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Lesson Plan

Lesson 1: History
Where do humans come from?

Date: Subject: History Year: 6/7 Time:


30/07/2018 50min
Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
Lesson Context:
First lesson of the Unit, class has previously studied Ancient China, Migration and Movement of People,
as well as, having developed an understanding of survival needs
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Inquiry Skills:
Apply a methodology to locate and collect relevant information and data from a range of primary
sources and secondary sources
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
Where did humans originate?
How did humans disperse across the globe?
Who were the first humans?
What were the first humans like?
How do we know they existed?
What are the first humans of Australia called?
Resources:
https://www.youtube.com/watch?v=CJdT6QcSbQ0
https://australianmuseum.net.au/homo-sapiens-modern-humans
https://australianmuseum.net.au/homo-neanderthalensis
PowerPoint
Student Books
https://www.britannica.com/topic/Homo-sapiens
Assessment:
A research task around Neanderthals and Homo Sapiens to gain further understanding into the key
characteristics of these people and how we see those in modern society. As well as, to consolidate the
ideas of continuity and change across the landscape and population.
Lesson Plan
Content Process Resource/s Time
Hook: Video showing the https://www.youtube.com/watch?v=CJdT6QcSbQ0 10min
dispersal/movement of
people across the globe Questions:
Discussion around what my What do they mean by the coldest, driest
unit is about and my period of the ice age?
expectations from them How many year ago did the first humans leave
throughout my teaching Africa and where did they go? 60,000 Years
time ago, and Australia
When did they reach Australia? 50,000 yrs ago
What does that mean?
Where did they go last? America
What is Agriculture

What I am covering with them:


- Out of Africa Theory
- Origins of first humans and how they
lived
- Aboriginal cultures and how/why they
remained traditional for so long
- Compare Aboriginal and Torres Strait
Islander Ancient culture to Ancient
China
- 2 Summative Tasks for the unit and a
few other tasks so I know that you are
learning
Expectations:
- I have seen how you behave normally
with Liz and Steph, so I expect that the
same/better behaviours are displayed
in my classes too.
How do we Discussion around what Questions: 10min
know about evidence archaeologists - What kinds of artefacts may
early man? have found to distinguish archaeologist be able to find?
humans from animals. - How do they know it was from early
Discussion around lifestyles humans?
(Nomadic vs. sedentary, - What does this suggest about the
agriculture vs. hunter lifestyles of early man?
- Is there more than one type of early
gatherers)
man?
- Introduce the Neanderthals and Homo
Sapiens
- Introduce the task
Task Work Students to work on the Task Sheet 30min
task for the remainder of Cromebooks
the lesson including some Student Books
homework time ready to
discuss this further next
week
Where Do Humans Come From? Task
Your task is to research Neanderthals and Homo Sapiens using the Australian
Museum sites listed.
General site: https://australianmuseum.net.au/human-evolution
The Neanderthals: https://australianmuseum.net.au/homo-neanderthalensis
Homo Sapiens: https://australianmuseum.net.au/homo-sapiens-modern-
humans

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?

Date: Subject: History Year: 6/7 Time:


30/07/2018 50min
Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
Lesson Context:
Second lesson of the Unit, class has previously studied Ancient China, Migration and Movement of
People, as well as, having developed an understanding of survival needs
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Inquiry Skills:
Apply a methodology to locate and collect relevant information and data from a range of primary
sources and secondary sources
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
Where did humans originate?
How did humans disperse across the globe?
Who were the first humans?
What were the first humans like?
How do we know they existed?
What are the first humans of Australia called?
Resources:
https://www.youtube.com/watch?v=CJdT6QcSbQ0
https://australianmuseum.net.au/homo-sapiens-modern-humans
https://australianmuseum.net.au/homo-neanderthalensis
PowerPoint
Student Books
https://www.britannica.com/topic/Homo-sapiens
Assessment:
A research task around Neanderthals and Homo Sapiens to gain further understanding into the key
characteristics of these people and how we see those in modern society. As well as, to consolidate the
ideas of continuity and change across the landscape and population.
Lesson Plan
Content Process Resource/s Time
Profiles Go over the task sheet Australian Museum sites 50min
again and check for Task sheet
understanding Student Crome books or books
Walk through the research
process with students using
the Australian Museum
site.
Lesson Plan
Lesson 3:
What did the landscape look like?

Date: 6/08/2018 Subject: History Year: 6/7 Time: 110min


Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
4 EALD students??
Lesson Context:
Third lesson in the unit, students have completed a profile on the Neanderthals and Homo Sapiens
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Key features of ancient societies (farming, trade, social classes, religion, rule of law)
Inquiry Skills:
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
- How did the first humans live?
- What food did they eat?
- What resources were around?
- What did their homes look like?
Resources:
Australian Museum website
Profiles
Books
Cromebooks
A3 paper
Assessment:
Real estate advertisement for a Homo Sapiens home in Australia
Lesson Plan
Content Process Resource/s Time
Finish Profiles Finish Profiles Books 30min
Cromebooks
Consolidate Discussion Discussion 10min
Profiles and - Why would I have set the profile task for
Out of Africa you to complete?
Theory o What benefit do the profiles have?
o What did you learn?
- Homo Erectus link
- Explain the last question
o Its purpose
o What it means
Key Terms
- Nomadic
- Hunter-gatherer
- Agriculture
- Settlement
Review Out of Africa
- What is it?
- When was it?
- Who was it?
- Where did they go?
- Where did they start?

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?

Date: 6/08/2018 Subject: History Year: 6/7 Time: 110min


Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
4 EALD students??
Lesson Context:
Fourth lesson in the unit, students have completed a profile on the Neanderthals and Homo Sapiens
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Key features of ancient societies (farming, trade, social classes, religion, rule of law)
Inquiry Skills:
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
- How did the first humans live?
- What food did they eat?
- What resources were around?
- What did their homes look like?
Resources:
Australian Museum website
Profiles
Books
Cromebooks
A3 paper
Assessment:
Real estate advertisement for a Homo Sapiens home in Australia
Lesson Plan
Content Process Resource/s Time
Review Reviewed what was learnt last week and what we 5 min
have covered so far
Discussion Brief conversation about Indigenous culture and Discussion 15min
tying this into landscape Map of human
Migration
Task Finishing off profiles Cromebooks 90min
A3 paper
Work books
Feedback
- Started lesson – make sure all are attending
- PAUSE – don’t be afraid to COMMAND their attention. WAIT a very powerful strategy
- Great website about migration paths – could have been good to give kids time to explore this site.
- Getting kids to think about “why?” people moved – gets them thinking
- Your questioning has improved, and you are asking questions that get them thinking without just
“telling” them stuff
- You talk about the indigenous people building houses – they never built houses – they were
nomadic so only built minimal shelters
Lesson Plan
Lesson 5: History
Free Real Estate

Date: 20/08/2018 Subject: History Year: 6/7 Time: 50min


Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
4 EALD students??
Lesson Context:
Students have completed a profile on the Neanderthals and Homo Sapiens, have been completing a real
estate advertisement for an Early human house in Australia and have previously studied Ancient China
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Key features of ancient societies (farming, trade, social classes, religion, rule of law)
Inquiry Skills:
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
- How did the first humans live?
- What food did they eat?
- What resources were around?
- Why did the Indigenous Australians stay so traditional for so long?
Resources:
Books
Cromebooks
Assessment:
Refer to task sheet.
Lesson Plan
Content Process Resource/s Time
Task Finishing off the Assessment piece and Cromebooks 50min
consolidating the learning/introduce the new task Work books
Review Researching skills
Lesson Plan
Lesson 6: History
Indigenous Australia V.s. Ancient China

Date: 20/08/2018 Subject: History Year: 6/7 Time: 50min


Class Context:
29 students aged 11-13
11 Year 6
18 Year 7
Mixed Sex
Mixed Race
Mixed Ability
2 Students with NEPs??
4 EALD students??
Lesson Context:
Students have completed a profile on the Neanderthals and Homo Sapiens, have completed a real estate
advertisement for an Early human house in Australia and have previously studied Ancient China
Relevant Content Descriptors:
The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the
world, including Australia
Key features of ancient societies (farming, trade, social classes, religion, rule of law)
Inquiry Skills:
Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that
incorporate source materials, citations, graphic representations and discipline-specific terms,
conventions and concepts
Achievement Standard:
students explain the role of groups
They suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups and describe events and developments from the perspective of people
who lived at the time.
Essential Questions:
- How did the first humans live?
- What food did they eat?
- What resources were around?
- Why did the Indigenous Australians stay so traditional for so long?
Resources:
Books
Cromebooks
Assessment:
Refer to task sheet.
Lesson Plan
Content Process Resource/s Time
Task Introduce the task Cromebooks 50min
A3 paper
Work books
Indigenous Australia Vs. The Ming Dynasty
Your Task:
1. Create a Venn Diagram comparing the differences and similarities between Pre-Invasion
Indigenous People and The Ming Dynasty of Ancient China.

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.

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