Lesson Plan

Week: 5

Time: 30 minutes

Unit: Australian History in the 1800s

Lesson # 9

Level: Year 5
Curriculum
(Year Level Statement that this lesson is building towards)
By the end of Year 5, students identify the causes and effects of change on particular communities,
and describe aspects of the past that remained the same. They describe the different experiences of
people in the past. They describe the significance of people and events in bringing about change.
Students sequence events and people (their lifetime) in chronological order, using timelines. When
researching, students develop questions to frame an historical inquiry. They identify a range of
sources and locate and record information related to this inquiry. They examine sources to identify
points of view. Students develop, organise and present their texts, particularly narratives and
descriptions, using historical terms and concepts.
Content Descriptions:
Historical knowledge and Understanding
The role that a significant individual or group played in shaping a colony; for example,
explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political
leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS106)

Lesson Objectives:
By the end of this lesson, students will have collaborated with the teacher to create a rubric for their
summative assessment on Australian History in the 1800s. They will also have been allowed time
to prepare for their assessment.

Students Prior Knowledge:

Prior to this lesson, students will have spent a great deal of time gaining understanding and
knowledge on the Australian History in the 1800s, focussing on the roles and effects immigrants had
on Australia.

LESSON STRUCTURE:
Time

Introduction & Motivation:

5 min

Have students close their eyes and think about their

assessment. While their eyes are closed, have them raise
their hand if they have any idea as to what they think the
teacher might be looking for when marking.
Write these responses up on the whiteboard.
Students to open their eyes. Discuss the ideas that are
written on the board, what are some topics that were
suggested the most.
Label it down to at least three things, including:
- content
- the presentation
- relevant information

Time

Main Content:

As a class, discuss the language that should go into a

15 min rubric.
Then discuss; What would it take to get a smiley face?
What would it take to get an average face, and what would
it take to get a sad face? When the class is settled on a
decision, type it into the rubric template.

Teaching Approaches &

Resources
Whiteboard markers

Teaching Approaches &

Resources
Rubric template preferably
on projector/screen

Be sure to include:
Content; Does the students content show that they
have gained knowledge and understanding
Presentation; Did the student project their voice, were
they easily understood
Relevant information; was the students information
accurate? Did they use appropriate sources to find their
information?
Have students write in their English book what they need
to achieve to obtain a smiley face for each area being
assessed

Support and/or Extension

Activities

Time

Conclusion:

10 min Allow students 10 minutes to rehearse. Use this time to

have students be able to approach you to make sure that
they are on the right track for their assessment.

Teaching Approaches &

Resources
Make sure that it is well
known that this activity is an
individual activity, so students
are to work separately.
Monitor the noise level in the
classroom and walk around
the class, making sure that all
students are on task.

Assessment of Learning
Summative students collaborate with teacher to create a summative assessment.

Evaluation
Did I achieve the lesson objectives?
Was the lesson appropriate?
Were the resources used worthwhile?
Were there any difficulties?
Were students engaged in the lesson?
What changes would I make to improve the lesson next time?