FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, wk 5

YEAR LEVEL: Year 5

LEARNING AREA/TOPIC: History: Colonial times

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

Lesson 1
Researching
a historical
figure from
the 1800s

AUSTRALIAN
CURRICULUM
LINKS
Historical
Skills
Knowledge &
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. (AC
HHK097)

SPECIFIC
LESSON
OBJECTIVE

Critical and creative

thinking
Asia and Australias engagement with Asia

ASSESSMENT
(what & how)

Ethical Behaviour

Personal and social

Competence

Intercultural Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Historical

Locate
informatio
n related
to inquiry
questions
in a range
of sources
(ACHHS10
2)

Students are to
research historical
figure using sites
provided

Observing the
students note
taking from the
sites provided

Students organise
information using
spider scribe

Observing the
students use of
spider scribe

Students work
collaboratively in
their groups to
process
information

Observing how
the students work
together in their
groups

Introduction
Students will come to the mat. The teacher will engage the students prior learning
by discussing their previous work on colonial Australia.
The task for the lesson will be introduced: researching a significant figure from the
colonial times who had an impact on shaping a colony in order to create a timeline
about that individual. The teacher will show the students a completed timeline,
explaining the type of information that they will need to gather to complete their
own timeline.
Explain to the students that they will be working in groups of three (teacher
assigned) and that they will be doing their research using sites that the teacher has
already provided for them on the board.
The research that the students need to complete needs to include information as to
where the individual has travelled and any significant events in the individuals life.
The students will be assigned a specific role to complete in their group and that the
students will be allowed to choose their historical figure from an approve list. (the
role system has been used in previous lessons)
Procedure
Remind the students how to use spider scribe by giving them a short demonstration
on the interactive whiteboard (the students have used spider scribe previously).
The students will be asked to conduct their research whilst the teacher moves
around the classroom making observations based on the lesson objectives. The
students will be using separate computers to complete their research but they will
both have access to the same spider scribe.
Conclusion
The teacher has the students tell the rest of the class the most interesting/awesome
fact that they found out about their individual.

When did
your
individual
come to
Australia?
What impact
did your
individual
have on the
colony?
What role did
your
individual
play in the
colony?

Spider scribe
List of websites for
students to use

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Wk 6

YEAR LEVEL: Year 5

LEARNING AREA/TOPIC: History: Colonial times

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

Lesson 2
Mapping the
journey of
historical
figure

AUSTRALIAN CURRICULUM
LINKS
Historical
Knowledge &
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. (AC
HHK097)

Critical and creative

thinking
Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural Understanding

Sustainability

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Students can
identify the route
their individual took
during the 1800s

Marking the students

work looking for a
clear, informative
route.

Do you think that

the figures knew
where they were
going as they
were traveling?

iPads

Students can
explain what their
individual is doing
while it is being
shown on the map

Marking the students

recording, listening
for an explanation
about their
individuals route
Observing how the
students work
together in their
groups

Do you think it
would have taken
more or less time
for the figures to
get to their
destination?
Why/Why not?

A picture of a map
for the students to

Students can work

collaboratively with
their groups from
lesson one

Introduction
Students will come to the mat. The teacher engages the students
prior knowledge by asking them to recite an awesome/interesting
fact about their chosen historical figure.
Explain to the students that they will be working in the same
groups as they did for their research lessons.
Show the students the map that they will be given to complete
the task of drawing the route the individual travelled in the 1800s.
The teacher explains and demonstrates a map that has an
example route and recording over it.
Make it clear to the students that they will also need to record
themselves explaining where their individual is going as well as
drawing in the route.
Procedure
Using the research from the previous lesson the students will start
to create a script to use for when they use the app. Once the
students show the teacher a completed script, they will be given
an iPad (one between three) and they will find a spot in the
classroom or just outside the classroom (for students who are well
behaved).
Students will record themselves talking over the map. Teacher
walks around the area observing the students, noting how they
work together.
Conclusion
The students are called back to the mat with their iPads.
Each group presents their map and recording to the class.

Historical Skills

Use a range of
communication
forms (oral,
graphic,
written) and
digital
technologies (A
CHHS106)

Ethical Behaviour

RESOURCES

The app explain

everything is on the
iPads

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Wk 7

YEAR LEVEL: Year 5

LEARNING AREA/TOPIC: History: Colonial times

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

Lesson 3
Create an iMovie about
their
historical
figure

AUSTRALIAN
CURRICULUM
LINKS
Historical
Historical
Skills
Knowledge &
Understanding
The role that a
Use a
significant
range of
individual or
communi
group played in cation
shaping a
forms
colony; for
(oral,
example,
graphic,
explorers,
written)
farmers,
and
entrepreneurs,
digital
artists, writers,
technolog
humanitarians,
ies (ACHH
religious and
S106)
political leaders,
and Aboriginal
and/or Torres
Strait Islander
peoples. (ACHH
K097)

Critical and creative

thinking
Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

Students can work

collaboratively with
their groups from
lesson one.

Students can identify a

significant event or
landing of their
individual to create a
movie about.

Students can create an

informative trailer using
the program i-Movie.

Ethical Behaviour

Personal and social

Competence
Sustainability

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Observing how
the students
work in their
groups.

Introduction
Have the children sit on the mat. Show them, on the whiteboard, a fake
trailer for a movie about a colonial figure that the teacher created prior
to the lesson (the trailer will be over the top to captivate the students).
The teacher informs the students that they will be creating an movie
trailer using the app iMovie.
Explain to the students that they will be using the dress ups that they
have brought in to make their movie.
The students will be working in the groups from the previous lesson.
The teacher briefly reminds the students how to utilise the app. (they
have used the app before)
Procedure
Students will be assigned a specific location of the school grounds to
use.
The students will (in their groups) gather an iPad, (one per group) and
the costumes/props that they will need.
They will move to their assigned areas and begin determining how to
create their trailer.
The teacher walks around observing the students. For groups struggling
with the task the teacher will scaffold the creation process with the
students.
Conclusion
The students show the rest of the class the trailer that they have created.
The teacher asks the students different questions after seeing each
trailer.

Marking the
students event
as being
relevant and
significant.
Marking the
students trailer
as being
complete and
informative.

Intercultural Understanding

KEY
QUESTIONS

Why did you

choose to do it
that way?
What made you
think that is how
it happened?

RESOURCES

iPads
The iPad app
iMovie
Props
Dress-ups

How close do
you think your
interpretation is
to what actually
happened?

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Wk 8

YEAR LEVEL: Year 5

LEARNING AREA/TOPIC: History: Colonial times

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

Lesson 4
Create a
timeline of
their
historical
figure

AUSTRALIAN
CURRICULUM
LINKS
Historical
Skills
Knowledge &
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. (AC
HHK097)

Critical and creative

thinking
Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

Ethical Behaviour

Personal and social

Competence

Intercultural Understanding

Sustainability

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIO
NS

RESOURCES

Students can create a

timeline about their
historical figure using
Tiki-Toki.

Marking students
work checking to see
if the events are in
chronological order.

Why do
you think
that it is
good to use
timelines?

Computer for each

student

Students are able to

utilize research from
spiderscribe in creating
their timeline.

Marking the students

timeline checking to
see if the information
is in note taking form
or if it has been
elaborated on.

Students have included

videos and images on
their timelines.

Marking the students

work checking for the
use of multimedia.

Introduction
Have the students sit on the mat. The teacher places the example
timeline up on the whiteboard for the students to see.
The teacher goes through the timeline with the students explaining
points on the timeline, specifically looking at the information used and
the and how it is structured.
The teacher informs the students that they will be using the information
from their spiderscribe to complete the timeline.
Make it clear that the students will be working independently to
complete the task.
Procedure
The students are sent to a computer each to log on, open their
spiderscribe and open Tiki-Toki.
As a class the students all go through setting up a free account on TikiToki step by step.
The teacher shows the students step by step how to create their
timeline giving the students time in between to practise the skill they
have just been shown.
The students start to create their timeline while the teacher walks
around the room helping those who need it.
Conclusion
The teacher asks the students the key questions in regard to their
famous explorers.

Historical

Sequence
historical
people
and
events (AC
HHS098)

What are
the
negatives to
using
timelines?
Does using
the timeline
help you
visualise
what your
individuals
life was like?
Why/Why
not?

Tiki-Toki
http://www.tikitoki.com/
Spiderscribe