Lesson Plan 4

Week 2
Date: Wednesday 8th of April 2015

Duration: 60 minutes

Unit: Shining the light on historical Australians

Lesson: 4 of 10

Level: Year level 6

Name: Timeline /Mapping

Curriculum
Humanities and social sciences
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

General capabilities and cross curriculum

General capabilities
Aboriginal and Torres Strait islander histories and culture
o This lesson will inform students that many Indigenous individuals were influential in shaping
Australian history.
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
o This lesson is designed to inform students on the significant cultures the encompass Australia
and to value their input in shaping our society.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

Page 1

Lesson Overview
Integrating socially model of inquiry stage: Going further and sorting out.
This lesson has been designed to allow students to investigate where Australians have come from, why
they have come and how they have shaped Australian history. Students will assemble information
found during research to create a timeline. Students will thereafter plot this information from the
timeline onto a map thereby linking both activities together to see the bigger picture.

Lesson Objectives
Students will have the ability to:
o By the end of the lesson students will identify the diversity around them and propose reasons
for migration into Australia using historical language and chronological sequencing
o Use digital technologies to track Australian natives, residents and migrants.

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 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.

Enquiry questions
Key enquiry question:
1. Who has migrated to Australia over time?
2. Why have they migrated?
3. Where did they come from?

Lesson Structure
Time

Introduction & Motivation

Orientation Phase
20 minutes
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

Teaching
Resources

Page 2

20 mins

Build-up from previous lessons - Timeline

Resources
Introduce students to the Timeline by introducing the
Whiteboard with
concept of chronological order
access to online
Timeline
Draw a timeline on the board to model the concept
Ask students to raise their hand if they can state the
first thing that they did when they woke up today
Call on a student, after s/he describes what they did,
inquire on what they did after that, and so on, until the
student has updated the class up to the present
moment in time.
Each time the student gives a different event record it
on the timeline in chronological order.
Conclude by reiterating what chronological order is,
and explain the lesson that we are about to start on
Resources
Begin by opening up www.aushistorytimeline.com
www.aushistoryti
As a class, look through the information, following
meline.com
links as appropriate.
Model for students the process of recording the event,
summarizing some key facts, and reflecting on the
event's significance.
Following this, the teacher will then ask students to
refer to previous lesson in which they researched an
influential Australian individual refer to their Migrant
Comparison table.
Students will then be instructed to take a post-it /
marker and record the year in which their person
Post-it
arrived as well as the where they came from and what
Small marker
made them an influential historic figure
flags
Students will then proceed to form a complete
Markers
timeline on the front display wall by using their post-it
and a flag to mark the chronological order of events.
Migrant
Comparison
Ask a few students to share a little background of their
table.
chosen individual and what made them an influential
historical figure.

Time

Main Content

Teaching
Resources

Enhancing Phase
30 minutes
30 mins

Mapping
o Students will be asked to retrieve the world map that
was used in lesson 1 and make predictions about
where the migrants on their list came from and the
distance travelled.
o The teacher will then initiate a grand conversation

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

Resources
o Interactive Map
o World map (one
per student).

Page 3

o
o
o
o

about the factors / circumstances that influenced their

move.
http://mapmaker.education.nationalgeographic.com/
Following this the teacher will then go on to open the
Interactive Map and explain the exercise to follow.
Students will then be asked by show of hands if their
chosen person comes from the country called out.
A different coloured line will be drawn from Australia
to the country of origin.
Students will thereafter in groups of 5-6 share and
discuss their understandings and interpretations of the
map data.

Time

Resources

Conclusion

Teaching
Resources

Summarising Phase
10 minutes
10 mins

Think pair share

Resources

o
Extension work - Research
Students have learnt about the term assimilation in previous
lessons, students consider the individuals journey and his/her
assimilation into Australia.
Things to consider:
o
o
o
o
o

New way of living

Acceptance by Australian citizens
Making new friends
New language
New culture

Differentiation of learning
Blooms Taxonomy:

Blooms Taxonomy method was utilised throughout this lesson to encourage thinking at various
levels. (Marsh 2010).

Gardners Multiple Intelligences:

Activities were developed to target auditory, visual, and kinaesthetic learners to cater for
different learning styles. (Marsh 2010).

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

Page 4

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
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
Marsh, Colin. Becoming a teacher: Knowledge, skills and issues. 5th. Frenchs Forest, NSW: Pearson
Australia, 2010.
National Geographical Map Maker. Retrieved from
http://mapmaker.education.nationalgeographic.com/
Savetz Publishing Inc. (2009). Printable world map. Retrieved from
http://www.printableworldmap.net/preview/continents_labeled_l
The Australian Government, The Department of Immigration and Citizenship,
http://www.immi.gov.au/media/fact-sheets/
ACMI. (n.d.). Immigration. Retrieved from http://generator.acmi.net.au/education-themes/snapshotsaustralian-history/immigration

Lesson 4

Migrant Comparison Table

Migrant Name

Conflicts

Provide some background

Why did they migrate

Consequences

Comments

What happened on arrival -

Any interesting information

dates

can be recorded here.

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

Page 5

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

Page 6