Activity

Targeted Year Level

Key Inquiry Question

Creating a Fakebook Profile

Year 4
What are the significant experiences of convicts from
the First Fleet?

Overview of Activity
Students work in their collaborative learning groups of four to create a fake Facebook
(Fakebook) profile for a convict from the First Fleet. Students have been researching this
person during the unit. Examples included Francis Greenway, Mary Wade, John Red
Kelly, Mary Bryant and Frank the Poet. Students will upload photos to the profile by creating
freeze frames of significant events of the convicts life and updating statuses describing their
experiences upon arrival in Australia.

Prior Knowledge
In collaborative learning groups students have researched a particular convict and
significant events related to that convict from the First Fleet. The teacher provided
questions to guide research. The groups have researched what each convict experienced
after travelling to Australia and its significance in history. Students are now ready to
compose their Fakebook profile to demonstrate their understanding of the convicts
personal story regarding their experiences once arriving in Australia

Lesson Objectives
Explore the significant experiences of convicts from the First Fleet.

Learning Intentions
Work in collaborative learning teams to create freeze frames of important moments of your
convicts life.
Work in collaborative learning teams to create a Fakebook Profile of your convict to present
information about their life, and their experiences once coming to Australia.

Outcomes and Indicators

HUMANITIES AND SOCIAL
SCIENCES

General Capabilities
THE PERSONAL AND SOCIAL
CAPABILITY
Social Management:

: History
ACHHK079: Stories of the First
Fleet, including reasons for the
journey, who travelled to
Australia, and their experiences
following arrival. Es and

Indicators

Level 3:
Work collaboratively
Make decisions

LITERACY
Composing texts through
speaking, writing and creating
Level 4:
Compose texts
Use language to interact with
others, use group discussions
as learning tools to explore
ideas, rehearse ideas in
preparation for creating texts.

ICT Processes and

Skills
GRADE 3/4
ACTDIP011: Implement
simple digital solutions as
visual programs with
algorithms involving
branching and user input.

Student Instructions
-

In collaborative learning groups you will create

three freeze frames to depict three significant
experiences of their chosen convicts life.

Using the timer facility on the iPad camera, you

are to capture the freeze frame.

Collaborative learning groups will then create a

Fakebook of their convict using the checklist
provided by the teacher. You must include:
- Convicts full name
- Date and place of birth
- Date and place of death
- Created at least 6 status updates written
chronologically with the year and including
information regarding:
- Life before a convict
- What was my convict convicted for?
- What was their experience in Australia like?

Collaborative learning groups will upload the

Modifications

Resources

Collaborative learning groups

are heterogeneous to ensure
that all learners in the
classroom needs are taken
into consideration.

1 iPad per a
collaborative
learning groups
using the
Camera App
Fakebook
Checklist

Student with ADHD:

(Differentiate Process)
Provide explicit short
commands.
ESL Students:
(Differentiate Process)
Teacher aide to guide
student and provide
explicit instruction
Ensure students are on
task.
Ensure there is a student
to model what is expected
of them to assist ESL
student.
Gifted Student:
(Differentiate Product)
Student incorporate maps
of where they based.

pictures of their freeze frames to their Fakebook

with an explanation of what is going on in the
pictures.

Indigenous Students:
(Differentiate Process)
Show student a modelled
example of task to ensure
understanding.

1 Laptop per a
collaborative
learning group.
Students will
use the
website
Fakebook:
http://www.classto
ols.net/FB/homepage

Assessment

Assessment Of Learning
Prior to commencing the activity, jointly develop assessment criteria with students, outlining the quality of work
they are expected to produce. Students will be given a task sheet outlining what information they must include.

The assessment of learning for this unit will be completed throughout this activity. The assessment of
learning consists of students ability to describe the different experiences of the chosen convict. The
teacher will be able to assess the students communication skills as well as their understanding by
looking at what information the student has decided to include.

A rubric has been created for the teacher to assess each student.