William Ellis, student number 21277707

Lesson Plan History Wed p3

Year Level/s: Year three
Curriculum Area:
(e.g. Mathematics)
History
Date: 28/8/13 Time Period:
P3
Specific Lesson Learning Goals (What will the students learn during this particular lesson?)
Students make connection between their own areas (classroom/house/part of school/school/Mt
Lawley/Perth/WA/Australia) and indigenous areas outlined on the map
Students map out the tribal-linguistic areas of SW Australia
Relevant Australian Curriculum areas

Community and Remembrance
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local
area. (ACHHK060)

Students Prior Knowledge:
Students have:
Read and created dreamtime stories
Compared early indigenous life for a child with childhood today
Heard a talk by an aboriginal elder from SA

Preparation: (classroom layout, resources, groupings)

1 Blank map of Australia enlarged to A3

1 Blank map of WA, enlarged to A3

1 Map of Perth, maybe with suburbs outlined enlarged to A3

Where we are (copy x 26)
Map of WA indigenous regions (copy x 26)
A3 (enlarged) map of indigenous regions one per pair (x14!)
Time
(minutes
from
start):




0 to 4





5 to 20





















21 to 50
Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)


Introduction
Revise last lessons findings differences between eraly indigenous life,
and today

Lesson step 1:
Where we live (orientation)

Map of Australia on the board, discuss where we are (Perth and WA)

Map of WA on the board, repeat

Map of Perth, with suburbs


Handout where we are, and ask students to identify where we are now (ie,
Mt Lawley for Perth map)


Lesson step 2:

< A3 example on board>

Explain the fact that indigenous communities lived in own areas, which
have developed over many years give example of different languages
too!

Handout the A3 maps for them to examine
Handout indigenous regions map (prep zones before copying!)











Comments/notes














Try to keep order here!
Theyll be shouting out
their suburbs







Do some back reading
on this



50 to 60



Conclusion
Ask students to present their maps to the table, and then choose one to
present to the class

NB: this will be completed next lesson. Conclusion section is therefore
optional






















Informal Assessment of Student Outcomes

What will you assess?

Students make connection between their own areas
(classroom/house/part of school/school/Mt
Lawley/Perth/WA/Australia) and indigenous areas
outlined on the map
Students map out the tribal-linguistic areas of SW
Australia

How will you assess? What evidence will you collect?

Informal observation of student responses during
discussion and guided questions




Maps marked during/after lesson

Lesson Reflections
Students Self
a. To what extent did students meet the specific lesson learning
goals?
b. How will I use this information to plan future lessons?


Students are aware of the connection between own
areas and indigenous areas, but I think this needs
assessing more clearly
The map was not used as the prior stages took a
long time. A simpler, clearer map is needed in order
for the sts to have a realistic chance of completing it
The follow up lesson will review the connection more
explicitly and in greater detail

The follow up lesson will also give clearer instructions
for the mapping activity and a clearer map



a. Did the lesson go as I expected?
b. What did I do well?
c. What did not go well?
d. What would I change?


The lesson was not as beneficial as I expected. The
maps were too complex for the children to read. I had
been swayed by the PC long term planning
recommending the use of the indigenous areas map
on the abc website. While accurate, it was created for
a young adult/adult audience, and was designed to be
used as an interactive map
(NB it was actually used more effectively in the
follow up lesson as explained by Eda DiFulvio,
the problem was actually the blank map I had
given the students. The labelling lines and
arrows needed putting in, along with the
boundary lines. Once this was changed, the
printout of the interactive map proved sufficient.
Sometimes it is not the source materials
complexity that scuppers a lesson, it is the design
of the recording worksheet)