Lesson Focus Lesson 2 Relate

Learning Area / Strand History

Examination of assessment
task, and the process of a
historical inquiry.

Year
Level 4

Implementatio
n Date Term
3
Duration 13
lessons

Prior knowledge of learners (What do they already know?)

Some internet safety knowledge.
Some information regarding Indigenous Australians.
How to use Museum Box.
Lesson objective/s Discuss requirements for assessment
- Ways to research to solve problems using artefacts.
Evidence of learning Students understand the requirements for the assessment
task use exit cards to show understanding.
- Students understand researching process and how to find sources/artefacts.
-Students can identify relevant artefacts.
Resources Blog, Voki, Smart Board to project internet to show research, iPad.

Lesson
Introductio
n

Introducin
g the topic
Engageme
nt of the
learners

Lesson
Body

Delivering
the
content
through
specific
strategies

Hook Share some students Voki responses to teacher made Voki

on blog.
Discuss requirements of task show example of previous tasks to
model what is expected.
How do we solve the problem of sharing the information we have
gathered with the community and in what context? Discuss why
were are sharing/donating the information and why it is important
to do so.

Examine the process of a historical inquiry

Review of safe and legal practices while researching and using
images.
Have students partake in a safe/not safe legal/not legal game,
whereby teacher show students images/pictures/websites that are
safe/not safe or legal students give thumbs up or thumbs down
and justify answers. A poster will be added to the classroom to use
as a reference.

Discussion around research how do we locate key information?

Brainstorm ideas posing questions, identifying sources, info in
those sources, oral sources, visual and objects that all tell a story.
Give students a range of sources with a similar theme items and
stories from Ancient Egypt for them to discuss what they could us
and why they think that. To be completed in small groups, then
come together and compare findings.

Lesson
Conclusion

Concluding
activities
Summarizi
ng the
lesson

Review of assessment what do you have to do?

How can we be safe on the internet?
Homework students to set up own Museum Box, and begin
searching for artefacts to add.

Lesson Focus Lesson 6 Create

Learning Area / Strand History

Year
Level 4

Implementatio
n Date Term
3
Duration 13
lessons

Prior knowledge of learners (What do they already know?)

How to research effectively
Internet safety
Lesson objective/s students will start to create and plan their assessment task by
posing more specific questions to gain an understanding of points of view.
Evidence of learning
Students will be able to critically analyse artefacts found and discuss any bias or
points of view that they may convey. Small group discussions, with teacher using
questioning, observations and anecdotal notes to determine understanding.

Resources Online KWL chart, iPads.

Smart board to project screen
Lesson
Introductio
n

Introducin
g the topic
Engageme
nt of the
learners

Lesson
Body

Delivering
the
content
through
specific
strategies

Lesson
Conclusion

Concluding
activities
Summarizi
ng the
lesson

Review of students KWL chart on what they know about

Aboriginals prior to the arrival of European settlers.
Share findings with class and centre discussion around where
research should head now, with assessment task in mind.
Review of book Nanberry are there any artefacts/stories in the
book? Which are the most informative artefacts?

Teacher to model artefacts of European descent, and model

thinking to show how these may differ from Indigenous artefacts.
Do they convey any bias?
In small groups, students are given a collection of European
artefacts. Students are to review them, and decide what stories
they might convey and why they think this. Class will discuss.
Discussion on bias and points of view and how these can be
conveyed in artefacts.

Review of lesson bias, point of view.

Homework students are to draft a response on the blog to a
stimulus posted by the teacher. One will be Aboriginal, and one will
be European.

Lesson Focus Lesson 9 Donate

Learning Area / Strand

History

Year
Level Year 4

Implementatio
n Date Term
3
Duration 13
lessons

Prior knowledge of learners (What do they already know?)

How to identify bias/points of view in artefacts/research
Safety when using the internet/blogging/using images
Lesson objective/s
Students are to begin drafting and recording their ideas for the video presentation
Evidence of learning
Supplied drafting graphic organiser to be started. Teacher to use checklist to keep
track of where students are at throughout the drafting process.
Resources
iPads to record
Graphic Organiser
Lesson
Introductio
n

Hook model a similar video to show standard of work expected.

Whole class discussion.

Introducin
g the topic
Engageme
nt of the
learners

Lesson
Body

Delivering
the
content
through
specific
strategies

Think, Pair, Share what elements need to be in the video?

Students are to start completing graphic organiser to inform their

video and presentation. What artefacts will you make reference to?
How will you convey emotion? Teacher to track progress as
students move through the task, and view any drafts they may
have prior to presentation.

Lesson
Conclusion

Concluding
activities
Summarizi
ng the
lesson

Review assessment criteria, and requirements of presentation.

Use exit tickets on the way out what do you think you need the
most help with during this drafting stage? Teacher to review to
inform future lessons during the final stages.