Lesson Plan

Class: 1 Silver (year 1 stage 1)

Date: 11/8/15

Time: Start: 11.15am

Finish: 12.15pm

Key Learning Area: History

Lesson Topic: The Past and Present

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Last term we explored the topic Gold Rush. The students explored Australias history during the 1850s and 1860s. So far this term we explored our family
heritage.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

- HT1-4: Demonstrates skills of historical

inquiry and communication.

By the end of this lesson, the students will:

- Use inquiry techniques to gain information. They will interview a
family member and share their findings with a speech to their
small group.

- Record their speech using video. Look for

historical language used. That they are able
to share and explain what the toy is and why
it was special to their family member.

- HT1-1: communicates an understanding

of change and continuity in family life
using appropriate historical terms.

- Show an understanding of change and continuity in family life by

completing the MuseumBox task with examples of toys used by
their grandparents, parents and other examples they are able to
find through research. Then an example of their own favourite toy.

Any safety issues to be considered:

Ensuring the sites and books made available to the
students are appropriate and safe.
Ensure the toys are safe for students to play with.

Resources:
Ipad to record video footage of speechs
Rotation table to have on the smartboard
Old toys for display and exploration
Computers activity document on screen
Websites: www.Kmart.com/Toys
http://www.mylearning.org/toys-from-the-past/p3100/
http://www.twinkl.co.uk/resource/t-t-5356-toysfrom-the-past-video-powerpoint

- View their completed MuseumBox. Have at

least three examples. One example of a toy
from a family member, one of their own and
one from research (from books or internet
research)
http://museumbox.e2bn.org/
Books:
Tottie, the story of a Dolls House by Rumer
Godden
Dogger by Shirley Hughes
Hugo and Oddsock by Tony Ross
Toys by Marvin Buckley
My Toys First Facts
Start up History Toys by Stewart Ross
Changing Times Toys and Games as seen by
four generations

The activities are open ended. This supports the different learning abilities as it allows students to go at
their own pace and go into as little or as much research they would like. Various resources are used
along with a variety of activities to cater to various learning styles (Gardiners multiple intelligences).
They relate to students life to engage students in activities. As it is a rotating set up the teacher can
support students as needed or allow students to lead their own learning.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

Ss will be on the group time mat while T demonstrates to the

Ss how to do the speech by sharing her grandparents
favourite toy. T asks Ss if they are clear on what they need to
do. Ss move to their first station.

Have photos and or example of toy

to show Ss.

Open activity- students had to interview their

grandparents/parents about their favourite toy
growing up. Students chose questions to ask
and what information they gathered
DEVELOPMENT
HT1-4: By using inquiry skills students
share differences and similarities between
students' daily lives and life during their
parents' and grandparents' childhoods.
(ACHHK030)
Bodily/Kinesthetic learners
HT1-1:
Students create a
collection of their
handling/exploring
objects
research highlighting the changes in toys
overtime. The visual comparison shows the
differences and similarities between
students' daily lives and life during their
parents' and grandparents' childhoods.
(ACHHK030)
CLOSURE

48
(15mins
each
activity
station and
1-2mins
for
transitions)

The Cakes group are first to share their short speech. Ss sit
in a circle. One at a time they say their speech and T records
it.
While the Cakes are doing their speeches Candles are
exploring old toys that T has provided and resource books in
the book corner. This is a free explorative activity for the Ss
to individually explore.
The activity that Candles are completing first is the
MuseumBox activity. The Ss have used this many times and
are familiar with how to use it. Ss follow the Activity sheet
already up on the computers by reading and clicking on the
links to research and find toys and information to add to their
MuseumBox.

7
Logical/Mathematical
gathering and organising data,
technology based activity

Interpersonal and Intrapersonal

connects to students life. Activities
can be group or individual.

Have rotation table of the 3 small

groups (cakes, presents, candles)
on the SmartBoard so they are
aware of where to go and what to
do.
Have 7 chairs (1 for T, 6 for Ss) in a
circle and iPad.
Have toys and books presented on
table nearby so they can choose
and take a resource to individually
sit and explore.
Have the 6 classroom computers
on and have the task sheet open
explaining what they need to do.

Have Ss come back to the group time mat and discuss what
they have learnt. T asks Ss:
Key inquiry questions:
How have toys changed or remained the same over time?
How has family life changed or remained the same over
time?

Activity allows for support for students who need it either through peers or
teacher. Students can research as little or as much as they like and can
complete at own pace as activity is on computer for them to come back to.

Verbal/Linguistic learners oral report

Visual/Spatial design activity