DATE:

DAILY NOTES: YEAR 4 HASS (HISTORY): Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their
experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHHK079)
DAY:
LESSO
N

Link to the Aust Curriculum

(code)
Knowledge and
understanding
SPECIFIC LESSON
OBJECTIVES

Link to the Aust

Curriculum
Humanities and
Social Sciences skills

(ACHHK079)
At the completion of this
lesson, students will be
able to:
1. Appropriately source
and curate content of
relevance to their
assigned convict.
2. Use Padlet as a tool to
store and present the
curated information.
3. Collect information
relevant to ALL
research focus points
provided in Lesson 1.

Locate and collect

information from a
variety of sources (e.g.
photographs, maps,
books, interviews,
internet)
Record selected
information and/or data
(e.g. use graphic
organisers, develop
note-taking strategies)

ASSESSMENT
(WHAT & HOW)

A rubric will be
used to assess
their Padlet,
focusing on the
curation and
relevance of the
information
gathered.

LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY

QUESTIONS

RESOURCES

LEARNING EXPERIENCE/KEY QUESTIONS:

Research the life of a convict in an assigned group of approx. 4-5 students.

Use the links provided as a starting point, but extra research is encouraged.

Research should be focused on the key points and questions identified in

Lesson 1 of the Webquest, including:
-What did you do in the UK?
-What crime were you transported for?
-Which ship did you come to Australia in?
-What was life like on the ship that took you to Australia?
-Were there enough rations when you arrived in Australia?
-What did your average day look like?
-What did your new surroundings look like?

Use a Padlet to collect, curate and present relevant findings.

LEARNER DIVERSITY:

This lesson leans itself well to learner diversity, as it is a group task, and
tasks can be divided based on individual capabilities, however some
provisions for learner diversity are identified below:
o
Gifted students: group them together so they are at a similar
working pace and can go deeper with their research.
o
Visual impairments: provide students with an iPad with applications
to magnify and read-aloud text, which they can then dictate back to
their group. This allows them to make a valuable contribution to the
group.

www.brontelizziejo
celyn.weebly.com

At the completion of this

lesson, students will be
able to:
1. Apply their research
findings to identify key
life events of their
convict.
2. Correctly locate these
life events and dates
on a timeline using
the Read Write Think
online interactive
timeline creator.

Interpret information
and/or data collected
(e.g. sequence events
in chronological order,
identify patterns and
trends, make
connections between
old and new
information)

At the completion of this

lesson, students will be
able to:
1. Map the journey of the
first fleet and
annotate key points
along the journey
using Scribble Maps
(including stopping
points, key
experiences).
2. Describe the
experiences the
convict encountered
before the journey,
during the journey,
and upon arrival in
Australia, in the form
of a letter.
3. Make and justify a
decision regarding
whether or not their
convict should
encourage their family
to join them in
Australia.

Use decision-making
processes (e.g. share
views, recognise
different points of view,
identify issues, identify
possible solutions, plan
for action in groups)

Translate collected
information and/or data
into different formats
(e.g. create a timeline,
change data into a
table and/or graph)

Develop texts,
including narratives
and biographies, that
use researched facts,
events and experiences

A rubric will be
used to assess
their timeline
(which will be
posted to their
group Padlet),
focusing on the
students
identification of
key life events,
and the accuracy
of placement on
the timeline.

A rubric will be
used to assess the
journey map
(created using
Scribble Maps)
and the letter to
family (using the
Read Write Think
letter generator),
focusing on the
students ability
to transfer their
knowledge of the
journey to a map,
empathise with
their assigned
convict, and
justify their
decision regarding
their family
joining or not
joining them in
Australia.

LEARNING EXPERIENCE/KEY QUESTIONS:

Students must further curate their research findings in order to select the
most relevant information for this task.

Students must identify the key events of the convicts life and their journey to
Australia, along with the corresponding dates.

Use the Read Write Think timeline creator to place these events on a
timeline.

Use images to enhance the timeline

Key focus areas:

o
10 life events with a short description
o
4 pictures of your convict, their ship or landing in Australia
o
A brief description of their crimes and punishments
o
How long their journey on their ship was, and where it landed in
Australia

Insert timeline into group Padlet

LEARNER DIVERSITY:

Gifted students: These students will be encouraged to add more life events
and more detail than the standard outlined in the Webquest.

Students with learning difficulties: These students will be encouraged to add

various media types to their timeline (eg images and videos), which will allow
them to make a valuable contribution to the group whilst learning from other
group members at the same time.
LEARNING EXPERIENCE/KEY QUESTIONS:

Use their existing and further research to map and annotate the journey the
first fleet took (using Scribble Maps), including any stops along the way and
the reasons for them, as well as the key experiences encountered along the
journey.

Students are encouraged to include images and other media as appropriate

to enhance their map.

Using the Read Write Think letter generator, students are required to
empathise with their assigned convict, in order to recount their experiences
and write about how they felt in particular situations before the journey,
during the journey, and upon arrival in Australia (in the form of a letter to
their family).

Students must come to a decision about whether or not to invite and

encourage their family to join them. They must include their decision and
justify it the letter.

Students will be encouraged to think about the following points in writing

their letter:
o
Who is your family?
o
What were your living conditions like on the ship? What did a typical
day on the ship look like?
o
What are your living conditions like now that you have landed? Are
you healthy?
o
What job will you be doing? What jobs would be available for your
family members?
o
Do you have any exciting or sad news for them?
o
What does Australia look and feel like, and what are the natives like?
o
Should your family join you? Why or why not?
LEARNER DIVERSITY:

Gifted students: If they finish early, students will write a letter response from
the convicts family to the convict, stating whether or not they will join the
convict in Australia, and why.

Students with learning difficulties: These students will be encouraged to

search for existing maps of the first fleet journey to direct their thinking.

http://www.readwri
tethink.org/files/re
sources/interactive
s/timeline_2/

http://www.scribbl
emaps.com/

http://www.readwri
tethink.org/files/re
sources/interactive
s/letter_generator/

At the completion of this

lesson, students will be
able to:
1. Demonstrate their
understanding of their
assigned convict.
2. Compose a
story/script focused on
the experiences of
their convict regarding
their crime, arrest,
trial and
transportation to
Australia.

3.

Design and construct

a Puppet Pals
presentation to
demonstrate their
findings to the class.

Present findings and

conclusions in a range
of communication
forms (e.g. written,
oral, visual, digital,
tabular, graphic),
appropriate to
audience and purpose,
using relevant terms
Identify different points
of view/perspectives in
information and/or data
(e.g. distinguish fact
from opinion, explore
different stories on the
same topic)

A rubric will be
used to assess the
Puppet Pals
presentation,
focusing on the
students
understanding of
the key points of
their convicts
crime, arrest, trial
and
transportation, as
well as the quality
of the final
product.

LEARNING EXPERIENCE/KEY QUESTIONS:

Students must curate their research in order to identify the information most
relevant to their convicts crime, arrest, trial and transportation.

Students must use this information to write a short script regarding these key
events, with a focus on their convicts interactions with key people (eg police,
family etc), for the purpose of creating a Puppet Pals presentation.

Students must source images of their convict to use as characters in their

play.

Students create their Puppet Pals play using their script to demonstrate their
understanding of their convict.

Students present their Puppet Pals presentations to the class so the class can
learn about convicts other than the one they have focused on.
LEARNER DIVERSITY:

Students with learning difficulties: Students of any learning ability can

meaningfully contribute and participate in this task because it is primarily a
creative task. The professional result will encourage them in their abilities,
and hopefully engage students who found it hard to engage in previous
lessons. Students may enjoy watching and listening to their peers
presentations and therefore may learn a lot from other students.

iPad app Puppet

Pals