Unit/Topic: Migration to Australia

Date: 8/08/2015

Key Learning Area: History

Year Level: 5/6

UNIT OUTCOMES:
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Elaborations

Identifying the reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events
such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)

Investigating the experiences and contributions of a particular migrant group

within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer
River, Pacific Islanders in the Torres Strait)

Year 6 Outcomes: Historical Knowledge and Understanding

Australia as a nation:
Key figures and events that led to Australias Federation, including
British and American influences on Australias system of law and
government.(ACHHK113)
Elaborations

Studying Australias path to Federation through an examination of key

people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the
referendums held in the colonies from 1898 to 1900)

The contribution of individuals and groups, including Aboriginal and

Torres Strait Islander people and migrants, to the development of
Henderson, J

Lesson Plan 1

Australian society, for example in areas such as the economy, education,

science, the arts, sport. (ACHHK116)
Elaborations

Investigating the role of specific cultural groups in Australias economic and

social development (for example the cattle industry, the Snowy Mountains
Scheme, the pearling industry)

Historical Skills: Chronology, terms and concepts

Use historical terms and concepts (ACHHS099)
Elaborations:

Using historical terms (such as the gold era, the Eureka Stockade, the Myall
Creek Massacre, colony)

Historical questions and research:

Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Elaborations:

Using internet search engines, museums, library catalogues and indexes to

find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)

Understanding the internet domain names com, edu, gov as indicators of

the provenance of a source

Analysis and use of sources:

Locate information related to inquiry questions in a range of
sources(ACHHS102)
Compare information from a range of sources (ACHHS103)
Elaborations:

Finding relevant historical information about colonial Australia from primary

and secondary sources

Examining two sources of evidence to identify similarities and/or differences,

and describing what they reveal about the past

Explanation and communication:

Henderson, J

Lesson Plan 1

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

technologies (ACHHS106)
Elaborations:
Using ICT to create presentations which are suitable for the target audience and
include text, images and/or audiovisuals

Introduction on Migration to Australia

Time
20mi

Introduction:
Introduce How did migrants from

ns

Teaching Approaches
Teacher needs to

different countries of the world influence

model, explain and

our nation during and prior to Australias

scaffold the KWL

federation using KWL chart.

and Word Wall

Discuss and complete as a whole class a

Indigenous students

KWL chart using the interactive

will be supported if

whiteboard. (What you KNOW and what

needed by the SSO

you WANT to learn and what you have

or indigenous

LEARNED) about this focus question.

support worker.

Students will then create their own KWL

Teaching Strategies

chart which they will constantly refer to

Planning and visualising

throughout the unit. The students will

explicit processes.

first work on the KNOW and WANT

Working non-verbally with

sections of the KWL

self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeresponsive, environmental
practice.
Using indirect, innovative
and interdisciplinary
approaches.
Modelling and scaffolding
by working from wholes to
parts.

Henderson, J

Lesson Plan 1

Connecting learning to
local values, needs and
knowledge.
To be carried out
throughout the lesson
where appropriate.
Many of the above
strategies support the
way Indigenous
students learn.
Time
30mi

Main Content:
Introduce the use of iPads and explain

ns

Teacher needs to

they will be used throughout the unit.

model, explain

Show students how to use the iPads, e.g.

and scaffold the

connect to the internet, apps available

KWL and Word

etc.

Wall

Students will use the internet on the

Teacher will

iPads to search for 5 facts about

demonstrate

migration to Australia in the 1800s.

iCardsort

They will then relate the information they

application using

have found from their 5 facts to a word

the IWB to

that is unknown to them. Students then

showcase the

create their own Word Wall using

correct use.

iCardsort application, teacher to

Teaching Approaches

Students will find

demonstrate.

their facts using

Note* Students will need to keep adding

search engines

to their Word Wall throughout unit and

such as Google to

also constantly check it for more

find their

understanding of the different concepts.

information. (See

If there is no icardsort app get students

teacher notes.)

to write word wall in their book.

Indigenous
students will be
supported if
needed by the
SSO or indigenous

Henderson, J

Lesson Plan 1

support worker.

Time
20mi

Conclusion:

ns

View an array of different video clips

Teaching Approaches
Model the types of

and make notes, that will help the

notes/ note taking

students to get a better

that would

understanding of migration.

support their

(www.youtube.com) (horrible-

excursion

histories.co.uk)

experience.

Explain to students that they will be

Students will need

going on an excursion next lesson and

to have their

will be taking notes which they will

permissions notes

then be able to add to their KWL.

signed by their
parents/carers.

Indigenous
students will be
supported if
needed by the
SSO or indigenous
support worker.

Notes for Teachers

Make sure that the bus is all booked for the excursion tomorrow.

Make sure that first aid is up to date.

Ensure that if there are any students that need medication you can
administer it.

Float around the room to ensure that all students have some understanding
of what is required of them.

Henderson, J

Lesson Plan 1

Make yourself comfortable with the iCard app.

Make sure students gain prior knowledge on the correct way to research
using search engines such as Google.

RESOURCES
Printer access
Library access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Excursion permissions, Hazard Assessment, Bus booking and confirmation, extra
support (SSO, Indigenous support worker or Parents), class lists
Internet access
Interactive whiteboard
iPads

SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the schools policy on safety in the classroom and on
excursions.
Check health records on each student so you are aware how to react to any
potential problems.
Always test each activity by yourself before engaging in a lesson with the students.
Explain to the students about any potential dangers that could be involved in the
lesson.
Before each lesson, display and discuss with the students about safe practices.
Henderson, J

Lesson Plan 1

ASSESSMENT
For this lesson there will be a formative assessment of teacher collaboration with
students on the KWL chart and word wall.
Note* This will be the main focus for this lesson. Teacher to make sure they are
aware of the overall summative assessment and take note on each student in each
individual lesson
Whole Unit Assessment
Type of

What will be assessed

When it will be

assessmen
t

assessed
Organization, Collaboration and Responsibility

Participation

Throughout the
assignment (20%)

Knowledge, research and ICT skills

Research

On
Completion/Marking

Knowledge and researching skills

Excursion

(20%)
On completion (10%)

Poster/Powerpoint, Oral, audio and supporting

Presentation documents (rough copies) Identifying of learning On
Completion/Marking
of Learning journey and demonstrating historical
understanding and knowledge

(40%)

Self and
Peer

On Completion

assessment

(10%)

Henderson, J

Lesson Plan 1

REFLECTION
1. Was this lesson successful.why or why not?
2. If we do this again, what can I do differently to help you learn more?
3. Were the students engaged in the lesson?
4. Did students grasp the technological skills required?
5. Did technology hinder or enhance the students research time?

References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). The
Australian curriculum. History. Retrieved September 15, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning.
Victoria, Australia: ACER Pres

Henderson, J

Lesson Plan 1

Appendix 1

WHAT I
KNOW

Henderson, J

WHAT I WANT
TO

KNOW

Lesson Plan 1

WHAT I
LEARNED

Henderson, J

Lesson Plan 1