Lesson Plans
Lesson Plans
Lesson Plans
Lesson 1: History
Where do humans come from?
Note: When looking at the Homo Sapiens page, look for information on Early
Homo Sapiens.
What to do:
In your History book, you are first going to create a title page for the unit (you are
to create a profile on both Homo Sapiens and Neanderthals by answering the
following questions, briefly, in your own words:
1. What did they look like?
2. What they may have eaten?
3. What tools they used?
4. What clothes did they wear?
5. What did their houses look like?
6. What environments did they live in?
7. How did they interact with other species?
You must include a graphic of each in the profile.
You can use graphics to answer the questions if it helps your learning, however,
the images cannot replace your writing.
Due: Friday
Feedback
• Video clip was a good choice – kids were interested and attentive to it.
• Gave an outline of the unit
• Questions to what they learnt from video was a good way to find out what they leant. Perhaps
telling them beforehand that you were going to ask questions would get them all in to be really
attentive.
• They won’t know about ancient landscape – only 1 child responded
• Really liked the PPT – outlining the Unit Plan – very clear to students
• If kids aren’t answering questions -rephrase question and give more information
• Question is really hard – and it a skill that you develop. Good questioning leads kids to using thinkin
to come up with solutions/answers.
• Task was well implemented and clear
Lesson Plan
Lesson 2: History
Where do humans come from?
Teaching What did the landscape look like? Explicit teaching 10 min
around the Plant life Video
Pleistocene Animals
era Climate
Task Introduce the task Cromebooks 50min
A3 paper
Work books
The Pleistocene Era
Your task is to research Australia during the Pleistocene era to produce a real estate advertisement for a
Homo Sapiens home.
What to do:
On an A3 piece of paper, you are going to create a real estate advertisement for a Homo Sapiens home
somewhere in Australia. Refer to the example for guidance on layout.
You will need the following:
1. An image of the home for sale
2. A price for the home
3. A location for the home
4. A description of the area the home is in including
a. Resources in the area (wood, stone etc.)
b. Food found in the area
c. Climate of the area
5. Size of the block of land
6. Features of the home (e.g. Bedrooms, bathrooms etc.)
7. A comment on neighbours
8. Open for inspection times
9. Realtor contact details
The Rubric
Needs Well
Poor Ok Excellent
Work Done
Understanding
Information
Grammar and
Spelling
Effort
Presentation
Comment:
Feedback
- Much more confident with this content*****
- Reviewing prior work is a great idea of getting kids all on the same page and reinforcing learning.
- Shut down sniggering over terms such as “Erectus”
- Had you explained what the question – How did they interact? In prior lessons
- Don’t assume they know stuff i.e. what do you mean about an era? – Draw on their experience and
knowledge to reinforce concepts i.e. Pleistoncene era.
- Slide Show was great **
- Mega Fauna video – explain/ask kids
- Kids loved the mega fauna video – a very clear illustration
- ****Ask kids to tell you what might be in a real estate ad – this uses kids prior knowledge and
engages them.
- Task was interesting and enjoying – Kids had lots of questions – this indicates you needed to explain
a bit fuller at beginning.
Lesson Plan
Lesson 4:
What did the landscape look like?
Resources
Pre-Invasion Indigenous People The Ming Dynasty
https://australianmuseum.net.au/indigen https://www.britannica.com/topic/Ming-
ous-australia-introduction dynasty-Chinese-history
https://australianmuseum.net.au/indigen https://www.history.com/topics/ming-
ous-australia-timeline-pre-contact dynasty
2. Answer the following questions:
a. What was challenging about finding information?
b. Why was it challenging?
c. Explain why there was a difference between the two societies.