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What do we know about

the Gold Rush? Year 5


History
Australian Curriculum:
History:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
English:
Develop a handwriting style that is becoming legible, fluent and
automatic (ACELY1706)
General Capabilities:
Literacy:
Comprehend Texts
Compose spoken, written, visual and multimodal learning area texts.
Critical and Creative Thinking:
Identify and clarify information and ideas
Background Knowledge: As this is the first lesson, the background knowledge
from the students is from knowledge that they have gathered through reading
books and information they have learnt from their parents. Students will be
required to create a mind map on what they know about the Gold Rush.
Teacher Background Knowledge: Teacher background knowledge will come
from researching the unit from websites, books and watching videos.
Adjustments for individual students: Students can create their own mind
map in any way they like. If they want, they can draw pictures of what they
believed happened during the Australian Gold Rush which is catered to different
learning styles.
Assessment: The assessment for this lesson is learning for the unit. The
teacher is gathering information on what the students know.
Resources will include:
Student history books, pencils, rubbers, rulers.
Today, you are going to create a mind map in your history workbooks about what
you know about the Gold Rush. What happened during then? What year do you

think it happened? Who do you think came to Australia during this time? Where
do you think it happened?
Be creative with how you create this mind map! Here is an example of what your
mind map can look like.

It started in the
1800s

There was a lot


of gold.

What do I know about


the Gold Rush?

It mainly
happened in
Victoria
Many people came
to Australia for the
Gold Rush

Create your own gold


star movie: Year 5
History
This assessment will be carried out at the end of the unit.
Student Prior Knowledge: The prior knowledge will come from the information
they have gathered and learned throughout the unit. They will also use their ICT
skills to create their own movie.
Teacher Prior Knowledge: The teachers prior knowledge will come from
researching the unit from websites, books and watching videos.
Assessment: The assessment for this activity is assessment of learning as it is
the final lesson and the teacher will be assessing what they have learnt over the
unit.
Adjustments for Individual Students: Students may need to work in bigger
groups and get help from their peers to help with their work.
Australian Curriculum:
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)
Identify and locate a range of relevant sources (ACHHS101)
Use historical terms and concepts (ACHHS099)
General Capabilities:
Literacy:
Comprehend Texts
Compose spoken, written, visual and multimodal learning area texts.
Critical and Creative Thinking:
Identify and clarify information and ideas
Organise and process information
Resources:
Laptops, IPads, Claymation Studios, Storyboard sheet, pencils, rubbers, coloured
pencils.

In groups of 4, you will create your own Claymation movie. Using this program,
you will choose one the following topics to create a simple animated movie:
1)
2)
3)
4)

Travelling to the goldmines


Housing on the Goldfields
Working on the Goldfields
Obtaining a miners licence

You will need to create a storyboard to plan out your movie in this first lesson. In
your groups, you will need to create a movie that is 5 minutes. On your
storyboard, make sure that you have pictures and sentences describing what you
want to happen.
Make sure to have these areas completed before you continue onto the next
task.
Evident
Created a creative story
that relates to the Gold
Rush
Demonstrates
knowledge of the
chosen area
Identify and locate good
sources
Recall facts of the
chosen area

Somewhat
Evident

Not Evident

Learning about our Past: Year 4


Geography
In this lesson, students will use their knowledge that they have learnt through
the unit about the tribes of Aboriginal people and how they have had an effect on
the environment throughout the years.
Student Prior Knowledge: Their prior knowledge will come from their previous
lessons in this unit.
Teacher Background Knowledge: Teacher Background knowledge in this
particular lesson will need to come from talking to Elders and researching the
Aboriginal Tribes of South East Queensland.
Adjustments to individual learning: Students who have trouble with mapping
will need assistance from the teacher and may require extra time to complete
this activity.
Assessment: In this Geography unit and in this lesson, the teacher will be
assessing this lesson as an as learning lesson because the students will be
reflecting what they have learnt throughout this unit.
Australian Curriculum:
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have
for Country/Place, and how this influences their past and present views about the
use of resources (ACHGK023)
Represent the location of places and their features by constructing large-scale
maps that conform to cartographic conventions including scale, legend, title and
north point, and describe their location using simple grid references, compass
direction and distance (ACHGS029)
General Capabilities:
Literacy:
Understand learning area vocabulary
Navigate, view and read learning area texts
Use knowledge of text structures
Critical and Creative Thinking:
Identify and clarify information and ideas
Organise and process information
Numeracy:
Interpret maps and diagrams
Resources:

Map of South East Queensland, page of Aboriginal tribes of South East


Queensland, Geography workbooks, pencils, rulers, scissors, glue, colouring
pencils.
Today, you will be creating a map of South East Queensland and some of the
Aboriginal tribes that lived here. Before you start gluing the names on your map,
make sure that you have the following items on your map:

A Key
Border
Legend
Title
North Point

Once you have finished placing these items on your map, you will then cut out
the names of the tribes and place the names where they lived in South East
Queensland. Make sure that you have the tribes glued onto the sheet before
colouring in the different areas.
For this activity, you will need:

Pencils
Scissors
Glue
Rulers
Colouring Pencils

Helping our environment: Year 5


Geography
In this activity, the students will write a letter to the environment minister
explaining how the environment is changing and what we can do to make
positive changes and instead of making negative ones. They will also
demonstrate their creative skills in letter writing in this piece of assessment.
Assessment: This piece of assessment is an of learning assessment. The
students are explaining what they know and how they can change the
environment.
Student Background Knowledge: Background knowledge will come from
previous lessons taught about this topic.
Teacher Background Knowledge: The teachers background knowledge will
come from research on how the environment is changing and how it has changed
throughout the years.
Adjustments to individual learning: Students who struggle with writing can
describe what they want in shorter sentences and try to explain what they want
to the environment minister.
Resources: Geography books, laptops, pencils, rubbers, rulers
Australian Curriculum:
Geography:

Reflect on their learning to propose individual and collective action in


response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of
people(ACHGS039)

English:

Use a range of software including word processing programs with fluency


to construct, edit and publish written text, and select, edit and place
visual, print and audio elements(ACELY1707)

General Capabilities:
Literacy:
Express opinion and point of view
Compose spoken, written, visual and multimodal learning area texts.
Use language to interact with others
Personal and social capability:
Appreciate diverse perspectives
Critical and Creative Thinking:

Identify and clarify information and ideas


Draw conclusions and design a course of action
We know that our environment is constantly changing. We have learned in our
previous lessons on Geography that different places in the world have different
types of environment. For your assessment, you will need to write a letter to the
environment minister explaining how we can help the environment and stop the
environment changing for the worse.
Make sure to have these important points in your letter:

What is wrong the with environment


How we can fix it
List three points on the positives about the environment
List three negative points on how humans are changing the environment

Once you have finished writing your draft in your Geography workbooks and it
has been edited, you may use a laptop or computer to start writing your good
copy.
You will be assessed on the following areas:
Evident
Creative writing
skills are shown
Knowledge of the
environment
Suggests good
changes
Creates a well
written letter

Somewhat
Evident

Not Evident

What is democracy? Year 5 Civics


and Citizenship

In this lesson, students will create a PMI chart about Democracy. They will write down
positive, negative and interesting facts that they have found while researching about
Democracy.

Student Prior Knowledge: The students prior knowledge will come from their
previous Civics and Citizenship units in Year 3 and 4.
Teacher Background knowledge: The teacher background knowledge will
come from research on websites. Teachers will also need to research how
democracy came to Australia to further their understanding of this topic.
Adjustment of student learning: Students who need this activity to be
adjusted will need to have the PMI chart drawn up for them in their English
workbooks, as this is the book that the students will be using during their Civics
and Citizenship unit.
Assessment: The assessment for this unit is for learning as the teacher is
assessing what the students know prior to teaching the unit.
Resources: Laptops, IPads, English Workbooks, Pencils, Rubbers, Rulers.
Australian Curriculum:
Use and evaluate a range of information to develop a point of view (ACHCS030)
General Capabilities:

Literacy:
Comprehend texts
Critical and Creative Thinking:
Evaluate Procedures and Outcomes
Personal and Social capability:
Contribute to civil society
Ethical Understanding:
Consider Points of View
Today, you will research what Democracy is and then create a PMI chart on how
you think Democracy is handled in Australia. You will be working in pairs. Once
on person in your pair has grabbed either a laptop or IPad and the teacher has
handed you your PMI chart, follow these instructions:
1)
2)
3)
4)

Go onto www.google.com.au
Type in what is Democracy.
Both of you copy down what it is
Then write down what positives and negatives that you can find and an
interesting fact about democracy

5) Make sure that you are researching about Democracy in Australia.

ANZAC Day: Year 3


The students will be creating their own Poppy to commemorate AZNAC Day.
Students Prior Knowledge: The Students prior knowledge will come from
previous lessons taught about ANZAC Day in Prep, Year 1 and Year 2.
Teacher Prior Knowledge: The teachers prior knowledge will come from
research about how to create their own poppy and what the significance means
to ANZAC Day.
Assessment: The Assessment for this lesson is for learning as the teacher is
assessing what the students understand about the significance of the Poppy for
ANZAC Day.
Australian Curriculum:
ONE important example of change and ONE important example of continuity
over time in the local community, region or state/territory; for example, in
relation to the areas of transport, work, education, natural and built
environments, entertainment, daily life (ACHHK061)
General Capabilities:
Literacy:
Comprehend Texts
Critical and Creative Thinking:
Identify and clarify information and ideas
Adjustments for Individual Learning:
Students who have trouble with cutting out the poppies can have their fellow
students help them out.
Resources:
Scissors, glue, red pencils.
Since ANZAC Day is so close, we are going to create Poppys that we will wear
during our schools service. Please follow these instructions to make you Poppy.
1) Colour the Poppy Red
2) Colour the circle in the middle of the Poppy black
3) Carefully cut out the poppy and hand it to the teacher so that the teacher
can place a safety pin on the back of the poppy for you to wear on ANZAC
Day

References
Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.4.
Retrieved 16 April 2015, from http://www.australiancurriculum.edu.au/
Cglearner.com,. (2015). View Learning Element. Retrieved 26 April 2015, from
http://cglearner.com/learning_element/show_both/88.html
Girringun.com.au,. (2015). Retrieved 20 April 2015, from
http://girringun.com.au/wp-content/uploads/2010/06/tribalareas_w300289x300.jpg
Roseart.com,. (2015). Red Poppy Flower. Retrieved 21 April 2015, from
http://www.roseart.com/activities/red-poppy-flower