waterways and skies) and the
implications for their daily lives. (ACHHK077)
The nature of contact between Aboriginal people and Torres Strait
Islanders Peoples and others, for example, the Macassans and the
Europeans, and the effects of these interactions on, for example
families and the environment (ACHHK080)
Use a range of communication forms (oral, graphic, written) and
digital technologies (ACHHS087)
Identify sources (ACHHS216)

Lesson rationale:
Students have been exploring the history of Australia and its settlement
Students visited The Rocks in Sydney for an excursion where historical figures and events were introduced
This is the next chapter: in Australian history
Students background knowledge:
Teacher focus:
Students have previously learned about the British and
Classroom management
European explorers
Time management (covering all content within session)
Participated in NAIDOC week
Clear explanations of task and instructions
Have completed unit on Aboriginal culture and
Student engagement
dreamtime
Safe and responsible use of technology and the internet
Students have briefly encountered information about
Respectful and culturally appropriate of the interaction between
the Aboriginal tribes present when British arrived
Aboriginals, British and Europeans
Learning objectives:
Basic information about prominent Aboriginal people
and their involvement in the settlement of Australia
How to access the internet and research information
Presenting information in varied multimedia formats,
including the use of new and emerging technologies
Safe and responsible use of the internet and
technologies

Learning environment and resources:

Indoors, group carpeted area whole group direct instruction to
begin
Independent work stations for self-regulated research with a learning
partner
Class set of ipads
Whiteboard

Assessment strategies:
Observe and monitor for engagement and understanding
Questioning
Summative assessment in the form of final presentation on ipad with chosen app/style of presentation
Provide feedback at the end of the task both PST and students
Stage of
lesson

Appro
x.
time

Pre-service teachers actions

Student actions/tasks

Stage 1
Introduction

10
mins

Assemble group on floor

Recap previous learning and excursion
Discuss the explorers we have covered
Who did they encounter when they
reached Australia?
On our visit to The Rocks do we
remember hearing about any Aboriginal
people?
What happened when they met the white
man?
Introduce example prominent Aboriginal
person
Recap story told by tour guide about
Gadigal tribe
Introduce task and expectations (write on
whiteboard)
Find a prominent Aboriginal person who
interacted with one of the early explorers
Who did they interact with?
Were they for or against the colonization
of Australia?
Find an interesting fact about them
Present your information in a creative
way (e.g. voice recording on soundcloud,
comic on toontastic etc.). Your choice of
how to present
- Must note down where they found their
information
Technology and internet safety discussion
Only use school approved apps
If in doubt, ask the teacher
Responsible use of school property
(ipads)

Assemble in group area

Recall information from previous lessons and excursion

Provide information they remember about the Gadigal

tribe

Listen to and retain task criteria and expectations

Volunteer any points they recall on internet safety

Stage 2
Body of
lesson

25
mins

Stage 3:
Conclusion

10
mins

Divide students into learning partners

Divide into pairs the same as for reading
groups, predetermined
Hand out ipads
Send to work areas
Can choose own quiet space within the
classroom to work
Monitor and observe
Answer questions as needed
Question for understanding
Encourage and prompt
Monitor behavior and safe/responsible
use of technology and internet
Give appropriate time to complete task
After 20 minutes, make the students
aware that they have 5 minutes to wrap
up the question they are on
Reassemble students in whole group
setting
Have students return to carpeted area
with ipads
Review task
Ask who completed the task
How did they find their information?
Where?
How did they choose to present it?
Did someone have an idea you didnt
think of?
Presentations
Have 2 -3 pairs who used different
presentations styles present their
information
Provide feedback
Keep positive
Praise behavior and creativity that was
appropriate and on task
Suggest tips for next research task, have
students identify what worked and what
didnt

Locate learning partner

Collect ipad
Find quiet work area with partner

Complete research
Refer to whiteboard for questions and task criteria
Ask for assistance as required
Discuss with partner how best to present their
information
Creatively express their answers and research in chosen
app/formation

Reassemble in carpeted group area with partner and

ipad
Respond to PST questioning
Offer feedback and opinion on task

Present information in their chosen format

Participate in feedback session
Reflect on own learning

Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson
worked most effectively? What aspects of the lesson could be improved and how could they be improved? e.g. Lesson flow, classroom
management, resources, assessment of student learning.

Follow up: Are there any areas that you feel you need to follow up with the students?

Mentor teacher comments:

Pre-service teacher comments: