LESSON PLAN

Learning Area- Technological World

Year level/Class- 10/11
Date- 6/5
Unit Topic- TechnoHistory Museum
Lesson number for this unit- 3 of 12
Achievement standard /Performance Standard
As a result of participating in this lesson students are working towards- KU2,
Insightful and well-informed identification and explanation of historical concepts.
Ia2, Comprehensive and astute analysis and evaluation of sources
Lesson Objectives:
Understand- The importance of evaluating sources, and garnering multiple
perspectives.
Know- Week two expectations, how to conduct a CRAP analysis.
Do- Locate four authentic resources, and complete an individual CRAP analysis.
LESSON OUTLINE
Introduction
Routine matters- Use projector to bring up this lessons online overview. Detail lesson
expectations. Explicit teaching, and overview of this weeks tasks. Pull up the rubric,
and demonstrate how the source analysis is directly linked to it. It is expected that
the CRAP analysis will be completed by the end of the lesson, and it is an important
part of their assessment. If this is done beforehand, students can work on the choice
board. Students are to send their groups, best analysis through to me via
google drive by the end of the lesson.
Model an example of a CRAP analysis using a current news event (Forced closure of
aboriginal communities, Andrew Bolt herald Sun Article)
Connection to previous learning- Continuation of the learning sequence, and
introduction of historical analysis. Construction of analytical thought.
Task Description Explicit instruction of lesson requirements, modelling of the rubric,
and example CRAP analysis.
Teaching strategies to be used- Explicit instruction, and modelling.
Time Allocated- 20 mins.
Resources- Laptop, projector, and resources from the website.
Main Learning Task/s
Teaching strategies used- Students work on their CRAP analysis within their
groups. Facilitate student learning, and ensure you are available for discussion. Make
a point of talking to every student within the class, throughout the lesson.
Time Allocated: 60 mins.
Resources Needed- Knowledge of individual projects, task rubric.
Lesson Closure
Key ideas to be summarised- Groups come together to find their best CRAP analysis,
which they send through to me via google drive. The plan for next lesson is outlined
(deconstruction of CRAP analysis. Groups will dissect other groups analysis and
provide feedback).
Homework- Begin choice board activities.
Formative /Summative assessment task- Evidence of engagement in individual
discussion, quality of CRAP analysis. Abilitiy for group members to articulate their

understanding of the piece of work.